Register of Educational Research in the United Kingdom

Register of Educational Research in the United Kingdom Volume 11:1995–7 This latest volume of the Register of Educational Research in the United Kingdom lists the major research projects being undertaken in Britain during the latter months of 1994, the whole of 1995 and 1996 and the early months of 1997. Each entry provides names and addresses of the researcher, a detailed abstract, the source and amount of the grant (where applicable), the length of the project—or the fact of its continuance—and bibliographic details of published material about the research. Comprehensive author and subject indexes enable the reader to use the Register to its best advantage and to obtain accurate information with both speed and ease. The subject index is based on keywords selected from the British Education Thesaurus, and each entry is listed against its keywords. The National Foundation for Educational Research is the leading educational research body in the United Kingdom, carrying out a varied programme of research into many aspects of education.

Register of Educational Research in the United Kingdom Volume 11:1995–97

National Foundation for Educational Research in England and Wales

LONDON AND NEW YORK

First published 1998 by Routledge 11 New Fetter Lane, London EC4P 4EE Simultaneously published in the USA and Canada by Routledge 29 West 35th Street, New York, NY 10001 © 1998 National Foundation for Educational Research in England and Wales Transferred to Digital Printing 2003 Routledge is an imprint of the taylor& Francis Group This edition published in the Taylor & Francis e-Library, 2005. “To purchase your own copy of this or any of Taylor & Francis or Routledge’s collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.” All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from . the publishers. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data A catalogue record for this book has been requested ISBN 0-203-98640-7 Master e-book ISBN

ISBN 0-415-17375-2 (Print Edition)

Contents How to use the Register

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Author Index

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Subject Index

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How to use the Register The Register entries are arranged alphabetically according to the name of the institution at which the research was carried out; within each institution, the entries are arranged alphabetically by department and within the department by researcher. The entries are also consecutively numbered. Name and subject indexes appear at the back of the volume. The subject index is based on keywords which have been selected from the British Education Thesaurus. Each entry is listed against all of its keywords. Although every effort has been made to check that the details of the entries supplied by the researchers are correct, there may be some errors and inconsistencies, for which we apologise. The details of the research projects contained in this Register are stored on an IBM microcomputer at the National Foundation for Educational research (NFER) and entries are continuously updated and new material is added as it is received. Therefore, it is possible to provide Register users with printouts of more up-to-date information. A modest charge is made for this service, which is available from: Register of Educational Research in the UK National Foundation for Educational Research The Mere Upton Park Slough SL1 2DQ Berkshire Telephone: (01753) 574123

Aberdeen University 11/0001 Department of Education, Regent Walk, Aberdeen AB9 1FX 01224 272000 Kiger, A. Dr; Campbell, D. Dr Learning styles of undergraduate medical students and student nurses Abstract: The Entwistle-Ramsden inventory on learning styles has been completed by 3 year cohorts of medical entrants to the University of Aberdeen (1991, 1992, 1993), about 350 in all, and to 1 cohort of entrants to the Nursing College in Aberdeen (1991), about 60. The academic progress of these students is being followed through to graduation, to include degree examination results for medical students and a wider range of assessment for nursing students. These results will be compared with inventory scores to test the predictive value of the inventory, and to lay the basis for more complex analysis of students’ learning. Status: Individual research Date of Research: 1991–1995 KEYWORDS: learning strategies; medical education; nurse education; prediction 11/0002 Department of Education, Regent Walk, Aberdeen AB9 1FX 01224 272000 Kiger, A. Dr; Gordon, F. Mrs A cross-cultural study of nursing image amongst student nurses Abstract: The image of nursing held by student nurses in three contrasting cultural contexts in three countries, is being explored by means of an open-ended questionnaire, developed from pilot focused interviews. The samples comprise about one hundred at each of two levels (beginning and experienced) and at two institutions in each country. Status: Individual research Date of Research: 1992–1995 KEYWORDS: nurse education; nurses 11/0003 Department of Education, Regent Walk, Aberdeen AB9 1FX 01224 272000 Shucksmith, J. Mrs; Philip, K. Ms Peer educators and parent collaborators: educating about HIV in the community

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Abstract: Attempts to educate young people about the risks from human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS) via health promotion and school health education programmes have had only limited success. Evidence shows that knowledge may increase but young people’s behaviour does not change. In addition, some groups of young people are notoriously difficult to reach in these ways. This action research project is an attempt to explore how effectively young people can be involved as educators of their own peer group. The project will build on previous studies carried out by the research team which found a variety of needs for information and advice expressed by different groups in a previous study. The study will focus on a group of young people from one neighbourhood within Aberdeen who will be recruited from community based groups throughout the area. This focus will enable the examination of the influence of local networks and contexts on the work of the peer educators. The project also intends to involve parents, recognising their role as informal educators and their need for support. This element of the project will be carried out alongside the work with young people. An extension of the project (in 1995) involves a community health needs assessment, to identify appropriate services for young people in this area. Status: Sponsored project Source of Grant: Grampian Health Department; Scottish Office, jointly £40,000 Date of Research: 1993–1995 KEYWORDS: acquired immune deficiency syndrome; health education; parent participation; peer teaching; sex education 11/0004 Department of Education, Regent Walk, Aberdeen AB9 1FX 01224 272000 Philip, K. Ms; Hendry, L. Prof. Mentoring and youth work Abstract: The role of mentoring, the relationship between a young person and an older non-related adult, is explored through a range of questions: 1) Who are the mentors in the lives of young people? 2) What is the content of the relationship? 3) Why do young people develop mentoring relationships? 4) Are youth workers recognised as mentors? A mix of quantitative and qualitative methods will be used. It is envisaged that 200 young people and 200 mentors will be interviewed. Status: Sponsored project Source of Grant: Johann Jacob’s Foundation £100,000 Date of Research: 1993–1996 KEYWORDS: mentors; youth; youth leaders 11/0005 Department of Education, Regent Walk, Aberdeen AB9 1FX 01224 272000 Shucksmith, J. Mrs; Hendry, L. Prof.; Dewsbury, D. Mr

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Young people’s perceptions of their own health needs Abstract: The project explores young people’s perceptions of their own health needs, as a basis for health education programmes. Existing programmes e.g. smoking, human immunodeficiency virus (HIV) and drugs, are formulated without consulting young people themselves, are increasingly shown to have little impact. The project starts with a review of issues as defined by adults, and group discussions with young people to establish an initial agenda of their concerns. The major study involves 60 interviews to explore different saliences and priorities. In this way, it is hoped to develop a research methodology which avoids the weakness of some previous studies where children merely reproduce the messages they have received from teachers or the media. Status: Sponsored project Source of Grant: Health Education Board for Scotland £39,972 Date of Research: 1994–1995 KEYWORDS: attitudes; health; health education; youth

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11/0006 Department of Physical Education, Regent Walk, Aberdeen AB9 1FX 01224 272000 Glasgow University, Institute of Biomedical and Life Sciences, Glasgow G12 8QQ 0141 339 8855 Marsden, E. Dr; Supervisor: Mutrie, N. Dr The role of exercise in the well-being of people with insulin-dependent diabetes mellitus: perceptions of patients and health professionals Abstract: Insulin-dependent diabetes is a chronic illness which affects larger numbers of the UK population every year. The long-term effects are severe and life-threatening, and intensive education programmes are being instigated on diabetes care in order to minimise these effects of morbidity and mortality. The effects of regular exercise are known to delay or even prevent cardiovascular disease in the ‘normal’ population, as well as reducing stress, anxiety, depression and poor self-esteem. Research to date has not explored similar effects in the insulin-dependent population. This research project consists of three sections. The first was an experimental project with fourteen subjects. The physiological, psychological and educational instruments were piloted. Results showed a successful educational input and after four weeks of exercise, subjects had significantly improved quality of life, confidence, composure, agreeableness, and clearheadedness when these items were linearaly regressed against number of exercise sessions completed. The second study consisted of the creation of a diabetes and exercise questionnaire which yielded a response of 1,020 replies from diabetics in the West of Scotland. This was a 76% return rate. Results are at present being analysed. The third study was composed of interviewing teams of health professionals of the diabetic clinics, using the focus group method. Qualitative analysis shows an agreement from doctors, nurses, dieticians, chiropodists, that their education programmes are inadequate or completely missing on exercise. Published Material: MARSDEN, E. (1988). ‘Diabetes and exercise’, Scottish Journal of Physical Education, Vol 16, No 2.; MARSDEN, E. (1991). ‘Diabetes and exercisea juggling game?’. Proceedings of the first Scottish Joint Conference on Sports Medicine and Sports Science, 1991. Status: Individual research Date of Research: 1990–1996 KEYWORDS: diabetes; exercise; physical activities; physical education 11/0007 Department of Psychology, Regent Walk, Aberdeen AB9 1FX 01224 272000 Bishop, P. Mr; Supervisor: Pont, H. Dr

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Task and individual factors effecting group learning on an information processing task Abstract: The research involved three experiments which examined the role of various factors on learning from group work on an information processing task, carried out by primary school children aged approximately 6 to 10 years old. The factors considered were task type, difficulty and children’s initial knowledge. The first experiment examined the beneficial effects of group work on a Wilkening’s (81) variation of Siegler’s (76, 81) balance beam, a physics task based on product of movements. Previous research had shown that group learning had been effective on the Siegler’s variation of the task. The Wilkening variation involved children making estimates rather than forced choices. It was found that children progressed after working in groups of mixed ability and similar ability. The second experiment examined if task difficulty had any effect on the children’s group learaing on the Siegler’s variation of the balance beam task. It was found that task difficulty had no effect on learning in groups, but seems to have an effect on individual learning in a control group. The third experiment followed up, and replicated a finding in the second experiment, that children of lower ability learned more than children of higher ability from group work. The postulated reason for this was that the more complex information needed for the higher ability children to progress could not be gained from group work with peers. Published Material: BISHOP, P. (1994). ‘Task difficulty and group work’. In FOOT, H.C. et al. (Eds). Group and interactive learning. Proceedings of the International Conference on Group and Interactive Learning. Southampton: Computational Mechanics Publications. Status: Individual research Date of Research: 1991–1996 KEYWORDS: difficulty level; group work; information processing—psychology; learning activities; learning processes

Anglia Polytechnic University 11/0008 Anglia Business School, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT 01245 225511 Davies, J. Prof. Devolution in universities: a study of the devolvement of authority to faculties Abstract: Many universities in Europe and Australia are currently engaged in devolving budgetary, academic and administrative authority to faculties, for various reasons: creation of large clusters to secure academic excellence; simplification of administrative processes; empowerment; creation of an entrepreneurial ethic; and effective management of financial reduction. The study attempts to explore: 1) reasons for devolution in various sample universities in Australia, New Zealand, Netherlands and UK; 2) manifestations of devolution in budget, academic and administrative terms and its scope in eleven major

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areas of university administration. 3) consequences for faculty management. 4) consequences for the central management of the university. 5) effects in academic, administration and budgeting terms. The study is based on a number of institutional case studies which are assessed against several templates of organisational development. The results are intended to be: principles for the conception of devolution; classification of manifestations of devolution; and a template for the assessment of the effectiveness of devolution. Status: Sponsored project Source of Grant: Three Australian Universities; Australian Committee of Vice Chancellors Date of Research: 1992-continuing KEYWORDS: educational administration; universities; university administration 11/0009 Anglia Business School, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT 01245 225511 Lung, M. Mr; Supervisor: Trafford, V. Dr; Evans, D. Mr Nursing education: the integration of an emergent discipline into the academic community Abstract: The early and mid 1990s represent a period of significant organisational transition for nursing education in England. The colleges of nursing which move into the national higher education sector both face and, in their turn, create specific issues of academic, organisational and managerial integration. Previous research find-ings (Lung 1993) posited that the process of amalgamation for colleges with universities exhibited the three stages of affiliation, accreditation and coalition of integration. The proposed research concerns itself with this final stage. It sets out to test integration, as defined in the final stage, by the value sets of the academic community towards the emergence of nursing as a new, and young, discipline. A representative sample of universities and their respective amalgamating schools of nursing, will form the study area. Evidence will be accessed from documentary sources, questionnaire surveys and interviews to provide triangulations upon perceptions of integration. Use will be made of interviews with key personnel to identify and catalogue the micropolitical influences during the period of transition in certain amalgamations. This evidence will be presented through case studies from which models will be advanced to explain the mutual dynamics of institutional transition and reception. Status: Individual research Date of Research: 1993-continuing KEYWORDS: higher education; nurse education 11/0010 Anglia Business School, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT

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01245 225511 Boddington, G. Mr; Supervisor: Jenkins, H. Prof.; Trafford, V. Dr Transition from public service to market place: staff experiences in one local education authority, 1992–1995 Abstract: The research will be undertaken within one local education authority (LEA) during the period April 1992 to April 1995. The focus for the research is to trace the behaviours adopted by a group of education advisors attempting to come to terms with a major change in their working environment. The context will be the staff response to, and handling of the change-over from the traditional LEA public service role to one where entrepreneurial values dominate. Thus the research will document, interpret and explain what happened and what can be learned from the experience of a single LEA during this unique transition in a field of study where at present no research based literature exists. The researcher is a member of the organisation to be investigated. As a result, an ethnographic approach will be used to understand the meanings and significances which staff in the LEA place upon their own behaviour and that of others. This evidence will be supplemented by the analysis of documentary materials and chronological interviews with both advisory service staff and other key members of the LEA. A triangulation of these staff perspectives on the emergent themes will provide internal and theoretical empirical validity. Findings will be presented through case studies of an incident and multiple concept nature. Systems mapping will be used to illustrate, and then to analyse, the changing role relationships within these episodic case studies over the period of the research. This data will be rich in real life experiences, thereby enabling grounded theory propositions to be advanced. Thus the case studies will not be offered as a model from which generalities may be drawn, rather they will provide an illumination which will relate to other local authority organisations as they move towards market orientation. Thus as a consequence of these findings the research will: 1) map the micropolitics and staff interactions during the above period, thereby identifying conjunctions of criticality in the life of the LEA and its advisory service; 2) create models which explain the phases through which the above change processes appear to pass, noting how specific situation variables can be related together; and 3) offer a concluding commentary upon the way(s) by which one LEA prepared itself to operate in a more entrepreneurial manner in its advisory service. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational administration; local education authorities 11/0011 Anglia Business School, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT 01245 225511 Fenton, M. Mr; Supervisor: Trafford, V. Dr; Evans, D. Mr The influence of secondary school image upon parental choice in one rural county town

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Abstract: In the present market oriented climate in education the issue of institutional image is central to the success of schools. Although some research has been undertaken, there are still key questions to be satisfactorily addressed. These can be identified as demand issues, such as: 1) What is the role of parents and children in the process? 2) What is really meant by such concepts as ‘happiness’ and ‘discipline’, so frequently cited in research? 3) How does the process of choice evolve? All existing research has taken a snapshot view. 4) How far do parents make a rational choice of the ‘best’ school? The supply side of the equation raises such issues as: 1) How is a school’s image formed and developed among its potential customers? 2) How can schools best communicate with their market? 3) How can school management best reconcile any conflict between ‘putting the customer first’ and received educational wisdom. Indeed, is such a conflict necessary? 4) What management strategies do schools need to employ to ensure that they are responsive to the market? Data will be collected by interview and questionnaire from a representative sample of parents during their children’s final year in primary school, and one year later their reflections upon their decision to send their child to a specific secondary school will be sought. Documentary evidence, and interviews with representative senior staff in secondary schools, will be drawn upon to generate image maps and stars. These two sets of data will be compared for three cohorts of parents in order to identify those variables of secondary school generated image which appear to influence the choice by parents of a preferred school for their child. The secondary schools and their respective feeder primary schools will all be within the normal boundaries of a rural county town. Status: Individual research Date of Research: 1993-continuing KEYWORDS: access to education; parent choice; secondary schools; selection 11/0012 Anglia Business School, Centre for Higher Education Management, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT 01245 225511 Bell, M. Ms; Supervisor: McNay, I. Prof.; Trafford, V. Dr Shifting patterns of student choice and their implications for university strategic planning Abstract: The aim of the study is to establish key factors influencing student choice in relation to higher education and to determine the implications for university strategic planning. It will focus particularly on factors affecting women’s choices and determine which cognisance there is of this in institutional strategic planning. Since November 1992 higher education has shifted from large scale expansion to a period of ‘consolidation’. Other indicators of the significant changes in higher education include: the diminution in student financial support; regional planning at further education level; incorporation and expansion of further education; abolition of the binary divide; unified admissions to a single university sector; and funding of courses designed to promote science enrolments. Institutional planning is now a firmly established university activity. The research will focus on the planning ‘machinery’ and process within institutions and determine whether

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it is capable of accommodating short and long term shifts in student choice. A questionnaire survey will be used to elicit the factors influencing student choice. A case study approach employing a triangulation of methods will be used for the institutional research. The research will be undertaken in a three-year period in two regional samples of schools, sixth form colleges and further education colleges, plus one major university within each of the corresponding regions. Status: Individual research Date of Research: 1994-continuing KEYWORDS: educational planning; higher education; student recruitment; university administration; university choice 11/0013 Anglia Business School, Department of Management, East Road, Cambridge CB1 1PT 01223 363271 Evans, R. Mr; Supervisor: Jenkins, H. Prof.; Trafford, V. Dr Organisational architecture in colleges of further education: case studies in organisational change Abstract: Colleges of further education have, particularly in the last 10 years, been faced with an increasingly complex and turbulent environment. To meet these challenges a number of further education colleges have been making radical and innovative changes to their management structures and processes. For example, a small number of colleges have made far reaching changes from traditional hierarchical systems to new systems such as matrix and networking systems. Certainly, many colleges are seeking to move to new more responsive structures and to implement more flexible systems which can respond quickly to rapid changes in the environment. Organisational architecture is not only to do with structures and roles, but with processes, issues, leadership policies and politics which reflect the organisational culture. This research is based on the belief that there is a need to make a thorough and comparative assessment of the range of different approaches to organisational architecture and design in further education colleges. The research will examine a range of structures and processes adopted by further education colleges to seek out: 1) How structures and processes are being changed. 2) The rationales for the varying structures and processes. 3) The effectiveness of the different approaches to organisational architecture. The work will include: 1) A review of the management literature with special reference to issues related to organisational architecture and its underpinning concepts. 2) An identification of different approaches to organisational architecture within further education colleges. 3) An indepth and comprehensive analysis of the design and operation of management structures and processes employed in further education colleges by examining a number of key structural indicators and processes, e.g. vision and environmental fit; division of authority; leadership approaches and devolved power; creation and use of self-managing teams; coordination and collaboration processes; business/academic strategies; resource allocation and budgetary arrangements; information systems; patterns and policies for staff development; systems for dealing with students; quality systems. An assessment will

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be made of factors underlying any change in structures such as the linkage between structural and cultural changes. Status: Individual research Date of Research: 1993-continuing KEYWORDS: college administration; colleges of further education; educational administration; further education; institutional administration; organisational change 11/0014 Anglia Business School, Department of Management, East Road, Cambridge CB1 1PT 01223 363271 Billinton, J. Mr; Supervisor: Jenkins, H. Prof.; McNay, I. Prof.; Evans, D. Mr A policy analysis of the issues of accessibility to baccalaureate level studies in the Province of Saskatchewan Abstract: The purpose of the study is to conduct a prospective policy analysis, to determine if there is an acceptable policy solution to accommodate the perceived need of extending baccalaureate level studies in Saskatchewan. In addition, the investigation, using the same policy analysis techniques, will study issues and options related to providing more educational opportunities at the university level for Aboriginal and Metis residents of the Province. The research will be a qualitative case study of the position of key policy stakeholders, in the post-secondary education system in Saskatchewan, regarding the extension of baccalaureate level studies in the Province. The study will describe the major factors perceived to affect the need to increase accessibility and whether it is desirable and/or feasible to provide university level education at institutions other than the two universities and their associated colleges. In addition, the desirability and/or feasibility of other models or policies to increase accessibility will be described. The most acceptable policy solution will be identified and recommendations for policy formation will be developed from the findings. Status: Individual research Date of Research: 1993-continuing KEYWORDS: access to education; Canada natives; educational policy; qualifications 11/0015 Anglia Business School, Department of Management, East Road, Cambridge CB1 1PT 01223 363271 Charles, L. Mrs; Supervisor: Jenkins, H. Prof.; Morgan, S. Mr The effect of the competency movement on management development and the concept of the learning organisation Abstract: This research project investigates the impact of the competency approaches to training on management development policies and processes within companies, and the effect to which competency approaches help or hinder the concept of the learning organisation. The research will examine and monitor two on-going alliances which the

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Business School of Anglia Polytechnic University has already established with two large international industrial companies. It will analyse the on-going process of setting up the alliances which involves (amongst other things) the accreditation of in-company programmes on a competency basis and examines the effects on in-company management development policies and staff. The concept of the learning organisation will be used to consider whether the competency approaches lead to increased learning within organisations or whether the approach is restricted and reduces opportunities to learn. Status: Individual research Date of Research: 1993–1996 KEYWORDS: competency based education; management development 11/0016 Anglia Business School, Department of Management, East Road, Cambridge CB1 1PT 01223 363271 Elsmore, P. Dr; Supervisor: Jenkins, H. Prof.; Trafford, V. Dr Leadership style and the management of cultural change: an investigation into the realities of organisational culture Abstract: The purpose of the work is to: 1) explore the relationships between leadership style and changes in organisational culture; 2) analyse how new cultures are created through leadership activity and how this culture is enacted within the organisation. Particular attention will be paid to Schein’s concept of primary/secondary mechanisms in creating culture and to blocks to organisational change; 3) test out the realities of changes in organisational culture as perceived by middle-level staff compared with the intraorganisational marketed messages on culture transmitted by leaders within the organisation; 4) examine the benefits of culture change in terms of quality enhancement and improvements in organisational performance. There has been considerable publicity given to a number of major organisations in the UK which have made radical changes to their culture during the last five years. Entry is now being sought to up to 6 large organisations such as British Telecom and Metropolitan Police which can offer rich data on cultural change. The research approach will be mainly ethnographic and interpretive— involving detailed studies of a small number of influential organisations. The main research instruments will be semi-structured interviews, non-participant observation together with a limited use of questionnaires. Some use of quantitative data will be made in looking at organisational performance. Status: Individual research Date of Research: 1992-continuing KEYWORDS: leadership; management studies; organisational change 11/0017 Anglia Business School, Danbury Park Conference Centre, Danbury, Chelmsford CM3 4AT

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01245 225511 Saskatchewan Teacher’s Federation, 2317 Arlington Avenue, Saskatoon, Saskatchewan, Canada S7J 4S2 Crozier-Smith, D. Mr; Supervisor: Scharf, M. Dr; Jenkins, H. Prof.; Trafford, V. Dr Identifying and meeting the needs of beginning teachers through planned transition to the profession Abstract: Research on teacher socialisation has identified phases to the process of entry to the profession. Within the Canadian context, the process of becoming a teacher needs to be better understood by all constituent groups associated with teacher education in order to support successful induction into the profession. This research will identify the reasons for high attrition rates among teachers during their early years in the profession. It will identify the types of support expected and received by beginning teachers, developing proposals for formal programmes of induction to the teaching profession. Descriptive research methods will be employed through a survey instrument to enquire into the demographics of the beginning teacher group, their expectations and experiences during their first year and their reasons for choosing to stay in the profession or leave. Interpretive research through indepth interviews will attempt to find links between personal data (such as marital status, reliance on student loans, moving from a city to a small community) and the quality of the first year teaching experience. They will be asked to engage in post-decisional justification by providing data about what attracted them to teaching. Particular attention will be given to beginning teachers of aboriginal ancestry in Saskatchewan and teachers of minority racial groups in the United Kingdom in an attempt to discover the special needs of these groups. The hypothesis is that these teachers may experience greater needs for personal support as they attempt to integrate into both a profession and a cultural institution dominated by whites. Status: Individual research Date of Research: 1992–1996 KEYWORDS: Canada natives; ethnic groups; indigenous populations; newly qualified teachers; teacher background; teacher induction; teaching profession 11/0018 Department of Education, Sawyers Hall Lane, Brentwood CM15 9BT 01227 264504 Cheesmer, J. Mrs; Turner, M. Dr Setting up a genuine initial teacher training partnership Postgraduate Certificate in Education (PGCE) course: stakeholders’ views of the opportunities, problems and dilemmas Abstract: The sample is self-selected—those primary schools involved in the partnership project (8–10 expected). The methodology will be regular semi-structured interviews with headteachers, mentors, class teachers, and students. The results will be analysed to ascertain what stakeholders see as comparative strengths, weaknesses and dilemmas in school-based teacher training, as opposed to previous university courses. An evaluation

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report will be published which will seek to propose a model for future school-based courses. Students from the 1994/95 traditional PGCE courses, who are being supervised in the partnership schools, will be interviewed to provide a focus on the differences in the 1995/96 course. Status: Sponsored project Source of Grant: Anglia Polytechnic University £500; Department For Education £500 Date of Research: 1995–1996 KEYWORDS: institutional cooperation; Postgraduate Certificate in Education; preservice teacher education; school based teacher education 11/0019 Department of Education, Sawyers Hall Lane, Brentwood CM15 9BT 01227 264504 Suffolk Local Education Authority, St Andrew House, County Hall, Ipswich IP4 1LJ 01473 230000 Bash, L. Dr; Curran, C. Mr; Leming, E. Mrs Parents and special educational needs Abstract: The aims are to: 1) gain a greater insight into the range of experiences of parents of children with special educational needs who have been statutorily assessed by one local education authority; and 2) identify the support and information needs of parents during the assessment process. A subsidiary aim is an examination of parental empowerment in an area of educational decision-making. The eventual sample size was approximately 300 sets of parents who have been interviewed, using a structured schedule. The results are in the process of being analysed. Status: Collaborative Source of Grant: Suffolk Local Education Authority £5‚000 Date of Research: 1995–1996 KEYWORDS: parent attitudes; parent participation; special educational needs; statements—special educational needs 11/0020 School of Advanced Nursing, Midwifery and Professional Health Studies, East Road, Cambridge CB1 1PT 01223 363271 Winter, R. Prof.; Sobiechowska, P. Ms Professional learning through reflective writing Abstract: The research project is an extension of an aspect of a PhD thesis on the philosophical basis for “action research”. It explores the process of experiential learning by examining how experience may be focused and analysed through the writing process. It draws on theories of writing, symbolism and ideology. The aim of the study is to

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identify a range of modes of writing which embody challenging intellectual processes, other than the conventional “academic report”. The process of the research project consists of a series of taught courses in which students from a range of professional backgrounds undertake a professional writing project. By the time the study is written up, a total of 50 students will have undertaken the course. A variety of methods are being explored to develop the effectiveness of the course process, and the students’ work is being collected, together with notes on the methods and illustrative examples used. The outcomes of the study will be a descriptive analysis of the process, illustrated by examples of students’ writing. Published Material: WINTER, R. (1991). ‘Interviewers, interviewees and the exercise of power (fictional-critical writing as a method for educational research)’, British Educational Research Journal, Vol 17, No 3, pp.251–262.; WINTER, R., PLUMMER, G. & NEWMAN, K. (1993). ‘Exchanging letters: a format for collaborative action research’, Educational Action Research, Vol 1, No 2, pp.305–314.; WINTER, R. (1993). ‘Action research, practice and theory’, Educational Action Research, Vol 1, No 2, pp.315–316.; WINTER, R. & LANDGREBE, B. (1994). ‘“Reflective” writing on practice-professional support for the dying?’, Educational Action Research, Vol 1, No 4, pp.83–94. Status: Individual research Date of Research: 1991-continuing KEYWORDS: experiential learning; professional personnel; writing—composition; writing exercises 11/0021 School of Languages and Social Sciences, Department of Arts and Letters, East Road, Cambridge CB1 1PT 01223 363271 Tallack, M. Mrs; Supervisor: Baxter, D. Mr Anglia Polytechnic University critical studies project Abstract: Anglia Polytechnic University Art History Division staff at Cambridge are working with two hundred year 5 and year 6 pupils and their teachers, following these pupils through their school career until 1995. The staff provide: (1) expertise in and outside the classroom in Critical Studies work. Working alongside the primary and secondary teachers in schools, galleries, museums and other locations; (2) in-service classes for primary and secondary teachers; (3) visual and other resources for crosscurricular critical studies work drawn from Anglia Polytechnic University’s own due resources, galleries, museums and the community. The aims of this Critical Studies research project are: (1) to introduce pupils to as wide a variety of art objects as possible in order to (i) generate understanding of the cultural, historical, formal and other ways of engaging with art objects; (ii) improve their artwork; (iii) extend their critical vocabulary to enable them to critically evaluate their own artwork; (2) to familiarise teachers with the innumerable ways in which Critical Studies work can enrich many areas of the school curriculum; (3) to develop and extend teachers’ confidence and abilities in relation to Critical Studies work; (4) to test, and refine, cross curricular strategies, teaching methods

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and assessment procedures in relation to Critical Studies work in primary and secondary schools in the context of the National Curriculum. Status: Sponsored project Source of Grant: Caloustie Gulbenkian Foundation £5,000; Eastern Arts Association £900 Date of Research: 1990–1995 KEYWORDS: art activities; art education; arts; criticism; cross curricular approach 11/0022 School of Languages and Social Sciences, Department of Geography, East Road, Cambridge CB1 1PT 01223 363271 Fitzgerald, M. Ms Education for sustainable development in the Third World: education’s potential to reduce vulnerability to disaster Abstract: Agenda 21, signed at the Earth Summit in Rio de Janeiro in 1992, offered an holistic, interdisciplinary and politically-aware model of environmental education (EE) for sustainable development. The aims of this research are two-fold. The first is to evaluate this model alongside other more traditional models of EE. The second is to examine the contribution that EE can make to reducing the vulnerability of specific groups of people, such as women, to disasters like famines. Published Material: FITZGERALD, M. (1994). ‘Environmental education in Ethopia: a strategy to reduce vulnerability to famine’. In: VARLEY, A. (Ed). Disasters, Development and Environment. Chichester: Wiley. Status: Individual research Date of Research: 1995-continuing KEYWORDS: developing countries; development education; environmental education 11/0023 School of Languages and Social Sciences, Department of Sociology, East Road, Cambridge CB1 1PT 01223 363271 Webster, A. Dr Patenting in academic research Abstract: This project explores the way in which academics (in conjunction with industrial liaison officers) have become increasingly involved in patenting. It compares academics’ notions of novelty and inventiveness with those embodied in the intellectual property law. A national survey of UK universities has been completed (for the first time) and research on biotechnology and pharmacology departments will form the focus of the fieldwork. Status: Sponsored project Source of Grant: Economic and Social Research Council £50,000

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Date of Research: 1992–1995 KEYWORDS: industry higher education relationship; intellectual property; patents; research 11/0024 School of Languages and Social Sciences, Department of Sociology, East Road, Cambridge CB1 1PT 01223 363271 Newcastle upon Tyne University, Centre for Urban Regional Development Studies, Newcastle upon Tyne NE1 7RU 0191 222 6000 Webster, A. Dr; Rappert, B. Mr; Charles, D. Dr University spin-offs, small and medium enterprises, and the science base: the effective use of intellectual property Abstract: The desire to exploit intellectual property (IP) in the public sector research base (PSRB) has been an ongoing concern of those within, as well as outside of, government. In this project, the researchers will compare the regional success of university spin-off firms (USO’s) and small and medium size enterprises (SME’s) in managing the exploitation of IP through both informal and formal linkages with the PSRB (primarily universities). Little analysis has been done in terms of informal PSRB linkages and a wider range of IP arrangements for smaller enterprises, and almost none for USO’s. Yet universities must accommodate both types of organisations to facilitate effective linkages and the exploitation of IP. Differences between USO’s and SME’s in their formal and informal institutional ties and their different cultural familiarity with universities provide for an informative point of comparison. At the same time, despite these variations, a comparison of USO’s and SME’s should also enable each to learn from the other’s practices. This project, then, will identify best practice models for universities with regard to formal and informal IP agreements with smaller enterprises, while taking into account necessary variations in this practice. Status: Collaborative Source of Grant: Economic and Social Research Council £88,000 Date of Research: 1995-continuing KEYWORDS: copyright; industry higher education relationship; intellectual property; research; science policy; scientific research; small businesses; universities

Associated Examining Board 11/0025 Stag Hill House, Guildford GU2 5XJ 01483 506506 Eason, S. Mr; Taylor, M. Mr; Newton, P. Mr; Baird, J. Ms; Supervisor Cresswell, M. Mr

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Examinations research programme Abstract: The Research and Statistics Group carries out a continuing programme of research into fundamental problems associated with educational measurement together with work on specific examinations. Particular areas of study being pursued in 1995, 1996 and 1997 are: grading processes; reliability; marker bias; estimated grades; aggregation. A further aspect of the work involves collaborative studies with other United Kingdom examining boards and groups to establish that all the General Certificate of Secondary Education (GCSE) and General Certificate of Education (GCE) examinations are set, marked and graded to comparable standards. Published Material: CRESSWELL, M.J. & HOUSTON, J.G (1991). Assessment of the National Curriculum—some fundamental considerations’, Educational Review, Vol 43, No 1, pp.63–78.; CRESSWELL, M.J. (1994). ‘Aggregation and awarding methods for National Curriculum assessments in England and Wales: a comparison of approaches proposed for key stages 3 and 4’, Assessment in Education, Vol 1, No 1, pp.45–61.; DELAP, M. (1994). ‘An investigation into the accuracy of A level predicted grades’, Educational Research, Vol 36, No 2, pp. 135–148.; DELAP, M. (1994). ‘The interpretation of achieved weights of examination components’, The Statistician, Vol 43, No 4, pp.505–511.; CRESSWELL, M.J. ‘Defining, setting and maintaining standards in curriculum embedded examinations’. In: GOLDSTEIN, H. & LEWIS, T. Assessment problems, developments and statistical issues. Chichester: Wiley. (in press). Status: Sponsored project Source of Grant: Associated Examining Board Date of Research: 1983-continuing KEYWORDS: assessment; bias; evaluation; examinations; general certificate ofeducation; General Certificate of Secondary Education; moderation—marking

Association for Science Education 11/0026 College Lane, Hatfield AL10 9AA 01707 267411 Consortium for Local Education Authorities Provision for School Science, Service Brunel University, Uxbridge UB8 3PH 01895 274000 Bunyan, P. Mr; Carleton, J. Mr; Jefferies, L. Mr; Vincent, R. Mr; Wray, J. Mr; Tranter, J. Mr; Worley, R. Mr; Supervisor: Lawrence, J.Mr; Borrows, P.Dr; Tawney, D.Mr Safety in secondary school science Abstract: The Association of Science Education (ASE) and the Consortium of Local Education Authorities Provision for Schools Science Service (CLEAPSS) have collaborated to produce a book on safety in secondary school science for the Department for Education and Employment. This book is written to give guidance on safety in science education to secondary schools and colleges in England and Wales at National

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Curriculum key stages 3 and 4, and in 6th form studies up to and including GCE A-level, GNVQ or equivalent. The book replaces Safety in Science Laboratories, DES Safety Series No 2, first published in 1973. It is written for a variety of audiences, including science teachers, technicians, headteachers and other managers, governors, safety officers, education authorities, teacher trainers, inservice teacher education (INSET) providers and curriculum developers. Part A of the book is concerned with the safety legislation applicable to school science, and the management and organisation of science departments. Part B is concerned with the teaching of science, and the specific safety problems that can arise. Status: Sponsored project Source of Grant: Department for Education £43,825 Date of Research: 1992–1995 KEYWORDS: laboratory safety; safety; school safety; science activities; science education; secondary schools

Aston University 11/0027 Aston Triangle, Birmingham B4 7ET 0121 359 3611 Upward, C. Mr The reform of English spelling by omission of redundant letters Abstract: Proposals for rationalizing English orthography date back to the sixteenth century. Early modern proposals assumed that reform merely required consistent representation of Received Pronunciation, but took little account of psychological, educational and administrative practicalities. The Simplified Spelling Society’s ‘New Spelling’ proposal (1948), led to James Pitman’s ‘Initial Teaching Alphabet’, which proved the educational benefits of regularized spelling, but was unsuited to general reform. In 1982, Valerie Yule published the concept of ‘Cut Spelling’ (CS), which meant reform by omitting redundant letters. The concept of CS having been systematized in the 1992 main research report, continuing research is exploring historical and interlingual aspects, the possibility of two-way electronic conversion between conventional spelling and CS, and the psychology of spelling-adaptability. The concept of CS has been reduced to 3 main rules: 1) omission of letters irrelevant to pronunciation; 2) extended use of syllabographic L, M, N, R in post-accentual syllables, with morphophonemic regularization of inflections; and 3) simplication of doubled consonants. The implications of such a system were explored under such headings as: 1) degrees of visual disruption; 2) reduction of grapheme variety; 3) avoidance of misspellings; 4) economy; 5) homophones and homographs. The conclusion is that Cut Spelling offers a practicable new approach to modernizing English spelling, combining compatibility with traditional orthography, enhanced regularity, and significant economy. Published Material: UPWARD, C. (1992). Cut spelling: a handbook to the simplification of written English by omission of redundant letters. Birmingham:

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Simplified Spelling Society; UPWARD, C. (1992). ‘The Simplified Spelling Society and its mission’, English Today, Vol 8, No 2, pp.42–43.; UPWARD, C (1992). ‘Is traditionl english spelng mor dificlt than jermn?’, Journal of Research in response to the National Curriculum Council’s revised proposals for Reading, Vol 15, No 2, pp.82–94.; UPWARD, C. (1993). ‘The SSS English in the National Curriculum’, Journal of the Simplified Spelling Society, 1993, Part 2, pp.24–31.; UPWARD, C (1994). ‘Err analysis: som reflections on aims, methods, limitations and importnce, with a furthr demnstration’, Journal of the Simplified Spelling Society, 1994, Part 1, pp.29–33. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: Aston University: Department of Languages and European Studies; The Simplified Spelling Society Date of Research: 1982–1996 KEYWORDS: English; literacy; reading; spelling 11/0028 Aston Triangle, Birmingham B4 7ET 0121 359 3611 Khan, M. Mr; Supervisor: Wright, S. Dr; Ager, D. Prof. A study of current practices in heritage/mother tongue language teaching with special reference to Pakistanis Abstract: Birmingham has become a place of settlement for a number of groups originating from the Indian sub-continent. Now, according to the 1991 census, one-third of Birmingham’s population consists of these groups. These people have brought with them a range of cultures, languages and dialects. Birmingham is now a multilingual and multicultural city. In view of this it would be useful to update information on one particular group of which the researcher has intimate knowledge—a significant population is from Pakistan and Kashmir. Patterns of immigration were such that male workers arrived first, and children followed later. These children were placed in special centres to learn English, and then moved to mainstream education. A parallel system of mother tongue teaching was set up, due to concerns in the community. This system has strengths and weaknesses; there is room for improvement. Improvement is normally made from a position of knowledge and understanding. The research project proposes to specifically answer the following questions: 1) Are these communities in a situation of language shift or not? If so, why? If not, why not? What is likely to happen in the future? 2) What evidence is there that it would be beneficial for the communities either to: a) make that language shift in cultural, religious and economic terms; or b) fight the language shift? A successful outcome can be piloted and a policy framework proposed for these communities. Status: Individual research Date of Research: 1995-continuing KEYWORDS: bilingualism; cultural background; ethnic groups; language maintenance; mother tongue; Pakistanis

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Banstead Mobility Centre 11/0029 Damson Way‚ Fountain Drive‚ Carshalton SM5 4NR 0181 770 1151 O’Toole‚ L. Mrs The development of a procedure to reduce the road accident involvement of young drivers with a head injury Abstract: Research indicates that people who have had a head injury may be at particular risk when considering driving. They are likely to demonstrate impaired cognitive processes and possibly also physical disability. In addition younger drivers are generally more likely to overestimate their personal driving ability. Combined, these could lead to a higher accident risk in young head injured people. The risk of accident or incident involvement appears to be higher in the year following a return to driving when compared to other disability groups. Severe impairments can be identified by cognitive assessment, but subtle impairments may not be detected; it is possible that the latter could affect ability to make accurate judgements while driving. Recent studies indicate that hazard perception skills increase with experience and can be successfully trained. Training for safer driving is therefore of vital importance for those who are considered to be at risk when learning/returning to driving following a head injury. This study will develop a driving assessment procedure which will identify those who have had a head injury more likely to be at risk as drivers. Correlation between assessment procedures and driving performance on assessment, progress during driving tuition or retraining and later driving behaviour is under investigation. The long term aim is to contribute to accident reduction by screening out young drivers who appear to demonstrate impaired processes following head injury likely to affect safety on the road. Status: Sponsored project Source of Grant: Eagle Star Insurance Company Date of Research: 1994–1996 KEYWORDS: accident prevention; driver education; injuries; neurological impairments; traffic safety

Bath College of Higher Education 11/0030 Newton Park, Newton St Loe, Bath BA2 9BN 01225 873701 Bristol University, School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Harries, T. Mr; Supervisor: Sutherland, R. Prof.

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LOGO and the dcvelopment of algebraic skills Abstract: The main aim of the research is to develop an understanding of the algebraic perceptions of pupils who are perceived to be ‘low attainers’ in mathematics. This involves investigating not only their algebraic perceptions but also their understanding of number and how this understanding can be used to articulate numerical algorithms. Some of the specific questions being investigated are: (1) Is algebraic thinking closed to some of the pupils in our schools or is their lack of understanding more a reflection of the environment in which they are introduced to it? (2) Is the apparent lack of understanding of algebraic symbols due in part of a lack of facility with number? (3) Is it possible to create an environment within LOGO which will enable pupils to explore number, and naturally build up a facility to generalise and use variables? The research is being carried out over a period of 4 terms, with year 8 pupils in one school. The progress of the pupils as they work through a series of activities will be monitored through observation and the use of ‘dribble’ files. Also there will be regular individual structured interviews. Status: Individual research Date of Research: 1992–1995 KEYWORDS: algebra; computer uses in education; information technology; LOGO; low achievement; mathematics education 11/0031 Newton Park, Newton St Loe, Bath BA2 9BN 01225 873701 Bristol University, School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Feiler, A. Mr; Supervisor: Webster, A. Dr Early literacy—why some young children succeed and others start to fail at school Abstract: The first stage of this research focused on the literacy experiences of four young children aged 3 to 4 years. Teachers at a primary school were asked to identify two children who might experience success with literacy by the end of the Reception Year (compared with other children in the class); and two children who might experience difficulties. Home observations were carried out during the summer months preceding school entry in September and a record was made of literacy events. In the second stage seven Reception teachers from four primary schools were asked to make similar literacy predictions for the Reception intake (prior to school entry). They were asked during interviews to indicate how these impressions were formed. The teachers were also asked to maintain school/home literacy records during autumn 1994. The aim of this research is to establish whether teachers make informal predictions about literacy outcomes? If so, on what are such predictions based? Is there a link between teachers’ predictions and teacher/parent contacts about literacy? Are the teachers’ predictions accurate? Are there intervention implications? Status: Individual research Date of Research: 1992–1996

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KEYWORDS: early childhood education; early experience; early reading; literacy; prediction; prereading experience; reading difficulties; young children 11/0032 Newton Park, Newton St Loe, Bath BA2 9BN 01225 873701 Bristol University, School of Education, Centre for Assessment Studies, 22 Berkeley Square, Bristol BS8 1JA 01179289000 Towler, L. Ms; Supervisor: Broadfoot, P. Prof. Profiling in the primary school: extension of self-assessment in primary schools 1989–1991—collaborative approach to assessment Abstract: This project investigates the background and issues surrounding the introduction of Records of Achievement, or profiles, to the primary school and, in particular, the principle of involving children and parents as partners, with teachers, in the assessment process. It explores the contribution made by the literature and research into Records of Achievement in the secondary context, in order to develop both a rationale for, and a critique of, self-assessment and examines ways in which these may prove applicable to primary children. The issues examined include the development of skills necessary for effective review and analysis of achievement and the extent to which young children may be empowered through ownership of their profile. The effect of individual differences in respect of age, gender, attainment and culture are also explored, and the implications for school policy on assessment considered. A qualitative case study of the introduction of profiling in one primary school was carried out in order to determine the extent to which children of ten and eleven years may be capable of taking responsibility for their own learning and benefit from involvement in their own self-assessment. The research also included using questionnaires and interviews, to gain the reaction and response of parents to the introduction of profiles as a method of reporting on achievement and to the request for their involvement in the process. The conclusions drawn indicate that a coherent school policy for assessment, which is supported by the commitment of teachers and parents, can ensure that the principle of assessment as first and foremost the responsibility of the learner is both valid and can be realistically applied in education from the early years. Published Material: BROADFOOT, R., et al (1991). ‘Implementing National Assessment: issues for primary teachers’‚ Cambridge Journal of Education‚ Vol 21, No 2, pp.153–168.; TOWLER, L. & BROADFOOT, P. (1992). ‘Self-assessment in the primary school’‚ Educational Review, Vol 44, No 2, pp.l37–151. Status: Individual research Date of Research: 1993-continuing KEYWORDS: assessment; primary schools; profiles; pupil responsibility; Records of Achievement; school reports; self evaluation—individuals

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11/0033 Newton Park, Newton St Loe, Bath BA2 9BN 01225 873701 London University, Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H OAL 0171 580 1122 Harries, T. Mr; Supervisor: Sutherland, R. Prof. Low attainers working algebraically in the LOGO environment Abstract: The aims of the study are: 1) To study the development of algebraic understanding of a group of 13/14 year old pupils, who are low attainers in mathematics, as they pursue a programme of study within LOGO. 2) To study the way pupils use their LOGO experience in non-LOGO contexts. 3) To develop an understanding of the numerical structures within which the pupils operate. 4) To study the way in which the LOGO environment helps the pupils to develop their facility to communicate mathematics. The study involves the building of case studies on 8 pupils. The case studies will be based on taped interviews, dribble files of LOGO activities, tapes of pupils working on communication activities. The conclusions to the study will be based on an understanding of algebra, an understanding of the nature of low attainment and the evidence gathered from the case studies. Published Material: HARRIES, A.V. (1993). ‘Logo and low attainers’. British Society for Research and Learning in Mathematics Proceedings‚ December 1993, p.42.; HARRIES, A.V (1994). ‘What did they really learn’, MicroMath, Spring 1994, p.6.; HARRIES, A.V. (1994). ‘Pupils’ numerical strategies’. British Society for Research and Learning in Mathematics Proceedings‚ December 1994, p.27.; HARRIES, A.V. & BLOOMFIELD, A. (Eds). (1994). Teaching, learning and mathematics. Derby: Association of Teachers in Mathematics. Status: Individual research Date of Research: 1992–1996 KEYWORDS: algebra; LOGO; low achievement; mathematics education 11/0034 Newton Park, Newton St Loe, Bath BA2 9BN 01225 873701 Warwick University, Institute of Education, Coventry CV4 7AL 01203 523523 Pegg, J. Mr; Supervisor: Grozier, G. Dr; Halpin, D. Dr Parents and schools: towards public accountability Abstract: The Conservative Government has introduced various mechanisms into the education system to give parents a more central role in school accountability. The introduction of parental choice—to be informed by specific “performance indicators”, the

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provisions for the increased representation of parents on school governing bodies, and the requirements for schools to provide certain information for parents are all part of the process of making schools more accountable to parents. But what impact are these changes having in practice on the actions and perceptions of the parents themselves? The research is therefore essentially concerned with looking at the role parents actually play in school accountability, within the context of recent educational reforms, and the factors and experiences that may influence this. The research will attempt to discover what form(s) of accountability parents are operating in practice, through their involvement and interaction with schools and teachers. The aims of the research are based on attempting to provide answers to the following questions: 1) What role do parents play in school accountability? 2) What factors and experiences may influence that role? 3) What form of accountability are parents operating in their relationship with their children’s school? The research is concerned primarily with parents’ interpretations of the way they interact with schools to identify the ways in which they define certain situations and to discover how they see their role in the accountability process. The research will therefore be grounded in an interpretative paradigm with mainly qualitative research methods being used in data collection. Status: Individual research Date of Research: 1994-continuing KEYWORDS: accountability; parent attitudes; parent choice; parent participation; parent school relationship

Bath University 11/0035 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 MacPherson, K. Ms; Supervisor Harvey, T. Dr Cuniculum differentiation with special reference to National Curriculum English attainment targets 4 and 5 for pupils with special learning difficulties Abstract: Current policy is to reduce special needs withdrawal to a minimum. Hence mainstream teachers need to understand and develop strategies for differentiation to help, in particular, special needs and low ability pupils. The aim of the research is to identify and analyse factors which influence the successful implementation of a differentiated curriculum. The research will involve: (a) observation and indepth interviews with teachers of special needs pupils; (b) development and evaluation of strategies; and (c) case studies of particular pupils. Status: Individual research Date of Research: 1992–1996 KEYWORDS: differentiated curriculum; English; English studies curriculum; learning disabilities; low achievement; mainstreaming; special educational needs

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11/0036 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Hayden, M. Ms; Supervisor: Thompson, J. Prof. An investigarion of the characteristics of international education and associated implications for curriculum development and assessment in an international context Abstract: Although the concept of the international school has become increasingly familiar in recent years, there is little similarity between schools claiming to be ‘international’, some of which are simply national schools abroad, while others attempt to offer what they consider to be a truly ‘international’ education to their students. Much of the literature referring to ‘international education’ deals with comparative education systems, or with national systems operating away from their home context. This research attempts to define the concept of an international education programme and to identify its characteristics, within the context of the secondary age range, initially by interacting with educators and administrators concerned with international education on a worldwide basis. The initial definition will be tested by using questionnaires and interviews with teachers, students, school administrators, higher education administrators and admission officers. The research will also be informed on an ongoing basis by long term case studies undertaken within a number of schools which offer ‘international’ programmes. Ultimately the ‘taxonomy of characteristics of international education’ developed will be applied in the analysis of a number of programmes currently operating in an international context. Status: Individual research Date of Research: 1992–1995 KEYWORDS: international education; international programmes; international schools 11/0037 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Stables, A. Dr Approaches to subject choice: an international survey of the research Abstract: A book is in process, due to be published in 1995, which will survey research relating to the issue of subject and curriculum choice by pupils and students in the 14–19 age range. It will include detailed analysis of the author’s research into subject choice at 14 and 16 in England and Wales. Issues addressed in the book will include gender and subject choice, school/college management and subject choice, the role of choice within the school/college curriculum, and the place of subject choice in varying social and educational contexts, including mixed and single-sex schools. Published Material: HARVEY‚ T.J. & STABLES‚ A. (1984). “Gender difference in subject preference and perception of subject importance among third year secondary

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school pupils in single-sex and mixed comprehensive schools’‚ Educational Studies‚ Vol 10Z No 3, pp. 243–253.; STABLES, A. (1986). ‘Pupils’ approaches to subject option choices: a study of differences between schools and between the sexes’. Unpublished PhD. Thesis. Bath: University of Bath.; STABLES, A. (1990). ‘Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to science and to school’ Educational Review, Vol 42, No 3, pp. 221–230.; STABLES, A. & STABLES, S. (1993). Students’ approaches to A-level subject choices and perceptions of A-level subjects: a study of first year A-level students in a tertiary college. Occasional Paper No 8. Swansea: University College of Swansea, Department of Education. Status: Individual research Date of Research: 1993–1995 KEYWORDS: choice of subjects; pupil attitudes; pupil interests; sex differences 11/0038 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Coyle, P. Mr; Supervisor: Cloke, C. Dr; Richards, P. Dr Telecommunications in education—an investigation of the factors that contribute to its development Abstract: While teaching in various forms has been in schools for several decades, recent developments in electronic communication systems have greatly enhanced the possible contribution of telecommunications to education. Experimental systems in this country and overseas have indicated some of the benefits and limitations of global telecommunications—Campus 2000, Global Lab, National Geographic’s Kid’s Net, BreadNet and the Massachusetts Corporation for Educational Telecommunications (MCET) have all had varying degrees of success. Online systems can quickly link students to remote peers for bi-directional sharing of: knowledge; experience and attitudes; offering immediate access to remote learning resources; and providing a gateway to a world perspective. Teachers also benefit by gaining more and varied information plus resources for implementing student-centred learning. The research is designed to: 1) Review and analyse the potential aims of global communications for education in schools. 2) Determine the relative significance of contributory factors to the effective use of telecommunications in a school’s curriculum, in particular to assess the value of: training programmes; technical support; resources; and administrative support. 3) Consider the implications for the curriculum as: a part of students’ learning of information technology skills; the use of information technology across the curriculum; and a tool to enhance student learning. Status: Individual research Date of Research: 1992–1995 KEYWORDS: computer uses in education; information networks; information technology; telecommunications

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11/0039 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Loxley, A. Mr; Supervisor: Jamieson, I. Prof. The effects of markets and market ideology on the policy and practice of special educational needs Abstract: The recent changes in educational policy and legislation, most notably the introduction of a quasi-market, created by such mechanisms and structures as Local Management of Schools, pupilled funding, open enrolment and market information systems, i.e. league tables, has radically altered the structure of English and Welsh education since 1988. The continuing drive towards greater financial and managerial delegation within schools has created an even more problematic situation for special needs than that which previously existed. Compounded by the loss of many services provided by local education authorities (LEAs), schools now have to manage the learning of children with special educational needs (SEN) in an environment which is cash limited. This presents schools with the problem of prioritising the needs of all children and, given that the education of SEN children is marginally more expensive than their ‘normal peers’, schools now have to provide resources, which were previously centrally controlled, from out of their own budgets. The focus of this research is to analyse and generate theoretical insights in relation to the impact of the above. The methods used in this project are essentially qualitative, which are further linked to the grounded theory methods of Glasser and Strauss. The sample used in the research is that of two junior schools within the south west of England to allow for cross-case comparisons. This is further linked to wider changes that are occurring within the school’s LEA, and then contextualised in relation to wider changes at the national level. Status: Individual research Date of Research: 1992–1995 KEYWORDS: educational administration; educational change; educational policy; performance tables; school based management; special educational needs; support services 11/0040 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Osman, F. Mr; Supervisor: Morgan, C. Dr English for special purposes: teaching/learning problems at the Public Authority for Applied Education and Training (PAAET) in Kuwait Abstract: This research attempts to investigate the problems of teaching/learning English as a second language for special purposes (ESP) at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Special reference is given to: ESP teacher training; teachers’ roles and their views and attitudes; the difficulties the teachers

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encounter in teaching ESP; students’ problems; students’ level of motivation to learn English; factors affecting students’ achievement in English; and ESP courses and students’ present and future needs. The research results indicate that students encounter problems, mainly in speaking and reading. Contrary to teachers’ views, students were highly motivated to learn English as they are aware of the importance of English, particularly after graduation. However, the study shows that they were only instrumentally motivated, and that their achievement in English is unsatisfactory. This dates back to the intermediate stage and to classroom facilities. The teaching materials and methods, although relevant to a certain extent to learners’ specialisms, are not based on the students’ present and future needs, nor do they cater sufficiently for oral skills. The study therefore suggests that teaching methods and materials need to be further developed to take such needs into account. Teachers should be offered inservice training courses on a regular basis in order to keep abreast of the development in the ESP field, thus increasing their efficiency. The teaching of ESP should fit within the overall educational system. In this way it can contribute to the cultural development of learners and to the teaching-learning process as a whole. Status: Individual research Date of Research: 1991–1996 KEYWORDS: English—second language; Kuwait; languages for specific purposes; second language learning 11/0041 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Cloke, C. Dr A study of the use of computers in secondary schools in the United Arab Emirates: policy, purposes, practice and views Abstract: As part of a wider study of the effects of the introduction of a computer course into the first year secondary schools (15–16 year olds) in the United Arab Emirates (UAE), the views of students were examined using a questionnaire. Four summative scales were applied to 1,120 students (560 male and 560 female). The results showed that students in general had positive views towards the computer course. There was no difference found between males and females regarding views of computing. Gender differences were found only in their parental encouragement—parents encouraged males rather than females. Students with science preferences had more positive views towards computing than those with art preferences. Students from other Arab countries had more positive views towards computing than students from the UAE itself. There was significant variation in views towards computers between schools and the Emirates. Application of a socio-economic status scale designed for the UAE showed no significant differences. The implications of these results for the introduction of computing into the schools of developing countries are discussed. Status: Sponsored project Source of Grant: United Arab Emirates Ministry of Education Date of Research: 1993–1996

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KEYWORDS: Arab states; computer uses in education; information technology; pupil attitudes; secondary schools 11/0042 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Reid, A. Mr; Supervisor: Scott, W. Dr; Oulton, C. Mr How might the geography teacher effectively use the study of local issues to contribute to pupils’ environmental education? Abstract: The aims of the research are: 1) To investigate geography teachers’ conceptualisation of environmental education. This will concentrate on theoretical and ideological frameworks, principles of pedagogy and the practice thereof. 2) To investigate how the dispositions of schools and the practices found within them can affect the provision of environmental education. This will focus on a school’s context, planning and implementation of environmental education (from policy to practice), and make particular reference to the study of local issues in geography classes. 3) To identify how the issues investigated in aims (1) and (2) are related to practices found within contrasting schools. This will concentrate on how aims and objectives are implemented in the provision of environmental education, and will examine the position of education for the environment in the study of local issues. 4) To discover how the outcomes of aim (3) might inhibit or maximise the effectiveness of using the study of local issues to contribute to pupils’ environmental education, and improve our understanding of the relationship between theory and practice in this area. The research is aimed at qualified secondary school teachers of geography in England and Wales who teach environmental geography courses. The method will include: 1) A survey and investigation of previous research and literature, focusing on ideology, objectives and the implementation of environmental education within schools in England and Wales. 2) Research instruments to be identified and shaped to meet aims (1) and (2) (policy and practice), for example, questionnaires, document analysis, interviews and observation schedules. 3) The identified sample (10– 15) will be followed-up with research instruments designed to achieve aims (3) and (4) above. 4) The results of the research will be analysed, with conclusions drawn where appropriate. Particular emphasis will be placed on the effectiveness of strategies and how inhibitory factors may be overcome. Status: Individual research Date of Research: 1994-continuing KEYWORDS: environmental education; geography; local issues 11/0043 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Azizi, N. Mr; Supervisor: Jamieson, I. Prof.

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A search for the work-related curriculum relationship between education and employment in Iran Abstract: Renewal of the structure, aims and principles of education in Iran has started during the last three decades. Although the system of education in this country has been restructured, it is far from the desired condition and has been faced with some problems, possibly caused by unsuitable curriculum planning. One of the most important problems in this system is the lack of a clear relationship between schooling and work. The result of this system is the problem of unemployment among increasing numbers of high school graduates. The researcher is looking for a model of curriculum which emphasises factors such as transition, adaptability, differentiation, work and problem-solving. Therefore the main questions in this research are: why, what and how should the education system include work in the curriculum? The research aims are: 1) To study the nature of the relationship between schooling and employment in Iran. 2) To determine the factors which affect young people’s employment. 3) To investigate appropriate models of the work-related schooling. The research will include the systematic collection of data from four groups of people: high-school students (n=200); high-school teachers (n=100); curriculum policy makers (n=20) and employers (n=40). The research will be a descriptive study which will involve the following stages: 1) review of the published literature and identification of the major reasons which affect employment and unemployment of high-school graduates; 2) development of research instruments to be shaped to meet the aims of research; 3) analysis of the recorded data with specific reference to research purposes; 4) evaluation of the results of the research, drawing conclusions where appropriate, and formulating recommendations and suggestions for further research. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Iran; school to work transition; work education relationship; youth employment 11/0044 School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Stables, A. Dr; Wikeley, F. Ms Pupils’ approaches to subject option choices Abstract: The research will investigate the subject preferences, perceptions of subject importance and approaches to Year 9 subject choices of school pupils aged 13/14 in the South West of England. In Phase 1 of the project, approximately 1500 pupils will be given a questionnaire investigating their subject preferences and perceptions of subject importance. In Phase 2, a stratified sample of pupils in 4 schools will be interviewed about their approaches to option choices and their perceptions of the curriculum generally. They will be interviewed again in Year 10, one year later. The results gained will be compared with those of a similar project in the mid-1980s. Published Material: STABLES, A. (1990). ‘Differences between pupils from mixed and single-sex schools in their enjoyment of school subjects and in their attitudes to

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science and to school’, Educational Review, Vol 42, No 3, pp.221–230.; STABLES, A. (1996). Subjects of choice: the process and management of pupil and student choice. London: Cassell.; STABLES, A. (1996). ‘Paradox in compound educational policy slogans: evaluating equal opportunities in subject choice’, British Journal of Educational Studies, Vol 44, No 2, pp. 159–167.; STABLES, A. ‘Perspectives on subject choice: the case for a humane liberalism in curriculum planning’, Journal of Curriculum Studies. (in press). Status: Sponsored project Source of Grant: Economic and Social Research Council £17,422 Date of Research: 1995-continuing KEYWORDS: choice of subjects; pupil attitudes; pupil interests; sex differences

Berkshire County Council 11/0045 Education Department, Strategic Planning and Information Systems, Shire Hall, Shinfield Park, Reading RG2 9XE 01734 233425 Lawrance, R. Mr Analysis of examination results Abstract: Information is received from National Consortium for Examination Results (NCER) and examination results are analysed by subject, sex and school and a combination of the three. These are in the form of detailed tabulations and summary measures of performance. Results for examinations taken at different times are matched together to produce overall summaries of attainment. Information on the ethnic origin of candidates is added to the results, which are also analysed by ethnicity. Work on contextualising the results with socio-economic data is underway. Status: Sponsored project Source of Grant: Berkshire County Council Date of Research: 1981-continuing KEYWORDS: examination results; institutional evaluation; performance indicators 11/0046 Education Department, Strategic Planning and Information Systems, Shire Hall, Shinfield Park, Reading RG2 9XE 01734 233425 Lawrance, R. Mr Berkshire school pupil forecasting system Abstract: The objective of the Berkshire school pupil forecasting system is to predict numbers of pupils of each age group in every Berkshire school, for up to 10 years ahead. The basic approach in forecasting is the ‘cohort trend’ method, where changes observed

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to cohorts of pupils over previous years are applied in the future. Recent enhancements to the system include: (1) the prediction of primary school entry (i.e. 5 year old) age pupils by relating intakes to the past and predicted resident population of the school catchment area, using data from the Research and Intelligence Unit’s Population Estimation and Projection Models; and (2) prediction of intakes to secondary schools by using data from the Education Department’s computerised Secondary School Allocation System. Forecasts are produced annually using pupil numbers in January. Status: Sponsored project Source of Grant: Berkshire County Council Date of Research: 1976-continuing KEYWORDS: educationalplanning; local education authorities; long range planning; prediction; pupil numbers; regional planning 11/0047 Education Department, Strategic Planning and Information Systems, Shire Hall, Shinfield Park, Reading RG2 9XE 01734 233425 Eno, R. Mr; Symonds, G. Mr Survey of ethnic origin, first language and religion Abstract: A survey of pupils of specified ages in all schools in Berkshire to identify the ethnic origin, first language and religion of each pupil. Status: Sponsored project Source of Grant: Berkshire County Council Date of Research: 1990-continuing KEYWORDS: ethnic groups; mother tongue; pupils; religion; surveys 11/0048 Education Department, Strategic Planning and Information Systems, Shire Hall, Shinfield Park, Reading RG2 9XE 01734 233425 Lawrance, R. Mr Survey of disruptive children in Year 1 Abstract: An annual survey of Year 1 pupils to monitor severe disruptive or nonconforming behaviour. The results are used to identify trends and to contribute to the development of effective strategies for dealing with such children. Status: Sponsored project Source of Grant: Berkshire County Council Date of Research: 1993-continuing KEYWORDS: behaviour problems; discipline problems; disruptive pupils; emotional and behavioural difficulties; infant school pupils; primary school pupils; problem children; surveys

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Birmingham University 11/0049 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Seeley, M. Rev.; Supervisor: Tann, J. Prof. How clergy learn: a study of formal and informal continuing education of clergy in the Church of England Abstract: In the past decade there has been a substantial increase in the provision of continuing education courses for Church of England clergy. This has happened with little apparent awareness of the effectiveness of such an approach, or understanding of the nature of clergy learning. The aim of this study is to investigate the factors which facilitate and inhibit clergy learning using the insights of learning organisation theory The study will consider the nature of formal and informal education among clergy, the role of the structure of the Church of England in relation to patterns of power and value within the Church, the continuing role of social class, the function of theological models, and the changing social profile of clergy. Status: Individual research Date of Research: 1993-continuing KEYWORDS: clergy; continuing education; learning processes; professional education; religious education; theological education 11/0050 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Tann, J. Prof.; Ross, K. Dr; Lyon, D. Ms Vocation, training and the management of transition—the first women priests Abstract: The vote in favour of the ordination of women to the priesthood taken in Synod in 1992, followed by the approval of both Houses of Parliament in 1993, has opened the way for the ordination of women to the priesthood. The first women to be ordained in 1994 will have entered theological training with no immediate expectation of ordination beyond the deaconate. The women to be priested in 1994 will include those who have been deacons since 1985 when women were admitted to the deaconate as well as those who have been deacons for no longer than their male counterparts. The scope of the project consists of a detailed study of four dioceses, two largely in favour of the ordination of women and two against. In addition, four theological colleges—two which have been admitting women for some time and two which are against the ordination of women, will be studied from the point of view of changes in the curriculum as a consequence of the admission of women to the priesthood. All women priests and deacons in the four selected dioceses will be approached to participate in semi-structured interviews to ascertain their experiences at theological college, in post-ordination training, in their first curacy. Those responsible for the development of priests and

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deacons subsequent to theological college will be approached to ascertain the extent to which changes have been made or will be made in the curriculum. In particular, those responsible for continuing ministerial education will be surveyed to ascertain the extent to which changes will be introduced nationally It is intended that the results of this study will be fed back to those responsible for the education and training of ordinands as well as to those with a concern for change within the Anglican church. Status: Team research Date of Research: 1994–1996 KEYWORDS: priests; professional education; religious education; theological education; women 11/0051 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Tann, J. Prof.; Hanson, S. Mr Evaluation of the introduction of pharmaceutical audit Abstract: Amongst the National Health Service (NHS) reforms arising from the implementation of the White Paper of 1989, has been the introduction of medical audit for clinicians, general practitioners and nurses. The report of the Joint Working Party on the Future Role of the Community Pharmaceutical Services (1992) recommended the implementation of professional audit within community pharmacy. A working party on audit was established recommendation being the concept of self and peer-audit through by the Royal Pharmaceutical Society of Great Britain (RPSGB), the community and hospital pharmacy The RPSGB appointed an audit fellow to introduce the concept of audit in pharmacy and simultaneously the Department of Health funded a number of family health service authorities’ projects on pharmaceutical audit, as well as several in hospitals. The Centre for Pharmacy Postgraduate Education has developed a distance learning module on audit for pharmacists and this was distributed to all pharmacists in the autumn of 1993. The first named researcher was commissioned by the Department of Health to evaluate community pharmacists’ awareness of professional audit and the effectiveness of the separate initiatives indicated above. The scope of the study was England. The project is being conducted in two stages. The first stage consists of a survey of one regional health authority as proxy for the 14 in England, the sample frame being all pharmacists residing within that authority The objective of the first stage is to ascertain the level of knowledge of audit. The second stage consists of an evaluation of the process and impact of the spread of awareness of audit. This evaluation will explore the extent to which the Department of Health funded projects, and the distance learning package on audit, lead to an increase in awareness and knowledge of audit, and the transfer of that learning to the workplace through the establishment of self-audit and peer-audit as recommended by the RPSGB. Status: Sponsored project Source of Grant: Department of Health £50,000 Date of Research: 1993–1995 KEYWORDS: peer evaluation; pharmacists; pharmacy; self evaluation—individuals

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11/0052 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Rubienska, A. Ms; Supervisor: Tann, J. Prof. Organisation learning in the training function of some overseas government offices Abstract: The introduction of Western management practices is often a condition of donor agencies to third world countries. With reference to UK comparitors, the research will investigate intended and attempted transformations of training organisations in a selection of developing countries. The study will be located within the theorising and literature on learning organisations. Status: Individual research Date of Research: 1995-continuing KEYWORDS: developing countries; development aid; organisational theories; training 11/0053 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Nolan, M. Ms; Supervisor: Hicks, C. Dr Antenatal education post ‘Changing Childbirth’: does it help parents make informed choices? Abstract: The literature of childbirth education suggests that attending parentcraft classes does not improve the outcome of childbirth, either in obstetric terms or in terms of satisfaction with the birth experience. This study is informed by the ethos of ‘Changing Childbirth’ (Great Britain. Department of Health. (1993). Changing childbirth. London: HMSO) and aims to compare antenatal classes provided by The National Childbirth Trust (NCT) and by the Parentcraft Department of a large teaching hospital. Techniques of quantitative analysis are used to assess whether classes improve parents’ knowledgebase, their ability to make informed choices and participate actively in their own care, and their confidence to look after their babies. The sample comprises 100 primiparous couples attending NCT classes and 100 attending hospital classes. A small preliminary study established demographic details about couples attending classes at the hospital and with the NCT (Nolan, 1995). The second part of the study involves semistructured interviews with providers and consumers of antenatal education: parents; NCT teachers and teacher trainers; midwives and midwifery tutors; maternity unit managers and NCT policy-makers; and women such as Kitzinger and Flint who have been influential in the development of antenatal education. A grounded theory (Strauss & Corbin, 1990) approach is used for interview analysis. The evidence from the quantiative and qualitative wings of the study will be used to suggest new directions for antenatal education so that it is better able to maximise health education opportunities for the childbearing population. The study also has implications for effective use of financial and manpower resources within the voluntary and statutory sectors.

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Published Material: NOLAN, M. (1994). ‘Effectiveness of antenatal education’, British Journal of Midwifery, Vol 2, No 11, pp.534–538.; NOLAN, M. (1995). ‘A comparison of attenders at antenatal classes in the voluntary and statutory sectors: educational and organisational implications’, Midwifery, Vol 11, pp.138–145. Status: Individual research Date of Research: 1994-continuing KEYWORDS: antenatal education; birth; parent education; parenting skills; pregnancy 11/0054 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Price, P. Ms; Supervisor: Hicks, C. Dr Children’s nurses: are they educated to meet the needs of children? Abstract: Government reports, recommendations, nursing syllabuses and course guidelines published over the last 45 years have all agreed that children in hospital have special needs. There is also agreement that such children should be nursed by specially trained nurses. The initial selection of students for the child branch will be surveyed to determine if there are any particular characteristics that are expected of children’s nurses. Students of adult and children’s nursing will then be compared at various points in their education to determine their knowledge, understanding and attitudes towards the needs of children. These tests will involve the development of attitude scales. It is anticipated that children’s nurses will have a better understanding of the needs of children when they have been admitted to hospital, than any other group. This should demonstrate that nurses who have undertaken such courses are the most appropriately qualified to nurse children in hospital. Conclusions drawn from the proposed study will enable the development of courses which will equip students of children’s nursing with the skills and knowledge to meet the needs of children more appropriately. Post-registration training courses could also be developed to enable qualified nurses to develop their own knowledge and meet the requirements of the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) that registered nurses demonstrate that they have kept themselves up-to-date with current practice. Status: Individual research Date of Research: 1994-continuing KEYWORDS: hospital personnel; hospitalised children; nurse education; nurses 11/0055 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Manchester University, Department of Pharmacy, Oxford Road, Manchester M13 9PL 0161 275 2000 Tann, J. Prof.; Blenkinsopp, A. Dr

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Learning by star performers in community pharmacy Abstract: A pilot study in three family health service authorities (FHSAs) was undertaken to test the methodology and basic assumptions. On the basis of the results the full project was designed. The main hypothesis is that star performers can be identified by key stakeholders in service provision and that the learning styles of star performers differ from those of the occupational norm. It is thought that networking will have a key part to play in the informal learning methodologies that star performers use in acquiring information on innovation. Status: Sponsored project Source of Grant: National Health Service Executive Date of Research: 1995-continuing KEYWORDS: cognitive style; health personnel; learning strategies; pharmacists; pharmacy 11/0056 School of Continuing Studies, Edgbaston, Birmingham B15 2TT 0121 414 3344 Queen Elizabeth Medical Centre, School of Physiotherapy, Edgbaston, Birmingham B15 2TH 0121 472 1311 Cross, V. Mrs; Supervisor: Hicks, C. Dr Predictors of student learning outcomes in clinical education and their effects on clinical and academic staff/student development programmes Abstract: For academic institutions involved with education in medicine and allied health professions, clinical education presents the most problematical component of courses. Inconsistency and inequity in the quality of students’ learning experiences, lack of validity and reliability in assessment of students’ clinical performance, poor standards of clinical teaching and low levels of motivation amongst clinical educators and lack of time and staff devoted to clinical education by clinical managers, all give rise to continuing concern within academic institutions. Central to their concern is the detrimental effect of such findings on student learning outcomes. These outcomes may take the form of performance assessment grades, clinical examination results, patient satisfaction ratings etc. Five groups of individuals exert an influence on clinical education: academic staff; clinical managers; clinical educators; students; and patients. However, development programmes have focused on the assumption that improving the quality of clinical teaching by changing the attitudes and developing the facilitation and teaching skills of clinical educators is the key to improving learning outcomes. The proposed research will investigate the validity of this assumption in relation to undergraduate physiotherapy education. Are the actions and attitudes of clinical educators as pivotal as they have been made to appear? Are other factors equally or more influential in ensuring successful student learning outcomes from clinical education? The aims of the research are to formulate, implement and evaluate a staff/student development programme designed to optimise student learning in clinical education, on the basis of identified best predictors of student learning outcomes.

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Status: Individual research Date of Research: 1993-continuing KEYWORDS: clinical experience; medical education; outcomes of education 11/0057 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Berry, J. Mr; Supervisor: Evans, W. Mr Genre theory and writing functions Abstract: The research arises out of current debates about genre theory and its appropriateness to English education. The aim is to examine the theory and its applicability to English classroom situations. Examination of samples of writing done in classrooms in four or five contrasting schools will attempt to establish the number of functions of writing commonly covered by children at National Curriculum Key Stages 1 and 2 in those schools, and whether they can be related to any identifiable genres. Depending on these results, specific teaching ploys might be invented to test genre ideas and apply them to the teaching of writing. The usefulness of the ideas, the need for action (or otherwise) and the nature and outcome of the experiments will be discussed with statements of the National Curriculum (Writing) in mind. Australian genre teaching materials and the experience of Australian self-help groups will enter into the study for consideration and to provide a framework for experiment. Status: Individual research Date of Research: 1991–1995 KEYWORDS: creative writing; English; English studies curriculum; literary genres; National Curriculum; writing—composition; writing skills 11/0058 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Lacey, P.Mrs; Supervisor: Upton, G.Prof. The workings of multidisciplinary teams in special education Abstract: This is an investigation into the workings of multidisciplinary teams in special education. The emphasis will be on how they function, the amount of collaboration possible, the way in which the curriculum is influenced by such a team and the training necessary for effective cross-discipline work. The main aims for the research are: (1) to investigate the workings of multidisciplinary teams in the field of special education, and (2) to draw together examples of good practice for dissemination through courses and written work. Methods of research will include observation and interview of team members and pupils in schools and local education authorities. Questionnaires will also be used but the main emphasis will be on case studies and accounts. As the Education Reform Act 1988 is likely to have a considerable effect upon the financing of specialist

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professionals in special education, there will be due emphasis on the changes monitored over the four years given to this research. Status: Sponsored project Source of Grant: Birmingham University Date of Research: 1991–1995 KEYWORDS: cross curricular approach; special education teachers; special educational needs; support services; teamwork 11/0059 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Upton, C. Dr Transcription and analysis of the domestic accounts of Merton College, Oxford, for the Tudor period Abstract: College domestic accounts remain as one of the last largely unexplored sources of university academic, social, political and economic history for the Tudor period. Those of Merton College are particularly full for this century. The project will transcribe and publish these accounts. At the same time, a series of articles will describe and evaluate the material they contain and, where possible, link it with that available from other similar educational institutions. The work is expected to show in detail the various problems that Oxford colleges met at this period in their relations with secular and ecclesiastical authorities and to provide some insight into the management of college finance. Since Merton College was an establishment of middle size, with a stable position and well established links with the outside world, this study will also throw light on the role of the educated elite in Tudor society and the reactions of that society to problems of the provision and control of higher education in a world affected by changes of the Renaissance and Reformation. The first two volumes of the transcripts, covering the period 1482–1494 and 1495–1507, are being prepared for publication by the Oxford Historical Society. Published Material: FLETCHER, J.M. & UPTON, C.A. (1983). ‘Destruction, repair and removal: an Oxford college chapel during the Reformation’, Oxoniensia, No 48, pp.119–130.; FLETCHER, J.M. & UPTON, C.A. (1984). ‘A short description of the sixteenth century domestic accounts of Merton College, Oxford’. In: Die Geschichte der Universitaten un ihre Erforschung, Leipzig, pp.54–67.; FLETCHER, J.M. & UPTON, C.A. (1987). “Monastic enclave” or “open society”? A consideration of the role of women in the life of an Oxford college community in the early Tudor period’, History of Education, No 16, pp.1–9. Status: Sponsored project Source of Grant: Economic and Social Research Council; Merton College; British Academy—jointly £5,000 Date of Research: 1980-continuing KEYWORDS: educational history; institutional administration; universities

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11/0060 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Chitty, C. Dr; Benn, C. Dr An investigation into the changing nature and character of the British comprehensive school Abstract: The research consists of a survey of all existing comprehensive schools, seeking to establish their educational practice and policy over a wide area. The ensuing report will be published in early summer 1995, on the 30th anniversary of the promulgation of circular 10/65 by the then Labour Government of Harold Wilson. The book will be a sequel to ‘Half way there’ by Caroline Benn and Brian Simon, first published by McGraw-Hill in 1970. The new project will involve sending out a lengthy questionnaire to 4,000 secondary schools followed by an indepth study of a selection of these schools. Only non-selective schools will be included in the survey. Status: Individual research Date of Research: 1994–1995 KEYWORDS: comprehensive schools; secondary schools 11/0061 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Murdoch, H. Ms; Supervisor: Harris, J. Dr Repetitive motor behaviours in children with sensory impairments and multiple disabilities Abstract: This study aims to investigate rhythmic motor behaviours in children with sensory impairments, with or without additional disabilities. The premise is that all behaviour is an adaptive response to the perceived environment. This premise will be explored by collecting information on the prevalence, forms and apparent functions of rhythmic behaviours among children with sensory impairments. The study may suggest ways of modifying interactions between children and the environment to make them more functional for the child. Status: Individual research Date of Research: 1991–1996 KEYWORDS: behaviour; deaf blind; disabilities; motor development; multiple disabilities; sensory deprivation 11/0062 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Wade, B. Dr; Moore, M. Dr; Pastor, C. Prof.; Berdousi, E. Ms

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European perspectives on viewpoints of pupils with special educational Abstract: Published work (Wade, B. and Moore, M. (1993). The experience of special education. Milton Keynes: Open University) reports the views of a sample of New Zealand and British school children with special educational needs. It is argued that information provided by clients on such topics as teachers, lessons, peer groups, parents, and feeling different, is important for providing for pupils with special educational needs using the original questionnaires and sentence completion instruments in translation. Comparative studies are being made in Greece (Corinthus) and Spain (Sevilla) with samples of children (80 in each country) in special schools and mainstream classrooms. Published Material: WADE, B. & MOORE, M. (1993). The experience of special education. Milton Keynes: Open University. Status: Individual research Date of Research: 1993-continuing KEYWORDS: comparative education; disabilities; mainstreaming; pupil attitudes; special educational needs; special schools 11/0063 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Miller, C. Ms; Supervisor: Booth, A. Mr The efficacy of distance education in the professional development of teachers of pupils with speech and language difficulties Abstract: This project is a case study of an approach to the professional development of teachers, working with children who experience speech and language difficulties. Following an investigation of the needs of the teachers (Miller, 1991), a distance learning course was set up. Through questionnaires, interviews and participant activities the project aims to assess the impact on the teachers’ practice, in addition to reviewing the operational systems of the course. Although the main part of the study focuses, in the first instance, on teachers, there are implications for other professionals, and for opportunities for development for mixed professional groups. Published Material: MILLER, C. (1991). Project to develop a distance learning course for teachers of children with speech and language disorders: final report to the Department of Education and Science. Birmingham: University of Birmingham/HMSO.; MASON, H., MILLER, C. & LOMAS, J. (1993). ‘Professional courses at a distance for teachers of children with special educational needs’, Open Learning, Vol 8, No 3, pp.46– 50. Status: Individual research Date of Research: 1992–1995 KEYWORDS: distance education; language handicaps; special education teachers; special educational needs; speech communication; speech handicaps; teacher development

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11/0064 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Fielding, S. Mr; Supervisor: Lawn, M. Dr; Mac An Ghaill, M. Dr Primary teaching: changing work in the public sector Abstract: The project will study the continuing process of change in teaching, particularly the development of new skills, work relations and cultures and the decline of other work cultures. In addition, it will analyse the responses of teachers and school workers to the developing changes in their work at school, region and association level. Finally there will be a critical focus on the decentralised or front-line service image of teaching and school work as a stimulus to the development of a new professional idea and practice. The material for this will be obtained through extensive ethnographic studies of six primary schools in Birmingham Local Education Authority area. Status: Sponsored project Source of Grant: Economic and Social Research Council £180,000 Date of Research: 1994–1996 KEYWORDS: educational change; primary school teachers; teaching profession 11/0065 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Thomas, H. Prof.; Bullock, A. Dr; de Vries, H. Dr; Lopez, M. Prof.; Charlton, A. Dr Smoking prevention and children Abstract: This is a one year, cross-national pilot study. A key feature of the project design is a programme of intervention in the out-of-school setting. The main study will compare pre-test and post-test behavioural and attitudinal data from four groups: those experiencing the in-school intervention; those experiencing the out-of-school intervention; those experiencing both; and a control group. The project will include interventions in-school and out-of-school with children aged 10/11 and 13/14 years. A central concern of the pilot work is an exploration of the nature of out-of-school activities engaged in by 10/11 and 13/14 year olds. In this first year, a survey will be used to gather information on the out-of-school activities of youngsters in urban settings. A further purpose of the pilot year is to seek the views of stakeholders on the nature of smoking prevention programmes. Interviews and focus meetings will be held with groups of teachers, pupils, health educators, parents, youth organisers and others. The study is being coordinated at the University of Birmingham, with partners in Manchester, the Netherlands and Spain. Status: Sponsored project Source of Grant: European Commission £126,200 Date of Research: 1994–1995 KEYWORDS: health education; prevention; smoking

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11/0066 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Lacey, P. Mrs; Supervisor: Upton, G. Prof. Training for collaboration Abstract: The aim of the project is to develop training for staff working with children or adults with special educational needs which encourages them to work effectively together. The project began with an ethnographic study of one school, with the intention of providing an account of the problems and possibilities of multi-disciplinary teamwork which formed the basis of the training. Subsequently, practitioner research methods were used to develop content and teaching methods for courses suitable for a variety of different staff and contexts. Techniques used for evaluating the effectiveness of the training have included reflective diaries, open-ended questionnaires, and focused interviews. Results have indicated defmite changes in practice in the workplace, but success is tempered by so many variables out of the hands of higher education-based trainers. Published Material: LACEY, P. & LOMAS, J. (1993). Support services and the curriculum: a practical guide to collaboration. London: David Fulton.; LACEY, P. & RANSON, S. (1994). ‘Partnership for learning’, Support for Learning, Vol 9, No 2, pp.79–82.; LACEY, P. ‘In the front line: SENCos and liaison’, Support for Learning. (in press). Status: Individual research Date of Research: 1991–1995 KEYWORDS: special educational needs; support staff; teamwork; training 11/0067 School of Education, Centre for Religious Education Development and Research, Edgbaston, Birmingham B15 2TT 0121 414 3344 Hammersley, P. Rev.; Supervisor: Hull, J. Prof. Rigidity and loss: a study in adult religious education Abstract: Men and women training for Readership in the Church of England, in six dioceses of the West Midlands, on a two year part-time training programme 1991–93, have completed a battery of test instruments relating to their openness to new theological learning. A second cohort, 1993–95, is now being studied. Subjects who register at the extremes of a ‘rigidity’ test instrument are being individually interviewed, in order to test the hypothesis that rigidity in adult theological learning is related to loss, or fear of loss, originating at earlier points of the lifecycle. The impact of the Readership training programme upon the attitudes of these men and women will also be studied. Status: Sponsored project Source of Grant: Diocese of Worcester and Yapp Education Trust £3,100 Date of Research: 1990–1995

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KEYWORDS: Church and education; religious education; theological education 11/0068 School of Education, Research Centre for the Education of the Visually Handicapped, Edgbaston, Birmingham B15 2TT 0121 414 3344 Birmingham University, Department of Opthalmology, Birmingham and Midland Eye Hospital, Church Street, Birmingham B3 2NS 0121 554 3801 Dorn, L. Dr; Ross, S. Dr; Supervisor: Tobin, M. Dr; Fielder, A. Prof. The development of neonates and young blind and visually disabled children Abstract: The project aims: to develop methods of investigating perceptual, cognitive, social, and motor skills of severely visually impaired neonate and young children; and to test hypotheses about the infants’ self-initiated behaviour and responsiveness to stimulation. Published Material: DORN, J. (1993). ‘The mother/blind infant relationship: a research programme’, British Journal of Visual Impairment, Vol 11, No 1, pp.13–16. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1992–1996 KEYWORDS: blindness; child development; infants; visual impairments; young children 11/0069 School of Education, Research Centre for the Education of the Visually Handicapped, Edgbaston, Birmingham B15 2TT 0121 414 3344 Greaney, J. Dr; Supervisor: Tobin, M. Dr Development of a braille reading test Abstract: To develop a new braille reading test for visually impaired children. There are currently three published tests for measuring braille reading skills. These are now somewhat out-of-date in terms of content and it is intended that the updated test will furnish teachers with information about the speed, accuracy, and comprehension abilities of braille readers. In addition, diagnostic information will be provided that may be helpful in identifying weaknesses in reading skills. Status: Sponsored project Source of Grant: University of Birmingham; Royal National Institute for the Blind Date of Research: 1993–1996 KEYWORDS: blindness; braille; reading tests; visual impairments

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11/0070 School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Sheffield University, Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Ulster University, Coleraine Campus, School of Public Policy, Economics and Law, Coleraine Campus, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Ranson, S. Prof.; Martin, J. Mrs; Nixon, J. Dr; McKeown, P. Mrs The new management of education: a project within the Economic and Social Research Council Local Governance Initiative Abstract: The radical reconstruction of education since the late 1980s has been designed not only to improve ‘a service’, but also to play a central role in the wider reform of the polity (in the realm of ideas as well as practice). The post-war world constituted a political order of social democracy based upon the principles of justice and equality of opportunity and designed to ameliorate class disadvantage and class division. Public goods were conceived as requiring collective choice and action. Thus the significance of systems of administration planning (the local education authority (LEA) and institutional organisation (the comprehensive school). Now these beliefs are called into question. A new political order of neo-liberal consumer democracy is being constituted based upon different principles of rights and choice designed to enhance the agency of the individual. The public (as consumer) is being empowered at the expense of the (professional) provider. Public goods are conceived as aggregated private choices. Individual (negative) freedom will, it is purported, better deliver the goals of opportunity and social change. An education study provides this Initiative with a timely opportunity to examine the emerging patterns of differentiating governance, consumer choice and devolved institutional management in order to test the new benefits of active participation but also the limits of individual choice in the creation of public goods for all. The research seeks to undertake empirical and theoretical analysis which examines the development of school and college management within the emerging patterns of local market formation that increasingly characterises local governance. Any such study will need to examine the kinds of interaction among diverse forms of institution, including colleges as well as schools of different kinds—public, voluntary and private. This research, therefore, intends to focus upon the specific needs of the 14 to 19 age group because they will best illuminate the issues of contextual restructuring, differentiated governance and devolved management that are central to this Initiative. The principal research questions for the study focus upon the triangle of relationships between institutional management, educational consumers, and the pace and extent of market formation: 1) What forms of institutional organisation and management have emerged in the context of this new local governance of interaal markets? In what ways will schools and colleges become more entrepreneurial, flexible and responsive to their publics, but also will their policies for admissions, curriculum and pedagogy become more selective and restrictive as they

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define their distinctive identities and mission in the market? Will the processes of internal management become more participative or more hierarchical in the face of pressures from market competition? What is the changing relationship between the growing power of the customer and the practices of quality management? 2) What governs the pace and extent to which educational consumers take up their new rights and powers in relation to institutions? What rights and choices are exercised and by whom and how? What are the attitudes of consumers towards choice, participation and accountability? What is the relationship between increasing agency within a service and public and political activity generally? 3) What is the impact of market formation upon institutions, provision and the educational experience, opportunities and ‘life chances’ of different class communities? Who gains and who loses? What understanding can develop of the values and conditions (individual and collective) required for the creation of public goods? What is the necessary balance between individual choice and collective welfare (need) within the public domain? The central task of the research is to enquire whether and how the nature of institutional management, in contexts of advantage and disadvantage, varies according to the market context (the segment) in which it is located. The research strategy will be to create a study which is comparative and longitudinal, allows study of structures and of the meanings through the collation of qualititative and quantitative data. Status: Sponsored project Source of Grant: Economic and Social Research Council £107,000 Date of Research: 1993–1996 KEYWORDS: educational administration; educational change; educational policy; governance; local education authorities; management in education; politics education relationship 11/0071 School of Psychology, Edgbaston, Birmingham B15 2TT 0121 414 3344 Stones, E. Prof. Psychology and pedagogy: investigations into the relationships between principles of psychology of human learning and practical teaching and the supenision of practical teaching in teacher training Abstract: The work comprises a variety of investigations by experienced teachers into different aspects of pedagogy and employing different approaches. Qualitative as well as quantitative data are sought for. Surveys of current practice are complemented by empirical work exploring the effects of theory based practical pedagogical intervention into the teaching of a wide variety of subjects. Experiments are predominantly naturalistic, clinical, learaing based and outcome-oriented case studies involving small groups of teachers or student teachers and their pupils. Published Material: STONES, E. (1987). ‘Teaching practice supervision: bridge between theory and practice’, European Jouraal of Teacher Education, Vol 10, No 1, pp.67–69.; STONES, E. (1989). ‘Pedagogical studies in the theory and practice of teacher education’, Oxford Review of Education, Vol 15, No 1, pp.3–15.; STONES, E. (1993). Teaching and learning: the shadow and the substance. Occasional Paper No 6.

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Birmingham: University of Birmingham, Institute for Advanced Research in the Humanities.; STONES, E. (1994). Quality teaching: a sample of cases. London: Routledge.; STONES, E. (1994). ‘Reform in teacher education: the power and the pedagogy’, Journal of Teacher Education, Vol 45, No 4, pp.1–9. A full list of publications is available from the researcher. Status: Individual research Date of Research: 1983-continuing KEYWORDS: educational theories; learning theories; psychology; teacher education; teaching experience; teaching practice; teaching process

Bishop Grosseteste College 11/0072 Newport, Lincoln LN1 3DY 01522 527347 Prenton, K. Mr; Supervisor: Moore, J. Dr Improving the quality of primary teaching in third world countries: an analytical evaluation of a World Bank-funded inservice teacher training programme in Sindh Province, Pakistan Abstract: Since July 1992, the researcher has worked on an Overseas Development Administration (ODA) funded teacher training programme (the British Governmenfs contribution to the World Bank sponsored Sindh Primary Education Development Project), which involves developing a pilot inservice training programme in teacher training and supervision, to equip master trainers for running courses to improve the skills of teachers. The project also involves identifying criteria for evaluating teaching performance in order to be able to evaluate the effectiveness of the training courses. The aims of the research are: 1) To identify those features of primary teaching which are educationally effective in the Pakistan context in terms of: a) retention of pupil numbers and levels of attendance; b) raising levels of literacy; and c) meeting the aims of the curriculum. 2) To incorporate those features identified into a teacher training programme, intended to increase teacher effectiveness in terms of (a), (b) and (c). 3) To identify methods of evaluating changes in teachers’ teaching approaches and professional behaviour resulting from the teacher training courses. The practical part of the research is intended to be eclectic. Some research will be experimental but much will be in the action-research tradition. The purpose of the researcher’s role in Pakistan is essentially interventionist. In developing a teacher education programme, the need is to continually reflect upon and evaluate the effectiveness of the courses that are organised. The research aims to identify and evaluate good primary teaching and classroom practice which is effective in the local context. It is then intended to disseminate this ‘good practice’ through inservice teacher training. The courses will be continually evaluated through both quantitative and qualitative research methods including: questionnaires, pre/post tests, case study observation, and interviews. Before and after the courses, it is planned to observe samples of classroom practice, using local researchers to observe up to 100

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teachers. This collection of data will include both open and structured observation as well as interviews and questionnaires where appropriate. These will be analysed and assessed against agreed performance criteria. Performance of trained teachers will be compared with a control group of teachers at intervals. The research will also encompass a review of other teacher training and primary education projects in Pakistan and in other developing countries. Status: Individual research Date of Research: 1992–1996 KEYWORDS: developing countries; educational improvement; inservice teacher education; Pakistan; primary education; programme evaluation

Bolton Institute of Higher Education 11/0073 School of Education and Health Studies, Chadwick Campus, Chadwick Street, Bolton BL2 1JW 01204 528851 Fisher, K. Dr; Pearson, M. Dr In pursuit of quality delivery for new vocational qualifications: an exploratory study of trainers’ perspectives on aspects promoting and inhibiting quality Abstract: The aim of this small scale research project is to elucidate attributes which are facilitating and inhibiting the delivery of high quality training. A considerable amount has been written about ‘quality’ and about its importance and attainment in training processes, especially in relation to training designed to meet national standards. While theoretical models and policy statements are necessary ingredients in training design, it is also essential to explore the operationalisation of those models and statements in training delivery. Through semi-structured interviews with trainers delivering National Vocational Qualifications (NVQs), and General National Vocational Qualifications (GNVQs), it is proposed to obtain trainers’ perceptions of ‘quality’ and what contributes to, and detracts from, it during the training process. Thus, from the data gathered, quality indicators will be presented and a strategy for identifying high quality provision for NVQs and GNVQs will be suggested. Status: Sponsored project Source of Grant: Bolton Institute of Higher Education Date of Research: 1993–1995 KEYWORDS: educational quality; National Vocational Qualifications; performance indicators; vocational education 11/0074 School of Education and Health Studies, Chadwick Campus, Chadwick Street, Bolton BL2 1JW 01204 528851

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Manchester Metropolitan University, Department of Health Care Studies, Elizabeth Gaskell Campus, Hathersage Road, Manchester M13 0JA 0161 247 2000 Kenny, C. Ms; Supervisor: Bagley, A. Mr; Noble, R. Dr; Wibberley, C. Dr Nursing intuition Abstract: This research takes the form of a longitudinal study, tracing Enrolled Nurses’ intellectual development as they progress through a conversion course. The aim of the project is to determine: 1) Does nursing intuition exist? 2) If it does, does it vary in levels of complexity? 3) Will the experience of education and, in particular as part of this process, the keeping of reflective diaries, help nurses develop/articulate intuitive knowledge? The method of data collection is that of individual/group interviews, using the method of discourse analysis to make sense of the data, developed by Potter and Wetherell (1989). Published Material: KENNY, C. (1993). ‘EN’s—why are they devalued’, Nursing Standard, Vol 8, No 4, pp.28–31.; KENNY, C. & WIBBERLEY, C. (1994). ‘The case for interactive interviewing’, Nurse Researcher, Vol 1, No 4, pp.57–64.; KENNY, C. ‘Nursing intuition: can it be researched?’, British Journal of Nursing, Vol 3, No 22, pp.1191–1195. Status: Individual research Date of Research: 1994-continuing KEYWORDS: intellectual development; intuition; nurse education; nurses 11/0075 School of Education and Health Studies, Chadwick Campus, Chadwick Street, Bolton BL2 1JW 01204 528851 Sheffield University, Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Whittaker, J. Mr; Supervisor: Quicke, J. Prof. The effective inclusion of students described as having severe learning disabilities within the mainstream of further education Abstract: Increasing numbers of students described as having severe learning disabilities have been enrolled in colleges of further education over the last ten years. The Education Reform Act 1988 reinforced this trend by putting an obligation on local education authorities, for the first time, to ‘have regard’ for such students over the post-compulsory school leaving age. The response by the further education sector has been to continue with segregated models of provision—separate groups of students placed together under the heading of ‘learning disability’, and new curriculum designed and delivered solely for students so described. The main aim of this piece of research is to develop an effective instrument for evaluating the effectiveness of further education provision for students who have been described as having severe learaing disabilities and highlight ways in which the existing mainstream provision might be adapted for the benefit of all students.

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Significant features to be considered in the further education sector will include: (1) Personal destinations of students. Eight students described as having severe learning disabilities. Using, when necessary, ‘Citizen Advocacy’ and ‘Self Advocacy’ to facilitate more effective communication. (2) Evaluation instrument. Designing an instrument for effective evaluation of provision within this sector of education. Evaluations took place in three colleges. (3) The role of support staff. Questionnaires and interviews with ‘support workers’ during two residential periods. (4) Teacher education. ‘The Inclusive Education Option’. A model used with two cohorts of students teachers during 2 one-year courses, to raise awareness of issues relating to ‘learning disability’. Published Material: WHITTAKER, J. (1991). ‘Three surprising ways of impeding the integration of students with special needs in further education and how inclusive education can help on this’‚ The Vocational Aspect of Education, Vol 43, No 3, pp.225– 230. Status: Individual research Date of Research: 1989–1995 KEYWORDS: further education; learning disabilities; mainstreaming; special educational needs; support services

Bradford University 11/0076 Management Centre, Emm Lane, Bradford BD9 4JL 01274 733466 McClements, R. Mr; Helm, P. Mr; Woods, M. Dr; Supervisor: Gilding, D. Dr Multimedia business training Abstract: This project will develop and evaluate different forms of flexible delivery of management education that allow structured selflearning. A pilot ‘Learning Resource Centre’ will be established with an industrial partner. The project will study: (1) the place of student centred learning in the management development process; (2) the design and production of suitable modules of learning material; (3) the ‘learning and technology’ required; (4) the physical facilities needed; (5) the management of learning resource centres; (6) effectiveness of multimedia. Status: Sponsored project Source of Grant: Bradford University £60,000 Date of Research: 1991-continuing KEYWORDS: educational media; learner centred methods; learning resources centres; management development; management studies; multimedia approach

Brighton University

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11/0077 Chelsea School Research Centre, Gaudick Road, Eastbourne BN20 7SR 01273 600900 Wood, S. Mrs; Supervisor: Fleming, S. Dr; Tomlinson, A. Prof. The physical education cuniculum in higher education: a study of the gender dimensions of socialisation in the physical education profession Abstract: The study will analyse the socialisation processes in the gender relations of the professional practice of physical education (PE) teacher’s educators. Part of the investigation will be of the socialisation into sport that physical education/sports students experience prior to their entry into higher education, and the way in which these experiences affect students’ abilities to recognise and challenge gender stereotyping in their own sports experiences. A further consideration will be the impact of coeducational training upon physical education professional practice, particularly for women and physical education students in initial teacher education. Information will be gathered through: questionnaires to a cohort of first year students entering teacher training in physical education; through interviews with selected women students and school physical education teachers; and participant observation in coeducational and physical practice and in informal interaction. Status: Individual research Date of Research: 1993-continuing KEYWORDS: physical education teachers; preservice teacher education; socialisation; teacher educators 11/0078 Chelsea School Research Centre, Gaudick Road, Eastbourne BN20 7SR 01273 600900 Liverpool John Moores University, School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Murdoch, E. Prof.; Hudson, J. Ms; Latham, A-M. Miss; Shenton, P. Miss; Phillips, C. Mrs; Yau, K. Miss School based teacher education partnerships: issues in physical education Abstract: Legislation in Department for Education Circular 9/92 has led to the formation of partnerships between schools and higher education institutions (HEI’s) in the initial training of teachers. Greater emphasis has been placed on schools, consequently there have been changes in the role of both school and HEI personnel. This project is investigating the impact of partnerships on the initial training of prospective physical education and dance teachers, both to include the impact of those involved in postgraduate and undergraduate courses. Key foci include: 1) the student/mentor relationship; 2) mechanisms of quality assurance; and 3) models of teaching competence. Samples consist of HEI-based personnel (link tutors, who oversee the scheme and liaison

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between schools and HEI); school-based personnel (professional tutors responsible for providing a whole school approach to training mentors and responsible for students during school placements, and headteachers); and students. Methods of investigation include case studies of: individual student/mentor dyads; observation of group meetings; individual interviews; and questionnaires. Subject samples vary according to the methodology in current use. Results thus far, from interviews with postgraduate students, indicate the importance of the mentor as an educator, a support mechanism, a counsellor, and an information base for the student. Results from interviews conducted with mentors and link tutors will provide reflective and prospective perspectives on the partnership scheme. Implications of the research will be to inform and improve current initial teacher training within the partnership scheme. Status: Sponsored project Source of Grant: Brighton University Chelsea School Research Centre; Liverpool John Moores University Date of Research: 1993-continuing KEYWORDS: institutional cooperation; mentors; physical education teachers; preservice teacher education; school based teacher education; student teachers 11/0079 Chelsea School Research Centre, Gaudick Road, Eastbourne BN20 7SR 01273 600900 Sussex University, Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 O’Neill, J. Miss; Supervisor Lacey, C. Prof. Effective teaching in physical education: a client perspective Abstract: Although athletics featured as a major physical activity area in the majority of British secondary schools, the indicators were such that its status appeared more tenuous than secure. The accuracy of this supposition was examined in an illuminative, ethnographic enquiry which focused on eliciting pupil perspectives and which was located in two secondary schools. The Year 7 cohort in each school (Autumn 1990) each generated a representative sample of 24 pupils who were interviewed at key points during their first 2 years of secondary education. As part of an eclectic data gathering approach, participant observation occurred in their athletics lessons (Summer 1991/92). In pursuit of more effective teaching, the study was designed as a collaborative action research project with the physical education teachers, and incorporated a quasi-experimental structure during Summer 1992 to reveal the effects of contrasting teaching approaches. The results from the first year of fieldwork confirmed the accuracy of the initial supposition: that the content of athletics lessons, in combination with a predominance of didactic teaching, was unsuitable for secondary pupils (National Curriculum key stage 3). Consequently, an intervention idea was implemented in each school, in which a pupilcentred (progressive) approach was introduced to Year 8 experimental classes whilst the control classes continued to experience the traditional approach. Data showed that the progressive approach was a more effective pedagogy than the traditional approach,

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particularly for girls and lesser ability pupils, and that ‘good’ physical education teachers should possess specific qualities. Published Material: O’NEILL, J. (1992). Athletics teaching in schools, change at last? An interpretation of “athletic activities” in the P.E. National Curriculum’, British Journal of Physical Education, Vol 23, No 1, pp.12–17.; O’NEILL, J. (1993). ‘National Curriculum athletics—teaching children first!’, British Journal of Physical Education, Vol 24, No 1, pp.15–17. Status: Individual research Date of Research: 1989–1995 KEYWORDS: athletics; physical education; pupil attitudes; teaching methods 11/0080 Faculty of Education, Sport and Leisure, Falmer, Brighton BN1 9PH 01273 600900 Blake, M. Mrs; Supervisor: Bolwell, L. Dr An investigation into the role of guidance and coimselling for students in higher education Abstract: The aims of the investigation are to: (1) critically analyse the theory and practice of guidance and counselling for students in higher education through a review of the pertinent literature; (2) identify and examine the practice of guidance and counselling through a case study of selected practice at Brighton University; (3) construct a taxonomy of guidance and counselling practices and thus to inform the theory of counselling as it relates to the experience of students in higher education. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational guidance; higher education; student counselling 11/0081 Faculty of Education, Sport and Leisure, Falmer, Brighton BN1 9PH 01273 600900 Austin, S. Mr; Supervisor: Fox, C. Dr; Laing, S. Dr Collaborative narrative discourse in the primary school: what happens when children write collaboratively? Abstract: The aim of this research is the observation and analysis of the processes and outcomes of collaborative written and oral utterances within the framework of narrative. It will compare and contrast the strategies adopted in various models of collaborative and individual discourse creation. Evidence will be collected from children of pre-school age, together with children in Reception classes, Year 1, Year 2, Year 4, Year 5, Year 6, and Year 7 in local primary, first and middle schools in West and East Sussex. Work by children working as individuals, in pairs, in small groups, and larger units will be used to investigate the journeys that their writing, and their tellings, take towards a point where they feel satisfied with a product that they themselves regard as finished. The research is

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naturalistic and ethnographic, based in active classrooms, during ongoing work, and related to the social context inside and outside the school, with the researcher as the teacher. The title and mode of analysis are based on Genette’s ‘Narrative Discourse’. Status: Individual research Date of Research: 1991–1996 KEYWORDS: children as writers; group work; narration; primary school pupils; story telling; writing—composition

Bristol University 11/0082 Centre for Deaf Studies, 22 Berkeley Square, Bristol BS8 1HP 01179289000 Callaway, A. Dr; Supervisor: Kyle, J. Dr Deaf children and their families in China: a cross-cultural study Abstract: The aim of this study is to investigate the attitudes and experiences of Chinese parents of deaf children so that appropriate and effective pre-school programmes that depend on parental participation can be developed. The parents of deaf children attending a pre-school for deaf children in Nanjing were interviewed, as well as a sample of parents of deaf children living in the countryside in a poor area in north Jiangsu Province (October—December 1994). Preliminary results indicate that diagnosis is often delayed, especially in the countryside; parents spend much time and money going to different hospitals and doctors to fmd a ‘cure’; hearing aids are acquired late and are often poorly maintained; parents want their children to leara to speak rather than use sign language, although simple sign is usually used at home. Some parents of profoundly deaf children feel stigmatised; most parents express anxiety about their child’s future, especially their job status and economic security. Most parents say they will not have a second child as the deaf child will not get enough attention. The present policy of the Chinese government is to emphasise the role of parents in educating their deaf children: this study intends to outline the factors which will contribute or detract from this aim, and suggest ways in which parents can be supported in this role. Published Material: CALLAWAY, A.C. (1984). ‘The children’s hospital in Chongqing’, China Now, No 108, pp.14–16.; CALL-AWAY, A.C. (1986). ‘Educating deaf children’, China Now, No 116, pp.17–18.; CALLAWAY, A.C. (1987). ‘Employing the disabled’, China Now, No 121, pp.32–34. Status: Individual research Date of Research: 1993-continuing KEYWORDS: China; deafness 11/0083 Centre for Deaf Studies, 22 Berkeley Square, Bristol BS8 1HP 01179 289000

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Morgan, G. Mr; Supervisor: Woll, B. Dr Aspect development in British Sign Language Abstract: This work will attempt to describe the important linguistic feature of ‘aspect’ in British Sign Language (BSL) and its development in young children. A longitudinal observation of children interacting with deaf parents using BSL will attempt to trace the interactional origins of aspect and its later development in the process of becoming a competent user of BSL. Video-recording of naturalistic situations will provide the data. The expected conclusions are of similar chronological development as in hearing children’s use of verbal aspect. However the differences described in BSL aspect may provide evidence for different learning strategies in BSL than with spoken language. Status: Individual research Date of Research: 1994-continuing KEYWORDS: deafness; manual communication; sign language 11/0084 Department for Continuing Education, 8–10 Berkeley Square, Bristol BS8 1HH 01179 289000 Coventry University, School of International Studies and Law, Priory Street, Coventry CV1 5FB 01203 631313 Thomas, E. Prof.; Mitchell, V. Mrs Policies and structures for imiversity continuing professional development Abstract: Recent policy changes across Europe are raising the importance of continuing education. At this time of significant change the need for clear policies within individual universities for the provision of continuing education is paramount. This research will analyse recent policy documents of a range of universities in the United Kingdom, Europe and the United States to define the elements of an appropriate university continuing education policy and to suggest possible options that these elements might contain. Published Material: MITCHELL, V.A. & THOMAS, E.J. (1994). ‘Policies and structures for univeristy continuing professional development’. Proceedings of the Conference on the Impact of Professional Development’. Leicester, September 1994. Status: Individual research Date of Research: 1994–1995 KEYWORDS: comparative education; continuing education; educational policy; universities 11/0085 Department for Continuing Education, 8–10 Berkeley Square, Bristol BS8 1HH 01179 289000 Coventry University, School of International Studies and Law, Priory Street, Coventry CV1 5FB

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01203 631313 Thomas, E. Prof.; Mitchell, V. Mrs Quality assurance in university continuing education Abstract: Quality has long been a concern of European universities and the organisational structures in place have evolved, at least in part, to assume that quality in recent years. However, awareness has grown for rather more quality assurance systems for all university activities, including continuing education. This research will consider the meaning of quality assurance in university continuing education, the beneflts of a quality assurance system, the principles of a good quality assurance system for continuing education and will look for exemplars of good practice. Published Material: MITCHELL, V.A. & THOMAS, E.J. (1992). ‘Quality assurance in university continuing education’. Proceedings of the 14th International Forum of the European Association for Institutional Research, Brussels, September 1992. Status: Individual research Date of Research: 1991–1996 KEYWORDS: continuing education; educational quality; quality assurance; quality control; universities 11/0086 Department for Continuing Education, 8–10 Berkeley Square, Bristol BS8 1HH 01179 289000 York University, Centre for Continuing Education, Heslington, York YO1 5DD 01904 430000 Thomas, E. Prof; Shepherd, D. Mr Project management in university continuing education Abstract: This study investigates how British universities planned, allocated and managed their University Funding Council allocations for continuing education development in 1990/91 and 1991/92. Responses from 44 universities indicate that many universities saw the need for long-term strategic planning in implementing these grants and that they had established suitable educational processes and clear monitoring systems. Published Material: SHEPHERD, D. & THOMAS, E.J. (1992). Management of UFC Development Funding. Universities Council for Adult and Continuing Education: interim report. York: York University, Centre for Continuing Education. Status: Sponsored project Source of Grant: University Funding Council Date of Research: 1992–1995 KEYWORDS: continuing education; educational administration; educational finance; educational planning; programme development; universities 11/0087 School of Education, 35 Berkeley Square, Bristol BS8 1JA

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01179 289000 Kyle, J. Dr; McEntee, L. Dr; Ackerman, J. Ms British Sign Language acquisition (deaf chUdren developing sign) Abstract: Despite growing interest and research in sign language, as yet we know relatively little about deaf children’s acquisition. The Centre for Deaf Studies, at Bristol University, has accumulated ten years of sign language data of deaf children interacting with deaf and hearing parents and it is now involved in developing a linguistic analysis capable of coding semantic, pragmatic and syntactic aspects of early sign language development and mother/child interaction. There is sufficient data to permit both crosssectional and longitudinal analyses of child language to be undertaken across various interactional modalities (e.g. free play, reading), permitting both individual and comparative analyses of the data to be undertaken. It is envisaged that data taken from approximately thirteen hearing and deaf children of deaf parents will be analysed. At present a semantic and pragmatic coding system has been developed, adapted from Bristol Language Development Scales (BLADES) (Gutfreund, Harrison and Wells 1989), and linguistic coding will be entered into a database (currently under construction) making data both accessible and manageable. It is hoped that in time syntactic coding will be added to this coding chart. In addition to the development of the profile and coding of the data, when and wherever possible, contact with families of deaf children is maintained enabling further video data to be accumulated, contributing to the archive currently available within the Centre. Status: Sponsored project Source of Grant: Leverhulme Trust £99,869 Date of Research: 1993–1995 KEYWORDS: deafness; language acquisition; sign language 11/0088 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Crossley, M. Dr; Bennett, A. Mr; Goulden, D. Mr; Osborn, M. Dr The impact of the Belize Primary Education Development Project: case studies Abstract: This is essentially a qualitative study of the impact of the Belize Primary Education Development Project in selected schools. Case studies involving collaboration between school and exteraal personnel (from both Belize and the University of Bristol) will be conducted, focusing upon the documentation of the nature and quality of teaching and learning. Nine to twelve schools will be involved and the development of local research capacity will also be included through research training workshops. Status: Sponsored project Source of Grant: Belize Primary Education Development Project Date of Research: 1994-continuing KEYWORDS: Belize; developing countries; development education; educational quality; primary education

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11/0089 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Marangou, A. Mrs; Supervisor: Meadows, S. Dr; Webster, A. Dr The transition from home to school: a study of social, cultural and emotional factors in Greek children Abstract: The transition from the pre-school to the actual school years in Greece is not, at present, considered as a period during which children deserve special treatment or provision. Many demands are placed upon the children with serious consequences on their school performance, relationships and emotional development. The research will primarily look at the quality and quantity of time spent on selected teacher/pupil verbal and non-verbal interactions, pupils’ activities and pupils’ physical movemements while at school, during the transitional period (i.e. the 51/2 to 61/2 year old age group). The aim of this research is to draw attention to a period of children’s lives which, the researcher believes, is crucial, but which has not received adequate attention. Hopefully, the conclusions will be used as recommendations to teachers and adults responsible for children’s lives at this delicate stage. Status: Individual research Date of Research: 1994–1996 KEYWORDS: early childhood education; Greece; preschool to primary transition; primary school pupils; school readiness 11/0090 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Moschovaki, E. Miss; Supervisor: Meadows, S. Dr Classroom story reading with young children Abstract: Although it is generally accepted that classroom story reading is important, nevertheless research on reading stories with young children is still limited and mainly descriptive. Thus an indepth study is needed on how story reading styles influence young children’s cognition in a classroom context. The research questions of this project are mainly concerned with the following areas: 1) Are there significant differences among teachers’ strategies when reading aloud different books (i.e. information/narrative/familiar/unfamiliar) for identifying distinctive story reading styles? 2) What is the relationship between the affective and cognitive dimensions of story reading for empowering children to demonstrate higher cognitive demand thinking and more complex verbal behaviour? 3) What assists children in taking initiatives during the process of reading stories which lead story reading interaction from being teacherregulated to becoming group-regulated? 4) Is there a relationship between teachers’ story reading styles and children’s emergent behaviour in the classroom library? One hundred and forty story readings will be collected from thirty schools, and classroom observations of children’s behaviour will take place as well as interviews of teachers. Hopefully, the

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research outcomes will identify effective ways for classroom story reading and better understanding of teaching styles. Moreover, it may clarify the effects on children’s interest towards books and their literacy development. This will assist teachers in becoming aware of the significance of their own behaviour when interacting with children, in modelling specific linguistic and literacy patterns, and how they can complement family literacy in order to achieve successful transition to primary school. Status: Individual research Date of Research: 1993–1996 KEYWORDS: children’s literature; early childhood education; reading aloud to others; story reading; teacher pupil relationship 11/0091 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Allsop, L. Ms; Brauti, J. Mr A study of the grammatical and lexical features of international sign Abstract: The aims of this project are to: 1) describe the grammatical and lexical features of International Sign as used by deaf people from different countries at international meetings; 2) explore changes over time in International Sign from 1985 to the present; 3) compare the features found in International Sign as used by British signers with those found in the International Sign of deaf people from other countries; 4) suggest explanations for the particular grammatical and lexical features found in International Sign; and 5) explore attitudes to and awareness of International Sign. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: deafness; sign language 11/0092 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Wallace, M. Dr; Supervisor: Hoyle, E. Prof. The role of the mass media in the education policy process Abstract: The aim of this research is to explore how the mass media contribute to the generation and implementation of education policy within a context of national education reform. It will conceptualise how the media form an integral component of the education policy process, and identify major influences on media production and output and their link with education policy. Research methods consist of monitoring selected broadcasts and national press output, focusing on policy related to schooling; interviews with media professionals and representatives of other groups concerned with education policy and the media; and a case study of the national debate about progressive education, especially in primary schools, in 1991 and 1992.

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Published Material: WALLACE, M. (1993). ‘Discourse of derision: the role of the mass media within the education policy process’, Journal of Education Policy, Vol 8, No 4, pp.321–337. Status: Sponsored project Source of Grant: Leverhulme Trust £41,000 Date of Research: 1993–1995 KEYWORDS: educational change; educational policy; mass media effects; press opinion; public opinion 11/0093 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Beveridge, M. Prof.; Webster, A. Dr; Reed, M. Mr Mapping the literacy cuniculum in primary and secondary school Abstract: The research has investigated the range and functional demands made on children’s use of literacy as they progress through school. The research has a particular interest in teachers’ perceptions of the nature of literacy and whether secondary subject teachers view literacy as a domain of learning which lies outside their own subject expertise. Consequently, using a direct observation framework, it has plotted pupils’ use of literacy across the curriculum, focusing on the nature of challenges set, and the strategies of adults as they collaborate with children to foster learning. Some of the early results of this work indicate that pupils are not sustained in their engagement with a wide range of reading and writing forms as they move through secondary school, which has an increasingly subject content focus. The researchers have worked with schools to audit the literacy curriculum and develop methods for embedding literacy within subject areas. In other words, to reinstate literacy as ‘the curriculum’, rather than viewing this area as something which lies outside the curriculum for older pupils. Published Material: WEBSTER, A., BEVERIDGE, M. & REED, M. (1995). Managing the literacy curriculum: how schools can become communities of readers and writers. London: Routledge. Status: Sponsored project Source of Grant: Bristol University Date of Research: 1992–1995 KEYWORDS: curriculum; literacy education; primary education; reading skills; secondary education; secondary school curriculum; writing skills 11/0094 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Deakin, R. Ms; Supervisor: Hill, T. Mr

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Educational values and practice: the case of grant maintained status Abstract: The central research question is whether school selfmanagement—specifically grant maintained status (GM)—actually facilitates diversity in educational beliefs and practice. The study will involve two indepth ethnographic studies of GM schools, and quantitative research in the form of a questionnaire, to a wider tranche of GM schools. Status: Individual research Date of Research: 1994-continuing KEYWORDS: grant maintained schools; school based management 11/0095 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Krespi, A. Ms; Supervisor: Osborn, M. Dr Teachers and the National Curriculum: a comparative study of primary school teachers in England and Greece Abstract: The research project is a comparative study of primary school teachers’ attitudes towards the National Curriculum of two European countries, England and Greece. In the proposed study, teachers’ attitudes towards the content, implementation and delivery of the curriculum will be examined through interviews, questionnaires and classroom observations. Closely related to the above issues is the issue of control, which governments, educationists and other agents exercise over the teachers, through the National Curriculum. The relative autonomy of the teachers in the two countries to negotiate the curriculum, to intervene in its delivery and possibly in its content will be considered. The study will also investigate the teachers’ perceptions in relation to their professionalism and the National Curriculum in each country. Status: Individual research Date of Research: 1995-continuing KEYWORDS: comparative education; Greece; National Curriculum; primary school teachers; teacher attitudes 11/0096 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Roe, J. Mrs; Supervisor: Webster, A. Dr Peer relationships, play and language of visually impaired children Abstract: Visually impaired children have been integrated in mainstream schools, but little attention has been given to the way in which visually impaired children interact with other children. This research aims to: 1) analyse the development of language and play in visually impaired children; and 2) analyse how the relationships with peers affect the play and language of this group of children. Twenty children between the ages of 3 and 8 are participating in the research. The researcher will observe free play which occurs in

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natural settings and look at the kind of social contact visually impaired children and other children establish between themselves. Therefore, aspects such as level of interaction, forms of play, verbal and non-verbal behaviours and their social functions will be analysed. The findings of the research will hopefully contribute towards an understanding of effective strategies for the integration of visually impaired children. Status: Individual research Date of Research: 1993-continuing KEYWORDS: mainstreaming; peer relationship; play; pupil behaviour; social behaviour, verbal communication; visual impairments 11/0097 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Blandford, S. Dr; Supervisor: Beveridge, M. Prof. The relationship between educational theory, research and practice: a teacher’s perspective Abstract: Educational theory, educational research and educational practice stand together under the umbrella of education. The differences that exist have created disparate disciplines; the culture and language of educational theory and educational research are distinct and dissimilar to educational practice. Knowledge and understanding have been pre-requisites to educational practice. Changes to initial teacher training as determined by Government policy (1984–1994) emphasise the diminishing importance of educational theory and research in this context. Previous study has examined the relationship between educational theory, research and practice from an academic or research perspective. This study examines the relationship between educational theory, research and practice from a teacher’s perspective. The research tool, a questionnaire, was developed in four phases. The attributes of the study population (66 teachers and 11 teacher educators) provided the framework for the analysis of the questionnaire. The results suggest that from a teacher’s perspective there is a relationship between educational theory, research and practice. The unfolding thesis of this dissertation can be summarised as follows: While teachers considered educational theory and research to be relevant to practice a paradox emerged between their training and their beliefs. Status: Individual research Date of Research: 1993–1995 KEYWORDS: educational research; educational theories; preservice teacher education; teacher attitudes; teaching methods; theory practice relationship 11/0098 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Cinemre, Y. Mr; Supervisor: Gilpin, A. Ms; Osborn, A. Dr

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Reading comprehension processes of good and poor English second language (ESL) readers Abstract: This research project will test the reading comprehension difficulties of good and poor readers in Turkish university preparatory classes. Most of the research in the field has focused on the product of the reading rather than the cognitive abilities of the reader. The principal aim of this project is to discover the psycholinguistic aspects of the comprehension. It is known that there are three components of reading comprehension process: conceptual abilities (linguistic knowledge), background knowledge (schema) and process strategies. Background knowledge has three interacting components in both conceptually-driven, top-down and data-driven, bottom-up processes. The amount of understanding of a test depends on the reader’s ability to combine his or her existing knowledge with the intended message encoded by the author. The degree to which a reader is able to combine his or her own expectations/predictions and the encoded message identifies his/her qualification in reading comprehension as good or poor. The study will deal with the discriminating aspects of schema usage between good and poor readers. Status: Individual research Date of Research: 1994-continuing KEYWORDS: English—second language; reading comprehension; Turkey 11/0099 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Arslan, R. Mr; Supervisor: Gilpin, A. Ms Ongoing developraent of Teaching English as a Foreign Language (TEFL) teachers at Turkish universities Abstract: Ongoing development of foreign language teachers of English at Turkish universities will be analysed. Teachers’ attitudes toward development processes will be identified. The study will attempt to fmd out what deficiencies the present inservice training programmes have, what strengths will exist, and what other ways can be presented to those undergoing staff development activities. Out of 57 Turkish universities some samples will be chosen, and questionnaires distributed to collect data. The data will be analysed both quantitatively and qualitatively. The study might contribute to the development of foreign language teachers in Turkey and in other countries with similar programmes. Status: Individual research Date of Research: 1994-continuing KEYWORDS: English—second language; language teachers; Turkey 11/0100 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Williams, L. Mrs; Supervisor: Taylor, P. Mr

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The decentralization of educational decision making in the Turks and Caicos Islands Abstract: Turks and Caicos Islands are a dispersed group of sparsely populated islands in the Caribbean. The population of 13,000 is scattered over 14 communities. The capital island, Grand Turk, is the seat of Government from which education is directed. The absence of school or local boards leaves schools directly accountable to the central authority. There is widespread concern that the vitality of the education system is greatly constrained by tight central control, and that greater efficiency is more likely to be achieved in a more flexible educational environment. This research seeks to ascertain: the degree of consensus amongst educational policymakers and professionals on the issue of educational decentralization; the perception of professionals present and desired levels of participation in decision making; and participants’ perception of the professional and institutional readiness for changes that would entail greater responsibilities at school level. This study examines the contextual experiences—historical and contemporary— which influence educational decision making in the Turks and Caicos Islands. The qualitative approach included: indepth interviewing of policymakers and school administrators; documentary analysis; participant observation based on extensive immersion in the field prior to the fieldwork; and a limited period of observation and participation during the field activities; plus data gathered from questionnaires administered to teachers. Data suggest that there is disillusionment with the existing bureaucratic organizational structure and that some form of decentralization is desirable. Professionals are of the view that decentralization can lead to a restoration of professional confidence, and that this boost in morale can have an overall effect on students’ attitudes and performance. Policymakers agree that the delegation of some responsibilities to school level will lead to better use of the scarce manpower characteristic of small states, but have some concern about the financial implications of a decentralized system. Both professionals abnd policymakers are of the view that considerable preparation would be necessary prior to the introduction of decentralization in any form. The implications of these findings are political, organisational and professional. Status: Individual research Date of Research: 1992–1995 KEYWORDS: Caribbean; decentralisation; decision making; educational policy 11/0101 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Watson, G. Mr; Supervisor: Hoyle, E. Prof. Strategic management and the incorporation of further education Abstract: This on-going research is attempting to investigate the issue of the management of strategy and change in the post-incorporation college of further education. It is particularly interested in how the process of incorporation has changed management. The area for investigation is not only the process, content and outcomes of change, but also its context. Thus the significance of the role of the ‘enterprise culture’ is also being researched. Four colleges were initially chosen from which to gather information and

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perspectives about the change prior to Vesting Day and afterwards and this has involved: a) semi-structured interviews with members of the senior management teams of the colleges; b) the issuing of a questionnaire to all other college members—administration, teaching and technical. Following the completion of the analysis of the returns and the interviews, it is intended to return to the colleges to begin to undertake further research using primary documentary evidence, observation of meetings and interviews with key players in the strategic management process. Status: Individual research Date of Research: 1993–1996 KEYWORDS: change strategies; colleges of further education; educational change; further education; management in education 11/0102 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Sutherland, R. Prof. Mexican/British project on the role of spreadsheets within schoolbased mathematical practices Abstract: The aims of this project are: 1) To investigate the school mathematical practices of 16–17 year old students within and across a range of science subjects. 2) To investigate the ways in which a spreadsheet supports students to make links between their informal problem solving approaches and a more formal spreadsheet-based mathematical approach. Status: Sponsored project Source of Grant: Spencer Foundation £87,054 Date of Research: 1993–1995 KEYWORDS: mathematics education; science education; spreadsheets 11/0103 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Avon and Gloucestershire College of Health, Glenside Centre, Department of Nurse Education, Blackberry Hill, Stapleton, Bristol BS16 1DD 01179 585655 Williams, M. Mrs; Supervisor: McMahon, A. Ms An investigation to identify the role determinants and characteristics of the ‘link teacher’ in clinical practice settings Abstract: The introduction of changes to the management of the National Health Service (NHS) has brought with it a change in the working relationship between colleges of health and the local NHS Trusts. It is imperative that quality controls are in place to ensure training and education provided meets the requirements of the Trusts and, more importantly, that competent practitioners are produced. The study of the role of the link

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teacher in the clinical setting and the enhancement of that role would be one way of enhancing quality measures within the delivery of the curriculum. The research examines the role in a range of clinical placements to determine a ‘defmed’ role which is operational across all areas of practice. The research method is of a qualitative nature and an action research stance will be used. The opinion of 128 student nurses, through the use of a structured questionnaire, and the opinions of 24 teachers and 24 practitioners, through the use of a semi-structured interview schedule, were sought to elicit the perceptions and expectations of the link teacher role, and to establish a consensus view of a role which would be practicable in all settings. The research will now be taken forward through action research to evaluate the newly defined role which could have application to other colleges of health. Status: Individual research Date of Research: 1994–1995 KEYWORDS: clinical experience; nurse education; nurse teachers; quality control 11/0104 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Cheltenham and Gloucester College of Higher Education, Faculty of Education and Health, The Park, Cheltenham GL50 2QF 01242 532700 Hoye, L. Ms; Supervisor Hoyle, E. Prof. On the edge: students into teachers. A qualitative study of primary postgraduate students, focussing upon their transition from students into teachers—their concerns and expectations Abstract: The aim of the study is to document students’ perceptions regarding their concerns and expectations as they emerge from students into newly qualified teachers. Previous studies have noted the developmental aspects of teacher training and induction, but there appears a paucity of research evidence which focuses specifically on the transition from student into teacher. Such transition and the stage of development reached at the end of an initial teacher training course is critical; first in enabling students to enter the job market and gain positions in schools, and second, as a springboard for their subsequent professional development. The time frame for the research was limited in so far as the student sample should have successfully completed a Postgraduate Certificate in Education Course (Primary) and have been offered, but not begun, teaching posts in schools as newly qualified teachers. They were thus ‘on the edge’ of their chosen career, and as such in a ‘Janus’ like position, able to consider both their previous preparation and training, and their future concerns and expectations. Eighty Postgraduate Certificate in Education (Primary) students completed questionnaires and evaluations. Progressive focussing allowed a ten percent random sample of those students who had successfully completed their training and obtained positions in schools, to undertake indepth semistructured interviews. Data sources used included course documentation, formal evaluation sheets, informal narrative evaluation sheets, transcripts of semi-structured interviews and questionnaires. Analysis was undertaken using progressive focussing,

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cross-subject checks and systemic network analysis. The study is qualitative in orientation and lies at the intersection of phenomenology and symbolic interaction, the former exploring the subjective nature of experience and how individual perceptions are shaped, the latter focussing upon how individuals interact within various contexts and how such interaction affects their understanding. Status: Individual research Date of Research: 1992–1995 KEYWORDS: newly qualified teachers; student teacher attitudes; student teachers; teacher development; teaching profession 11/0105 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Oxfordshire County Council, County Music Service, Oxford Boys’ School, Glanville Road, Oxford OX4 2AU 01865 779959 James, S. Mr; Supervisor: Osborn, A. Dr Match or mismatch: a loogitudinal study to investigate the risk of drop-out by pupils receiving musical instrument tuition Abstract: The research studied the criteria used by instrumental teachers when selecting pupils for tuition on musical instruments. These criteria were then compared with the reasons given by the pupils when requesting tuition. The purpose of the study was to try and establish links between the methods used for selection and pupils’ later decisions to stop having lessons. Such links, if established, could be used to influence the selection procedures employed by local education authority (LEA) music services. Consideration of time-scale and cost restricted the size of the research and the samples used were limited to the instrumental teachers and pupils within one LEA. The research used a longitudinal design with data obtained from the instrumental teachers and the pupils through the use of self-completion questionnaires. The data received from the teachers’ questionnaires were analysed to see which, if any, factors affected their use of specific selection criteria. The pupil data were similarly analysed to see which, if any, factors influenced their reasons for i) wishing to learn a musical instrument, and ii) choosing a specific instrument. The data from both questionnaires, plus additional data received from the pupils in the original sample who decided to stop having lessons within the academic year, were compared to see if any links could be established to support the hypothesis that pupils tend to give up when their reasons for wishing to learn do not correspond to the selection criteria used by their teachers. The analysis is currently being undertaken. Status: Individual research Date of Research: 1993–1995 KEYWORDS: dropout research; music; music activities; musical instruments; selection 11/0106

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School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 University of the West of England, Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Osborn, M. Dr; Broadfoot, P. Prof.; Pollard, A. Prof. Primary teachers and policy change: a comparative study Abstract: In recent years there have been major changes in education in France and England. The Education Reform Act 1988 in England moved towards more central control with the introduction of a National Curriculum and national assessment. In striking contrast the ‘Loi d’Orientation Sur L’Education’ of 1989 in France aimed at making schools more responsive to local needs and putting individual children at the centre of the learning process. This research, using quantitative data from eighty teachers in four regions of France, as well as qualitative data based on classroom observation and interviews, explores whether French teachers’ views of their professional priorities and their classroom practice have changed as a result of these policy initiatives. It forms part of a wider investigation into teachers’ views of their professional responsibilities, as it provides a comparative dimension to the Economic and Social Research Council (ESRC) funded Primary Assessment, Curriculum and Experience (PACE) project now in its second phase, which uses a concurrent matched junior school sample of teachers in England to study the impact of recent policy change on English teachers. Both these studies use as base-line data the ‘Bristaix’ project (1984–1987) which was a comparative study of the professional perspectives of teachers in England and France. Published Material: BROADFOOT, P., OSBORN, M., PLANEL, C. & POLLARD, A. (1994). Teachers and educational reforms: teachers’ responses to policy changes in England and France. Paper delivered at Comparative Education Society in Europe Conference, Copenhagen, June 26–30, 1994. Status: Sponsored project Source of Grant: Economic and Social Research Council £28,000 Date of Research: 1994–1996 KEYWORDS: comparative education; educational change; France; primary school teachers; teacher attitudes; teaching profession 11/0107 School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Worcester College of Higher Education, Henwick Grove, Worcester WR2 6AJ 01905 855000 Elliott, G. Dr; Supervisor: Crossley, M. Dr Policy and practice in further education: managing the process of change Abstract: The central thesis of this study is that despite the widely acknowledged depth and pace of Goverament intervention in the structure and governance of further education (FE) colleges, and the radical restructuring of vocational education, there are practical

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limits to the penetration of the economic paradigm and major policy shifts at macro level into the practice and professional conceptions of the FE lecturer. It is hypothesised that the impact of recent policy initiatives, and ensuing college management practices, has been muted ‘at the chalkface’, as it were, as a consequence of lecturers’ own teaching, organisational and administrative strategies. Such strategies are employed both to protect and preserve existing practices which are considered by lecturers to be of value, and to deflect what are regarded as negative consequences of educational policy, and ensuing managerial decisions taken by senior college managers. The thesis is explored and expanded primarily by drawing upon data gathered from semi-structured interviews with a small sample of creative arts lecturers in a large urban FE college. Important initiatives which impact upon the organisation and management of teaching and learning, and have been introduced throughout FE colleges in England, are discussed in relation to their impact at the level of lecturers’ practice. Particular attention is paid in the study to the introduction into the college of formal Quality Assurance systems, and the Training and Development Lead Body standards for accrediting assessment practice. These are considered as examples of the importing of business practices, and the concomitant rise of a culture of ‘managerialism’, within the FE phase, which is found to contrast sharply with the lecturers’ student-centred focus. Implications for management practice and educational policy are suggested. Published Material: ELLIOTT, G. (1993). ‘Whose quality is it anyway?: assumptions underlying quality models in further education’, Quality Assurance in Education, Vol 1, No 1, pp.34–40.; HALL, V. & ELLIOTT, G. (1994). ‘FE Inc: business orientation in further education and the introduction of human resource management’, School Organisation, Vol 14, No 1, pp.3–10.; CROSSLEY, M. & ELLIOTT, G. (1994). ‘Qualitative research, educational management and the incorporation of the further education sector’, Educational Management and Administration, Vol 22, No 3, pp.188– 197. Status: Individual research Date of Research: 1992–1995 KEYWORDS: change strategies; colleges of further education; educational change; educational policy; further education

British Institute of Traffic Education Research 11/0108 Kent House, Kent Street, Birmingham B5 6QF 0121 622 2402 Clayton, A. Dr; Platt, C. Mrs; Colgan, M. Mrs; Butler, G. Mr A child-based approach to road safety education for 8–11 year olds Abstract: The broad aim of the study was to develop a road safety education resource which takes into account the ways in which children aged 8–11 see the road traffic environment and encourages them to be part of the decision-making process in kceping themselves safe. Using colour photographs of traffic situations, maps and simple

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questionnaires, informal discussions were held with 128 children. The results suggested that children tended to view the environment in terms of all potential threats to their safety, rather than just the danger from traffic. A resource was developed and piloted with 296 children in four schools. Using a control group pretest two post-test design, the revised resource was evaluated using 1,122 children from 16 schools. The tests were designed to obtain a picture of children’s use of the roads; their thoughts about road safety issues; and their understanding of typical hazards and road safety features. The results suggested that the teaching of the resource signficantly improved the performance of the experimental group in comparison to the control group on both post-tests. In terms of the attitude changes, the results were more equivocal with both groups showing changes. The response from teachers was very favourable. In addition, detailed information on children’s use of the roads, analysed by year group, sex and area of Britain, was provided by a questionnaire administered to all 1,122 children during the pretest. It is hoped that the resource will be available for use in schools in late 1995. Status: Sponsored project Source of Grant: AA Foundation for Road Safety Research £181,000 Date of Research: 1993–1995 KEYWORDS: primary school pupils; pupil attitudes; safety; safety education; traffic safety

Brunel University 11/0109 Department of Continuing Education, Uxbridge UB8 3PH 01895 274000 Sheddick, A. Ms; Jones, S. Ms Grant maintained schools survey Abstract: Survey of all grant maintained schools covering head-teachers’ views of the effect of being grant maintained in all aspects of the schools’ functioning. Status: Sponsored project Source of Grant: Brunel University £7,000 Date of Research: 1995-continuing KEYWORDS: educational administration; educationalfinance; grant maintained schools; head teachers; school based management 11/0110 Department of Government, Centre for the Evaluation of Public Policy and Practice, Uxbridge UB8 3PH 01895 274000 Marshall, L. Mrs; Supervisor: Kogan, M. Prof.

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Employer involvement in higher education with particular reference to Enterprise in Higher Education Abstract: This research will examine: (1) The relationships between higher education institutions (HEIs) and employers, promoted by initiatives such as PEGASUS, the Royal Society of Arts (RSA), Higher Education for Capability (HEC) and in particular Enterprise in Higher Education (EHE) which focus on personal, transferable and life (or enterprise) skills. (2) The background to employer/HEI links indicating the possible influence of government in bringing these initiatives about. The following issues will also be addressed: (1) What are the benefits deriving from employer/higher education partnerships? (2) Is funding in kind increasing, decreasing or remaining at the same level as in previous years? (The present recession is obviously a key factor). (3) How can employers, academics and students assess/quantify/measure to their own satisfaction the value of joint activities? and (4) Would closer working relationships between employers and HEIs have come about without initiatives such as EHE? The research will be carried out by interviews and questionnaires, with responses sought from: (a) employers ranging from large multinationals to small and medium sized companies; (b) individual academics responsible for departmental programmes with employer involvement; (c) HEIs with government funded EHE and other programmes; and (d) HEIs which have programmes similar in aim to EHE but without government funding. The principal aim of the research is to establish the nature, quality and benefits of higher education programmes run in partnership with employers, particularly those programmes which focus on the development and application of personal, transferable, life skills within academic disciplines. Status: Individual research Date of Research: 1992–1996 KEYWORDS: corporate support; employers; enterprise education; industry higher education relationship; transfer of learning 11/0111 Department of Government, Centre for the Evaluation of Public Policy and Practice, Uxbridge UB8 3PH 01895 274000 Dunne, J. Mr; Supervisor: Kogan, M. Prof. The application of market mechanisms to education: consumerism in education Abstract: This study will examine the theoretical foundation of market ideologies and consumerist theories with particular reference to education. The relationship of such theories to the reorganisation of the governance of education resulting from the Education Reform Act 1988 and subsequent education acts will also be examined. The study will comprise an examination of the literature and interviews of those involved in education (local officials, headteachers, parents, national officials, local and national politicians). The study will make conclusions on the nature of consumerist/market forces operating in education and on the consequences of such forces. Status: Individual research Date of Research: 1993–1996

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KEYWORDS: consumer economics; educational administration; educational change; educational finance; educational policy; politics education relationship 11/0112 Department of Human Sciences, Uxbridge UB8 3PH 01895 274000 King, E. Ms; Supervisor: Richardson, J. Prof. An investigarion into the learning experiences of mature students entering higher education Abstract: The life histories of 25 mature students are investigated to identify possible significant influences on their developing sense of self and social identity. The links are explored between being a mature student and the influence of prior lifelong learning and how different dimensions of social identity may interact with particular learning conditions to curtail or enhance learner identity and possibility. The inter-related cycles of the emergent research design include: (1) Indepth life story interviews during the participants’ first year of a degree course, supplemented by written material and impromptu discussions. (2) Follow-up interviews one year later. In addition to idiographic updating, participants are invited to respond to the patterns and themes given as arising from their own transcript and those generated from the study in general. (3) Discussions with a range of other mature students, thus broadening the search for paradox and contradiction, in addition to aiding clarification and explanation. (4) Group discussions with original participants as the fmal cycle to help ensure the emerging theory fits the data well. Adopting a grounded approach, this research aims to contribute towards constructing a language of experience reflecting differences in individual perspectives. Published Material: RICHARDSON, J.T.E. & KING, E. (1991). ‘Gender differences in the experience of higher education: quantitative and qualitative approaches’, Educational Psychology, Vol 11, Nos 3 & 4, pp.363–382. Status: Individual research Date of Research: 1991–1995 KEYWORDS: higher education; learning experience; mature students 11/0113 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Hussain, N. Ms; Supervisor: Down, B. Dr; Harris, N. Prof. Perceptions of a sample of female students towards their higher educational opportunity in Lahore, Pakistan Abstract: The research is concerned to discuss why such a high proportion of female students fail to take the opportunity to pursue higher education qualifications in Lahore, Pakistan. As such, the study concentrates on a specific area of gender equal opportunities

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with regard to Pakistani education. Women’s enrolment at university, since the independence of Pakistan in 1947, has shown variation; having visibly declined during the period 1978–88. In this context, it was thought important to explore the perceptions of females at college, towards their future educational opportunities. This was a complex task as Muslim women lead lives of partial or total seclusion and are not easily available for questioning and research. Moreover, much of the research carried out was politically, socially and religiously sensitive. The research was designed to gain insight into the attitudes, beliefs and feelings of a small group of females already studying at college, into their prospects of higher education. Assessment of all questions needed evaluation by different means. Thus quantitative and qualitative analysis of the data derived from the research was necessary depending on the nature of the questions posed. Questionnaires and interviews were the research methods employed for this study. An attempt was made to construe the lived culture or gender opportunity at a particular time and place in Pakistan through available research, selective Islamic and cultural tradition, and through discursive and political discussion. The results of the research reflected socio-cultural influences on female students’ perceptions of their ability to pursue higher education. Status: Individual research Date of Research: 1988–1995 KEYWORDS: access to education; equal education; higher education; Pakistan; women’s education 11/0114 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Tabakopolou, A. Mrs; Supervisor: Gregory, G. Dr; Cleminson, A. Dr Piimary-secondary school liaison, transfer and curriculum continuity in Attici (Greece): a case-study approach Abstract: The aim is an indepth, case-study investigation of existing arrangements in respect of three Attici primary schools and the three secondary schools which receive the largest numbers of their leavers. This will involve: 1) observation of teaching/learning activities in the schools and of transfer/induction processes; 2) interviews with teachers, pupils, parents, and advisers; and 3) gathering/comparing teacher assessments of pupils before and after transfer. Status: Individual research Date of Research: 1994–1996 KEYWORDS: developmental continuity; Greece; primary secondary education; primary to secondary transition; transfer pupils 11/0115 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121

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Wiles, N. Mr; Supervisor: Wright, D. Dr; Cleminson, A. Dr Development of a hypermedia system to teach scientific concepts Abstract: The research will: 1) establish the knowledge and understanding of electricity among primary school teachers; 2) develop an interactive hypermedia system, based on constructivist learning theory, to allow learners to master concepts relating to electricity; and 3) evaluate the effectiveness of the system developed. Status: Individual research Date of Research: 1994-continuing KEYWORDS: computer uses in education; electricity; hypermedia; information technology; science education; scientific concepts 11/0116 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Walker, M. Mr An ethnography of an educational innovation in the Cardiothoracic Unit at St George’s Hospital, London Abstract: In recent years, numerous reports have indicated a need for a more rigorous and systematic approach to the training of junior hospital doctors. As a contribution the British Postgraduate Medical Federation, South Thames Region, has developed a protocol for the monitoring of Senior House Officer training. One version of the protocol is to be tested in a Paediatric Department (S.W.Thames West). The purpose of this investigation is to provide an ethnographic study of the introduction of this protocol into the educational programme of the cardiothoracic unit. In addition to evaluating the protocol and its use, particular attention will be paid to the means by which surgical skills/competencies are acquired. This essentially qualitative study will collect data by means of observation, semi-structured tape-recorded interviews, diaries and by taperecording surgical operations. Status: Sponsored project Source of Grant: British Postgraduate Medical Federation £17,955; Brunel University £5,000 Date of Research: 1994–1995 KEYWORDS: clinical experience; medical education; medicine; surgery 11/0117 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Bezzina, C. Mr; Supervisor: Down, B. Dr; Male, T. Mr The role of the primary school principal in Malta

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Abstract: The aim is to: 1) investigate the conditions that influence and share the occupational perceptions of primary school principals; 2) research their work content; and 3) through this establish a database against which principals could relate their work styles to that of others, in order that a tool may be developed for principals’ professional development. Methods include: observation of 8 principals over a period of 16 weeks and analysis of work activities; questionnaires to all primary principals; sample interviews; and questionnaires submitted to 20 newly appointed deputy principals. The findings on the observational study are that the largest proportion of time (47%) is spent doing desk work in an office, but operating on an open door policy; 17.5% of their time is spent in conversation; 8.3% undertaking classroom visits; meetings took up 4.1% of time. Altogether the work has analysed in depth all the types of activities and has shown them to be varied and brief. Other research included an analysis of job satisfaction. Status: Individual research Date of Research: 1991–1996 KEYWORDS: head teachers; Malta; primary schools; time management 11/0118 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Norlida, N. Mrs; Supervisor: Hodkinson, S. Prof. Secretarial training in the UK and Malaysia: meeting the needs of industry and commerce Abstract: The research aims to provide data (based on a UK investigation) that will allow all aspects of the curriculum for secretarial training in a major Malaysian institution to be reviewed and revised. Aspects of the research include: indepth observation of all classroom components of various secretarial training in a sample of further education colleges; a detailed comparison of curricula in the two countries; an assessment of changing employer needs in different sized businesses; and an evaluation of the outputs from courses in the two countries. Status: Individual research Date of Research: 1994-continuing KEYWORDS: comparative education; industry further education relationship; Malaysia; office occupations education; secretaries; vocational education; work education relationship 11/0119 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Marris, C. Mr; Supervisor: Hinchcliffe, V. Dr; Sandow, S. Dr Representation and theory of mind in children with autism

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Abstract: A previous study investigated the ‘intellectual to visual realism shift’ across drawing tasks—cylinders, cubes, houses, mugs, self-portraits. Meta-representation was investigated using a puppetplay false belief task. Findings of the study indicated that children with autism were able to represent ‘non-mental’ representations: graphic representation followed a similar developmental pattern to the mainstream peer group whilst the capacity for meta-representation appeared markedly delayed in the group of children with autism. However there was some evidence that the ability for mentalistic representation may be present in a small number of children with autism. The present study will investigate the development of representation in children with autism with particular reference to graphic representation and representation of mental states. Status: Individual research Date of Research: 1995-continuing KEYWORDS: autism; representation 11/0120 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Baez, M. Miss; Supervisor: Sandow, S. Dr; Garner, P. Dr Reproduction of cultural dependence in the special education systems of Latin America with special reference to Chile Abstract: The research aims to explore the reproduction of cultural dependence in the special education system of Latin America with special reference to Chile. It examines the effects of modernisation processes in the creation of a state of cultural dependence by developing countries, and it attempts to clarify the role played by international agencies and their procedures in borrowing, adapting and disseminating Western educational models and practices. With reference to Chilean special education, the study examines its ideology, policies and practices in the context of historical conditions of the last three decades which have influenced the Chilean educational system. The research analyses similarities and differences across time to understand the present situation of special education. Finally, it discusses a reinterpretation of the structural conditions for the development of special education in Chile. Accounts are used as the method of data collection. Sixty-eight Chilean teachers of the public system, both mainstream and special schools, and supervisors of the Ministry of Education compose the sample. Their accounts were tape-recorded, and yielded over 70 hours of recordings. Accounts were collected in Spanish. The data has been organised into two extended versions and a coded version. The first two correspond to the transcription of data as it was recorded in Spanish and a standard English version. The coded version is presented in numbered segments which correspond approximately to each of the topics covered in the account schedule. The forthcoming analysis considers participants’ accounts in order to reconstruct their understanding of the ideology, policies and practice in special education. The purpose of analysing teachers’ accounts is twofold: descriptive and interpretative. The first one provides the context and the second their own interpretation of events in which they have participated.

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Status: Individual research Date of Research: 1994-continuing KEYWORDS: Chile; Latin America; special educational needs 11/0121 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Male, T. Mr; Allen, F. Mrs; Norton, A. Mr; Lyons, T. Mr Meanwhile back at the ranch: a study of deputy headteachers in UK secondary schools Abstract: The aim is to undertake an observational and interactive study of the role and tasks of deputy headteacher in UK secondary schools. Approximately 10 deputies will be tracked across the entire academic year of 1995–96. It is anticipated that the researchers will visit each deputy once a month, a total of 10 visits, each of a minimum of half-day’s duration. This observation will be supplemented by semi-structured interviews of each subject at the outset, mid-term and conclusion of the year. In addition, the subjects will be invited to joint sessions sponsored by the research team to exchange and compare experiences. It is anticipated that the final report will give a clearer picture of the nature of a deputy headteacher’s role in schools than is currently available. Status: Sponsored project Source of Grant: Brunel University College Date of Research: 1995-continuing KEYWORDS: deputy head teachers; secondary schools; teacher role; teaching profession 11/0122 School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 1PT 0181 891 0121 Williams, M. Ms; Supervisor: Gregory, G. Dr; Cleminson, A. Dr An exploration of the impact of the National Curriculum English Orders (1990) on the work of teachers and pupils at key stage 2 Abstract: A longitudinal study of the impact of the National Curriculum English Orders (1990) on the work of teachers and pupils at key stage 2 via case studies; questionnaires and interviews with acknowledged experts. The research questions include: 1) Has this curriculum change been innovatory? Has it resulted in changed goals, norms or patterns of behaviour in a number of case study schools? Can any support be identified for the notion that ‘practice precedes belief’? Or, despite the statutory nature of the 1990 Order, is it possible to conclude that very little has, in fact, changed? 2) Is the degree of match/mismatch the same across all modalities of English? 3) What effect has the Order had on teaching style? Have teachers been able to adapt? 4) What effect has the

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imposition of a National Curriculum had on teachers’ sense of personal autonomy? Have those who were used to a fair degree of curricular freedom formerly, felt threatened, ‘deskilled’ and ‘de-professionalised’? 5) How did the manner of the introduction of a National Curriculum (in a relatively short timescale) affect the implementation of the core subject in question? 6) How was the change dealt with in particular schools? What methods of dissemination were used? How effective were they? Was there any support from outside agencies? Which teachers received it? How useful did they perceive it to be? 7) Which model(s) of English teaching influence the teachers’ perceptions of their work the most? Published Material: WILLIAMS, M. (1993). ‘The English National Curriculum at key stage 2–how successful is it?’, Reading, Vol 27, No 3, pp.9–14. Status: Individual research Date of Research: 1990–1996 KEYWORDS: change strategies; curriculum development; educational change; English; English studies curriculum; English studies teachers; national curriculum; primary education

Buckinghamshire School Library Service 11/0123 Unit 9, Abbey Centre, Weedon Road, Aylesbury HP19 3NS 01296 398978 Alsford, V. Mrs; Hill, J. Mrs; Smith, S. Mrs; Supervisor: Ryan, M. Mr Pilot scheme for chartered librarians in primary schools Abstract: Three experienced chartered librarians have been employed on a two year project to work in a small sample of Buckinghamshire primary schools (total of 5 schools). The purpose of the scheme is to demonstrate the improved quality of education that derives from their work in the schools, particularly with regard to: 1) the development of the role of the library in the curriculum; 2) the promotion and effective management of library resources; 3) the implementation of an information skills curriculum; 4) the encouragement of reading. The scheme is being managed and monitored by Buckinghamshire School Library Service. A range of performance measures have been devised and it is intended that a member of Her Majesty’s Inspectorate will participate in the fmal evaluation. Status: Sponsored project Source of Grant: Buckinghamshire County Library Service; Participating Schools Date of Research: 1993–1995 KEYWORDS: primary schools; school librarians; school libraries

Cambridge University 11/0124

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Department of Experimental Psychology, Downing Site, Downing Street, Cambridge CB2 3EB 01223 333550 Goswami, U. Dr Orthographic and phonological factors in reading development Abstract: A series of experiments examining the contribution of orthographic and phonological knowledge to reading development in children are proposed, based on the interactive analogy model of learning to read proposed by Goswami, 1993. Studies will examine both single word and prose reading, and will include both monosyllabic and bisyllabic words. The methodology depends on contrasting children’s reading accuracy and speed for different lists of real and nonsense words, or on contrasting their recognition or learning of the spelling patterns of such words after reading controlled story texts. Pilot data has shown that this methodology is viable with young children. A clearer specification of the role of orthographic and phonological factors in normal reading will clarify the sources of pathology in developmental dyslexia, and will also have implications for neural network (PDP) models of reading that attempt to characterise the relationship between brain and behaviour. Status: Sponsored project Source of Grant: Medical Research Council £86,125 Date of Research: 1994-continuing KEYWORDS: beginning reading; reading skills 11/0125 Department of Geography, Downing Place, Cambridge CB2 3EN 01223 339957 Bennett, R. Prof. Education-Business Partnerships (EBP’s): targets and stocktake Abstract: The objective of the report is to provide a stocktake of the current development of Education-Business Partnerships (EBP’s). This has the purpose of providing a quality assessment of the current level of development in EBP’s in different local education authorities (LEA’s). The purpose of the stocktake is to provide a measure of the current development of EBP’s against which future evolution and progress can be judged. It is intended that this will encourage existing effective EBP’s whilst setting clear targets for the LEA’s which have not yet developed full EBP’s, and that further assessments will be made annually to stimulate the development of EBP’s. Published Material: BENNETT, R.J., MCCOSHAN, A. & SELLGREN, J. (1989). The organisation of business-education links: further findings from the CBI schools questionnaire. Department of Geography Research Papers. London: London University, London School of Economics and Political Science, Department of Geography.; CONFEDERATION OF BRITISH INDUSTRY. (1992). Education-business partnerships: the learning so far. London: Confederation of British Industry.; CONFEDERATION OF BRITISH INDUSTRY. (1994). Creating a learning community: a CBI review of education-business links. London: Confederation of British Industry.;

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BENNETT, R.J. (1995). ‘School-business links: clarifying objectives and processes’, Policy Studies, Vol 16, No 1, pp.23–48. Status: Sponsored project Source of Grant: Shell UK; Confederation of British Industry £14,000 Date of Research: 1988-continuing KEYWORDS: industry education relationship; local education authorities; school to work transition; vocational education 11/0126 Faculty of Social and Political Sciences, Sociological Research Group, Free School Lane, Cambridge CB2 3RQ 01223 334549 Dalhousie University, Department of Sociology and Social Anthropology, Halifax, Nova Scotia, Canada Blackburn, R. Dr; Jarman, J. Dr Quality, managerialism and expansion in universities Abstract: There has been a considerable expansion of higher education. This has raised issues of organisation and accountability. The research looks at changes taking place in Britain and Canada, taking two well-known universities (Cambridge and Dalhousie) as case studies. It investigates how far new managerialism is replacing professional with bureaucratic organisational forms, and the effects of this on the quality of university research and teaching. Published Material: BLACKBURN, R.M. & JARMAN, J. ‘Rationalisation and the modern university’. In: WATSON, K., MODGIL, S. & MODGIL, C. (Eds). Educational dilemmas: debate and diversity. Vol.2. Reforms in Higher Education. London: Cassell. (in press). Status: Individual research Date of Research: 1994–1996 KEYWORDS: educational quality; higher education; universities; university administration 11/0127 Homerton College, Hills Road, Cambridge CB2 2PH 01223 411141 Sheffield University, Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Rudduck, J. Prof.; Harris, S. Dr Making your way through secondary school: pupils’ experiences of teaching and learning Abstract: The project is one of a number of parallel research studies funded as part of the initiative ‘lnnovation and change in education: the quality of teaching and learning’. The broad aims of the research are to: (1) collect contextualised information about pupils’

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experiences of teaching and learning as they move through their final years of secondary schooling; (2) contribute to knowledge and understanding of the ways in which pupils perceive, make sense of and respond to the teaching and learning opportunities that their school provides. The specific aim is to examine pupils’ experiences of and reactions to teaching and learning in relation to the concept of ‘school career’. The research is being conducted in a single comprehensive school in three separate local education authorities (LEAs). It is developmental, using a longitudinal, interview based design and concentrates on one cohort of pupils in each school, who were 12 years old at the start of the research and will be 16 years at the end. The data is contextualised through information gathered in interviews with teachers, observation and the analysis of school records and documents. Fieldwork already undertaken over four terms has included: interviews with headteachers and members of senior management teams; interviews with the form tutor, subject teachers and pupils within the target classes, and interviews with the nominated school contact person. The researchers have also attended key events (e.g. parents’ evenings) which affect their target group. Published Material: HARRIS, S. & RUDDUCK, J. (1993). ‘Establishing the seriousness of learning in the early years of secondary schooling’, British Journal of Educational Psychology (in press). Status: Sponsored project Source of Grant: Economic and Social Research Council £80,890 Date of Research: 1991–1995 KEYWORDS: learning experience; pupil attitudes; pupil school relationship; school effectiveness; secondary education; secondary school pupils; teaching process 11/0128 Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Brown, G. Prof. Inferences in spatial and temporal tasks Abstract: The study will investigate the nature of inferences constructed, mentioned and/or acted upon by participants in cooperative spatially and temporally structured tasks. The data consists of conversations between 14–16 year olds and undergraduates as they work together to achieve a task. The investigation will build upon the analysis of this data reported in Speakers, Listeners and Communication, 1995. Published Material: BROWN, G. (1995). Speakers, listeners and communication. Cambridge: Cambridge University Press. Status: Individual research Date of Research: 1995-continuing KEYWORDS: communication skills; conversation; discourse analysis; group work; inferences; speech communication 11/0129

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Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Ketabi, S. Mr; Supervisor: Brown, E. Prof.; Brown, G. Prof. Problems of modality for Persian learners of English Abstract: This research investigates problems of modality for Persian learners of English as a foreign language. Modality is defined as grammaticalization or lexicalization of the speaker’s attitude towards what is said (uncertainty, etc). It very often turns out that Persian learners of English run into problems when they produce modalized utterances in English. The purpose of this research is to investigate how Persian learners of English at two ‘levels’ of studying English at university (i.e. first year ‘General English’ and third year ‘English for Specific Purposes’) and at two English language proficiency levels (i.e. ‘low’ and ‘high’) express some kinds of modality by means of five linguistic means: a) modal auxiliary verbs; b) modal adverbs; c) adjectives; d) nouns; and e) verbs. Status: Individual research Date of Research: 1993-continuing KEYWORDS: English—second language; grammar; second language learning 11/0130 Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Taira, M. Ms; Supervisor: Malmkjaer, K. Dr Contrastive studies of modality in English and sentence-final particles in Japanese Abstract: The main aims of this research are to describe how the Japanese sentence-fmal particles, ‘yo’‚ ‘ne’ and ‘na’, are translated into English and to contribute to the description of present-day Japanese, by providing an analysis of the use of these expressions. The use of these particles is an important aspect of spoken Japanese, and plays a crucial role in successful communicative interactions. The method used is a ‘parallel texts’ approach: On the basis of two novels and their translations (Kokoro and An Artist of the Floating World) in either English or Japanese, the use of the particles is examined in terms of contextual features such as evidentiality, the speaker’s certainty of the proposition, power relation between the speaker and the hearer etc. Since the particles are spoken discourse features, recorded materials are also used as back-up data. The conclusions are: ‘ne’ indicates the speaker’s inter-subjective perspective and is often rendered in English as information-checking features such as tag questions; ‘yo' indicates the speaker’s own perspective, and is congenial with deontic, modal expressions or emphatic expressions in English. ‘Ne’ and ‘na’ have the similar functions, but while ‘ne’ is used with the second-person hearer, ‘na’ can be used in cases of internal dialogue. Status: Individual research Date of Research: 1991–1995 KEYWORDS: communication research; English; Japanese; language styles; second language learning; sentence structure; translation

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11/0131 Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Norton, J. Ms; Supervisor: Malmkjaer, K. Dr A contrastive study of Japanese and English patterns of communicative behaviour in conversational interaction and its implications for Japanese learners of English Abstract: Japanese learners of English often perform poorly in the oral part of First Certificate, Advanced English and Proficiency Examinations, administered by the University of Cambridge Local Examinations Syndicate (UCLES). This research aims to improve pedagogical materials and examination preparation techniques, linking linguistic behaviour and cultural values. Fields such as intercultural pragmatics and conversation analysis will be drawn upon to analyse conversational data provided in the form of taped interviews of Japanese learners taking the oral tests in the UCLES examinations. The learners’ performance will be compared with Western ‘norms’ in terms of interactive communication. Pedagogical implications will be considered with regard to developing the communicative competence of Japanese learners of English in conversation and speaking skills. Status: Individual research Date of Research: 1995-continuing KEYWORDS: communication research; conversation; English—second language; Japanese people; language styles; second language learning; speech communication 11/0132 Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Wakabayashi, S. Mr; Supervisor: Brown, E. Prof. Second language acquisition—interlanguage grammar of Japanese learners of English Abstract: The purpose of this research is to suggest a model of second language acquisition (SLA), which describes data of SLA and explains the similarity and difference between first language acquisition (L1A) and SLA. The theory of language acquisition is derived from the minimalist program in generative grammar, with structure-building approach and lexical learning hypothesis. Data are mainly from L1A of English and SLA by Japanese learners of English (JLE). The areas of data are: English reflexives, where the nature of input in SLA is the same as in L1A; grammatical morphemes associated with verbal phrases and negation, where universal order of L1A and SLA are observed; and the definite article ‘the’ and agreement marker ‘s’ for third person singular, where JLE have difficulty. This model suggests that SLA is carried out by building a structure of grammar by learning lexical items in the same way as L1A. With this model, principled accounts will be given for phenomena in SLA. The universal

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order of several grammatical items in SLA is explained as the result of the process of structure-building; general failure of native-like attainment is explained as the difficulty of learning the syntactic features and/or the semantic properties of lexical items; and L1 transfer in SLA are explained as the use of L1 knowledge when the target lexical items are beyond learners’ ability in the lexical learning. Status: Individual research Date of Research: 1993–1996 KEYWORDS: English—second language; grammar; Japanese people; second language learning 11/0133 Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Lee, B. Mr; Supervisor: Brown, G. Prof. Establishing common ground in written correspondence Abstract: The purpose of this dissertation is to throw light on the processes involved in establishing shared beliefs between interactants involved in authentic written correspondence of a transactional nature. The approach taken is multi-disciplinary, drawing from the linguistic, philosophical, psychological, artificial intelligence and cognitive science literature on mutual knowledge and shared beliefs. Case histories of correspondence between particular clients and companies/institutions are analysed to explicate the process in which shared beliefs are established. Firstly, interactants’ beliefs are configured and modelled. Secondly, this information is analysed in terms of the interactants’ intentions and goals in the correspondence, and thirdly, in terms of the interactants’ concern with establishing certainty of truth and sharedness of the propositional content. It is hoped that the result of all these analyses will lead to the development of an integrated theory of mutual knowledge/ shared beliefs which is both philosophically and psychologically viable. Status: Individual research Date of Research: 1994-continuing KEYWORDS: communication research; letters—correspondence; mutual intelligibility 11/0134 Research Centre for English and Applied Linguistics, Keynes House, Trumpington Street, Cambridge CB2 1QA 01223 332340 Birmingham University, School of English, Edgbaston, Birmingham B15 2TT 0121 414 3344 Knowles, M. Mr; Malmkjaer, K. Dr Language and control in children’s literature

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Abstract: This research was towards the publication of a book. Taking as its starting point are two surveys of children’s favourite reading—one carried out towards the end of the 19th century, the other in the late 1980’s—the book discusses the persuasive power of the language used by some of the most popular English writers for children of these periods. Chapter One considers the main traditions of children’s literature in England, and Chapter Two highlights the role played by language in establishing and sustaining relationships of control. In succeeding chapters, texts representative of the main traditions are analysed and discussed. Chapter Three focuses on the influences exercised by popular English writers of juvenile fiction in the 19th century, including Ballantyne, Kingston and Henry. It discusses the view of the world presented by such fiction with its particular male ambience of public school and empire. Chapter Four introduces literature for today’s young reader, focusing on the overwhelmingly popular Roald Dahl, and on new developments such as the ‘teen’ novel. Chapter Five discusses the use of the literacy fairytale as an aid to child socialisation, focusing on the contribution to the genre made by MacDonald, Wilde, Nesbit and Dahl, while Chapter Six covers the contributions to the genre of fantasy fiction made by Carroll and C.S. Lewis. In each chapter, patterns of vocabulary and grammar are identified which contribute significantly to the presentation of relationships of control within socially established frameworks. Published Material: KNOWLES, M. & MALMKJAER, K. (1995). Language and control in children’s literature. London: Routledge. Status: Individual research Date of Research: 1991–1995 KEYWORDS: books; childreris literature; fiction; linguistics 11/0135 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Ainscow, M. Prof. Special needs in the classroom Abstract: The aim of this project is to develop and disseminate teacher education materials that can be used to help student teachers and experienced teachers cater for pupil diversity in mainstream schools. The research involves an international resource team. Intensive action research was carried out in 1990–91 in eight countries. This has led to the development of a resource pack, video programmes and a coordinator’s guide. On the basis of this formative research the materials are now being used in over 30 countries. Major national action research projects involving the project materials and ideas are currently underway in China, India, Spain and Thailand. Developments are also being introduced in the Middle East, South America and Africa. All of these developments involve further action research to refme the theoretical basis of the materials. Published Material: AINSCOW, M. (1990). ‘Special needs in the classroom: the development of teacher education resource pack’, International Journal of Special Education, Vol 5, No 1, pp. 13–20.; AINSCOW, M. (1993). Teacher education as a strategy for developing inclusive schools’. In: SLEE, R. (Ed). The politics of integration.

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London: Falmer Press.; AINSCOW, M. (1993). ‘Teacher development and special needs: some lessons from the UNESCO project “Special needs in the classroom”’. In: MITTLER, P. et.al (Eds). World yearbook of education. London: Kogan Page.; AINSCOW, M. (1994). Special needs in the classroom: a teacher education guide. London: Jessica Kingsley Publishers. Status: Sponsored project Source of Grant: UNESCO Date of Research: 1988–1995 KEYWORDS: comparative education; educational materials; mainstreaming; special educational needs; teacher education 11/0136 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Rouse, M. Mr; Florian, L. Dr The development of inclusive schools in the London Borough of Newham Abstract: The London Borough of Newham has committed itself to the development of an inclusive education system in which all pupils will be educated in mainstream primary and secondary schools. This research will review progress made to date, consider the difficulties faced, and intends to make recommendations on future developments. Site visits, observations of inclusive classrooms, and interviews with key staff and parents, have been carried out. A series of case studies of inclusive schools will provide the data for analysis. This research replicates a similar project carried out in Utah (US) by the same researchers in 1992. Dissemination of findings will take place through publications, a day conference and an Anglo-American symposium held in Cambridge in July 1994. Status: Sponsored project Source of Grant: London Borough of Newham £2,000; University of Cambridge Institute of Education £3,000 Date of Research: 1994–1995 KEYWORDS: institutional evaluation; mainstreaming; special educational needs; whole school approach 11/0137 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Newstead, K. Ms; Supervisor: Anghileri, J. Dr Investigating mathematics anxiety in children aged nine and ten Abstract: Children taught in a manner compatible with socioconstructivist theory will be compared, in terms of the amount and nature of their mathematics anxiety, with those taught in a manner which emphasises teacher demonstration and individual drill and practice. Less anxiety is expected to be present in the former. Mathematics anxiety will be measured using a questionnaire designed for this purpose. Validation studies have

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been carried out on this instrument and it is reliable (alpha=0.84). Factor analysis will be carried out to investigate dimensionality and to see if anxiety profiles vary according to teaching approaches used. The correlation between mathematics anxiety and mathematics performance will be calculated, and is expected to be negative and significant. Mathematics anxiety will be further investigated, especially causes, effects and specificity, using interviews with children aged nine and ten. Published Material: NEWSTEAD, K. (1993). ‘Hair-raising experiences’, Times Educational Supplement, 8 October.; NEWSTEAD, K. (1993). ‘Investigating children’s mathematics anxiety: the effect of teaching approaches’. Proceedings of the Annual Conference of the British Society for Research in Learning Mathematics. Status: Individual research Date of Research: 1992–1995 KEYWORDS: mathematics anxiety; mathematics education; teaching methods 11/0138 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Galvin, C. Mr; Supervisor: McLaughlin, T. Dr; Furlong, J. Prof. The Licensed Teacher Scheme 1990–1993: a study in school-centred initial teacher training with reference to the nature and detail of the licensed teacher/mentor relationship and its supporting framework Abstract: The aim of the project was to research and document the experience of teachers entering the profession through a controversial route to qualified teacher status. The scheme, introduced against considerable objection from within the teacher education sector and professional interest groups, was seen by many as the politicisation of an essentially professional debate, but no argument or evidence was available to sustain these claims. The sample was: 1) a national survey of all licensing provision in 1990–91; and 2) twelve case studies of individual licensing schools. The methods involved: 1) a comprehensive questionnaire survey of all licensing providers, with the returns combined into a database for analysis; and 2) qualitative, case-study research using an observer (non-participation) model and extensive interviews with key figures in schools. This was supplemented by a comprehensive review of school documentation (particularly relating to school development planning and staff development). Results and conclusions of the work in progress have appeared in various conference papers and publications. The substantive considerations resulting from the research are, however, retained for presentation in the Ph.D. thesis towards which the work is directed. Published Material: BARRETT, E. & GALVIN, C. (1993). The licensed teacher scheme: a modes of teacher project survey. London: University of London, Institute of Education.; GALVIN, C. (1994). ‘Lessons unlearnt? Aspects of training licensed teachers’. In: REID, I., GRIFFITHS, R. & CONSTABLE, H. Teacher education reform: current research. London: Paul Chapman.; GALVIN, C. (1994). ‘The licensed teacher scheme in England and Wales: its significance within the wider context of initial teacher education’, Irish Educational Studies, Vol 13, pp.133–144.; GALVIN, C. (1994). ‘Licensed teachers and the change of deprofessionalisation of teaching’. In: BOTTERY,

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M., BROCK, C. & RICHMOND, M. (Eds). Politics and the curriculum. York: British Comparative and International Education Society. Status: Individual research Date of Research: 1991–1995 KEYWORDS: licensed teachers; mentors; school based teacher education; student teachers; teacher education; teaching profession 11/0139 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Southworth, G. Dr; Fielding, M. Mr Mentoring for newly qualified teachers in Redbridge Abstract: The aim of the project is to investigate, by questionnaire, the experience of mentors and mentees, noting perceived advantages and disadvantages of mentoring process, and common concerns. Status: Sponsored project Source of Grant: Redbridge Local Education Authority £2,500 Date of Research: 1994–1995 KEYWORDS: mentors; newly qualified teachers; teacher education; teaching profession 11/0140 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Meredith, A. Ms; Supervisor: Ruthven, K. Dr Construction of knowledge for teaching mathematics through apprenticeship training Abstract: Apprenticeship as a model for initial teacher training (ITT), exemplified by predominantly school-based training courses (now mandatory under Department For Education Circular 9/92), remains little examined from the trainee’s perspective. This research therefore sought to understand professional development within such courses by describing trainee mathematics teachers’ conceptions of apprenticeship learning and professional knowledge. The research design combined a qualitative approach within a quantitative framework. Seven matched pairs of trainee mathematics teachers on two contrasting courses were followed through their one-year training programmes. Data collection was from semi-structured interviews with key informants (fourteen trainees, five university tutors, fourteen subject mentors), classroom observations, and examination of documents. Additionally, a questionnaire, administered at the beginning and end of training to the two training course cohorts (n=54), was used to obtain scale measures of ‘trainees’ initial views and to chart changes in these. Results upheld and elaborated four constructs hypothesised as salient for trainee thinking (Teaching Craft, Apprenticeship Ideal, Self-referenced Learning and Learner-referenced Teaching).

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Notions of ‘good’ teaching and the ‘good’ teacher emerged as important related constructs. Most trainees elected their own ‘mentor’ figure who was significant in their development, irrespective of the subject mentor officially designated to guide their learning in school. Indications of group differences included gender-related differences in relationships adopted with mentors and differences between recent university graduates and those with notable postgraduate experience along a proactive/ passive dimension. The outcomes of these distinct learning styles are unclear but differential effects are expected, given the school-based training rationale of learning through association with a mentor. There was also emergent evidence of a disintegration of knowledge for teaching the subject (apart from ideas for activities to use in the classroom); knowledge, such as the typical difficulties experienced in learning particular topics, was constructed by trainees reasoning from their own learning. ITT needs to take account of everyday cognitive processes given that the workplace is now its context. Social representations and social identity theory can be used to explain these findings: trainees negotiate and structure experiences within apprenticeship according to values and ideas based on group membership. Experiences of apprenticeship are also understood through anchoring (using existing constructs to make sense of new phenomena). Social identity is implicated in both of these processes: apprenticeship learning from the trainees’ perspective is an identity transition involving both learning to teach (skilled performance) and becoming a teacher. Past personal experience and future aspirations interact with present apprenticeship experiences to determine what and how knowledge for teaching is constructed. Published Material: MEREDITH, A.E. (1993). ‘Knowledge for teaching mathematics: some student teachers’ views’, Journal of Education for Teaching, Vol 19, No 3, pp.325–338.; MEREDITH, A.E. (1995). ‘Learning to teach: four salient constructs for trainee mathematics teachers’. Proceedings of the 19th International Conference on the Psychology of Mathematics Education, Recife, Brazil, July 1995.; MEREDITH, A.E. (1995). ‘Terry’s learning: some limitations of Shulman’s pedagogical content knowledge’, Cambridge Journal of Education, Vol 15, No 2, pp. 175–187. Status: Individual research Date of Research: 1992–1995 KEYWORDS: mathematics education; mentors; preservice teacher education; school based teacher education; student teacher attitudes; student teachers 11/0141 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Wells, R. Dr; Willis, R. Mr; Supervisor: Cunningham, P. Dr; Gardner, P. Dr Professional identity and school-based training in the early twentieth century Abstract: Elementary school teachers taught the bulk of the nation’s children in the first half of the twentieth century, yet despite the national importance of their work, very little is known about them. Though their professional organisations in this period have attracted some study, the working lives of the teachers themselves remain strangely unknown. Focusing centrally upon the period 1902–39, this research seeks to illuminate

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our understanding of the lives and work of the teachers by investigating: a) experiences of initial teacher training; b) perceptions of professional identity. The pupil-teacher system, with its predominantly school-based character, was phased out after 1907. The resultant switch of emphasis to college-based training has, however, been exaggerated. For many intending teachers up to the late 1920’s and early 1930’s, a substantial schoolbased element continued to figure in their initial training in the form of the studentteacher scheme, introduced in 1907. The objectives of the research are to investigate: 1) policy origins of the student-teacher scheme; 2) individual experiences of studentteachers; 3) the whole training process in the formation of professional identity; and 4) circumstances of the decline of the student-teacher scheme. Methodologically, this research employs a novel combination of archive documentary analysis and oral interview. Published Material: CUNNINGHAM, P., GARDNER, P., WELLS, R. & WILLIS, R. (1995). ‘McNair’s lost opportunity: the student-teacher scheme and the student-teacher experience’, History of Education, Vol 24, No 3, pp.221–229.; GARDNER, P. (1995). ‘Teacher training and changing professional identity in early twentieth century England’, Journal of Education for Teaching, Vol 21, No 2, pp.191–217.; CUNNINGHAM, P. & WELLS, R. ‘Autobiography and educational change’. In: SWINDELLS, J. (Ed). The uses of autobiography. (in press). Status: Sponsored project Source of Grant: The Leverhulme Trust £86,000 Date of Research: 1993–1996 KEYWORDS: educational history; student teachers; teacher education; teaching profession 11/0142 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Hopkins, D. Dr; Ainscow, M. Prof.; Southworth, G. Dr; West, M. Mr; Fielding, M. Mr; Beresford, J. Mr; Sebba, J. Ms Developing classroom conditions that improve the quality of education for all (CCIQEA) Abstract: During the past three years the project has established a close working relationship between the research team and some 25 schools from 6 local education authorities (LEA’s). The overall aim of the project has been to strengthen each school’s ability to provide quality education for all its pupils by building upon existing good practice. In so doing, the researchers will produce and evaluate a model of school development, and a programme of support. There is an assumption that schools are most likely to strengthen their ability to provide enhanced outcomes for all pupils when they adopt ways of working that are consistent with their own aspirations as well as the current reform agenda. The schools were asked to identify and to work on their own projects and priorities, but to do so in a way which embodied a set of ‘core’ values about school improvement. These values relate to shared vision, opportunity provided by external pressures, the creation and maintenance of learning conditions for the whole

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school community, the development of structures encouraging collaboration and empowerment, and the shared responsibility of monitoring and evaluation. To date, the thrust of this work has focused on the identification of those conditions which relate to the management arrangements in the school. However, the researchers are conscious of pressures both from our project schools, and from the wider school improvement community, to develop the model further by addressing classroom arrangements in a similar way. Published Material: AINSCOW, M. & HOPKINS, D. (1993). ‘Making sense of school improvement: an interim account of the “Improving the quality of education for all” project’, Cambridge Journal of Education, Vol 23, No 3, pp.287–304.; AINSCOW, M. & HOPKINS, D. (1993). ‘No room for hit squads’, Education, Vol 182, No 3, p.50.; HOPKINS, D. (1994). ‘Yellow brick road’, Managing Schools Today, Vol 3, No 6, pp.14–17.; AINSCOW, M. et al. (1994). Creating the conditions for school improvement: a handbook of staff development activities. London: David Fulton Publishers.; HOPKINS, D. et al. (1994). School improvement in an era of change. School Development Series. London: Cassell. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Participating Schools £20,000; Cambridge University Institute of Education £25,000 Date of Research: 1994–1995 KEYWORDS: classroom environment; educational improvement; educational quality; school effectiveness 11/0143 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Southworth, G. Dr Talking heads: an investigation into primary headship in the 1990’s Abstract: Although there are approximately 20,000 primary head-teachers in England and Wales there has been little research conducted into primary headship. In particular, few investigations have explored what headteachers think and feel about their work. Such research as has been undertaken is now rapidly dating because most published work focuses upon headship in the 1980’s and before the 1988 and 1992 Education Acts took effect. Consequently, virtually nothing is known about what headteachers themselves think about their work and role in the 1990’s. This research aims to: 1) investigate what a small sample of experienced primary school headteachers have to say about headship; 2) produce a grounded picture of primary headship in the 1990’s; 3) identify some emerging themes from the testimonies of the sample of headteachers; and 4) compare and contrast the picture and themes with previous studies into primary headship. Using 1 to 1 1/2 hour interviews with a sample of 10 experienced headteachers, data will be collected. From the data, themes will be identified and a project report written. Status: Sponsored project Source of Grant: University of Cambridge, School of Education £5,300

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Date of Research: 1994–1995 KEYWORDS: head teachers; primary schools 11/0144 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Mann, C. Ms; Supervisor: Arnot, M. Dr The contribution of family dynamics to the educational achievement of adolescent girls Abstract: The aims of the research are to: 1) investigate the processes of family structures and relationships, and their contribution towards adolescent girls achieving academic success; 2) develop a feminist methodology appropriate to an invesigation of academic success that focuses on the family. The research investigates the contribution of families to education, as seen through the eyes of girls, aged 17/18, preparing for A-level examinations. The methodology draws on inter-disciplinary feminist research in educational studies, women’s studies, sociology, and psychology. Multi-disciplinary methods were combined with the innovative feminist methodology initiated by the American psychologist Carol Gilligan, which emphasises a cooperative, relational and self-reflexive approach in qualitative research. Accordingly, six groups of ten girls (60 girls), drawn from varied class backgrounds, were involved in focus group work; written autobiographical work; and finally indepth individual interviews. Data from these multiple methods required a multi-analytic framework. The research adapted Gilligan’s “Listener’s Guide”, a sophisticated technique for assisting textual analysis of varied qualitative data. The data described complicated psychological dynamics within families as households adapt to changing social behavioural norms concerning gender roles, sexual social standards, and career patterns. In this context, adolescent girls represented the influence of the family in their education in key areas such as personal values, motivation, selfesteem and independence. Particular attention was paid to class differences, and the contribution of working-class family dynamics to educational achievement became the focus of the research. Published Material: MANN, C. (1995). ‘How did I get to here? Educational life histories of adolescent girls’, Lives and Works, Auto/Biography, Vol 3, Nos 1 and 2, pp.59–70.; MANN, C. Achievement in education’. In: SPENDER, D. & KRAMARAE, C. (Eds). The women’s studies encyclopedia. Hemel Hempstead: Harvester Wheatsheaf. (in press).; MANN, C. ‘Girls own story: the search for a sexual identity in times of family change’. In: HOLLAND, J. et.al. (Eds). Sex, sensibility and the gendered body. London: Macmillan. (in press).; MANN, C. ‘Family fables’. In: PORTELLI, A. & THOMPSON, P. (Eds). Genre and narrative. International Yearbook of Oral History and Life Stories Volume V. Oxford: Oxford University Press. (in press). Status: Individual research Date of Research: 1992–1995 KEYWORDS: academic achievement; achievement; family influence; girls; home school relationship; women’s education

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11/0145 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Basit, T. Mrs; Supervisor: Mitchell, P. Mr Educational, social and career aspirations of teenage Muslim girls in Britain: an ethnographic case study Abstract: This dissertation is an empirical investigation of a group of adolescent BritishAsian Muslim girls. It examines the educational, social and career aspirations of these girls in the context of their present experiences, by means of an ethnographic case study. The empirical data were gathered over a period of twenty months, mainly by indepth interviewing of the three types of respondents, using semi-structured interview schedules. Through triangulation, the research illuminates the same issues from three different perspectives: the pupils; the parents; and the teachers. The study portrays adolescence as a period of hope and expectation, rather than a time of stress, confusion and rebellion. The girls are optimistic about the future and, though largely working-class, have middleclass aspirations. They hope to effectuate these ambitions through the mediums of education and careers, yet they also want to get married and have children. These girls have supportive families whose values are moulded to a large extent by an Islamic ethos and who want to help these adolescent girls to realise their multiple aspirations. However, the teachers, by and large, not only perceive these aspirations as unrealistic, but they also misunderstand various religious and cultural moves of these families. While the girls’ lives are being shaped by the views of the parents and, to some extent, of the teachers, they are not replicating the lives of their parents and teachers. Indeed, they are active participants in shaping their own multiple identities by means of a subtle combination of negotiation and persuasion. Status: Individual research Date of Research: 1990–1995 KEYWORDS: academic aspiration; Asians; aspiration; career choice; girls; Muslims; women’s education 11/0146 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 James, M. Dr The effects of participation in school-centred initial teacher training on children, teachers and schools Abstract: This research was an evaluation study of the effects of participation in schoolcentred initial teacher training (SCITT) on school development and the professional development of teachers. It relates to the first year of implementation (1994–95) in a consortium of six primary schools. The study was commissioned by the consortium and funded by the Paul Hamlyn Foundation. Over a period of 2 school terms, 13 days were spend on fieldwork. This involved the researcher in conducting interviews with the 6

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headteachers; observing 15 student teachers working with their mentors in classrooms and follow-up interviews; and interviewing 18 teachers who were not currently involved in the scheme. These data were analysed and a 13,000 word report was written for the schools. A short 2,500 word summary was submitted to the Paul Hamlyn Foundation by 31 October 1995. In summary, participants identified many positive and some negative effects on children, on students’ mentors, on teachers other than mentors and on the school as a whole. In particular, there was evidence of increased professionalism in teachers, stimulated by the encouragement to reflect on practice. However, this was also associated with a heavy workload, particularly for mentors. Understandably, given its infancy, the initiative was not yet regarded as ‘whole school’ development. The diversity of perceptions, both across and within schools, appeared to be influenced by such factors as: the vision and style of leadership of the headteacher; the organisation and management of the scheme in the schools; mentor selection and training; working relationships between students and mentors; links between students’ classroom experience and taught aspects of the course. This was a formative evaluation, at an early stage in the implementation of the scheme. Arising out of these insights a number of recommendations were made for future development, some of which were already being acted upon by the end of the first year. Status: Sponsored project Source of Grant: Paul Hamlyn Foundation £5,000 Date of Research: 1995–1995 KEYWORDS: mentors; preservice teacher education; school based teacher education; student teachers; teacher attitudes; teacher development 11/0147 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Bradley, H. Mr Parental choice of schools in an area containing grant-maintained schools Abstract: This survey examined how parents found out about schools and explored the factors which influenced their choice in a grouping of four schools, geographically isolated, of which two are grant-maintained and two are maintained by their local education authority (LEA). Differences and similarities were sought in the parents’ perceptions of the two groups of schools and it was possible to construct a picture of prospective parents’ views of their attractiveness. Comparison of the parents’ views of grant-maintained (GM) schools and those supported by the LEA produced some surprises. The parents in this sample believe the LEA schools assess pupils more regularly and they approve of that. LEA schools are also approved for their policies on homework and for their attitude towards uniform. The grant-maintained schools have the advantages that parents believe that their children want to go there, they think they will be happy there and they like the kinds of pupils they expect their children to meet there. However, there are still substantial similarities between the two groups. In terms of parental perception one LEA school, for example, resembles one of the GM schools more than it does the other LEA school. The majority of parents appear to be making choices

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based on what they perceive schools to offer to their children, rather than on the source of their funding. A minority as large as 30%, however, was predisposed towards grantmaintained schools because they are grant-maintained. Published Material: BRADLEY, H. ‘Parental choice of schools in an area containing grant-maintained schools’, School Organisation. (in press). Status: Individual research Date of Research: 1994–1995 KEYWORDS: grant maintained schools; parent attitudes; parent choice; parent school relationship; recruitment; secondary schools; selection 11/0148 School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Sebba, J. Ms; Ainscow, M. Prof. Understanding the development of inclusive schools Abstract: A network of 8 secondary schools attempting to become more inclusive through their policies and practices has been set up. The study is a case study for one term (Autumn term 1995) to explore the process of developing inclusion in one secondary school. In this school the Local Education Authority (LEA) and Barnardos have set up an inclusion project. Eight pupils who would have attended a special school are being admitted to a secondary mainstream school in each Year 7. The research is aiming to identify issues for development for the school and strategies for long-term monitoring and evaluation. In particular, the research is attempting to look at the ways in which the school adapts and reconsiders its structures, organisation and curriculum for all pupils. Hence, one intention is to set up monitoring of pupil outcomes in learning as well as social interactions. The research involves shadowing and interviewing pupils, interviewing staff, parents, governors and local authority personnel and analysis of documentation. It is a case study employing predominantly qualitative methods. Status: Sponsored project Source of Grant: Barnardos (Yorkshire Division) £5,000 Date of Research: 1995–1996 KEYWORDS: mainstreaming; secondary schools; special educational needs; whole school approach 11/0149 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Leman, P. Mr; Supervisor: Duveen, G. Dr Authority and the development of social respresentations of morality Abstract: This research aims to identify the processes of social influence which help a child’s understanding of morality to develop. As such, the focus of interest is upon the interplay between psychological and social processes in the acquisition of a sense of

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autonomy in moral thought. Although the research is more properly categorised in the subject area of psychology, there are a number of issues which bear upon educational practice and general theoretical themes in a Piagetian framework. Research has concentrated on: 1) establishing the role of authority in children’s reasoning at different age groups; 2) examining the interaction between different forms of authority (statusbased and epistemic) within moral discourse; and 3) developing a theoretical framework within which processes of social influence and cognitive development can be reconciled in the area of moral psychology. In a first study, an experimental methodology demonstrated that both the role and use of authority differs with age (approximately 250 6–7 and 11–12 year old children were sampled). The role of knowledge as a persuasive device (epistemic authority) was found to be confounded with that of an authority of status (in this case provided by a gender difference) amongst the younger, but not the older, children. A second study examined the connection between these forms of influence, and found differences in the way knowledge is communicated by, and persuades children (192 children aged 8–9 years), depending on the level of asymmetry in a social relation. Results point to the constraint upon the development of an autonomous understanding of morality imposed by asymmetry in social relations. Published Material: LEMAN, P.J. (1995). ‘Symmetric and asymmetric peer relations in moral reasoning’. Poster presented at the British Psychological Society, Eastern European Group Conference, Banska Bystrice, Slovakia, August 27–30, 1995.; LEMAN, P.J. & DUVEEN, G. (1995). ‘Children’s representations of authority in a moral judgement task’. Poster presented at the British Psychological Society, Developmental Section Conference, Glasgow, September 8–11, 1995.; LEMAN, P.J. & DUVEEN, G. ‘Developmental differences in children’s understanding of epistemic authority’, European Journal of Social Psychology. (in press). Status: Individual research Date of Research: 1993–1996 KEYWORDS: authority; moral development; social behaviour; social development 11/0150 School of Education, 17 Trumpington Street, Cambridge CB2 1AQ 01223 332888 Cambridge University, Homerton College, Hills Road, Cambridge CB2 2PH 01223 411141 Ruthven, K. Dr; Rousham, L. Mr The calculator as a cognitive tool in mathematics education Abstract: The place of calculators in primary school mathematics continues to be uncertain. An important exemplar has been the innovative ‘calculator-aware’ approach to number developed within the Primary Initiatives in Mathematics Education (PrIME) project. Although neither widely adopted nor systematically evaluated, this teaching approach has attracted considerable interest. Recent theorisation of the influence of using computer tools has suggested that they may not simply ‘amplify’ established modes of thinking and patterns of learning, but ‘reorganise’ them in fundamental ways. The role of the calculator in relation to number provides a particularly interesting and important site

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for investigating such conjectures, and for further theory building. The research will examine the number concepts and strategies displayed by Year 6 pupils who have attended neighbouring primary schools, including some which follow a ‘calculator aware’ approach to number. To enable appropriate comparisons to be made, the analysis will take account of pupils’ performance in National Curriculum assessments across the core subjects at key stages 1 and 2. Systematic evidence on pupils’ number concepts and strategies will be gathered by written test and assessment interview. The findings will contribute to the evaluation of the ‘calculator aware’ teaching approach, and to developing theorisation of the cognitive influence of computational tool use. Status: Sponsored project Source of Grant: Economic and Social Research Council £25,690 Date of Research: 1995-continuing KEYWORDS: calculators; cognitive development; mathematics education; numbers; primary education 11/0151 School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Cambridge University, School of Education, Shaftesbury Road, Cambridge CB2 2BX 01223 369631 Booth, M. Dr; Bradley, H. Mr; Hargreaves, D. Prof.; Southworth, G. Dr Training of doctors in hospitals Abstract: The project, in partnership with hospital staff, aims to: 1) develop a programme to help senior doctors to train junior colleagues more effectively and efficiently, with special reference to on-the-job training and coaching; 2) identify, develop and disseminate good practice in a range of specialities in making the most effective use of coaching without impairing service delivery; 3) clarify and describe the coaching skills that are generic to all postgraduate medical education and to characterise those which are specific to a range of specialities clinical settings (clinics, wards, theatres, GP surgeries); 4) develop a range of training resources for senior and junior doctors which will help them to implement and benefit from such coaching practices; 5) examine how coaching and on-the-job training can be developed within protected training time; 6) investigate how formal and informal training may be better interrelated; 7) provide assistance to doctors with ways of talking about, analysing and improving such training; 8) enhance the role of registrars in on-the-job training of senior house officers (SHO’s); 9) identify how doctors can provide and obtain higher quality feedback for one another during training; 10) undertake the research essential to the development of the training programme and resources; 11) assist in the acceptance of the 12) changed practices and in the generation of an enhanced culture of training; devise a system for disseminating the outcomes of the project beyond the particular people and hospitals participating in the project. Published Material: BOOTH, M., BRADLEY, H., HARGREAVES, D.H. & SOUTHWORTH, G. (1994). Pilot project on the training of doctors in hospital. Cambridge: University of Cambridge, Department of Education and Institute of

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Education.; BOOTH, M., BRADLEY, H., HARGREAVES, D.H. & SOUTHWORTH, G. (1995). ‘Training of doctors in hospitals: a comparison with teacher education’, Journal of Education for Teaching, Vol 21, No 2, pp.145–161. Status: Sponsored project Source of Grant: Anglia and Oxford Postgraduate Medical & Dental Education Committee £209,207 Date of Research: 1995-continuing KEYWORDS: clinical experience; hospital personnel; hospitals; medical education; on the job training; physicians

Canterbury Christ Church College 11/0152 North Holmes Road, Canterbury CT1 1QU 01227 767700 Alfrey, M. Mrs; Coe, J. Mr Children’s learning: early attainment in reading (CLEAR) Abstract: The study is concerned with the factors outside and inside school which have a major impact on children making a competent start to reading. Recent surveys have indicated that the overall level of attainment in reading, as assessed at the end of National Curriculum key stage 1, has been maintained, or even improved, up to the present time. However, there is now evidence that there has been a decline in attainment among children of low ability coming from disadvantaged backgrounds. The children’s learning: early attainment in reading (CLEAR) research project has established that this decline has taken place since the mid 1980s and has confirmed that the decline is not related to teaching methods since, in general, these have not changed over the period in question. Currently the research seeks to establish the most important factors affecting the children’s early progress, and could go on to attach relative weighting to school factors as compared to those related to home and outside school. It is envisaged that the last phase of the research will devise and publish strategies and practical approaches to reverse the decline in early attainment. Status: Sponsored project Source of Grant: Canterbury Christ Church College £30,000; European Funding £10,000 Date of Research: 1993–1996 KEYWORDS: early reading; home school relationship; reading achievement; reading difficulties 11/0153 North Holmes Road, Canterbury CT1 1QU 01227 767700 Clift, S. Dr; Stears, D. Mr; Forrest, S. Mr; Black, P. Ms

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Travel, lifestyles and health project Abstract: The project is engaged in a variety of studies to explore the connections between travel, tourism and health risks (particularly risks of human immunodeficiency syndrome (HIV) infection and sexually transmitted diseases associated with sexual behaviour), and to consider the role of health promotion and health education in this area. Specific studies currently underway include: 1) An investigation (in association with Luton University) of health preparations and risks among British tourists to the Gambia. 2) A study of sexual behaviour abroad among attenders at genito-urinary medicine clinics in South East England. 3) An investigation of the sexual behaviour of gay men in the context of holidays abroad. The project has also coordinated the Europe Against Aids Summer Campaign in the UK for two years and produced educational resources to support the work of the Campaign with young people in secondary schools. Published Material: STEARS, D. (1993). Travel health promotion: a survey of the work of district health promotion units in the UK. Canterbury: Canterbury Christ Church College, Centre for Health Education and Research.; CLIFT, S. & CLARK, N. (1995). Dimensions of holiday experience and their implications for health: study of British tourists in Malta. Canterbury: Canterbury Christ Church College, Centre for Health Education and Research.; CLIFT, S. & PAGE, S. (Eds). (1995). Health and the international tourist. London: Routledge.; CLIFT, S. & WILKINS, J. (1995). Travel, sexual behaviour and gay men’. In: AGGLETON, P. et.al. (Eds). Aids: safety, sexuality and risk. London: Taylor and Francis.; CLIFT, S. & THOMAS, L. (1995). Europe against aids: summer campaign 1995. Schools Resource Pack. Canterbury: Canterbury Christ Church College, Centre for Health Education and Research. Status: Sponsored project Source of Grant: South Thames Regional Health Authority £26,000 Date of Research: 1992-continuing KEYWORDS: acquired immune deficiency syndrome; health education; health promotion; sexuality; sexually transmitted diseases; tourism; travel 11/0154 North Holmes Road, Canterbury CT1 1QU 01227 767700 Holliday, A. Dr; Hyde, M. Mr; Taylor, R. Mr; Bax, S. Mr; Kyeyune, R. Mr Cultural transferability of British approaches to international contexts in English language education Abstract: English language education in both foreign and second language contexts throughout the world is dominated by technologies originating in Britain, North America and Australasia. The research project investigates the appropriacy of this technology transfer in a variety of activities in which British teachers, teacher educators, curriculum developers or curriculum project managers work with students, teachers and educational administrators from other countries. Data is being collected through observation of classroom and other events, and interviews with and reports from students, teachers and administrators. Sources include English teaching and teacher education within the Department of Language Studies at Canterbury Christ Church College of Higher

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Education, projects with which the Department is involved in Cyprus, South Africa, Mexico, Malaysia and Syria, and professional contacts in a range of other countries. Students within the Department are also encouraged to carry out small-scale research in this area. A main focus is the investigation of what happens at the interface between different regional, professional-academic, institution, classroom and educational cultures. The research methodology is interpretive, sometimes employing applied ethnography. Published Material: HOLLIDAY, A.R. (1991). ‘From materials development to staff development: an informed change in direction in an EFL project’, System, Vol 19, No 3.; HOLLIDAY, A.R. (1992). ‘Intercompetence: sources of conflict between local and expatriate ELT personnel’, System, Vol 20,No 2.; HOLLIDAY, A.R. (1992). Tissue rejection and informal orders in ELT prqjects: collecting the right information’, Applied Linguistics, Vol 13, No 4, pp.404–24.; TAYLOR, R. (1992). The production of training packs in in-service teacher training’, ELT Journal, Vol 46, No 4, pp.356–61.; HOLLIDAY, A.R. (1994). The house of TESEP and the communicative approach’, ELT Journal, Vol 14, No 1, pp.3–11. A full list of publications is available from the researcher. Status: Individual research Date of Research: 1991-continuing KEYWORDS: comparative education; English—second language; international educational exchange; second language teaching 11/0155 North Holmes Road, Canterbury CT1 1QU 01227 767700 Cant, R. Mr; Alcindor, L. Ms The needs of mature students in higher education Abstract: There is an ever increasing number of students now entering higher education (Department for Education, 1992) who did not follow the traditional route of entry at eighteen. Government initiatives have argued for a substantial expansion of student numbers by the year 2000 and, in response to demographic changes, have indicated that this can only be achieved by widening access to previously under-represented groups (Department of Education and Science, 1987). The project aims to identify the expressed and perceived educational, supportive and psycho-social needs of such under-represented groups and evaluate the extent to which such needs are currently being provided for within institutions of higher education. It is suggested that possibly unrealistic expectations and resultant pressures and tensions associated with higher education may adversely affect mature students’ stability and personal relationships. A self-administered questionnaire will be issued across a stratified sample of mature students, undertaking a first degree course, at a range of institutions of higher education. Subsequently, individual indepth interviews will be carried out with mature students who report role conflict and stress related problems. It is intended that the project will establish a clearer understanding of the attitudes and experiences of mature students and will attempt to analyse how the individual policies, practices and support mechanisms at each of a range

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of institutions will promote and support the personal, social and intellectual progress of mature students. Status: Individual research Date of Research: 1992–1995 KEYWORDS: higher education; mature students; student attitudes; student needs 11/0156 North Holmes Road, Canterbury CT1 1QU 01227 767700 Howlett, K. Mr; Hailes, J. Mrs; Supervisor: Parsons, C. Dr DFE survey of pupils out of school Abstract: The Department for Education has contracted a survey of English local education authorities (LEA’s) to determine their policies on and provision for children who are out of school by reasons of exclusion or otherwise. A questionnaire survey is used to gather information on policy and provision from September 1994 following the implementation of the Education Act 1993. Information is also sought on numbers permanently excluded in 1993/94 and in the Autumn term 1994. Numbers experiencing the various forms of provision—return to school, Pupil Referral Units, or home tuition— in the period September 1st—December 31st 1994 are also being collated. Status: Sponsored project Source of Grant: Department for Education £15,000 Date of Research: 1995–1995 KEYWORDS: dropouts; educational policy; expulsion; home schooling; local education authorities; nontraditional education; suspension 11/0157 North Holmes Road, Canterbury CT1 1QU 01227 767700 Harrington, V. Ms; Supervisor: Hay, A. Prof.; Thomas, P. Mr Aspects of the geography of rural primary school provision Abstract: The rationalisation of rural primary school provision is part of the broader problem of service provision and viability in rural communities. Both ‘the problem’ and possible responses to it embody a spatial component, and it is on this that the project focuses. Census data will be used to establish a typology of English rural areas, on the basis of population migration characteristics and other socio-economic variables. This will be linked with a similar typology, in which rural areas are grouped according to patteras of primary school provision. Sample case studies will be used to examine the relationship between the social geography of particular areas and relevant aspects of educational policy. Status: Individual research Date of Research: 1995-continuing

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KEYWORDS: educational planning; educational policy; population trends; primary schools; rural areas; rural schools 11/0158 North Holmes Road, Canterbury CT1 1QU 01227 767700 David, T. Prof. Researching early childhood education: methodological and ethical issues Abstract: This is a survey of methods and the issues in current early childhood education research, in preparation for the publication of a book. It will include interviews with wellknown researchers in the field. Status: Individual research Date of Research: 1996-continuing KEYWORDS: early childhood education; educational research; pre-school education 11/0159 North Holmes Road, Canterbury CT1 1QU 01227 767700 Chichester Institute of Higher Education, The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Tod, J. Mrs; Blamires, M. Mr; Jacques, K. Ms; Preston, M. Mrs Code of Practice: individual education plans for Special Educational Needs Abstract: The Department for Education and Employment (DfEE), conscious of the demands imposed by the Code of Practice for the Assessment and Identification of Special Educational Needs issued to mainstream schools in September 1994, funded two projects during 1995/96 ‘The Role of the SENCO’ (Special Educational Needs Coordinator) and Individual Action Plans (IEPs). This project has been funded as a collaborative project between two higher education institutes (HEIs) and four local education authorities (LEAs) in the South East of England region. The aim of the project is to develop guidance to schools to help them produce IEPs which: ‘provide effective help; allow for efficient use of resources; relate to curricular assessment of work, identify clear targets and result in plans which are comprehensible and simple for schools to deliver’. Data collection, involving the use of conferencing, questionnaire, interview and observation, seeks to identify best of good practice in a range of primary and secondary mainstream settings. Administrative and educational functions of IEPs will be identified and software developed to assist schools with effective implementation and evaluation of IEPs. Dissemination will be via four national conferences, written guidance, and software publication. Status: Sponsored project Source of Grant: Department for Education and Employment £65,700 Date of Research: 1995-continuing

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KEYWORDS: individual education plans; individualised methods; mainstreaming; special educational needs 11/0160 North Holmes Road, Canterbury CT1 1QU 01227 767700 Nene College of Higher Education, Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Bridge, C. Mr; Supervisor: Thomas, P. Mr; Matthews, M. Dr The development of geographical understanding in the primary school child Abstract: The National Curriculum has raised the profile of geography teaching in the primary classroom. Both teachers and children are faced with a geographical vocabulary which fronts an understanding of concepts and processes with which most are unfamiliar. Research into children’s understanding of maps or places has illustrated the slow and partial development of holistic views plus the high level of abstraction and generalisation required. This study will: review the range of conclusions drawn in recent research into environmental perception; make comparisons with current curricular demands in geography in the primary school; and consider desirable outcomes of young children’s learning in geography It is hoped that this preliminary investigation will reveal the range of conceptual demand being made on young children. The focus will be on aspects of physical and human geography which are within the child’s own experience. The data collection aspect of the study will seek to involve two to three hundred children. It will investigate the quality of children’s responses to key geographical concepts and processes across significant age bands in the primary school. Status: Individual research Date of Research: 1993-continuing KEYWORDS: geographic concepts; geography; primary education 11/0161 North Holmes Road, Canterbury CT1 1QU 01227 767700 Southampton University, Faculty of Educational Studies, Department of Health Education, Highfield, Southampton S09 5NH 01703 595000 Robinson, S. Ms; Supervisor: Weare, K. Ms Children’s perceptions of eating and body image Abstract: Current research suggests that the incidence of eating disorders (from anorexia nervosa to extreme obesity) is increasing sharply among young adolescents, and that the determining factors may develop before adolescence. This has created a need to increase knowledge about children’s perceptions of their body image and eating. The aim of the research is to explore children’s perceptions of their body image with particular

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attention to whether they perceive thinness to be a more positive body image than being ordinary or fat. It will analyse children’s understanding of any link between body size and the food they eat. It will seek to discover how much control children feel they have over their food, as children may be encouraged or discouraged from achieving a healthy body image depending on their accessibility to certain foods. The research will be analysed in terms of gender, in particular, as previous studies show that food has a different social meaning for men and women, and eating disorders are common to both. Status: Individual research Date of Research: 1992–1995 KEYWORDS: body image; eating habits; food; health; self concept

Cheltenham and Gloucester College of Higher Education 11/0162 Faculty of Education and Health, The Park, Cheltenham GL50 2QF 01242 532700 Corbett, R. Mr; Noyes, P. Dr The development of oracy and literacy Abstract: The Oracy and Literacy Research Centre was formed in 1990 to draw together research into language development. The research involved College staff, students and teachers. The aim is to research identified aspects of language development including: the development of spelling through emergent writing; process writing; reading/writing links; using visits to develop language; and the value of process writing in developing literacy skills in children experiencing learning difficulties. Sample sizes vary. Methodology includes: observation; tape recording; video; diaries; analysis of samples; survey and questionnaire. Results will be disseminated through conference, journal articles and monographs. Status: Sponsored project Source of Grant: Cheltenham and Gloucester College of Higher Education Date of Research: 1991–1995 KEYWORDS: language skills; literacy; oracy; reading skills; special educational needs; spelling; writing skills

Chichester Institute of Higher Education 11/0163 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Ferguson, J. Ms; Davies, R. Dr

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Teacher professionalism: the role of initial training in the professional development of teachers Abstract: The lack of any recent research on the competences and notions of professionalism held by practising teachers means that the construction of competences for the beginning teacher—and our understanding of their links with induction and continuing professional development—is being conducted on the basis of limited information. The project will provide important data about teacher perceptions of their professionalism; the role of initial teacher education in their professional development; and the sequencing of their training. The key research issues are: 1) How do teachers define ‘teacher professionalism’? 2) What contribution did their initial training make to their professionalism? 3) How do they draw on their experiences as beginning and experienced teachers when mentoring trainee teachers? The research will be conducted in two phases and will incorporate quantitative and qualitative research methods. A survey questionnaire will be administered to a sample of 150 teachers at the beginning and end of the reserch project. The sample will be drawn from partnership schools across West Sussex and will include teachers from both school phases and a variety of school types. A sample of 75 teachers, with varying lengths of professional experience, will be drawn from the survey respondents. Qualitative research techniques (focus groups and interviews) will be used to gather data on teacher perceptions of professionalism (phase 1) and professional development (phase 2) from the sample of 75 teachers. Published Material: DAVIES, R. & FERGUSON, J. (1996). ‘Teachers as learners project: teachers’ views of the role of initial teacher education within Britain in developing their professionalism’. In: Proceedings of the British Educational Research Association Annual Conference, Lancaster University, September 1996. Status: Sponsored project Source of Grant: Chichester Institute of Higher Education £9,430 Date of Research: 1994-continuing KEYWORDS: preservice teacher education; professional development; teacher attitudes; teacher development; teaching profession 11/0164 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Batho, R. Mr; Supervisor: Benton, M. Dr Teaching Shakespeare at key stage 3 Abstract: This investigation has arisen out of the introduction, for the first time, of the compulsory study and examination of Shakespeare for all 13/14 year olds. Its aims are to: 1) identify the different perceptions of teachers and pupils to the teaching of Shakespeare; 2) investigate the range of teaching of Shakespeare at National Curriculum key stage 3; and 3) investigate whether the introduction of the compulsory testing of Shakespeare at key stage 3 has altered teachers’ approaches and practices. The first stage was a survey of Shakespeare in English departments in 50 secondary schools, conducted by a postal questionnaire sent to English teachers in those schools. This was followed up in the second stage with the observation of Shakespeare being taught to Year 9 pupils in 5 of

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the schools. The third stage involved the interviewing of pupils and teachers in those 5 schools. Status: Individual research Date of Research: 1993-continuing KEYWORDS: English; English literature; English studies curriculum; literature 11/0165 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Blake, D. Mr; Hanley, V. Dr; Jennings, M. Mr Change in teacher education: interpreting and experiencing new professional roles Abstract: The project aimed to investigate ways in which changes in teacher education were being interpreted. In its first year (1993–94) the project focused on the implementation and evaluation of a school-based Postgraduate Certificate in Education (PGCE) secondary course operating under the arrangements set in train by the Department for Education Circular 9/92. The research surveyed the views of students, mentors, teachers and college tutors on the operation of school-based initial teacher education. Interviews were conducted with a sample of respondents in twenty-four school locations. In the second phase of the project (1994–96) attention was switched to schoolbased and school-centred training arrangements in the primary (PGCE) programme. The research focused on mentoring in four case study schools by investigating philosophies and strategies, by observing mentoring ‘in action’ at different stages of the process, and by interviewing mentors, students and link tutors. Published Material: BLAKE, D., HANLEY, V., JENNINGS, M. & LLOYD, M. (Eds). (1995). Researching school-based teacher education. Aldershot: Avebury.; BLAKE, D., HANLEY, V., JENNINGS, M. & LLOYD, M. (1995). ‘School-based teacher training: the view from higher education’, Education Today, Vol 45, No 1, pp.40– 42. Status: Sponsored project Source of Grant: Chichester Institute of Higher Education £6,690 Date of Research: 1993–1996 KEYWORDS: mentors; Postgraduate Certificate in Education; preservice teacher education; school based teacher education; student teacher attitudes; teacher attitudes 11/0166 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Lansdell, J. Ms A longitudinal study into the nature of progression in mathematical learning and the role of language in that progression Abstract: There seems to be no clearly articulated and widely used theoretical framework for understanding the incremental learning processes in which children engage. This

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project aims to further develop the theory of complex learning originated by Norman and Rumelhart in 1978 in order to assist teachers in matching tasks more effectively to children’s learning needs. This indepth longitudinal study of six children’s learning in mathematics is qualitative. Using mathematical tasks, observation, informal and structured interviews, baseline information was obtained about the children’s existing knowledge and understanding of particular aspects of mathematics. Mathematical activities were then designed and introduced to promote progression in the children’s learning. The data collected as they worked through the tasks indicated which learning processes were in operation. Primary sources for data collection were the teaching activities themselves and the diagnosis of the children’s learning. Data collection techniques included observation (participant and non-participant) and interviews (informal and structured). Recording the data will involve use of field notes, audio and video tapes, children’s drawings and written evidence. Preliminary findings indicate that children’s progression in the learning of mathematics is dependent upon: 1) the learning experiences on offer; 2) the opportunity to verbalise existing learning; 3) effective diagnosis and task matching; and 4) recognition of children’s difficulties and a constructive response to them. Published Material: GATRELL, M. & LANSDELL, J. (1993). ‘A small-scale study into the nature of progression in the mathematical learning of three six-year old children’. Conference Paper presented at British Educational Research Conference, Liverpool, September 1993.; GATRELL, M. & LANSDELL, J. (1994). ‘A small-scale study of the nature of progression in children’s learning in mathematics’, Research in Education, No 51, pp.85–86. Status: Sponsored project Source of Grant: Chichester Institute of Higher Education £4,000; Leverhulme Trust £4,100 Date of Research: 1993-continuing KEYWORDS: learning activities; learning processes; mathematics education 11/0167 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 George, R. Ms Ethnic minority representation in teacher education: an institutional perspective Abstract: The project aims to investigate the reasons why ethnic minority students in the Crawley area of West Sussex appear not to apply for places on the teacher education course based at Crawley. The under representation of ‘visible minority’ teachers in the UK has been highlighted by the Community Relations Council in 1977 and the Swann Report (Great Britain. Department of Education and Science. (1985). Education for all: the report of the committee of enquiry into the education of children from ethnic minority groups. London: HMSO). Research in this area suggests that the reason many ethnic minority individuals and groups shun teacher education is personal experiences of racism suffered in and out of school. An analysis of the Graduate Teacher Training Registry suggests the situation remains the same. The figures for 1989 showed that black UK

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citizens made up only 2.06% of the total applying for Post Graduate Certificate in Education and that black graduate trainees are statistically more than five times as likely to fail the course. Crawley and the immediate environs has a large Asian community and Crawley College of Further Education recruits a significant number of students from ethnic minority groups onto their courses. It is important to analyse the post-tertiary destinations of these students and to examine the reasons why they shun the teacher education course situated on the same campus. Given the fact that Crawley College has a successful Access course from which many students are recruited to the Bachelor of Education (B.Ed.), the absence of ethnic minority students is cause for concern. The results of the research will be put forward for publication in a refereed journal. Status: Sponsored project Source of Grant: Chichester Institute of Higher Education £2,000 Date of Research: 1994–1995 KEYWORDS: ethnic groups; preservice teacher education 11/0168 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Gilbert, S. Ms; Gardner, J. Ms; Hanley, V. Dr Effective support at National Curriculum key stage 1: interpreting new training and roles for specialist teacher assistants Abstract: The context of the research is the Government’s concern to support learning at National Curriculum key stage 1 by introducing specialist teacher assistants. The local context is the Institute’s own specialist teacher assistants pilot course approved by the Department for Education in September 1994. The training of specialist teacher assistants is attracting support and criticism, but claim and counter claim are not yet rooted in research. The researchers believe that the research will contribute to national and local debate. The aims of the research are to: a) investigate how the new training is being interpreted in different higher education institutions; b) compare different models of training; c) discover expectations raised by the advent of specialist teacher assistant training; d) investigate the effectiveness of training as judged by headteachers, students and tutors; and e) contribute to the wider debate on specialist teacher assistant training. The research involves: gathering data for comparative course analyses/survey; questionnaires administered to specialist teacher assistants; questionnaires to be sent to head-teachers; interviewing headteachers in schools; and follow-up fieldwork (gathering data on the perceived effectiveness of specialist teacher assistants). Status: Sponsored project Source of Grant: Chichester Institute of Higher Education £1,500 Date of Research: 1994-continuing KEYWORDS: specialists; support staff; training 11/0169 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR

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01243 865581 Preston, M. Mrs Students with dyslexia in higher education Abstract: The ‘laboratory’ for this research is the newly-established learning support unit which has been set up to extend and enhance the support currently on offer to students at the Chichester Institute of Higher Education with dyslexia and associated learning difficulties. Careful assessment and monitoring procedures are being put in place in order to evaluate the success of the support and remediation offered. The research project will take the form of a series of case studies of six very disparate students who have availed themselves of the services of the unit. Status: Sponsored project Source of Grant: Higher Education Funding Council £40,000; Chichester Institute of Higher Education £20,000 Date of Research: 1995-continuing KEYWORDS: dyslexia; higher education; learning disabilities; special educational needs; student needs; students; support services 11/0170 Centre for International Education and Management, The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Chambers, F. Mr; Naysmith, J. Mr; Hurst, R. Ms Comparative effectiveness of linked degree programmes Abstract: The research establishes and tracks 3 groups of students through their training as English language teachers and then into their careers. The 3 groups are: 1) Malaysian students following a 4-year B.Ed programme in the UK; 2) Malaysian students following a 4-year B.Ed programme in Malaysia; 3) Malaysian students following a joint B.Ed programme (2 years in Malaysia, 2 years in the UK). Various measures of efficiency and effectiveness from the viewpoint of different stakeholders (e.g. the Malaysian Government, students, graduates, headteachers) will be established. The comparative effectiveness of the different programmes will then be considered. Status: Sponsored project Source of Grant: Malaysian Ministry of Education; Chichester Institute of Higher Education, jointly £23,400 Date of Research: 1996-continuing KEYWORDS: comparative education; English—second language; language teachers; Malaysia; overseas students; preservice teacher education; programme effectiveness; second language teaching 11/0171 Centre for International Education and Management, The Dome, Upper Bognor Road, Bognor Regis PO21 1HR

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01243 865581 Japan College of Foreign Languages, Bunsai Gakuen, Uchida Building, 1–24–16 Takadanobaba, Shinjuku-Ku, Tokyo 169, Japan Naysmith, J. Mr; Corcoran, S. Mr; Lavender, S. Ms Investigation/monitoring of the TESOL support field established for the B.A. humanities programme Abstract: The project intends to describe the processes adopted by, and investigate, the effectiveness of the Teaching English as a Second or Other Language (TESOL) support field for international students. The support field aims to adopt an approach which is qualitatively different to approaches adopted in the majority of higher education (HE) institutions. The project is a longitudinal study, initially of the first cohort to enter the field, and will adopt a case study approach within which the following will be undertaken: 1) collection of background data on students prior to entry; 2) description/analysis of support field documentation; 3) observation/participant observation of ‘delivery’; 4) student/staff logs/diaries; 5) staff/student evaluation (formal/informal); 6) interviews; 7) analysis of student ‘output’; 8) comparison with comparable programmes elsewhere. Status: Sponsored project Source of Grant: Chichester Institute of Higher Education £4,325 Date of Research: 1994-continuing KEYWORDS: English—second language; overseas students; second language teaching; student needs 11/0172 Centre for International Education and Management, The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Southampton University, Faculty of Educational Studies, School of Education, Highfield, Southampton S09 5NH 01703 595000 Lavender, S. Ms; Supervisor: Naysmith, J. Mr; Brumfit, C. Prof. Individual responses to cross-cultural English language insenice teacher education Abstract: This study examines patterns of response of experienced non-native-speaker teachers of English and trainers of English teachers from Korea and Thailand to short, intensive in-service programmes at the Chichester Institute of Higher Education. The participants of these programmes are required not only to function during their courses in a different educational culture, but also to consider ideas from that culture in the light of their own educational systems. In order not to pre-judge responses a grounded theory and progressive focusing, approach is adopted. A variety of instruments including questionnaire, ranking, visual metaphor, group consultation, individual interviews, group diaries, tutor interviews, researcher diary, on-going correspondence and feedback on training ideas, is used to explore responses. The focus is mainly on a case study approach to individual participants although small group, whole group and in-country data are used

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to illuminate responses. Preliminary outcomes suggest that differences in cultural context have important implications for participants. The outcomes also suggest that particpants have a skills model of training and teaching to which they aspire only at certain levels depending on how they view their own language, teaching and training skills. They may thus seek to improve these skills at the levels they deem appropriate, irrespective of the overall aims of a course. Status: Individual research Date of Research: 1995-continuing KEYWORDS: cultural differences; English—second language; inservice teacher education; language teachers; overseas students; second language teaching 11/0173 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 London University, Institute of Education, Department of Policy Studies, Health and Education Research Unit, 20 Bedford Way, London WC1H 1AL 0171 580 1122 Hill, D. Mr; Supervisor: Whitty, G. Prof. A comparative study of school based, school focused and college based approaches to teacher education Abstract: This research aims to examine and evaluate contemporary developments in teacher education, and to explore the possibilities of developing a left radical analysis of teacher education policy, using a model of the critical reflective practitioner and teacher educator as ‘transformative intellectual. The main objectives of this study are to: (1) ascertain and evaluate the nature of a variety of routes to teacher education; (2) critique radical left, radical right and liberal perspectives on teacher education and schooling; (3) elicit novice teachers’ reactions to key elements and issues in their training programmes; (4) identify elements and approaches that facilitate the development of critical reflective approaches to teacher education and schooling; (5) assist in the development of radical left policies for teacher education. Published Material: HILL, D. (1991). ‘The Hillcole Group’, Forum, Vol 33, No 2, pp.58–59.; HILL, D. (1991). What’s Left in teacher education: teacher education, the radical Left, and policy proposals for the 1990’s. London: Tufnell Press.; HILL, D. (1992). ‘What the radical Right is doing to teacher education: a radical Left critique’, Multicultural Teaching, Vol 10, No 3, pp.31–34.; HILL, D. & COLE, M. (1995). ‘Marxist state theory and state autonomy theory: the case of “race” education in initial teacher education’, Journal of Education Policy, Vol 10, No 2, pp.221–232.; BLAKE, D. & HILL, D. (1995). The newly qualified teacher in school’, Research Papers in Education, Vol 10, No 3, pp.309–339. A full list of publications is available from the researcher. Status: Individual research Date of Research: 1990–1996 KEYWORDS: politics education relationship; teacher education

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11/0174 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 London University, King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Gaine, C. Mr; Supervisor: Ball, S. Prof. Race and education: perspectives of primary BEd students Abstract: This is a study of the perspectives about race and education held by primary Bachelor of Education (B.Ed) students, and whether these change in any way during their course, and whether critical or anti-racist perspectives persist after two years of working as teachers. Published Material: GAINE, C. (1987). No problem here: a practical approach to education and ‘race’ in white schools. London: Hutchinson.; GAINE, C. (1989). ‘On getting equal opportunities policies’. In: COLE, M. (Ed). Education for equality: some guidelines for good practice. London: Routledge.; GAINE, C. (1991). ‘The effect of LMS on black children’, Multicultural Teaching, Vol 9, No 2, pp.21–22.; GAINE, C. (1995). Still no problem here. Stoke on Trent: Trentham. Status: Individual research Date of Research: 1989–1996 KEYWORDS: antiracism education; newly qualified teachers; racial attitudes; student teacher attitudes; student teachers; teacher education 11/0175 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 London University, King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Jacques, K. Ms; Supervisor: Ball, S. Prof. School-based routes into teacher education Abstract: The past ten years has seen a shift dramatically away from notions of teacher education to a more pragmatic approach emphasising teacher training, with the focus on skills and competencies and learning-on-the-job. The aim of the study is to examine the political and educational context in which this shift has taken place and determine whether new forms of school-based teacher training achieve their stated goals, and what, if anything, has been lost. Seventy-five teachers will be interviewed about the effectiveness of their own teacher training. In addition, fifteen articled teachers are tracked from 1990, when they began their school-based training, to 1994 two years after completing their course. Published Material: JACQUES, K.A. (1992). ‘Mentoring in initial teacher education’, Cambridge Journal of Education, Vol 22, No 3, pp.337–349.

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Status: Individual research Date of Research: 1990–1996 KEYWORDS: preservice teacher education; school based teacher education; teacher attitudes 11/0176 The Dome, Upper Bognor Road, Bognor Regis PO21 1HR 01243 865581 Southampton University, Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Forth, I. Mr; Supervisor: Grenfell, M. Mr The effects of language competence and language awareness on decision making and teaching strategies in the foreign language classroom Abstract: The practical starting point for this study concerns the professional language needs of non-native speaker teachers of English. In certain teaching contexts, (i.e. the case of primary teachers of English in Portugal and Italy) teachers have been told almost ‘overnight’ that they are to become English language teachers. In such circumstances, there is a considerable gulf between the methodological demands of the coursebook and the teachers’ actual command and knowledge of English. The research will focus on the decision making and teaching strategies of non-native speaker teachers whose competence in English does not match the demands of the curriculum/coursebook in use in their teaching context. It is envisaged that in this way the research will be able to explore and understand some of the links between language competence/knowledge about language, and teaching behaviour in the foreign language classroom. In particular, via field work and qualitative data obtained from practising overseas teachers, it is envisaged that the research will describe the thinking and actions of a small sample of ‘language-inexperienced’ English language teachers in coping with various areas of planning, analysis, and classroom management. The research will ask to what extent does the ‘language-inexperienced’ non-native speaker teacher of English: 1) modify or adapt the coursebook and in what specific ways is this done? 2) employ compensatory or avoidance strategies in planning and implementation of classes? 3) evaluate and choose language tasks? 4) make decisions about levels of textual difficulty? 5) explain areas of the language code to learners? 6) make judgements concerning student error? 7) deal with spontaneous, unplanned features of classroom discourse? 8) improve their command of the language through the use of resources and interaction with classes? Status: Individual research Date of Research: 1994-continuing KEYWORDS: English—second language; language skills; language teachers; second language teaching

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City College Norwich 11/0177 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Cason, S. Ms; Cowley, K. Ms; Craske, P. Mr; Downey, G. Ms; Jones, M. Mr; Supervisor: Sanger, J. Prof.; Nightingale, C. Ms Illuminating the sexual health safety issues of people with learning disabilities Abstract: This is a one-year evaluation of the sexual health education that adults with learning difficulties receive, its appropriateness and effectiveness. The research is taking place within the East Norfolk Health Commission’s population. It involves a mix of action research and ethnographic research. The action research team are primary carers for this group of disadvantaged adults and are representative of a range of disciplines within health, social work and education. The first two phases of the research have dealt with sexual health education and disadvantaged adults who can still articulate their perceptions, feelings and understandings of sexual health issues. The final phase of the research involves working with members of another action research cross-disciplinary team who are primary carers of adults with no capacity to verbalise their experience. Key methodological issues addressed in this research involve forms of interview, observation and documentation analysis which enable researchers to gain access to the experiences of the population in question. Key emerging issues include: institutionalisation; dependency; abuse; sexual knowledge vs sexual activity; advocacy and constraint; social stigmatisation; inequality; and inappropriate health education in language, content and form. The project final report is due by the end of March 1996. Status: Sponsored project Source of Grant: East Norfolk Health Commission £20,000 Date of Research: 1995–1996 KEYWORDS: adults; health education; learning disabilities; sex education; special educational needs 11/0178 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Brady, M. Mrs; Supervisor: Sanger, J. Prof.; Fiddy, R. Dr General National Vocational Qualifications (GNVQ’s) in schools Abstract: As the demographic trends and education policy shifts of the past few years continue to bite, school leavers and those approaching school leaving age increasingly inhabit a limbo zone of indeterminate status existing somewhere between client and

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commodity. School sixth forms, sixth form colleges, colleges of further education and private training organisations compete for their attention. The school leaver has become a valued resource to be attracted through careful marketing of courses and promises. Part of this increasing competition can be seen in the development of provision not previously associated with full-time study in schools, in the guise of vocational courses such as the Diploma of Vocational Education (DoVE) and the advent, within the last two years, of General National Vocational Qualifications (GNVQ’s). In many respects GNVQ’s represent the nub of recent policy shifts in that they introduce a new and potentially confusing element into the choices available to the young person. It may be that the rationale behind these developments, as far as the various institutions are concerned, is clear enough. They can be seen as one of the results of the prevailing market driven culture permeating education and training. But what of the young people who are the focus of this attention? What are their perceptions of the choices facing them? How are these perceptions influenced? Do they maintain notions of increased informed choice, or of constrained confusion? This research aims to access these perceptions in a way that will illuminate current and future decision-making processes for the school leaver and those approaching school leaving age. Status: Sponsored project Source of Grant: Norfolk Local Education Authority £6,000 Date of Research: 1995–1996 KEYWORDS: career planning; further education; national vocational qualifications; pupil attitudes; qualifications; school leavers; school to work transition; vocational education 11/0179 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Davies, B. Mr; Willson, J. Ms; Whittaker, R. Mr; Supervisor: Sanger, J. Prof. Case studies in entertainment technology, information handling and young learners Abstract: This is a qualitative two year research project involving 100 case studies of children aged 4–9 years in Norfolk schools. The sample chosen fits the profile of families as evidenced in the latest national demographic figures (i.e. including single parents, ethnic groupings, special needs, etc). The study seeks to illuminate key issues in the child’s use of interactive screen based entertainment technology (video, video games, computer, computer games), in the particular context of domestic and school settings. The fieldwork will be completed by December 1995 and the fmal report by March 1996. The research involves a triangulation of observations, interviews and documentation in the home and in the school. Issues which have become manifest during the inductive processes of case study fieldwork so far include: gender; isolation/alienation; information handling skills; class; role modelling; moral panic; school/home conflicts; technophobia; image versus text; and language codes. Status: Collaborative

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Source of Grant: The British Library £67,600; British Film Institute £19,250; City College Norwich £44,160 Date of Research: 1994–1996 KEYWORDS: computer games; computer uses in education; information technology; interactive video; recreational activities 11/0180 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Godwin, S. Mr; Vosper, D. Mr; Supervisor: Sanger, J. Prof. The marketing of income generating services in further and higher education institutions Abstract: The provision of income-generating services (IGS) by universities and colleges (institutions) has grown in significance in recent years. Institutions in further and higher education are having to question fundamentally the traditional relationship with their markets, including employers. The responsiveness of institutions to meet changing customer needs and the ability to develop highly focused marketing strategies is vital. Institutions have spent time and effort either reviewing the provision of IGS or actively developing them. The market has become increasingly competitive and institutions have had to adopt a more professional approach in order to succeed. This report, for the Higher Education Information Services Trust (HEIST), presents the findings of research into the development and marketing of income-generating services to employers by institutions in a climate of constant change. The aim of the report is to recommend a clear, structured and informed approach to the planning, marketing and delivery of incomegenerating services. It is aimed primarily at people working in universities or colleges who have some responsibility for income generation. The objectives of the report are to: 1) examine the attitudes and perceptions of employers to further and higher education institutions and their ability to develop and deliver nontraditional services, including short courses, research and consultancy; 2) identify the critical success factors for education institutions and all competitors in the market; 3) identify the decision-making processes of customers and the associated influences; 4) examine the processes and structures to support the delivery of income-generating services in education institutions; and 5) identify the internal and external barriers to the successful marketing of income-generating services. Status: Sponsored project Source of Grant: Higher Education Information Services Trust £29,903 Date of Research: 1994–1995 KEYWORDS: economics education relationship; fund raising; further education; higher education; income; industry further education relationship; industry higher education relationship; marketing

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11/0181 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Davies, B. Mr; Supervisor: Sanger, J. Prof.; Fiddy, R. Dr Evaluation of the careers service guidance for pupils in Years 9 and 10 and target (NVQ) introduction Abstract: Norfolk and Waveney Training and Enterprise Council have funded the Careers Service to enhance careers provision for all eligible persons in Years 9 and 10 within the region. The Careers Service is contracted to: enable all eligible persons to make informed careers choices in Year 9 of subjects and courses to be followed in Year 10; prepare all eligible persons in Year 10 for decisions about career choices to be made in Year 11; to ensure that eligible persons in Years 11, 12 and 13 are able to make informed decisions about careers choices and to ensure that Youth Credits or target National Vocational Qualifications (NVQ’s) are issued to all eligible persons. Eligible persons are entitled to receive a service which: positively promotes equal opportunities, is impartial and unbiased, recognises the specific needs of clients and is tailored to these needs; is provided by competent practitioners; is based on comprehensive local, national and perhaps international information; is equally accessible; promotes inter-organisational collaboration; refers them to other agencies if appropriate; is confidential and subject to regular review and evaluation of its effectiveness. The aims of this project are concerned with providing a formative evaluation of the Careers Service—Years 9 and 10— Guidance and Credits Development Project, and to set this in the context of the quality of support students are receiving in order for them to make appropriate choices at 16+. Status: Sponsored project Source of Grant: Norfolk Local Education Authority £6,000; Norfolk and Waveney Training and Enterprise Council £21,487 Date of Research: 1994–1996 KEYWORDS: career planning; careers service; national vocational qualifications; qualifications; secondary school pupils; vocational education; vocational guidance 11/0182 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Plowright, D. Dr; Supervisor: Sanger, J. Prof.; Fiddy, R. Dr Evaluation of individual action plans (IAPS) Abstract: Individual Action Plans (IAP’s) are a feature of interviews between Careers Advisors (CA’s) and young people. They are designed to be formative rather than summative. They are future oriented. IAP’s are designed to be negotiated between CA’s and the young people concerned. They serve as bench marks for experiences and

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decisions up to that point, and on this basis provide structure for the next phases of the young person’s career. Although IAP’s are by nature personal to the young people concerned, they share common goals in their significance to effective careers guidance. However, IAP’s are also subject to a variety of systems, often depending on the personal style of the CA. Some are handwritten during the interview and given to the young person at this point. Some are handwritten after the interview and sent on later. Some are typed from notes made during the interview and sent on later. Some are word-processed on lap-top computers during the interview, but sent on later. The experience of IAP’s can also vary according to differences within the various schools where the interview takes place. Some differences are geographical or positional. Some are operational, e.g. dependent on the level of tutor support or other provision for careers guidance within the school. The experience of lAP’s on behalf of the young person, then, can be clearly affected by these variables and this will in turn affect the young person’s perceptions of the value, and indeed the purpose of the exercise. These perceptions need to be accessed in order to distinguish examples of good practice within IAP’s. This evaluation will determine these perceptions. Status: Sponsored project Source of Grant: Norfolk Careers Service £4,963 Date of Research: 1995–1995 KEYWORDS: career counselling; career planning; individual action planning; school leavers; school to work transition; transition education; vocational guidance 11/0183 Centre for Applied Research in Management Education and Training, Ipswich Road, Norwich NR2 2LJ 01603 773300 Cushion, N. Mr; Supervisor: Sanger, J. Prof.; Weal, R. Mr The Norfolk Small Business Initiative Abstract: Following research which identified the lack of management skills of ownermanagers as a main reason for small firm failure, Nat West Bank and City College Norwich established the Norfolk Small Business Initiative (NSBI) to see if this skills gap could be addressed through management development programmes. The approach of the research is essentially to employ formative evaluation to all aspects of the NSBI’s operations. The aim of the research is for the Centre for Applied Research in Management Education and Training (CARMET) to work alongside NSBI: “to create a robust and flexible curriculum for small business owners/ managers to enable their enterprises to succeed and grow. The curriculum must have a set of characteristics which enables it to be implemented in other parts of the country”. The evaluation has a framework which allows for a rolling focus. The work in the first 12 months concentrated on the aspects of ‘product’ and capturing short-term customer feedback. A mixed method approach with a wide variety of research designs were deployed to the evaluation of ‘product’. Work included the use of action research, focus groups, participative evaluation, as well as questionnaires, one-to-one interviews and documentary analysis. As the project moves into years 2 to 4 the issues of long term impact on the businesses

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and the problem of project transfer will be addressed. The first annual evaluation report of the stnall business initiative has been distributed nationally. Status: Sponsored project Source of Grant: National Westminster Bank £25,000 Date of Research: 1994–1995 KEYWORDS: management development; small businesses

City University 11/0184 Continuing Education Research Unit, Northampton Square, London EC1V OHB 0171 477 8000 Capizzi, E. Ms; Heycock, T. Ms; Supervisor: Davies, P. Ms Database enhancement Abstract: The current Access Course Register (ACRG) and the Educational Counselling and Credit Transfer Information Systems (ECCTIS) registers contain only limited information on the Access programmes included. City University Continuing Education Research Unit has been asked to produce a computerised database of the Access programmes listed as validated in the 1992 ACRG register but incorporating further information on curriculum, assessment structures, and progression routes and links. The system and structure in use will also provide for the future addition of other fields of information and has the advantage of permitting searching and retrieval of both the records of individual Access programmes and information on topics for all Access programmes. The aims of this project are to: (1) improve the information available to students, educational guidance advisors, and staff in further, adult and higher education whether Access tutors, development workers, higher education admission tutors, or researchers; and (2) contribute to the development of systems for the collation, management, presentation and dissemination of information on Access programmes. The objectives are: (1) enhancement of the information available on those Access programmes listed as validated in the 1992 ACRG register; (2) a contribution to the methodology and techniques for the analysis and coding of Access programme structures and features for information and research purposes; and (3) the dissemination of ideas and good practice for the establishment, development and use of information on the structure and features of Access programmes. The project will include: (1) Survey of Access Validating Agencies (AVAs) and/or the designated Access programme contact for courses listed as validated in the 1992 ACRG register to confirm existing programme details and obtain further information on curriculum, assessment structure and progression routes and links; (2) through collaboration with ACRG and ECCTIS, the production of a compatible database with additional fields; and (3) production of a computer database structure permitting the searching and analysis of records and information fields, the production of reports in diverse formats, and the inclusion of further fields of information for future needs and development. The outcomes of the project will be: (1) the enhancement of ACRG and ECCTIS databases; (2) a database

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structure for records of Access programmes that provides for future development and enhancement; and (3) a report on the database system, methods of collation, recording and analysis. Status: Sponsored project Source of Grant: Council for National Academic Awards on behalf of the Higher; Education Quality Council (HEQC) Date of Research: 1992–1995 KEYWORDS: Access programmes; adult education; databases 11/0185 Continuing Education Research Unit, Northampton Square, London ECIV OHB 0171 477 8000 Capizzi, E. Ms; Supervisor: Davies, P. Ms Progress and performance of Access students Abstract: Several important institutional and regional projects have examined the social composition and the progress and performance of Access students. However, there remains the need for a national context within which such studies can be located. Recent projects have also identified the need for a clearer map of the location and format of data on Access programmes and students. The methodological issues of such survey research and the conceptualisation and measurement of progress and performance would also benefit from investigation on a larger and longer scale. The aims of this project are to: (1) produce a national snapshot of the social characteristics and patterns of progression of Access students on programmes listed as validated in the 1992 Access Course Register (ACRG); (2) conduct a national cohort study of a sample of Access students on such programmes in 1992–1993. The objectives are to: (1) collect currently available data on Access students who completed such programmes in July 1992 and draw a profile of their characteristics and progression; (2) collect currently available data on Access students enrolling on such Access programmes in September 1992 and draw a profile on their characteristics; (3) investigate in greater depth a representative sample of these 1992 enrolments in relation to social characteristics, performance and progression; and (4) map the current location, means and forms of data collection on Access students and programmes. The project will cover Access programmes in England, Wales and Northern Ireland and will be conducted using a variety of methods. It is restricted to programmes listed as validated in the current ACRG register, and covers as and where indicated, students completing programmes in July 1992 or enrolling in September 1992. Methods will include (1) the collection of documents and statistics from Access Validating Agencies (AVAs) and where necessary institutions; (2) secondary analysis of existing institutional, AVA and Department for Education statistical data; (4) questionnaire survey of a sample of Access tutors; and (5) questionnaire survey of a sample of Access students. The proposed outcomes will be: (1) a written report on the research process, the findings and proposals for further research; (2) a cohort record that can be used for further research, and in particular will form the basis of a follow-up study of students through their first year in higher education; (3) a written report on the variety of practices in record keeping for Access programmes (categories used, methods, timing and point of

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data collection); and (4) the dissemination of examples of good practice in record systems. Status: Sponsored project Source of Grant: Universities Funding Council Date of Research: 1992–1995 KEYWORDS: Accessprogrammes; adult education; mature students; student development 11/0186 Continuing Education Research Unit, Northampton Square, London ECIV OHB 0171 477 8000 Wilkinson, D. Mr; Supervisor: Davies, P. Ms; Roberts, P. Prof. Cost benefit analysis of quality assurance mechanisms in education Abstract: The background to this project is the growth of quality assurance mechanisms and procedures in further and higher education. The aims of the project are to identify the costs and benefits of quality assurance arrangements, and to develop ways of measuring those which can be measured and of accounting for those which cannot. From this work, developed in the context of the national framework for quality assurance in Access courses, a working model to evaluate arrangements in other contexts will be developed and tested in a range of situations. It is also hoped to develop an interactive, multi-media working model from the paperbased and spreadsheet versions. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Access programmes; cost effectiveness; educational quality; quality assurance 11/0187 Social Statistics Research Unit, Northampton Square, London ECIV OHB 0171 477 8000 Steedman, J. Ms; Supervisor: Bynner, J. Prof. Birth Cohort Study 70: basic skills element Abstract: The Birth Cohort Study 70 (BCS 70) is a longitudinal study owned by City University. The Adult Literacy and Basic Skills Unit (ALBSU) sponsored an inclusion of questions on basic skills to this large sample group (12,000 people born in April 1970) to be undertaken during 1991–1992. Cohort members were asked attitu-dinal questions on their perceived ability in basic skills. A subsample of 1,650 individuals was selected to undertake a 30 minute assessment in reading and number skills. These were linked to nationally recognised competences in basic skills designed by ALBSU. ALBSU is sponsoring a continuing programme of data analysis based on this work, currently running until the end of 1994. Published Material: EKINSMYTH, C. & BYNNER, J. (1994). The basic skills of young adults: some findings from the 1970 British Cohort Study. London: Basic Skills

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Agency.; BYNNER, J. & STEEDMAN, J. (1995). Difficulties with basic skills: a report on the analysis of data collected in the 21 year sub-sample survey of the 1970 British Cohort Study. London: Basic Skills Agency. Status: Sponsored project Source of Grant: Adult Literacy and Basic Skills Unit £100,000 Date of Research: 1970–1994 KEYWORDS: adult literacy; basic skills; cohort analysis; numeracy 11/0188 Social Statistics Research Unit, Northampton Square, London ECIV OHB 0171 477 8000 Shepherd, R. Mr; Parsons, S. Ms; Supervisor: Bynner, J. Prof. National Child Development Study: basic skills element Abstract: The National Child Development Study is a longitudinal study involving follow-up of 16,500 individuals since birth in 1958. In sweeps at ages 23 and 33, questions about basic skills problems were put to cohort members. In 1995 a 10% subsample of 17,000 cohort members had their basic skills assessed by specially designed tests of functional literacy and numeracy. The work is sponsored by the Basic Skills Agency who are supporting a continuing programme of data collection and analysis based on the British birth cohort studies (1970 and 1958), both of which are the responsibility of the Social Statistics Research Unit. Published Material: BYNNER, J. & FOGELMANN, K. (1993). ‘Making the grade: education and training’. In: FERRI, E. (Ed). Life at 33: the fifth follow-up of the National Child Development Study. London: National Children’s Bureau. Status: Sponsored project Source of Grant: Basic Skills Agency £300,000 Date of Research: 1958-continuing KEYWORDS: adult literacy; basic skills; cohort analysis; numeracy

Cleveland County Council 11/0189 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01642 248155 Rollings, G. Ms; Kicks, P. Mr; Smith, M. Mr Local Management of Schools: resource allocation formula Abstract: The construction, maintenance and reformulation of a formula designed to allocate the aggregated schools budget to primary and secondary schools, both mainstream and special. Status: Sponsored project

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Source of Grant: Cleveland County Council Date of Research: 1988-continuing KEYWORDS: educational administration; educational finance; educational planning; local education authorities; Local Management of Schools; resource allocation 11/0190 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01624 248155 Elliott, K. Mr; Turner, S. Mr Analysis of GCSE results Abstract: Analysing GCSE results for each school by relating the results to each pupil’s background as defined by the level of disadvantage of the 1991 census enumeration district in which each pupil lives. Status: Sponsored project Source of Grant: Cleveland County Council Date of Research: 1988-continuing KEYWORDS: disadvantaged; examination results; General Certificate of Secondary Education; institutional evaluation; performance indicators 11/0191 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01642 248155 Wilson, P. Mr; Kicks, P. Mr Allocation of school bus contracts Abstract: A computerised method based on linear programming has been developed to help the annual allocation of school transport routes to contractors. The routes are mainly home to school, but also include some school to swimming baths routes. The process is designed to give a minimum cost allocation, coping with the fact that contractors bid for more routes than they have vehicles, discounts and other complexities. The process is also designed to be less resource intensive than previous manual processes. Published Material: WILSON, P. (1994).‘The methodology of allocating school bus contracts’. Cleveland R & I Unit Report CR866. Middlesbrough: Cleveland County Council. Status: Sponsored project Source of Grant: Cleveland County Council Date of Research: 1994-continuing KEYWORDS: bus transport; local education authorities; school buses; transport; travel

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11/0192 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01642 248155 Elias, P. Mr; Turner, S. Mr Pupil projections by school Abstract: Projections are produced for every school in the county These are used for budgeting purposes and for determining the need for, and timing of, changes in the number of places at schools, and changes in the number of schools. The projections take into account the number and type of houses being built, and cleared, the effect of new houses, and the transition to established housing. Status: Sponsored project Source of Grant: Cleveland County Council Date of Research: 1980-continuing KEYWORDS: educationalplanning; local education authorities; long range planning; prediction; pupil numbers; regional planning 11/0193 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01642 248155 Lofthouse, M. Mr Education adviser scheduling Abstract: The development of a computer-aided system to schedule activities of education advisers. This encompasses Office for Standards in Education (OFSTED) inspections won by Cleveland’s Advisory Service, pilot inspections, headteacher appraisals, and in-house professional development courses for teachers run by advisers (around 200 per year). The appraisal of a headteacher is done by a fellow headteacher, as well as the adviser for the school. The system is designed to allocate the headteacher to appraise each headteacher, satisfying a given list of criteria. The system attempts to produce A level adviser workload, and includes monitoring and updating routines. Published Material: LOFTHOUSE, M. (1994). ‘How operational research is helping the education department’s advisory service’. Cleveland R & I Unit Report CR869. Middlesbrough: Cleveland County Council. Status: Sponsored project Source of Grant: Cleveland County Council Date of Research: 1991-continuing KEYWORDS: advisers; head teachers; inspection; inspectors—of schools; local education authorities; scheduling; teacher evaluation

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11/0194 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01642248155 Turner, S. Mr; Elliott, K. Mr School profiles Abstract: Information is being produced for use by schools as management tools. It enables the school, and the local education authority as a ‘critical friend’, to compare itself with all other schools within the authority as an aid in determining relative performance. The information covers GCSE examination and other test results, socioeconomic data and mapping of pupil home addresses to show the effect of parental preference. Status: Sponsored project Source of Grant: Cleveland County Council Date of Research: 1994-continuing KEYWORDS: educational administration; educational planning; local education authorities; parent choice; profiles; school effectiveness 11/0195 Research and Intelligence Unit, PO Box 17, Melrose House, 1 Melrose Street, Middlesbrough TS1 2YW 01642 248155 Peace, D. Mr Local Management of Schools: directed activities (lettings) Abstract: Development and maintenance of a scheme to reimburse schools for the out-ofhours use of their premises by the local education authority—e.g. night classes, youth and community activities, scouts etc. Status: Sponsored project Source of Grant: Cleveland County Council Date of Research: 1989-continuing KEYWORDS: educational facilities; educational finance; local education authorities; Local Management of Schools; school buildings; school community relationship

College of St Mark and St John 11/0196 Derriford Road, Plymouth PL6 6BH 01752 777188 Thatcher, A. Prof.

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Engaging the curriculum—a theological programme Abstract: The Programme commissions internationally renowned authors to produce materials which engage Christan theology with most of the subjects on the curricula of the 24 church colleges of higher education in England and Wales. Use of the materials will be optional. They will be launched at national conferences. Work is in progress in the first four areas: sociology; science education; English; spiritual and moral development. The first essay, by Professor David Martin, ‘Christian foundations, sociological fundamentals’, is complete. The phased publication of a series of essays, together with additional papers about the implementation of curricular proposals, is planned throughout the present decade. Status: Sponsored project Source of Grant: Council of Church and Associated Colleges; St Gabriel’s Trust £10,000 Date of Research: 1993-continuing KEYWORDS: Church and education; curriculum development; material development; religious education; theological education; voluntary colleges 11/0197 Derriford Road, Plymouth PL6 6BH 01752 777188 Laker, A. Dr An investigation into the connection between school physical education experiences and lifetime activity Abstract: The purpose of the study is to establish whether there is a connection between school physical education (PE) and level of activity in adult life. Active lifestyles are a main factor in adult health and the study’s fmdings may have implications for the way PE is taught in schools. A pilot study will be carried out in the local area. Samples of inactive, moderately active, and very active adults will be surveyed to ascertain their memories and perceptions of their school physical education as a determinant of their current activity level. It is hoped to collaborate with other institutions in conducting a national survey along the lines of the pilot. At this stage, the treatment of the data is uncertain, but is likely to use one of the regression techniques. Status: Sponsored project Source of Grant: College of St Mark and St John Date of Research: 1995-continuing KEYWORDS: lifetime sports; physical activities; physical activity level; physical education; recreational activities 11/0198 Derriford Road, Plymouth PL6 6BH 01752 777188 Laker, A. Dr

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The teaching of non-physical aims in physical education Abstract: The project is looking at ways to teach physical education (PE) for the achievement of all National Curriculum aims, not only the physical ones. The first phase places the non-physical outcomes of physical education in context with curriculum documents and especially the National Curriculum document. It explains the problem and highlights the contradiction that currently exists. The next stage is to develop and implement a training programme for student teachers that will equip them to teach in a way that places increased emphasis on the affective domain, but not at the expense of the physical domain. The construction, content and delivery of this training programme will constitute the second phase. The fmal phase will cover the teaching by the sample students in schools. The results of the project will be obtained from a variety of sources. Taped and transcribed interviews with pupils and student teacher, analysis of videotaped lessons, and reflective journals kept by the student teachers, will be the main sources of data collection. Status: Individual research Date of Research: 1993–1996 KEYWORDS: objectives; physical education; teacher education 11/0199 Derriford Road, Plymouth PL6 8BH 01752 777188 Birmingham University, School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Stoneham, G. Ms; Supervisor: Miller, C. Ms Assessment in context: early friendship patterns in children with severe communication disorders Abstract: The study will examine social interaction in a small group of children with severe communication disorders. The children all attend both a specialist children’s preschool centre and mainstream playgroups/nurseries. The study will aim to compare play and social behaviour across both settings, with additional observations from interaction with an older sibling in the home context. The study aims to examine differences in the children’s behaviour with peers displaying a variety of learning difficulties, and their behaviour with normally developing peers in a mainstream setting. The study will argue the need for taking account of both settings in assessment and evaluation of communication skills, in particular when recording progress and planning longer-term integration programmes. Status: Individual research Date of Research: 1993–1995 KEYWORDS: communication disorders; friendship; mainstreaming; preschool children; social development; special educational needs 11/0200 Derriford Road, Plymouth PL6 8BH

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01752 777188 University of Wales Institute, Cardiff, School of PE, Sport and Leisure, Cyncoed Centre, Cyncoed Road, Cardiff CF2 6XD 01222 551111 Jones, G. Mr; Supervisor: Treadwell, P. Mr The comparative effects of the National Curriculum (Physical Education) on the provision of physical education Abstract: The study aims to investigate, evaluate and formulate the effects of the implementation of a National Curriculum in Physical Education on the teaching and learning of primary school physical education. Through this study, an attempt to construct theoretical paradigms and/or a series of criteria of recommended best practice will be made via on-going case studies. The research methodology involved in this proposed study includes the quantitative and qualitative assessment of key issues, namely the teaching and learning strategies that relate to primary school physical education teachers, teachers’ perceived competence in teaching primary school physical education, and pupils’ perceived physical competence in the activity specific programmes of study. The changing role of the curriculum leader for physical education in the primary school will also be investigated. The opportunities for a comparative study (e.g. West Devon/South Glamorgan) may also prove a useful focus. The August 1992 implementation of a National Curriculum in Physical Education in years 1, 3 and 7 allow this study to run chronologically with the implementation in remaining primary years. Creative research methods will include a sophisticated research design and education research paradigms, and a case study methodology that precedes surveys and data collection in a quest to identify important questions to test generally, or to facilitate data collection. The research will aim to help primary schools to provide a ‘broad, balanced, relevant, progressive and differentiated’ physical education curriculum. Published Material: JONES, G.M. (1990). ‘Fitting Everything In’, Sports Teacher, June.; JONES, G.M. (1990). ‘Jumping Off Points’, Junior Education, Vol 14, No 10, pp.30–31.; JONES, G.M. (1990). ‘Fitting Everything In’, Primary Supplement, British Journal of Physical Education, Vol 21, No 3.; JONES, G.M. (1991). ‘Know, Understand, Do—and Appreciate’, Sports Teacher, December. Status: Individual research Date of Research: 1993–1995 KEYWORDS: National Curriculum; physical education; primary education

Council for Environmental Education 11/0201 Reading University, London Road, Reading RG1 5AQ 01734 756061 Midgley, C. Ms

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Building support for environmental education (Phase II) Abstract: The overall aim is to develop a coherent strategy for the development of information provision in the field of environmental education. Specific objectives are to: 1) support the formation of local structures and networks for information provision, distribution and communication; 2) develop communication and cooperative working between environmental education information providers; 3) provide training and support for information providers; 4) support users by increasing their awareness of available sources of information; 5) develop criteria for the evaluation of materials and to apply these as appropriate; 6) provide comprehensive information on training opportunities for environmental education; and 7) strengthen and enhance the Council for Environmental Education (CEE’s) information services into a National Information Centre for Environmental Education. Published Material: MIDGLEY, C. (1994). ‘Environmental education: are we meeting the needs?’, Environmental Information Forum News, No 1, p.3. Status: Sponsored project Source of Grant: Department of the Environment £21,000; Esso UK plc £15,000 Date of Research: 1994-continuing KEYWORDS: educational resources; environmental education; information needs; information sources 11/0202 Reading University, London Road, Reading RG1 5AQ 01734 756061 Countryside Commission, John Dower House, Crescent Place, Cheltenham GL50 3RA 01242 521381 Grundy, L. Ms; Stearn, J. Ms Young people’s access to outdoor learning experiences Abstract: The aim of the project is to assist the Countryside Commission in the developement of its policy towards young people and to make a specific contribution to the formulation of its education strategy. The objectives are to: 1) provide a broad estimate of current activity in the field; 2) evaluate its significance for the Commission’s remit in relation to young people; 3) set this within the context of local authority and education changes; 4) identify curriculum relevance in relation to formal and non-formal curricula; 5) identify good practice; 6) offer advice and make recommendations to the Commission. The research included a questionnaire survey of primary and secondary schools to determine patterns of access and use of outdoor learning experiences; a questionnaire survey of field and outdoor education centres, based on a larger survey carried out in 1979 by Dartington Amenity Research Trust to determine patterns of provision and use; case studies of five local authorities to provide a qualitative picture of provision of outdoor learning experiences and influencing factors; a questionnaire survey of young people to determine their views of outdoor provision and associated opportunities and constraints; an analysis of National Curriculum requirements, GCSE

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and A-level syllabuses to determine curriculum relevance of outdoor learning experience. A similar exercise was done for the youth service curriculum. Recommendations relating to policy; places; people; information and materials; monitoring and evalution have been made to the Commission. The research has also identified recommendations for other agencies. Status: Sponsored project Source of Grant: Countryside Commission Date of Research: 1993–1995 KEYWORDS: environmental education; outdoor pursuits

Coventry University 11/0203 Coventry School of Art and Design, Priory Street, Coventry CV1 5FB 01203 631313 Flynn, S. Mrs; Supervisor: Richards, C. Dr Interactive multimedia for teaching numeracy with an emphasis on the dyslexic Abstract: The aim of the research is to establish whether the use of multimedia and fast access to data can be an effective method of teaching those with learning difficulties or whose ways of learning and knowing do not fall into what has come to be known as the normal process of learning. Sixty per cent of dyslexic people have a problem with numeracy. Most dyslexics have a problem with memory. It is these two elements which will be addressed in this research. The aim is to produce a multimedia system, which could be used to create personal ‘landscapes’ from which associative links can be made. Status: Individual research Date of Research: 1992–1996 KEYWORDS: computer assisted learning; dyslexia; interactive video; learning disabilities; multimedia approach

Dartington Social Research Unit 11/0204 Warren House, Dartington Hall, Totnes TQ9 6EG 01803 862231 Bristol University, Department of Social Policy and Planning, 8 Woodlands Road, Bristol BS8 1TN 01179 289000 Cleaver, H. Mrs; Supervisor: Millham, S. Prof. A continued evaluation of ‘Catch ’em Young’

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Abstract: The study will explore the possible long term benefits for children who were involved in ‘Catch ’em Young’, a 3 year scheme established to prevent delinquency and behaviour problems in secondary school children. The report submitted to the Department of Education and Science in 1989 scrutinised children’s behaviour as they transferred from primary to secondary school. The long term follow up study allows us to focus on the study group of 495 children as they pass through school, make important career decisions and enter the adult world. The previously applied methodology, which used both extensive and intensive dimensions, will be utilised. Thus, the research has continued to combine an overview resulting from a survey of the experiences of the study children with insights and perceptions of a small group of children, their teachers and parents. When linked with the earlier research findings, it provides an opportunity to explore how family, school and peer group influences interact in the transitions of adolescents. Published Material: CLEAVER, H. (1991). Vulnerable children in schools: a study of Catch ’em Young—a project helping 10 year olds transfer school. Aldershot: Dartmouth Publishing Company. Status: Sponsored project Source of Grant: Department of Education and Science £30,000 Date of Research: 1990–1995 KEYWORDS: antisocial behaviour; behaviour problems; delinquency prevention; emotional and behavioural difficulties; longitudinal studies; problem children; secondary school pupils; transfer pupils

De Montfort University 11/0205 37 Lansdowne Road, Bedford MK40 2BZ 01234 351966 Grugeon, E. Mrs; Sampson, J. Mr; Rix, C. Mr; Yiannaki, E. Miss The role of language in children’s acquisition of knowledge in science and history Abstract: Building on recent research as part of the National Oracy Project, the present project explores the role of language in the acquisition of knowledge in specific curriculum areas, with special reference to the science and history curriculum in primary schools. The main focus is on primary school children’s language in science and history; the development of related concepts; the role of talk in learning; and the development of non-chronological writing. The project is based on the observation and recording of children’s talk and writing in primary schools, and includes the development of a suitable database. Status: Sponsored project Source of Grant: De Montfort University Date of Research: 1993–1996 KEYWORDS: child language; classroom communication; history; language; language of instruction; primary school pupils; science education

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11/0206 37 Lansdowne Road, Bedford MK40 2BZ 01234 351966 Leask, M. Ms Teaching and learning with new technologies Abstract: Advances in technology require teachers to review their notions of how they should teach, how students can learn effectively and what resources are required to support both activities. The Internet and Multimedia poses the latest challenge. Multimedia is defined by the National Council for Educational Technology as “the mixing of words, pictures, motion, video, sound, animation and photographic images on a computer”. The rapid proliferation of commercially produced multimedia compositions (i.e. packages) has meant that in many compositions, pedagogical issues appear to have taken second place in the race to get products to the market place. However, a pedagogical framework for the use of the Internet and multimedia compositions in education is yet to be developed. Considerable research is needed if we are to fill in this pedagogical framework with ‘grounded’ knowledge about teaching and learning styles which lead to the achievement of planned learning outcomes. In this work, the researchers evaluate a range of projects which have been undertaken with student (undergraduate) teachers at De Montfort University in the UK and in Australian schools. Status: Sponsored project Source of Grant: British Council Date of Research: 1994-continuing KEYWORDS: computer assisted learning; computer uses in education; information networks; information technology; learning processes; multimedia approach; teaching methods; telecommunications 11/0207 Polhill Avenue, Bedford MK41 9EA 01234 351671 De Montfort University, Scraptoft Campus, Scraptoft, Leicester LE7 9SU 01162 577866 Wilcockson, D. Mr; Supervisor: Rowley, D. Mr The causes of underachievement: a school study Abstract: This is a study of underachievement in a middle school. It begins by focusing on the concerns expressed by teachers regarding the apparent mismatch between children’s potential (as expressed by intelligence tests) and actual level of functioning (as measured by a reading test). Using data gathered over 11 years and obtaining a sample population of 3,326 children, the researcher was able to identify underachieving children within the school and compare this population with the wider local and national populations. By using the Social Adjustment Guides (Stott) it should be possible to correlate this with the underachieving population to investigate the relationship between underachievement and behaviour, and to look the perspectives of children, teachers and

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parents with regard to their at gender and cultural issues. Further studies are designed to sample views about the causes of underachievement. Surveys, questionnaires and discourse analysis will be used to obtain this information. The research is designed to involve the teachers in an active way in order to raise awareness of the causes of underachievement, to relate the research to the inservice teacher education (INSET) requirements of the school and to develop a programme of intervention. Published Material: WILCOCKSON, D. (1994). ‘Children’s perspectives on underachievement’. Proceedings of CARN Conference, Birmingham University, 22–24 April 1994.; WILCOCKSON, D. (1994). ‘Underachievement in a middle school’. Proceedings of the British Education Research Association Conference, Oxford University, 10 September 1994.; WILCOCKSON, D. (1994). ‘Teachers’ perspectives on underachievement’, Education Today: Journal of the College of Preceptors, Vol 44, No 4, pp.41–54.; WILCOCKSON, D. (1995). ‘Understanding underachievement in schools’. Proceedings of the CARN Conference, Nottingham University, 8–10 September 1995.; A full list of publications is available from the researcher. Status: Individual research Date of Research: 1994-continuing KEYWORDS: achievement; behaviour; low achievement; middle schools; sex differences; underachievement 11/0208 37 Lansdowne Road, Bedford MK40 2BZ 01234 351966 London University, Institute of Education, Department of Science Education, 20 Bedford Way, London WC1H OAL 0171 580 1122 Leask, M. Ms; Turner, T. Dr; Turner, S. Dr Factors affecting the recruitment of ethnic minorities to science teacher training Abstract: The Swann Report (1985) identified a shortage of ethnic minority teachers in schools and both the work by Professor Smithers (1990) and that of a Department for Education and Science (DES) working party set up to investigate the issue identified general issues affecting the recruitment of ethnic minority teachers. In the area of recruitment to science courses, the work of Turner and Turner (1987 and 1993) suggests that there are issues of equity to be addressed in the recruitment of science graduates from ethnic minorities. The Recruitment of Science Teachers from Ethnic Minorities (STEM) project is designed to investigate this issue in depth. Status: Sponsored project Source of Grant: London University, Institute of Education Date of Research: 1994–1996 KEYWORDS: ethnic groups; science teachers; teacher education; teacher recruitment

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11/0209 School of Arts and Humanities, Centre for Postgraduate Teacher Education, The Gateway, Leicester LE1 9BH 01162 551551 Bruntlett, S. Mr; Supervisor: Allison, B. Prof. The use of computer based technology in the development of teaching and learning strategies in art and design education Abstract: The action research project will begin with a preliminary survey of existing practice in Computer Aided Art and Design (CAAD) teaching and learning. This qualitative research project will be accomplished by a series of visits and a search of the literature. Teachers’ narratives (experienced or beginners in terms of CAAD), will be gathered from taped or otherwise documented interviews and conversations with a dozen art educators from a wide variety of art and design backgrounds. Hard copy relating to ‘best methods’, curricula or schemes of work for CAAD will be compiled, analysed and interpreted. These will be compared with schemes of work in National Curriculum (Art) and differences or similarities accounted for. Examples of work will be collected to show what is currently being achieved using teaching and learning strategies. This will lead to a structured critical analysis of CAAD practice and form the basis of a specific CAAD curriculum which may be based on competence, objectives, process or other models. Such a curriculum will be tested by both experienced and inexperienced teachers to see if there is a demonstrable need for a separate curriculum, or whether existing art and design curricula can accommodate new technologies as they develop as is claimed by some theories of art. The results of such testing will determine the best use of new technology in art and design education which will be formulated in a series of recommendations relating to the appropriateness or otherwise of new technology across art and design experience in secondary education. Published Material: A full list of publications is available from the researcher. Status: Individual research Date of Research: 1994-continuing KEYWORDS: art education; computer assisteddesign; computer uses in education; design; information technology 11/0210 School of Arts and Humanities, Centre for Postgraduate Teacher Education, The Gateway, Leicester LE1 9BH 01162 551551 Leicester University, School of Education, University Road, Leicester LE1 7RH 01162 522522 Stuart, J. Mrs; Supervisor: Allison, B. Prof.; Merry, R. Dr

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Art critical abilities: modes of reasoning and intellectual development Abstract: The present study seeks to continue an enquiry into the nature of the relationship between artistic and intellectual development, through the vehicle of art criticism in art and design education. The intention is to extend the fmdings of a replication of Hickey’s (1975) enquiry which established such a relationship through a study of art critical abilities both in Hickey’s terms of cognitive and perceptual functions and also through modes of reasoning measure. Therefore the present aim is to elaborate the modes of concrete and formal reasoning measure in conjunction with a programme of study to promote modes of reasoning through art critical development in secondary education. The theoretical framework to examine cognition-perception and modes of reasoning was derived from educational psychology and critical studies in art education. Theories of cognitive development were derived from Piaget’s model of logical operations (Inhelder and Piaget, 1964), modified by Bruner’s (1967) theory of instruction; and perception from Arnheim’s (1954) theory of visual perception. Feldman’s (1971) theoretical art critical strategy of Description, Analysis, Interpretation and Evaluation, interpreted as art critical abilities, examined the role of cognitionperception through an hypothetical model of reasoned explanation. The modes of reasoning measure combined the theories of Peel’s (1971) transference of the Piagetian model to concrete and formal judgements with Bernstein’s (1961) theory of language as an indicator of cognitive development, to provide a measure in art critical terms. The measure allows analysis of critical thinking in a subject specific area (McPeck, 1981). The research methodology involves the provision, testing and evaluation of the contribution of the critical strategy programme of study, to cognitive development through modes of reasoning. The programme will be tested with two samples of pupils aged twelve years and sixth-formers, with tests for operational levels; critical abilities and modes of reasoning for statistical analysis of data. The educational advantages will be: (a) an empirically tested programme which promotes and objectively measures artistic development in terms of concrete and ‘higher’ level cognitive thinking through modes of reasoning; and (b) a contribution to the debate about the nature and merits of critical thinking in specific subject areas. Status: Individual research Date of Research: 1989-continuing KEYWORDS: art education; criticism; intellectual development; reasoning 11/0211 School of Arts and Humanities, Centre for Postgraduate Teacher Education, The Gateway, Leicester LE1 9BH 01162 551551 London University, Imperial College of Science, Technology and Medicine, Department of Mechanical Engineering, Exhibition Road, London SW7 2AZ 0171 5895111 Nagata, T. Mr; Supervisor: Allison, B. Prof.; Coe, B. Mr; Kennaway, A. Prof.

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An investigarion into the spatial visualisation ability and psychopedagogical strategies for training designers Abstract: This project includes: (1) A review of literature relating to spatial abilities to determine indicators of maturity in terms of developmental level and susceptibility for training in visual spatial representation. Critical review of strategies for the development of abilities to represent visual spatial form from a cognitive viewpoint. Critical review of the potential effect of related factors including the visual/haptic (Lowenfeld, 1964) and field-dependency/independency (Witkin et al 1949) dichotomies. (2) The development of a pedagogical strategy designed to develop visualisation and representational skills and the generation of aptitude measures applicable to higher education students in the design fields. (3) The validation of the strategy and aptitude measures with a pilot sample of higher education design students. It is hypothesised that the anticipated variations in the students’ performances on pre-test and post-test criterial tasks will be due, in particular, to differences in spatial abilities. (4) Experimental design, in particular: (a) development of test battery—spatial abilities and representational skills; (b) instructional treatments— traditional drawing methods and experimental drawing methods; (c) selection of experimental and control groups drawn from graphic design, industrial design and engineering students. (5) Implementation of research design. Pre-tests; experimental teaching programmes; post-tests. Protocol analysis on the basis of comparison of psychopedagogic strategies. (6) Analysis of data and conclusions. Status: Individual research Date of Research: 1992-continuing KEYWORDS: design; designers; spatial ability 11/0212 School of Arts and Humanities, Centre for Postgraduate Teacher Education, The Gateway, Leicester LE1 9BH 01162 551551 Roehampton Institute, Roehampton Lane, London SW15 5PU 0181 392 3000 Kypreou, I. Ms; Supervisor: Allison, B. Prof.; Mason, R. Dr Assessment in fine art at first degree level: a comparative study of the principles and methods underlying assessment of fine art students in Athens and Leicester Abstract: Evaluation of worth in art historically has been a contentious issue, particularly when affected by fashion or taste. Nonetheless, assessment of quality or worth has been a necessary element in national competitions and central in education at all levels. In undergraduate and postgraduate fine art courses, assessment is a central element in determining levels of award. Two degree courses in fine art, in Britain and in Greece are compared in terms of the procedures and criteria employed for the assessment of students’ work. In both institutions the assessment of students at first degree level is based principally on their practical work. A major difference between the two institutions is that whilst in Greece the fmal assessment is made by tutors in discussion without written or specified criteria, in Britain the assessment is based on explicit documented criteria. However, in both institutions there is no doubt that underpinning all assessment

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is the consideration of the extent to which the individual students are able to demonstrate their capability as professional artists and it is likely that, implicitly, the assessment in both institutions is based on commonly held concepts of fine art activity and shared beliefs about the nature of artistic production. The study aims to determine: (i) the role theories of art play in the assessment of fine art students at first degree level; (ii) whether the assessment procedures in two fine art institutions in Britain and in Greece respectively, can be described relative to theories of art and art criticism; and (iii) the extent to which the differing procedures of assessment utilised in the two institutions are subject to or affected by the theoretical positions adopted by individual tutors. In order to achieve this, a triangulation model is pursued to determine the relationships between explicated criteria, assessorsYtutors’ theoretical positions and students’ perceptions of assessment. More specifically, the objectives of the study are to determine: (iv) the tutors’ perspectives of teaching in fine art, of curriculum, assessment procedures and criteria and whether their personal artistic inclinations affect the above; (v) the students’ perspectives of teaching in fine art, curriculum, assessment procedures and criteria and whether these perceptions are affected by factors such as achievement or gender; (vi) the researcher’s perspective of the structure, teaching and curricula of the fine art courses, the procedures and criteria for assessment and the level of objectivity operating in the assessment of painting students. Some of the methodological problems and concerns and a sample of the findings of this ongoing research as well as a selection of visual examples of students’ work from both institutions will be presented. Status: Individual research Date of Research: 1989-continuing KEYWORDS: art education; arts; assessment; comparative education; degrees— academic; Greece

Department for Education and Employment 11/0213 Moorfoot, Sheffield S1 4PQ 01142 753275 Coopers and Lybrand, 1 Embankment Place, London WC2N 6NN 0171 583 5000 Thompson, Q. Mr; Snell, C. Mr; Watson, A. Mr; Lucas, D. Mr; Owen, G. Mr; Murphy, M. Mr; Houel, A. Ms; Supervisor: Rice, D. Mr The impact of Youth Credits on the training market Abstract: One of the objectives of Youth Credits initiative is to establish an efficient market in training. This study examines the impact of credits in four credit areas, and investigates whether the existence of credits is encouraging the establishment of a training market. A mixture of face-to-face, postal and telephone interviews were used and also some group discussions. These were with Training and Enterprise Council (TEC) staff, training providers (credit and non-credit) and young people (both credit users and non-credit users) in the four case study TEC areas. In addition, TEC staff in four non-

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credit areas were interviewed to obtain some comparator qualitative information. The central conclusion is that Youth Credits have as yet had limited impact on the training market. They continue to be regarded by many—like Youth Training—as a programme, not an entitlement, and there is little to suggest that young people are acting in any more empowered a way than they did under Youth Training. Improvements have certainly taken place in the preparation of young people for the labour market and these may well in due course feed through into more ‘consumer-like’ behaviour. The discussions with TECs made it clear that the introduction of credits stimulated consideration of wider changes to the way in which training programmes for young people operate. Whilst the evidence from TECs still operating Youth Training is that such changes can sometimes be introduced in a non-credits context, this may not always be the case. Even where changes might in any case have been introduced, it is possible that the adoption of credits has acted as a catalyst and quickened the pace of change. Status: Sponsored project Source of Grant: Department for Education and Employment £85,000 Date of Research: 1993–1994 KEYWORDS: credits; training; youth employment; youth programmes 11/0214 Moorfoot, Sheffield S1 4PQ 01142 753275 Warwick University, Institute for Employment Research, Coventry CV4 7AL 01203 523523 Hogarth, T. Mr; Siora, G. Ms; Briscoe, G. Mr; Hasluck, C. Mr; Supervisor Rice, D. Mr Net costs of training to employers: initial training of young people in intermediate skills Abstract: The aim of the study was to provide a detailed assessment of the net costs to employers of training to intermediate skill level in selected occupations, both through Youth Training (YT) and Youth Credits and without. The study involved a series of 48 intensive case studies in 6 industrial sectors. Within each sector a single occupational group was looked at. The sectors and occupations were chosen according to representation in YT and use of intermediate skills. The study was only concerned with the net costs over the training period and did not take account of longer term benefits. Given the small sample the results are typical costs. A wide range of costs were observed in each sector with extreme untypical values for some cost elements. These values have been excluded in compiling the cost figures and therefore the costs can only be treated as typical. The study showed that the net costs of training varied substantially, both between sectors and within sectors. Net costs were highest in the manufacturing and construction sectors. This was a result of these sectors front-loading the costs of training and having a more structured and formal route to the acquisition of intermediate level skills. The other sectors in the study had iower net costs since the emphasis was on on-the-job training which substantially reduced the costs of training over the traineeship. The YT funding, where claimed, made a substantial contribution to net costs in the first two years of the

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traineeship. YT did not affect the overall decision to train, but it did increase the number of trainees in the case study establishments that obtained funding. YT was also found to reinforce the use of National Vocational Qualifications (NVQs) in the case study establishments. Status: Sponsored project Source of Grant: Department for Education and Employment £89,000 Date of Research: 1994–1995 KEYWORDS: costs; economics education relationship; on the job training; school to work transition; training; youth employment; youth programmes

Derby University 11/0215 Western Road, Mickleover, Derby DE3 5GX 01332 622222 Cook, D. Ms; Supervisor: Finlayson, H. Dr; Sapsford, R. Dr Mathematical language and play in young children’s learning Abstract: The study seeks to identify and categorise the contribution made to young children’s cognitive development in the domain of mathematics by imaginative play. The extent of naturalistically acquired mathematical knowledge in preschool children is increasingly being acknowledged. Studies in this area are neither as extensive, detailed or theoretically classified as in the cognate area of emergent literacy. In this latter field, imaginative play scenarios have provided valuable opportunities for knowledge demonstrations and literacy learning. This study seeks to explore emergent numeracy in such play behaviours. Two iarge inner city nursery schools sharing a common philosophical understanding of early years education have provided the setting. The play theme was chosen by the nursery staff and the enhancement props by the researcher. Children observed were self-selecting. The study was a naturalistic experiment involving enhancement. In each of the play settings children’s behaviour and language use were observed, both prior to and after enhancement. The two sets of data will be analysed, coded and compared. Literacy studies show that manipulation of this type affects literacy demonstrations and learning. Preliminary scrutiny suggests this also occurs in mathematics. Further observations will be made to explore factors emerging as significant from this initial analysis in respect of mathematical knowledge demonstrated, contexts supporting demonstrations, and the conditions which facilitate child/child and/or child/adult learning interactions in this type of play setting. Status: Individual research Date of Research: 1994-continuing KEYWORDS: early childhood education; early experience; mathematics education; play; preschool education

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11/0216 Western Road, Mickleover, Derby DE3 5GX 01332 622222 Maw, J. Ms; Supervisor: Wallace, G. Prof.; Walford, G. Dr; Tennant, J. Ms Local management in primary schools: structures and processes of decision making Abstract: The Local Management of Schools (LMS) policy has given schools substantial and far reaching powers over the management of their resources, with the intention of shifting the locus of control to consumers rather than producers, in the pursuit of more effective use of resources. One interpretation is that LMS will promote decisionmaking according to rational principles. However, it can be argued that the contradictions between these avowed policy intentions, the legislation as enacted, and ambiguities in the legislation itself mean that, “who is to be involved in institutional policy making and how cannot be “read off” from the act” (BOWE, R., BALL, S.J. & GOLD, A. (1992). Reforming education and changing schools: case studies in policy sociology. London: Routledge). Such contradictions and ambiguities allow for the possibility of creative interpretations at whether, and how far, actors have been able to create policy in the level of practice. The research has been concerned to examine schools, rather than simply implement it. Using a range of ethnographic methods—participant observation, interviewing and document analysis—the researcher has mapped the decision-making structures being set up, in order to manage LMS, in four medium sized primary schools within one local education authority (LEA). The processes by which decisions were taken have also been examined. Using a micropolitical perspective as a framework of analysis, a three-way division of responsibility has been identified: 1) Teachers were largely excluded from LMS and preoccupied with the National Curriculum and assessment; 2) Governors were relegated to the peripheral aspects of school decision-making; 3) Headteachers used their position, and their more complete information of their schools, to control financial decision-making. Headteachers were proactive in negotiating the implementation of change in schools and attempted to seek compliance with their definition of the situation. The lack of shared goals undermined the possibility of actors taking decisions according to rational principles. This was further exacerbated by a number of exteraal constraints emanating from the LEA’s LMS scheme, but also from the nature of the policy itself, which is predicated on the setting of long-term goals on the basis of short-term information. Published Material: WALLACE, G. & MAW, J. (1992). Local Management of Schools: an annotated bibliography. Bournemouth: Hyde Publications.; BOWE, R., BALL, S.J. & GOLD, A. (1992). Reforming education and changing schools: case studies in policy sociology. London: Routledge.; MAW, J. (1995). ‘Decision making in primary schools: rational expectations and practical dilemmas’. In: WALLACE, G. (Ed). Schools’ markets and management. Bournemouth: Hyde Publications. Status: Individual research Date of Research: 1992–1995

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KEYWORDS: decision making; educational administration; educational finance; governance; head teachers; Local Management of Schools; primary schools; school based management 11/0217 Western Road, Mickleover, Derby DE3 5GX 01332 622222 University of Central England in Birmingham, Faculty of Education, Centre for the Study of Quality in Higher Education, Perry Barr, Birmingham B42 2SU 0121 331 5000 Greatorex, J. Miss; Supervisor: Nyatanga, L. Mr; Wallace, G. Prof.; Harvey, L. Prof. An evaluation of experiential learning: with reference to Accreditation of Prior Learning and Accreditation of Prior Experiential Learning Abstract: Levels of achievement are a common concept in education from school to higher education. There has been criticism of the use of levels of achievement, but institutes of higher education are increasingly using level descriptions. Some educators consider the concept of level to be a simple way of managing student progression, others believe that making the nature of each level explicit could, for example, inform students and employers of what is expected at a given level. Some of these descriptions of levels have been found to reflect learning theories. The aim of the study was to explore any relationship between levels of achievement and learning theory. For this study the Delphi Technique, a structured procedure for eliciting an expert group opinion using iterative rounds of a questionnaire with feedback of the group response, was used. Sixty-one programme leaders agreed, by invitation, to take part in the study. Four rounds of a questionnaire were distributed. The questionnaires consisted of a series of statements based on level description and theories of learning, with feedback of the group response from the previous round. Experts were asked to assign A level to each statement in the light of their expert knowledge and the group response. The results of the study show that health educators can agree on a theoretically based consensus understanding of levels of learning. However, it would appear that educators apply their knowledge of levels to conform to a structure of levels based on managerial principles rather than base them on learning theory. Status: Individual research Date of Research: 1992–1995 KEYWORDS: achievement; experiential learning; higher education; knowledge level; learning

Dundee University 11/0218 Centre for Continuing Education, Dundee DD1 4HN 01382 223181

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Hartley, J. Dr An analysis of government policy for teachers’ professional development in Scotland: 1979–1990 Abstract: An analysis of government documentation and research on teachers’ continuing professional development, informed by critical theory. Published Material: HARTLEY, J.D. (1986). ‘Structural isomorphism and the management of consent in education’, Journal of Education Policy, Vol 1, No 3, pp.229– 237.; HARTLEY, J.D. (1990). Tests, tasks and Taylorism: a model T approach to the management of education’, Journal of Education Policy, Vol 5, No 1, pp.67–76.; HARTLEY, J.D. (1989). ‘Beyond collaboration: the management of professional development in Scotland’, British Journal of Education for Teaching, Vol 10, No 2, pp.253–261.; HARTLEY, J.D. (1990). ‘Beyond competency: a socio-technical model of continuing professional education’, British Journal of Inservice Education, Vol 16, No 1, pp.66–70. Status: Individual research Date of Research: 1986-continuing KEYWORDS: educational policy; inservice teacher education; professional development; Scotland; teacher development 11/0219 Centre for Continuing Education, Dundee DD1 4HN 01382 223181 Watt, S.Dr; Hutchinson, A.Ms Paul Hamlyn project on special entry initiatives Abstract: The Paul Hamlyn project’s aim is to promote the collaboration between higher education institutions in the promotion and evolvement of special entry initiatives to higher education institutions. In particular, to encourage the wider participation of nontraditional groups of young people in higher education, and in science and engineering. Published Material: WATT, S. (1995). ‘Special entry summer schools’. BP Aiming for a College Education Series of Briefmgs. Poole: BP Educational Service. Status: Sponsored project Source of Grant: Paul Hamlyn Trust £45,000 Date of Research: 1994–1996 KEYWORDS: access to education; higher education; student recruitment; university admission 11/0220 Centre for Continuing Education, Dundee DD1 4HN 01382 223181 Watt, S. Dr; Blicharski, J. Dr

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Opportunities and obstacles: a pilot study of the subsequent progress of students who attended the University of Dundee Access Summer School Abstract: This study is following the progress of students who completed the University of Dundee Access Summer School. As well as recording their academic progress, the study will also identify any academic and non-academic problems that students encounter. Both qualitative and quantitative data is being collected, allowing the target cohort to be compared to control groups of traditional and borderline university entrants (n=around 100 for each group). Data will be obtained from university student records and through questionnaires. The findings of the study are likely to lead to better preparation of students for higher education. Status: Sponsored project Source of Grant: Scottish Enterprise Tayside £4,000; Scottish Office Education Department £1,000; Mitchell Trust £3,000; Tayside Regional Council £4,000 Date of Research: 1995-continuing KEYWORDS: Access programmes; access to education; followup studies; higher education; mature students; swnmer schools 11/0221 Centre for Continuing Education, Dundee DD1 4HN 01382 223181 Katholieke Universiteit Leuven, Sociale Pedagogick, Vesaliusstraat 2, 3000 Leuven, Belgium 00 32 16 32 62 33 Gerver, E. Prof.; Leirman, W. Prof. The education of adults in Europe: the Scottish dimension Abstract: In the context of the establishment of the European Union and political changes in central and eastern Europe, this Scottish study has contributed to a sixteen country European comparative investigation. The participating countries are Belgium, Czech Republic, Denmark, England and Wales and Scotland, Estonia, France, Germany, Greece, Ireland, Italy, Netherlands, Portugal, Scotland, Slovenia, Spain and Sweden. The aims of the overall European project are to: 1) conduct a comparative Delphi-type study, involving selected samples of experts in 16 European countries, regarding their understanding of adults’ learning needs, the desired and perceived contribution of the education of adults and the shaping of national and European policies; 2) contribute to the development of models for the comparative study of the education of adults; 3) hold national debates with the national samples of experts and interested practitioners and policymakers, based upon national reports; 4) formulate propositions for the shaping of European policies of lifelong learning. Questionnaires completed by a total of 1745 selected European panellists (83 in Scotland) were analysed in 1994 and the results reported to 16 national seminars and a European-wide symposium during 1995. The conclusions so far have pointed to, inter alia, the substantial gap between the importance of adult education and the degree of investment in it, the relatively poor quality of governments’ performance of adult education functions, and a preference for fostering more effective partnerships for future development. Above all, educators have expressed

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the need for a new vision of a learning society to embrace those who are currently socially excluded. Published Material: GERVER, E. (1995). The education of adults in Europe 1995: the interim Scottish report. Dundee: University of Dundee.; GERVER, E. (1995). The education of adults in Europe 1995: report of the Scottish colloquy. Dundee: University of Dundee.; GERVER, E. (1995). Adult education policy at the edge of Europe: a Delphitype study of the attitudes of Scottish adult educators’, Scottish Journal of Adult and Continuing Education, Vol 2, No 2, pp.45–68. Status: Sponsored project Source of Grant: European Commission via the Scottish Office Education Department and Scottish Enterprise £8,000 Date of Research: 1993-1996 KEYWORDS: adult education; comparative education; Europe 11/0222 Centre for Continuing Education, Dundee DD1 4HN 01382 223181 Stirling University, Department of Biological and Molecular Sciences, Stirling FK9 4LA 01786 473171 Evans, R. Ms; Cronin, C. Ms; Duffield, J. Mrs; Supervisor: Watt, S. Dr; Cooper, M. Dr Winning women: the progress of women in science, engineering and technology Abstract: This project will produce three guides to good practice in the promotion of access to participation in and career progression through science, engineering and technology. Methods involve a literature search to ascertain existing good practice over a six month period. The guide will be piloted for six months and revised for global publication in September 1997. Audiences for the guides are headteachers, university admissions, officers and lecturers, deans and principals, national careers officers and companies in science, engineering and technology. Status: Sponsored project Source of Grant: Scottish Higher Education Funding Council Date of Research: 1995-continuing KEYWORDS: career choice; engineering; science based occupations; technology; women’s education; women’s employment 11/0223 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Roff, S. Mrs; McAleer, J. Dr; Stewart, A. Dr; Supervisor: Harden, R. Prof.

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Staff development for further improvement of medical education in Bangladesh medical schools Abstract: A multi-year training programme in staff development for medical education is being conducted and will be evaluated for its sustainability beyond the life of the international funding. Status: Sponsored project Source of Grant: Overseas Development Administration Date of Research: 1994-continuing KEYWORDS: Bangladesh; medical education 11/0224 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Horton, P. Ms; Rogerson, E. Mrs; Supervisor: Harden, R. Prof. Diploma in Advanced Nursing Studies/Bachelor of Nursing, Bachelor of Midwifery Abstract: The Diploma and Degree courses aim to equip the individual with the knowledge and ability necessary to provide a high standard of individualised nursing care which is research based and reinforces individual accountability of the practitioner. Further-more, the course aims to embrace the dynamics of change, link theory to practice and emphasise the necessity for continuing professional updating and educational development. Published Material: ROGERSON, E. et al (1992). Nursing in the 90’s. Dundee: University of Dundee, Centre for Medical Education. Status: Sponsored project Source of Grant: University of Dundee; Tayside Health Board Date of Research: 1990-continuing KEYWORDS: nurse education; nurses; obstetrics; qualifications 11/0225 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Smyth, J. Dr; Davis, M. Dr; Blicharski, J. Dr; McManus, N. Mr; Supervisor: Harden, R. Prof. Teaching and learning with technology program: beyond courseware Abstract: A consortium of seven medical schools comprising Dundee, Aberdeen, Belfast, Edinburgh, Glasgow, Liverpool, and Newcastle-upon-Tyne, with Dundee as the lead centre, are collaborating in the development of a system of technology based learning. Using personal computers, students will assess the computer based system, each charting an individualised learning pathway and availing of all the resources and information to which they will have access. The project includes: (1) Utilisation of the computer as a

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vehicle of delivery for sophisticated study guides, important aids to effect efficient learning and teaching. (2) Encouraging students to keep a computer based record of progress of tasks accomplished and of their clinical experiences. (3) Access to personal timetables provided by the Faculty Office and stored on computer which will enable students to schedule their time with regard to learning and other activities. (4) Personal databases used to store and retrieve information including abstracts of primary or secondary sources, perhaps annotated by the tutor as well as lecture and tutorial notes and ‘handouts’ made available in hypertext format. Students will be able to add their own annotations to resource materials provided. (5) Students using self-assessment instruments with feedback. (6) The use of word processing for writing up reports and assignments encouraged; a system of E-mail will allow both inter and intra institutional communication; use of an on-line medical thesaurus will facilitate development, with understanding of medical terminology and vocabulary. This will be particularly helpful when students are based off the main campus. The programme will be implemented in the clinical phase of the medical curriculum, in particular in relation to clinical method courses where the features described above offer significant advantages in terms of efficiency and effectiveness. The project will be evaluated by the Scottish Council for Research in Education (SCRE). Status: Sponsored project Source of Grant: Universities Funding Council Date of Research: 1993-1996 KEYWORDS: computer assisted learning; computer uses in education; individualised methods; information technology; medical education 11/0226 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Mulholland, H. Dr Evaluation of the Universities Funding Council funded computer assisted learning (CAL) project ‘Fully Evaluated Problem-Centred Practical and Tutorial Courseware for the Life Sciences’ Abstract: The project consists of qualitative and quantitative evaluation of computerised modules in practical life science classes and a comparison of the new technology with the methods which it replaced. Methods used will be gain scores, interaction analysis, questionnaire and interview. Status: Sponsored project Source of Grant: Universities Funding Council £17,000 Date of Research: 1992–1995 KEYWORDS: biological sciences; computer assisted learning; medical education 11/0227

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Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 McAleer, S. Dr; Roff, S. Mrs; Supervisor: Harden, R. Prof. Course development for health professions education Abstract: The development and evaluation of face-to-face and distance learaing formats for health professions education/medical education. Status: Sponsored project Source of Grant: Overseas Development Administration Date of Research: 1988-continuing KEYWORDS: courses; distance education; health personnel; medical education 11/0228 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Roff, S. Mrs; Romney-Alexander, D. Mrs; Supervisor: Harden, R. Prof. Development and evaluation of a continuing education and patient education resource for women’s hormone related conditions Abstract: A needs analysis of both general practitioner and patient perceived needs in the consultation process for women’s hormonerelated conditions, indicated the design of a resource which has been developed and will now be evaluated for both constituencies. Published Material: ROMNEY-ALEXANDER, D. (1994). Women only: how to find the help you need. London: Perspective. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: health personnel; material development; patient education; professional continuing education 11/0229 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Roff, S. Mrs; Supervisor: Harden, R. Prof. Development and evaluation of educational materials for radiation safety personnel Abstract: The design, development and evaluation of training materials for radiation safety specialists. Status: Sponsored project Source of Grant: Universities Funding Council Date of Research: 1995–1996

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KEYWORDS: educational materials; health personnel; material development; radiation; safety 11/0230 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Kindlen, M. Miss; Finegan, W. Dr; Supervisor: Harden, R. Prof. Diploma in palliative care Abstract: The development and piloting of a multiprofessional distance learning programme in palliative care will be evaluated as an example of interprofessional learning. Status: Sponsored project Source of Grant: Macmillan Cancer Relief Fund Date of Research: 1990-continuing KEYWORDS: distance education; health personnel; hospices—terminal care; medical education; nurse education; qualifications 11/0231 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Davis, M. Dr; Supervisor: Harden, R. Prof. Design of staff development training for South America Abstract: The design, implementation and evaluation of distance learning staff development programme in health/medical education for 23 multiprofessional campuses in South America. Status: Sponsored project Source of Grant: Kellogg Foundation Date of Research: 1995-continuing KEYWORDS: health personnel; medical education; South America; staff development 11/0232 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Stewart, A. Dr; Supervisor: Harden, R. Prof. Design of staff development programmes for India and Nepal Abstract: The design, delivery and evaluation of varying programmes for staff development for health professionals in India and Nepal.

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Status: Sponsored project Source of Grant: Overseas Development Agency; British Council Date of Research: 1994-continuing KEYWORDS: health personnel; India; Nepal; programme development; staff development 11/0233 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Dunkley, P. Dr; Supervisor: Harden, R. Prof. Development of surgical skills training programmes in laparoscopic surgery Abstract: Design and development of a surgical skills unit offering training at various levels, and its evaluation over a five year period. Status: Sponsored project Source of Grant: Consortium of commercial companies Date of Research: 1992-continuing KEYWORDS: medical education; medicine; surgery 11/0234 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Mitchell, H. Miss; Supervisor: Harden, R. Prof. Task-based learning project for senior house officers Abstract: The development and evaluation of structured training for senior house officers on the principles of task-based learning and managed learning through the development of study guides and feedback systems. Status: Sponsored project Source of Grant: Scottish Office Date of Research: 1994-continuing KEYWORDS: health personnel; learning activities; medical education 11/0235 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Davis, M. Dr; Crosby, J. Mrs; Supervisor: Harden, R. Prof. Development and evaluation of the Medical School curriculum

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Abstract: An evaluation of the change process in the development of the new Medical School curriculum at Dundee University. Status: Sponsored project Source of Grant: Scottish Higher Education Funding Council Date of Research: 1993-continuing KEYWORDS: medical education 11/0236 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Hesketh, E. Mrs; Supervisor: Harden, R. Prof.; Laidlaw, J. Miss Evaluation of the programme ‘moving to audit: what every pharmacist needs to know about professional audit’ Abstract: The need for audit is now generally accepted throughout the healthcare professions. The ‘moving to audit’ educational package for doctors has been adapted for the pharmacy profession and was launched in September 1993. The programme has both an information component with core information on the principles of audit, as well as a problem component in the form of ‘diaries’ of fictitious pharmacists setting out on audit activities. ‘Link Up’ activities were also introduced to encourage the learner to set out on their own audit activities. The programme is now being evaluated. The evaluation will set out to examine the use of, and effectiveness of, the different components of the programme. It will also assess the pharmacists’ adoption of the principles of audit. Published Material: GILROY, L., HESKETH, E.A., KELLY, C, LAIDLAW, J.M., LYNTON GROVES, R., MASON DUFF, J. & PHILLIPS, S. (1993). Moving to audit: what every pharmacist needs to know about professional audit. Dundee: University of Dundee, The Postgraduate Medical Office. Status: Sponsored project Source of Grant: Clinical Resource and Audit Group Date of Research: 1994–1995 KEYWORDS: health personnel; pharmacists; professional continuing education; programme evaluation 11/0237 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Dundee Dental Hospital, Department of Orthodontics, Dundee DD1 4HW 01382 223181 Davis, M. Dr; Clark, J. Mr; Supervisor Harden, R. Prof. Clinical audit: scenarios for evaluation and study

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Abstract: The aim of this project is to provide a picture of national patient management practice in orthodontics through a series of patient management problems. All UK hospital-based orthodontists will participate in the study, coordinated by regional advisers. Answers to the six problems will be collated in Dundee, analysed and the findings distributed to every region with educational material related to the topics. Individual practitioners can compare their own patient management with that of their colleagues in the region and in other regions. National and regional trends in patient management will be highlighted by the study with its implications for training. Published Material: CLARK, J.D., DAVIS, M.H. & HARDEN, R.M. (1994). Cases 1994. Dundee: University of Dundee, Centre for Medical Education. Status: Sponsored project Source of Grant: Royal College of Surgeons of Edinburgh £9,000 Date of Research: 1994-continuing KEYWORDS: dentistry; medical education 11/0238 Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Glasgow University, Adult Dental Care Department, 378 Sauchiehall Street, Glasgow G2 3JZ 0141 211 9854 Binnie, V. Mrs; Hesketh, E. Mrs; Supervisor: Harden, R. Prof.; Stephen, K. Prof.; Laidlaw, J. Miss Trends in dental caries prevention Abstract: An important factor in the move towards the Government’s target of 60% of five-year old caries-free by the year 2000 is the education of general dental practitioners. A previous programme produced by the Centre Trends in the Management of Fissure Caries’ demonstrated the value of distance learning in continuing dental education. A new distance learning programme is being developed in the area of dental caries for children under five years. General dental practitioners’ needs in this area are being assessed. The programme will then make dentists aware of the issues relating to the topic and compare their views and practices with experts in the field. It will also encourage them to change their practice, if necessary, and adopt these changes in their day to day practice. Status: Sponsored project Source of Grant: Scottish Council Date of Research: 1994–1995 KEYWORDS: dentistry; distance education; medical education; professional continuing education 11/0239 Department of Mathematics and Computer Science, Park Wynd, Dundee DD1 4HN

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01382 223181 Rowe, G. Dr; Thorburn, G. Mr Automated computer program marking system Abstract: A package allowing tutors to specify a design for a computer program, which will then evaluate a student’s program, checking for modular structure, dynamic correctness, etc. Status: Individual research Date of Research: 1994-continuing KEYWORDS: assessment; computer assisted testing; computer uses in education; information technology 11/0240 Department of Social Work, Dundee DD1 4HN 01382 223181 Kendrick, A. Dr; Mapstone, E. Prof.; Simpson, M. Mr Services for children and young people in difficulty: changing policies, structures and practice Abstract: In recent years there have been important developments in public and professional opinion about the needs of young people and their families and various interorganisational mechanisms related to these issues have been initiated in Scotland over recent years. Ongoing and forthcoming structural changes (e.g. local government reorganisation, devolved management of schools) will impinge on these and other strategies for inter-agency coordination in planning and collaboration in service provision. Through document analysis and interview survey, this research will: 1) describe developments in multi-professional and inter-organisational coordination of services for school-age children in difficulty and their families; 2) describe and analyse current proposals and planning for changes in health, social work, and education services which will affect collaboration in planning and service delivery; 3) identify potential problems and opportunities resulting from recent and proposed structural change; and 4) highlight the emerging issues relevant to the provision of services for this group in the UK. Status: Sponsored project Source of Grant: Joseph Rowntree Foundation £28,285 Date of Research: 1995–1996 KEYWORDS: agency cooperation; children at risk; community health services; community services; family problems; local government; social services

Durham University 11/0241

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Business School, Enterprise and Industry Education Unit, Mill Hill Lane, Durham DH1 3LB 0191 374 2268 Ma, S. Miss; Supervisor: Gibb, A. Prof.; Gilliland, J. Mr The relationship of enterprising modes of learning to enterprising behaviours and the fulfilment of educational goals Abstract: After a decade’s hot debate on the rationale and the process of enterprise education, researchers are assessing its outcomes in the light of personal growth, educational standards and economic development. However, limited theoretical research has been done to extrapolate individual elements of learning, such as motivation, monitoring, memory, and transferability of knowledge, etc, of an enterprising approach from other teaching and learning approaches. Therefore, a lack of generally agreed definition of ‘enterprise education’ has led to controversial and non-integrative flndings. The research to be undertaken will attempt to distinguish between enterprising and nonenterprising modes of learning in terms of the psychology of learning. Having established the theoretical construct for enterprising modes of learning, a control experiment will then be carried out in a classroom setting. Students from schools which adopt enterprising modes of learning will be subjects in the experimental group, and students from traditional didactic modes of learning will act as control. Subjects will be matched according to their age, academic achievement or IQ etc. Measurement will be made against knowledge acquisition (e.g. literacy and numeracy skills), enterprising behaviours (e.g. social skills and need for achievement) and personal development (e.g. self-esteem and career anxiety). Status: Sponsored project Source of Grant: Durham University Business School £27,000 Date of Research: 1993–1996 KEYWORDS: enterprise education; industry education relationship; learning strategies; motivation; skill development; transfer of learning 11/0242 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Robson, M. Ms; Supervisor: Cook, R. Mr; Gilliland, J. Mr Stress in children Abstract: The aim of this research is to investigate stress as it is perceived by adolescents in secondary schools and to build a paradigm of this perception. It is also proposed to design an intervention system that could be used in schools to teach adolescents to cope more successfully with stress. The cognitive paradigm that is useful in understanding the stress process seems incomplete without an acknowledgement of the role of unconscious learning and perception and this research aims to extend the model to include this. It is hoped that the role played by our unconscious in the perception of, and reaction to, stress may be incorporated in the model of the stress process as well as in the intervention system. The size and composition of the sample has not yet been established although exploratory pilot studies suggest that stress is a meaningful concept in the adolescents’

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world. From these exploratory studies, stressors seem many and various and the individual’s perception of the stress appears to rest upon factors which include learned responses, social support and personality. Coping strategies are also many and various and likewise appear to rest upon the same mediating factors, as well as the individuaPs perceived control over the stressors. Status: Individual research Date of Research: 1990–1995 KEYWORDS: secondary school pupils; stress—psychological; stress management 11/0243 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Ashton, E. Miss; Supervisor: Smith, R. Mr Religious education and primary school children Abstract: The research project arose out of observations of primary school children’s modes of thinking and ways in which they conceptualize. Wide reading, at the moment, is being carried out in the fields of educational psychology, philosophy and theology. Practical teaching projects and schemes of work are to be planned and executed in the classroom, which will be assessed according to certain evaluation criteria. It is anticipated that the research will lead to the publication of educational material for both teachers and children. Status: Individual research Date of Research: 1991–1996 KEYWORDS: primary education; religious education 11/0244 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Cotton, P. Ms; Supervisor: McGuiness, J. Mr; Gilliland, J. Mr Comparative study of writing development in French and English primary schools Abstract: This research will be looking at the effect of early visual exposure to cursive script on children’s writing, and is a comparative study of writing development in England and France. From this it is hoped to add theoretical substance to the rapidly increasing desire for schools to change from print to joined writing when children begin school. Initially, theoretical aspects of the differences between print and cursive script will be investigated, looking at the theoretical rationale of French researchers such as Lilian Lurcat and her influence on children’s writing in France. These will be compared with research that has influenced British children’s writing, beginning with Edward Johnson in 1913, who wanted all children to print because he thought it would help with their reading. Practical aspects will be observed from school entry until the later primary years. Children will be carefully monitored in terms of their attitudes to writing and their self-image as writers. Specific areas to be targeted will be legibility, speed, accuracy,

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spelling, flow of ideas, creativity, and handwriting as part of the whole writing process. A small sample of about six schools will be monitored in detail over a period of about three years. This will necessitate involvement with all classes in all schools. Alongside this, a nationwide developmental survey will be conducted, and a National Register set up of all schools who are introducing or have already introduced joined writing on school entry. This development has been prompted by the numerous responses from an article written in ‘Child Education’. Published Material: COTTON, P. (1990). ‘Is there a future for “joined-up” writing?: could earlier exposure to a cursive script play a significant part in the development of fluent writing?’, Reading, Vol 24, No 1, pp.2–5.; COTTON, P. (1991). The importance of good models: should children be exposed to joined writing on school entry, as in France and many European countries?’, Reading, Vol 25, No 1, pp.27–32.; COTTON, P. (1991). ‘How important are good models of writing in the development of early literacy? Can we learn from our French neighbours?’. In: HARRISON, C. & ASHWORTH, E. (Eds). Celebrating literacy/defending literacy. Ormskirk: United Kingdom Reading Association.; COTTON, P. (1992). ‘Let’s all join up’, Child Education, Vol 69, No 4, pp.53–55. Status: Sponsored project Source of Grant: Kingston University Date of Research: 1990–1996 KEYWORDS: children as writers; comparative education; creativity; france; handwriting; writing skills 11/0245 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Benna, I. Mrs; Supervisor: Byram, M. Prof.; Davies, C. Dr Motivation of women to higher education in northern Nigeria Abstract: The level of education attained by a society is an important indicator of its degree of development. In most societies, educational policies are designed to give all citizens the right and opportunity to education regardless of sex, social status, religion or ethnic origin. Despite this equal right, in Nigeria, the proportion of educated women when compared to their male counterparts is significantly lower. This situation is even worse at the level of higher education. Some of the reasons for this are socio-economic and others are cultural. The main focus of this study is to find out the extent to which the female population of northern Nigeria has attained education higher than the secondary school level, and what factors motivate them to acquire such education. The study also aims to identify those areas of specialisation which tend to attract women when they opt for higher education and why these areas more than others are attractive to them. The main instruments for the collection of data for the study are indepth interview and structured questionnaire which will be administered to sample respondents from among women graduates, and students of institutions of higher learning in northern Nigeria. It is hoped that the results of this study will make some useful input, not only at the policy formulation level, but also at the policy implementation level. The findings could also be

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used to enhance those factors that encourage women to go for higher education, and could suggest measures that would encourage them to study areas which have, so far, proved unattractive to them. Status: Individual research Date of Research: 1994-continuing KEYWORDS: higher education; Nigeria; women’s education 11/0246 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Grace, G. Prof. School leadership: beyond education management Abstract: A policy scholarship examination of the changing nature of educational leadership in England with special reference to the position of headteachers. The study examines the historical, theoretical and cultural background of English school headship and illuminates its present transformations. Fieldwork data (involving interviews and survey approaches) have been generated with the research participation of 88 headteachers. Analysis focuses on: 1) headteachers and governors (changing power relations); 2) head-teachers and curriculum leadership; 3) headship, management and markets; 4) the moral and professional dilemmas of headteachers; 5) the dilemmas of Catholic headteachers; and 6) women and educational leadership. Published Material: GRACE, G. (1993). ‘On the study of school leadership: beyond education management’, British Journal of Educational Studies, Vol XXXXI, No 4, pp.353–365.; GRACE, G. (1995). School leadership: beyond education management—an essay on policy scholarship. London: Falmer Press. Status: Sponsored project Source of Grant: Durham University Date of Research: 1990–1995 KEYWORDS: educational administration; head teachers; leadership; management in education 11/0247 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Galloway, D. Prof.; Leo, E. Ms School and teacher influences on the motivational style of pupils aged 10–16 with particular reference to children with special educational needs Abstract: Teachers generally regard children with learning and/or behavioural difficulties as showing low motivation to succeed in their work at school. Some of these children come to believe that they lack the ability necessary for success, and consequently see no point in making any effort. Others have not totally lost confidence in their own ability but protect themselves from the fear of failure by justifying their refusal to attempt a task:

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“What’s the point, it’s boring”. Recently completed research co-directed by the first research with an Economic and Social Research Council (ESRC) grant suggests that the origin of maladaptive styles of motivation may not lie principally in the low and/or underachievement of the pupils concerned. Children of similar ability and background appear to vary in their motivational style depending on the school, and within a school, on the class which they attend. This project uses an existing database to investigate the extent of school and teacher influences on motivational style. Published Material: GALLOWAY, D. & ROGERS, C. (1994). ‘Motivational style: a link in the relationship between school effectiveness and children’s behaviour?’, Educational and Child Psychology, Vol 11, No 2, pp.16–25.; ROGERS, C, GALLOWAY, D., ARMSTRONG, D., JACKSON, C. & LEO, E. (1994). ‘Changes in motivational style over the transfer from primary to secondary school: subject and dispositional effects’, Educational and Child Psychology, Vol 11, No 2, pp.26–38.; LEO, E. & GALLOWAY, D. A questionnaire for identifying behavioural problems associated with maladaptive motivational style’, Educational and Child Psychology, Vol 11,No 2, pp.91–99. Status: Sponsored project Source of Grant: Durham University £4,936 Date of Research: 1994–1996 KEYWORDS: emotional and behavioural difficulties; learning disabilities; low achievement; motivation; school effectiveness; special educational needs; teacher influence 11/0248 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Phipps, R. Mr Primary teachers’ and student teachers’ perceptions of a scheme of work for primary science Abstract: Students’ initial perceptions of a primary science scheme of work is gleaned from a pre-course school experience in a home based school. Their perceptions at the end of the theoretical part of the course will be elicited again to see how their perceptions have changed. To find out teachers’ perceptions of a scheme of work in primary science, interviews will take place in schools in the North East of England, Yorkshire and part of Wales. These will be conducted with science coordinators, headteachers and class teachers. These fmdings may substantiate fmdings from Her Majesty’s Inspectorate (HMI) and Office for Standards in Education (OFSTED) over the last four years of the implementation of the National Curriculum. Status: Sponsored project Source of Grant: Durham University £1,246 Date of Research: 1995–1996 KEYWORDS: science education; science teachers; student teacher attitudes; teacher attitudes

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11/0249 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Makinde, S. Mr; Supervisor: McGuinness, J. Mr; Grace, G. Prof. Black supplementary schools as alternative educational provision: a study in conununity response to racism Abstract: The majority of black children in Britain attend mainstream schools that have their background, development and structures based on class, status and power. These are characterised by the inequalities that exist when addressing the issues that relate to black children, and in the schools’ relationships with black children and the community. The aim of this study is to investigate the perceptions of black children, parents, teachers and the community and the nature of relationship that exists between them. British education has used the inequalities that exist within the system to categorise black children as underachievers, and disruptive. These categorisations have been blamed on the background of the children (i.e. home, language, attitude to school, low self-image etc). Series of educational programmes such as multicultural education, and supports, have been developed within the mainstream school to address the issue. This thesis will argue that racism (i.e. inequality in the treatment of black children) is the major factor contributing to the children remaining underachievers and that black supplementary schools is the way forward. The thesis will examine the features, origin, mission, curriculum contents and the relationships that exist within black supplementary schools in the London area. The research data will be a collection of headteachers’, teachers’, pupils’, parents’, and community accounts. Semi-structured and open-ended questions will be used through a collaborative method of questioning. The researcher will adopt his own method of analysis. The research will examine if there are any inadequacies in the provision, and explore how counselling could be used to maximise outcomes within existing limited resources. Status: Individual research Date of Research: 1993-continuing KEYWORDS: Black achievement; Black pupils; equal education; ethnic groups; racial attitudes; supplementary education 11/0250 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Morahan, M. Ms; Supervisor: Alred, G. Dr Bullying behaviours in pre-school children Abstract: Bullying in schools has become a widely recognised problem in recent years. The problems of unreported bullying can have serious long term consequences for both the bully and the victim. Currently, research has begun to address the problem of bullying amongst very young children. Bullying behaviours have been observed in nursery children, there is evidence of unprovoked aggression in preschool children towards their

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peers, with no obvious reward. However, little is known about the amount or type of bullying that occurs in the nursery, and the relationship, if any, to school bullying behaviours. The aims of the research are to: 1) examine whether bullying behaviours are present in children under five; 2) assess the nature of these behaviours using systematic observation methods; and 3) evaluate the research in relation to current perspectives on bullying in schools, In order to identify the extent of bullying in preschool children, a questionnaire will be administered to the staff on their knowledge of bullying in a representative sample of local education authority (LEA) run nursery schools/units in the North East of England. To examine the nature of bullying behaviours, observations and video recordings will be made of children in a selection of nursery school settings. These observations will be categorised on the child’s intent, i.e. friendly, annoying etc. Status: Individual research Date of Research: 1994-continuing KEYWORDS: aggression; antisocial behaviour, behaviour problems; bulfying; nursery schools; preschool children; young children 11/0251 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Meng-ching, H. Miss; Supervisor: Byram, M. Prof. Teaching English as a foreign language in the cultural dimension Abstract: The background to this project is the teaching of English as a foreign language in Taiwan’s junior high school. The aims are to: 1) investigate the effect of cultural contact on the pupils’ self/ national identities; 2) investigate whether cultural introduction can enhance the pupils’ learning interests. Status: Individual research Date of Research: 1994-continuing KEYWORDS: English—second language; second language learning; Taiwan 11/0252 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 Roskilde University, PO Box 260, Marbjergvej 35, DK 4000, Roskilde, Denmark Byram, M. Prof.; Risager, K. Ms The changing identity of foreign language teachers in the European integration process Abstract: This project is set against national and international changes in society in general and foreign language teaching in particular. The project will establish and analyse language teachers’ views of how their work should contribute to European integration, especially through the teaching of culture and cultural awareness. Changes in the curricula of England and Denmark provide an opportunity for reassessment of the aims of language teaching and a comparative dimension will throw further light on this. Data will

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be gathered by question and interview and analysed quantitatively and qualitatively and comparisons will be made across the two countries. Status: Sponsored project Source of Grant: University of Durham Research and Initiatives Committee £2,215; Danmarks Humanistik Forskningsrad £2,930 Date of Research: 1992–1995 KEYWORDS: comparative education; cultural awareness; Denmark; Europe; modern language studies 11/0253 School of Education, Leazes Road, Durham DH1 1TA 0191 374 2000 University of Ljubljana, 61 000 Ljubljana, Kongresni trg 12, Slovenia Aubrey, C. Ms; Kaykler, M. Mrs School children’s acquisition, use and maintenance of quantitative thinking in mathematics (for ages 6–12 years) Abstract: The project will consider existing curricula, teaching strategies and children’s mental methods of calculation in the context of developing concepts and overall mathematical attainments across the ages 6–12 years in two contrasting cultural contexts (UK and Slovenia). The goal of this cross-cultural study will be to consider: 1) what current conceptual and procedural mathematics, particularly in the area of arithmetic, is being taught in schools; 2) what existing, informal methods of calculation children are using. The implications for curriculum development which emerge will be of practical benefit to each country. The last six years (1988–1994) has been a time of continual change in the planning, teaching and assessment of the school curriculum in the UK. Furthermore, there has been an intense debate concerning curriculum organisation and teaching styles and the relationship of these to educational standards. Slovenia, for its part, is currently reviewing the age of school entry, and has particular interest in the achievement of the lower ages. Status: Sponsored project Source of Grant: British Council ALIS Award £4,000 Date of Research: 1994-continuing KEYWORDS: arithmetic; comparative education; curriculum development; mathematics education; Slovenia

Edinburgh University 11/0254 Centre for Educational Sociology, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 McPherson, A. Prof.; Raffe, D. Prof.; Lamb, J. Dr; Middleton, L. Ms

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Establishing a performance indicator system for Grampian Region secondary schools Abstract: To describe the characteristics, experiences and attainments of Grampian school leavers on a school-by-school basis in order to establish the boost or added value that each school gives to the attainment of its pupils and to their other outcomes. Published Material: A full list of publications is available from the Research Administrator. Status: Sponsored project Source of Grant: Grampian Regional Council £230,068 Date of Research: 1992–1995 KEYWORDS: outcomes ofeducation; performance indicators; school effectiveness; school leavers; secondary schools 11/0255 Centre for Educational Sociology, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 McPherson, A. Prof.; Raffe, D. Prof. Aiming for a college education: Scottish evaluation Abstract: To advise on British Petroleum’s (BP’s) Aiming for a College Education’ programme. Published Material: A full list of publications is available from the Research Administrator. Status: Sponsored project Source of Grant: British Petroleum Exploration Operating Company Ltd £30,000 Date of Research: 1992–1995 KEYWORDS: access to education; further education; higher education; programme evaluation 11/0256 Centre for Educational Sociology, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Howieson, C. Ms; Bagnall, G. Dr; Raffe, D. Prof. Guidance in secondary schools Abstract: This project will examine the guidance needs of secondary school pupils, the organisation of guidance provision, and the effectiveness of this provision in meeting pupils’ needs. Published Material: A full list of publications is available from the Research Administrator. Status: Sponsored project Source of Grant: Scottish Office Education Department £79,911 Date of Research: 1993–1995 KEYWORDS: career counselling; guidance; secondary schools; vocational guidance

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11/0257 Department of Artificial Intelligence, 80 South Bridge, Edinburgh EH1 9HN 0131 650 1000 Perkins, S. Mr; Wolfart, E. Mr; Walker, A. Ms; Supervisor: Fisher, R. Dr HIPR: A hypertext package for teaching image processing and computer vision Abstract: Most universities in the UK, and most major universities worldwide, teach some form of image processing or computer vision courses. There is much demand for accessible quality teaching material, but there is little available for on-line, interactive teaching. The researchers have developed an on-line hypertext resource package embodying test images and worksheets for 50 standard image processing functions. The package includes both the input images needed for the functions, and typical result images. The worksheets are designed for standard textbook image processing functions, but written to be independent of any actual implementations, so a lecturer, assistant professor, course designer or teacher could then select a suitable subset of the package for directly incorporating into their teaching programme. The information that a typical worksheet provides includes: 1) a brief technical review of the technique (with reference to textbooks for more detailed information); 2) a walk-through of several examples showing both successful and unsuccessful applications of the operator (with hypertext links causing images to ‘pop-up’ on demand); and 3) questions for further work. The hypermedia document also includes a glossary of technical terms and these are linked by hypertext access where used. In a similar manner, worksheets are cross-linked by a hypertext link where appropriate. Published Material: FISHER, R., PERKINS, S., WALKER, A. & WOLFART, E. (1996). HIPR: Hypermedia Image Processing Resource. Chichester: John Wiley & Sons. Status: Sponsored project Source of Grant: Joint Information Systems Committee £25,000 Date of Research: 1994–1995 KEYWORDS: computer assisted learning; computer system design; computer uses in education; hypermedia; information technology 11/0258 Department of Education, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Weiyuan, Z. Mr; Supervisor: King, K. Prof.; Thomson, G. Dr; Howieson, C. Ms Young people and careers: a comparative study of school careers guidance in China and Scotland Abstract: This study involved 1,068 pupils in 7 selected secondary schools and 48 guidance teachers and careers officers in Shanghai and Edinburgh. It employed the research methods of questionnaire survey, unstructured interviews and observation. The purpose of the study was to examine careers guidance through comparative studies in Shanghai and Edinburgh. Points of comparison between the 2 countries include criteria for choosing a career, occupational preferences, people who influence pupils’ choice of

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careers, variables that influence pupils’ higher education and job expectations, and the changing process of pupils’ occupational aims during their secondary school years. Results demonstrate that pupils’ careers development is influenced by: their personal psychological development (interests and abilities); the culture of the school; their school academic achievements; their family; the prevailing political, economic and cultural climate; public opinion; and the labour market. None of the existing careers theories sufficiently encompasses all these important factors. Therefore, although some aspects of each of the careers guidance theories appear to be relevant to the situation in Shanghai and Edinburgh, no one single theory adequately informs careers guidance in either country. The survey also examined pupils’ careers guidance needs and the main careers guidance methods. The results show that careers guidance is a high priority amongst pupils in Shanghai and Edinburgh. It is hoped that this study might help schools in Shanghai and Edinburgh to improve upon existing careers guidance practice. Status: Individual research Date of Research: 1991–1996 KEYWORDS: career choice; career counselling; China; comparative education; school to work transition; Scotland; vocational guidance 11/0259 Department of Education, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Davis, J. Mr; Supervisor: Donn, G. Dr; Thomson, G. Dr Sport for all? an inquiry into PE and sport in schools, what constitutes good practice and its relation to the role of culture and culture within schools Abstract: The overall aim of this project was to identify the cultural factors that lead to children choosing to take part in physicai education (PE) and sport. Distinct groups of children and their contrasting cultural characteristics were discovered through the use of an ethnographic process which employed participant observation and informal questionnaires to investigate the involvement of children in PE and sport. Over the course of 16 months participant observation was carried out in 5 Edinburgh schools (2 secondary and 3 primary). Pupils (P6—S3), parents, teachers and regional researcher to discover and understand what involvement in PE and advisors to PE were interviewed. This approach allowed the sport meant to these children. Information on the relationship between children’s leisure patterns, sports involvement and patterns of behaviour in PE classes was brought forth during the fieldwork period of the study. This information provided the opportunity to achieve the first aim of the project which was to identify the contrasting processes through which agents of socialisation and the cultural capacity to make choices influenced children’s PE, sport and leisure involvement. The patterns of behaviour that emanated from these influences were related to previous literature on children’s involvement in PE and sport. The process through which children developed their idea of ‘self’ was identified during the research. This idea of self was located within a group context which was demonstrated as providing the opportunity for children to exhibit agency. In turn, children’s capacity for agency was related to macro issues surrounding the role of PE, sport and leisure in society. The second aim of the research

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was to discover the patterns of behaviour involved in children getting ‘turned off PE’. These patterns of behaviour were related to teaching methods in PE and the curriculum innovations occurring, at present, in Scottish education. This took the form of describing how the everyday cultures of parents, pupils and teachers related to the policy decisions and aims of the school, local education authority and the Scottish Office Education Department. A number of recommendations were provided of how the implementation of the 5–14 PE Guidelines can take account of the problems which affect present practice in PE classes. These recommendations paid particular attention to the relationship between pupils’ cultures, teachers’ methods and PE policy. This satisfied the third aim of the project which was to provide professionals and agencies with information, from the children’s perspective, upon which policy decisions could be made. Status: Individual research Date of Research: 1991–1995 KEYWORDS: culture; physical education; recreational activities; sports 11/0260 Department of Education, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Dyer, C. Dr Literacy for migrants: an ethnography of literacy acquisition by Gujarati nomads Abstract: Gujarat’s average literacy rate is among the highest in India, but there are in the State some communities with scarcely any literate members. Among those are migrants, whose way of life does not allow them to be accommodated in either existing formal or non-formal modes of education. The rapidly deteriorating economic situation of Gujarat’s pastoral nomads is very precarious and their autonomy is increasingly affected by the literate world on whose margins they live. Literacy skills are now seen by nomads as imperative for survival but their lifestyle appears incompatible with gaining access to them. Working very closely with the community, researchers will devise literacy teaching materials drawn from the oral culture of nomads, and formulate an appropriate methodology for imparting them. Researchers will migrate with one group, constructing an ethnography of literacy acquisition. The project will seek to generate a pool of future teachers within the nomadic community who can carry on the work initiated; and to stimulate policy dialogue and greater awareness in the policy community of the literacy and educational needs of non-mainstream communities Status: Sponsored project Source of Grant: Economic and Social Research Council £87,620 Date of Research: 1993–1996 KEYWORDS: India; literacy; migrants; nomads 11/0261 Department of Education, Old College, South Bridge, Edinburgh EH8 9JT 0131 650 1000 Mongiello, A. Ms; Supervisor: Donn, G. Dr; Anderson, C. Mr

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A comparative study of transition from nursery to infant school in England and Scotland Abstract: The issue of continuity is not new, it has been recognised as being vitally important in early education for many years. More recently, the issues of continuity and progression have come to the forefront of educational discussion, mainly due to the introduction of the National Curriculum in England and Wales and the 5–14 Curriculum Guidelines in Scotland, and the increasing diversity of nursery provision in the UK as a whole, while it may appear that the UK offers a wide range of early childhood services, this does not necessarily mean that all parents have a wide choice. Due mainly to financial constraints on local authorities, most preschool places are in services in the private market and depend on parents’ ability to pay, taking no account of family income or circumstances. In the last 10 years the number of places in private nurseries has increased by 259%. Research has shown that the nature and quality of early learning outside the home affects a child’s development. Those children who receive high quality preschool education programmes have shown a wide range of positive personal, social and educational outcomes. There is a real concern that as commercial ventures, private nurseries may well not prioritise the issue of quality in terms of good educational practice, whilst the demand for places is so high. Although there is a large body of research in the USA, very little has taken place in the UK which looks specifically at the quality of nursery provision in the private sector. This is mainly due to the fact that private nurseries have only come into existence in the past 5 to 10 years. In researching this area there would be a desire to adopt the use of qualitative rather than quantitative techniques, i.e. semistructured interviews, open-ended questionnaires and extensive observations. There would be little intention to produce any statistical analysis of the findings. The researcher would be far more interested in gaining an ‘insight’ to the processes taking place during the transition period. Status: Individual research Date of Research: 1996-continuing KEYWORDS: early childhood education; educational quality; infant school education; nursery schools; outcomes of education; preschool education; preschool to primary transition; private education 11/0262 Department of Education, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Amyes, D. Mrs; Supervisor: Donn, G. Dr; Black, M. Dr An analysis of the influences on rural land use in the Scottish curriculum Abstract: From an examination of the influences on the role of rural land use in the Scottish curriculum (especially in light of the current curriculum innovations which include the 5–14 Curriculum Guidelines and assessment), this research will: 1) outline the historical, political and social background to the inclusion of rural land use within the curriculum; 2) analyse the relevance of theoretical writings on the curriculum and culture to the current inclusion of rural land use in the curriculum; and 3) through this analysis provide an understanding of the influences on current curriculum development for rural

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land use, particularly in relation to the 5–14 Environmental Studies Curriculum Guidelines. Status: Individual research Date of Research: 1994-continuing KEYWORDS: curriculum development; environmental education; land use; rural areas; rural studies; Scotland 11/0263 Department of Education, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 McGrath, S. Mr; Supervisor: King, K. Prof.; Donn, G. Dr Developments in South African education and training since 1977 Abstract: South Africa is currently in the process of reconstructing its education and training system to take account of the new political dispensation and concomitant shifts in socio-economic imperatives. This research, through the use of avariety of documentary sources as well as interviews, seeks to outline and critique the emergent system. In order to achieve this the two key factors shaping current policy are explored—historical policy and global discourses—particularly those of the old Commonwealth. It is from this that South African policy is following the lead of the Anglophone developed countries in adopting a policy of integration of education and training. However, the meaning and attractiveness of such a policy cannot be understood outside the context of South African history. Contestations around the notion of integration are then explored in order to suggest the likely trajectory of the policy process and its probable impacts. Published Material: MCGRATH, S. (1995). ‘Let the buyer beware’. Department of Education Adult Education Occasional Papers. Johannesburg: University of Witwatersrand. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational development; educational policy; South Africa; training; vocational education 11/0264 Department of Education, Centre for Research on Learning and Instruction, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Entwistle, D. Dr; Supervisor: Entwistle, N. Prof. Understanding academic understanding Abstract: This study is being used to extend a previous study (Understanding understanding, Entwistle 1991) which looked at the revision strategies of students in their final year of a degree. A second study looked at the study strategies, and attempts to develop conceptual understanding of final year social science students taking courses in social history and business studies. Fifteen students were interviewed in depth about their

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ways of tackling, first, essay writing, and subsequently revision and final examinations. A re-analysis of the earlier work has led to the concept of ‘knowledge objects’ to describe the experience of tightly integrated and elaborate academic understanding. A third study has focused on the work of final year zoology students, again looking for evidence of knowledge objects. This concept is being further examined in the current work, particularly in relation to the organisational principles involved in constructing essays and answering examination questions. Published Material: ENTWISTLE, N.J. & MARTON, F. (1994). ‘Knowledge objects: understandings constituted through intensive academic study’, British Journal of Educational Psychology, Vol 64, No 1, pp.161–178.; ENTWISTLE, N.J. (1995). ‘Frameworks for understanding as experienced in essay writing and in preparing for examinations’, Educational Psychologist, Vol 30, pp. 47–54. Status: Sponsored project Source of Grant: Godfrey Thomson Trust Fund Date of Research: 1992–1996 KEYWORDS: comprehension; essays; examination techniques; learning processes; learning strategies; memory; students; study skills 11/0265 Department of Education, Centre for Research on Learning and Instruction, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Tait, H. Dr; McCune, V. Miss; Supervisor: Entwistle, N. Prof. Identifying and advising students at risk from deficient study skills: a computerbased package for departments Abstract: Computer-based and print-based materials have been produced for the purpose of identifying and advising those students who use study skills and approaches that are unlikely to lead to ultimate academic success. Three pieces of interrelated, but not interdependent, computer software have been developed to run on Apple Macintosh computers under Hypercard. The first, an interactive questionnaire, aims to identify the difficulties and weaknesses that students have with study skills and approaches. The second piece of software, ‘Studentview’, helps teaching staff in departments understand the extent and nature of the difficulties that students taking their courses face. Finally, ‘StudyAdvisor’ provides students with help and advice on study skills and approaches. Where students have completed the questionnaire, a profile can be obtained for them which, when imported into ‘StudyAdvisor’, guides students towards the most personally relevant advice, thus cutting down considerably the amount of reading required. Published Material: TAIT, H., SPETH, C. & ENTWISTLE, N. (1993). ‘Identifying and advising students at risk from deficient study strategies: a computer-based package for departments’. In: BULL, J. (Ed). Workshop on assessment of learning in higher education. Workshop Papers 1993. Teaching and learning technology programme. Sheffield: Committee of Vice-Chancellors and Principals of the Universities of the United Kingdom.; TAIT, H., SPETH, C. & ENTWISTLE, N. (1993). ‘Deficient study

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skills. A computer-based package for departments to identify and advise students at risk’, Edinburgh IT Forum, Vol 7, pp.31–35. Status: Sponsored project Source of Grant: Scottish Higher Education Funding Council: Teaching and Learning Technology Programme Date of Research: 1992–1995 KEYWORDS: computer uses in education; educational materials; information technology; learning strategies; material development; students; study skills 11/0266 Department of Education, Centre for Research on Learning and Instruction, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Entwistle, N. Prof.; Napuk, A. Mrs; Dickie, S. Ms; Normand, B. Mrs English language monitoring Abstract: This is the fourth round of a three-yearly rolling programme. The main aim is to assess national standards in Scotland of attainment across the language outcomes of listening, talking, reading and writing. A representative national sample is drawn from pupils at P4, P7 and S2 and assessed using appropriate test materials which reflect the 5– 14 Curriculum Guidelines. Some assessment materials from the 1992 survey are repeated to provide a basis of comparison over time. Status: Sponsored project Source of Grant: Scottish Office Education Department Date of Research: 1994–1996 KEYWORDS: assessment; attainment tests; English; language tests; Scotland 11/0267 Department of Education, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Edinburgh University, Centre for African Studies, Adam Ferguson Building, George Square, Edinburgh EH8 9LN University of Nairobi, Institute of Development Studies, Box 3 0197, Nairobi, Kenya King, K. Prof.; Abuodha, C. Mr Development and change in the informal sector of Kenya, 1970–1996 Abstract: The research sought to analyse the characters and dimensions of change in the informal sector of Kenya over a 25 year period. The parameters of this change included technology, income and education, and the sample covered both rural and urban areas. The principal focus of the research was a traces study of very recent school leavers who had been interviewed by Professor King in the early 1970s. These same individuals were contacted over 20 years later, and an assessment was made of their differential success over time. In addition to this very particular group, another group of entrepreneurs was drawn from four trades for comparative purposes. Considerable attention was paid both

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to general policy changes over these two decades, and to changes in education and training provision. Published Material: KING, K. & ABUODHA, C. (1991). The building of an industrial society: change and development in Kenya’s informal (jua kali) sector: 1972 to 1991: a summary report. Edinburgh: Edinburgh University, Centre of African Studies.; KING, K. (1993). ‘Training for self-employment through vocational training institutions: lessons from experience’. Paper presented to ILO Expert Meeting on Training for SelfEmployment through VTIs, Turin, November-December, 1993.; KING, K. (1995). ‘Revisiting Kenya’s informal (jua kali) sector against the background of the formal globalising economy’. Third Oxford Conference on Globalisation and Learning, New College, Oxford, 21–25 September 1995. Status: Sponsored project Source of Grant: Overseas Development Administration; Gatsby Trust Date of Research: 1989–1995 KEYWORDS: developing countries; followup studies; Kenya; training; vocational education 11/0268 Department of Mathematics and Statistics, James Clerk Maxwell Building, The King’s Buildings, Mayfield Road, Edinburgh EH9 3JZ 0131 650 1000 Ballantyne, H. Mrs; Supervisor: Searl, J. Dr Personal technology in undergraduate mathematics education Abstract: The purpose of this research is to investigate how personal technology (e.g. graphic calculators, audio cassette players, and videotapes) can be harnessed to enrich and support the learning of mathematics by imdergraduates. The progress of 500 first year undergraduates will be monitored each year and up to 10% of the students interviewed. Appropriate learning materials will be developed and evaluated. Status: Individual research Date of Research: 1992–1995 KEYWORDS: audiovisual education; calculators; equipment; mathematics education; students 11/0269 Department of Mathematics and Statistics, James Clerk Maxwell Building, The King’s Buildings, Mayfield Road, Edinburgh EH9 3JZ 0131 650 1000 Searl, J. Dr; Ballantyne, H. Mrs; Forrester, R. Mrs; Crighton, S. Mrs Calculators in mathematics education Abstract: The project aims to report on current classroom practice; to observe the impact of calculators when introduced into the classroom; and to develop and evaluate new learning materials based on those observations. Illuminative evaluation backed up by

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surveys of calculator ownership and usage will be the main tools in this teacher/researcher project. It involves teachers drawn from all sectors of education. Status: Sponsored project Source of Grant: Texas Instruments Date of Research: 1993–1995 KEYWORDS: calculators; mathematics education 11/0270 Department of Mathematics and Statistics, James Clerk Maxwell Building, The King’s Buildings, Mayfield Road, Edinburgh EH9 3JZ 0131 650 1000 Searl, J. Dr; Forrester, R. Mrs Practical activities for understanding calculus Abstract: The development and evaluation of practical activities to motivate and develop the fundamental concepts of calculus. Illuminative evaluation will be used. Status: Sponsored project Source of Grant: Edinburgh Centre for Mathematical Education Date of Research: 1995–1996 KEYWORDS: calculus education; mathematics education 11/0271 Department of Mathematics and Statistics, James Clerk Maxwell Building, The King’s Buildings, Mayfield Road, Edinburgh EH9 3JZ 0131 650 1000 Jackman, S. Mrs; Supervisor: Searl, J. Dr Extended exercises in undergraduate mathematics education for non-specialists Abstract: The often-reported failure of students to apply their mathematical knowledge in contextualised problems will be addressed. A series of tasks will be devised (together with assessment schemes) and evaluated. A mixture of illuminative and survey evaluation will be used. The project will involve some 1,500 first year students at three Scottish universities. Status: Sponsored project Source of Grant: Enterprise in Higher Education Date of Research: 1994-continuing KEYWORDS: mathematical applications; mathematics education

Education for Development 11/0272 Building 33, Reading University, London Road, Reading RG1 5AQ

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01734 316317 Rogers, A. Prof.; Mayo, P. Dr; Benson, C. Mr; Small, S. Dr; Steward, L. Dr Adult and continuing education in small states and islands (ACESSI) Abstract: A research project into the special issues which face adult and continuing education in small states and islands with reference to: a) adult basic education, literacy and language; b) adult education for work/employment; c) continuing professional development programmes; and d) extension education for development. Papers are being prepared locally in the Caribbean, the Mediterranean and the Pacific; and the research programme will bring the findings together in an international conference in Malta in November 1995. Support for the project has been obtained from several sources and further support is being sought. A report of the research and the conference will be published in 1996. Status: Sponsored project Source of Grant: Local sources Date of Research: 1993–1996 KEYWORDS: adult education; comparative education; continuing education; developing countries 11/0273 Building 33, Reading University, London Road, Reading RG1 5AQ 01734 316317 City Literary Institute, Stukeley Street, Drury Lane, London WC2B 5LJ 0171 242 9872 Millican, J. Ms; Tyler, W. Mr; Supervisor: Rogers, A. Prof. Education and elderly persons Abstract: Research into self-directed learning processes among participants in the University of the Third Age in Malta. Five study groups have been established looking at housing/income/social policy/social relationships/occupations of elderly persons. A report in process of compilation was presented at an international conference in November 1995. Published Material: ROGERS, A. (1995). ‘Participatory programmes for active ageing: images and realities’, Education and Ageing, Vol 10, No 1, pp.31–51. Status: Collaborative Date of Research: 1995–1996 KEYWORDS: adult education; independent study; Malta; older adults 11/0274 Building 33, Reading University, London Road, Reading RG1 5AQ 01734 316317 Reading University, Department of Agricultural Extension and Rural Development, 3 Earley Gate, Whiteknights Road,

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Reading RG6 2AL 01734 875123 Taylor, P. Mr; Supervisor: Rogers, A. Prof. Participation curriculum development in agricultural education in developing countries Abstract: A study of participatory approaches to curriculum development in agricultural education. Fieldwork in Namibia, Jamaica and elsewhere. A draft manual in preparation will be field tested. Published Material: ROGERS, A. (1993). ‘Participatory curriculum development in agricultural education’, Convergence, Vol 26, No 2, pp.47–56. Status: Sponsored project Source of Grant: Food and Agricultural Organisation £15,000 Date of Research: 1994–1996 KEYWORDS: agricultural education; curriculum development; developing countries 11/0275 Building 33, Reading University, London Road, Reading RG1 5AQ 01734 316317 Surrey University, Department of Educational Studies, Guildford GU2 5XH 01483 300800 Rogers, A. Prof.; Chadwick, A. Dr; Oglesby, K. Ms; Taylor, P. Mr The effecriveness of Folk Development Colleges in Tanzania Abstract: Fifty-four Folk Development Colleges (FDCs) were established in Tanzania from 1975 onwards. They were based on the model of the Folk High Schools in Sweden. This research investigated the achievement of this cross-cultural exchange and the appropriateness of this form of adult education to Tanzanian political, social and economic development. Teams visited a sample of FDCs; comparative visits were made to Sweden; questionnaire surveys were made of other FDCs. A report has been drafted. Status: Sponsored project Source of Grant: Swedish International Development Agency £40,000 Date of Research: 1995–1996 KEYWORDS: adult education; developing countries; people’s universities; Tanzania

Exeter University 11/0276 School of Edcucation, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Bennett, N. Prof.; Dunne, E. Mrs; Carre, C. Dr The acquisition and development of core skills in higher education and employment

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Abstract: The overarching aim of the project is to achieve improvements in the acquisition and development of core skills in both higher education and employment. Research objectives are to ascertain: 1) university teachers’ understandings of their role, purposes and priorities, and how those relate to practice; 2) an understanding of what core skills are taught, with which approaches and with what quality of outcomes, in both university and employment settings; 3) students’ conceptions of teaching and learning in universities, including attitudes towards the acquisition of core skills; 4) employers’ perspectives on the need for core skills in different types of employment; 5) descriptions of the core skills used, for what purposes and in what contexts, during the first year of graduate employment; 6) provision of models of good practice, including guidance on implementation, derived from both higher education and employment settings. The design has been planned in three stages. In Stage 1, policy and practice in four universities will be ascertained prior to the study of examples of innovatory practice in the teaching of core skills. In Stage 2, the focus will be on graduates in their first year of employment, in particular on their expectations and experiences, the skill demand in their different work or task contexts, and the opportunities for, and quality of, training in core skills. In Stage 3, the focus will be on ways of improving core skills provision either side of the higher education/ employment interface, including development work on implementation. Data will be collected from 32 staff in 16 departments in 4 universities. Data in employment settings will be acquired from national, and small and medium sized enterprises, chosen to represent the range of graduate employment. A range of research methods will be used, including interview, observation, and narrative techniques. Status: Sponsored project Source of Grant: Economic and Social Research Council £143,000 Date of Research: 1995-continuing KEYWORDS: basic skills; graduate employment; higher education; skill development; skills; transfer of learning 11/0277 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Preece, P. Dr Student attitudes regarding effective teaching behaviours—a teaching practice study Abstract: An anglicized version of the Teaching Behaviours Questionnaire was given to Postgraduate Certificate in Education (PGCE) secondary students before teaching practice (TP). After TP, quantitative ratings on each student for each category on the standard assessment schedule were obtained. This permitted the investigation of the factorial structure of the instrument and provided TP performance scores for correlating with scores on the attitude inventory. In a related intervention exercise, half of the science student group received feedback on the research evidence concerning teaching behaviour covered in the inventory. By using the other half of the group as a control, the effect of the intervention on TP performance was investigated.

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Published Material: PREECE, PF.W. (1994). ‘The classroom competence and attitudes towards pedagogical principles of beginning teachers’, British Journal of Educational Psychology, Vol 64, No 2, pp.295–299.; PREECE, P.F.W. (1994). A little knowledge is a dangerous thing’, Science Teacher Education, No 12, p.11.; PREECE, P.F.W. (1994). “‘Knowing that” and “knowing how”: general pedagogical knowledge and teaching competence’, Research in Education, No 52, pp.42–50. Status: Sponsored project Source of Grant: Exeter University Date of Research: 1991-continuing KEYWORDS: Postgraduate Certificate in Education; preservice teacher education; student attitudes; student teacher evaluation; teacher behaviour; teaching practice 11/0278 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Ernest, R. Dr A social constructivist theory of mathematics Abstract: This is a basic, theoretical research project extending a previous project which concerned the philosophical foundations of the mathematics curriculum and mathematical pedagogy (see ERNEST, P. (1991). ‘The philosophy of mathematics education’). The current project is intended to extend the theoretical foundations. The contributions of Imre Lakatos and Ludwig Wittgenstein form a basis, but parallels in educational, psychological, sociological theory (e.g. constructivism) are drawn upon and utilised. The central thesis is that mathematics is a human construction, which is fallible, corrigible and ever changing. The project concerns working out this theory rigorously. The outcome, a book ‘Social constructivism as a philosophy of mathematics’ is in preparation for Suny Press, Albany, New York, USA. Published Material: ERNEST, P. (1991). The philosophy of mathematics education. London: Falmer Press. Status: Sponsored project Source of Grant: Leverhulme Trust £11,400 Date of Research: 1991–1995 KEYWORDS: educational philosophy; mathematics education 11/0279 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Watson-Broughton, A. Mrs; Supervisor: Copley, T. Mr; John, M. Prof. The aims of the Education Reform Act 1988 for acts of worship in secondary schools Abstract: The aim of this research is to discover the most relevant way to deliver the aims of the Education Reform Act 1988 with reference to daily acts of worship. To promote the spiritual aspects of a balanced curriculum in the secondary school, a working

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definition of ‘spiritual’ needs to be drawn. This needs to address the current secular nature of society. Since symbols have always played an important role in worship, background research in aesthetics was undertaken along with a study of National Curriculum art documents. Particular artists from history were highlighted and their ideas, aims and aspirations related to recent legislation on acts of worship in schools. A distinction was drawn at all times between worship in a religious community and worship in an educational community. Status: Sponsored project Source of Grant: College of St Hild and St Bede Durham Bursary £2,000 Date of Research: 1991–1995 KEYWORDS: Education Reform Act 1988; religion and education; school worship; spiritual development 11/0280 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Trotter, A. Mrs; Supervisor: Bennett, S. Prof. Differential provision for children with special educational needs in ordinary schools Abstract: The aim of the study is to investigate the effects of various kinds of provision made for children with special educational needs at secondary level. Three main systems were investigated—the support base, withdrawal, and in-class support. Children were selected at primary level who were deemed to be in need of special educational needs provision at secondary school. Their entry into secondary school and subsequent performance was closely monitored. Along with details of their academic performance, the research includes the views of their parents and the children themselves. Published Material: BENNETT, N. & CASS, A. (1989). From special to ordinary schools: case studies in integration. London: Cassell. Status: Individual research Date of Research: 1986–1988 KEYWORDS: mainstreaming; secondary education; special educational needs; support services 11/0281 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Al-Seaidy, H. Mr; Supervisor: Burghes, D. Prof.; Shaw, K. Dr Interactive video: an evaluative study Abstract: The aim of this study is twofold, firstly to evaluate a mathematics based interactive video package called School Disco. The evaluation process has followed flexible lines which falls within both the traditional ‘measurement oriented evaluation’ and the newly developed ‘cognitive oriented approach’. The second aim of the study is to

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assess secondary school teachers’ awareness of interactive video and its development in the British schools. The study is divided into six chapters: Chapter 1 reviews the problem of the research and provides the research aims; Chapter 2 focuses on the developments in instrumental media and also discusses the developments of interactive video implementation in British schools; Chapter 3 focuses on the learaing theories applied in an interactive video context; Chapter 4 reviews the methodology of the research and explains the statistical tools used; Chapter 5 presents the results and findings of both studies as well as discussion of these fmdings in relation to the research literature; Chapter 6 sums up the research final findings and conclusions. Status: Individual research Date of Research: 1990–1995 KEYWORDS: computer uses in education; information technology; interactive video; mathematics education; multimedia approach 11/0282 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Owen, G. Mr; Supervisor: Davis, N. Prof.; Sparkes, A. Dr The implementation of information technology (IT) in the UK state secondary school sector: case study into social reality and influence Abstract: The research originated from a belief that the management of information technology within schools was more than the information technology (IT) teacher being a resource manager. The stance was that schools, where IT was used by staff, was due to an effective IT coordinator. An effective coordinator had a written IT policy that staff carried out. The stance has evolved due to a paradigm shift. The researcher’s thesis is that the implementation of IT is determined by the culture and micro-political climate of the institution, the power and authority—formal and informal—of the IT coordinator and their communication and advocacy skills. The paradigm shift has caused the research to fall into two distinct phases. The first phase followed a positivistic design with data collected by questionnaire using structured questions. The variables were informed by business and educational management theories. Correlation was sought between formal status of the IT coordinator, policy production, resource organisation and management style with rank order rating of school use by members of the local education authority information technology advisory team. Acceptance of the coordinators’ perceptions confirmed the hypothesis. Field observations, as a participant observer, indicated that reality did not match the statements. Adopting a critical stance that contextualised the innovation and questioned influence resulted in the second phase. A re-interpretation of the findings according to context and key actor influencing strategies is ongoing from illustrative institutions. Data is collected and analysed from interview dialogues. The case study findings suggest that where an IT coordinator is utilising people management skills, powers of negotiation and advocacy at all organisational levels rather than technical skills, then the innovation is more accepted into the staff and pedagogic culture. Published Material: DAVIS, N., KIRKMAN, C. & OWEN, G. (1992). ‘Changing pedagogy with information technology in the UK National Curriculum’. In: Proceedings

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of the 9th International Conference of Technology and Education, Paris, 1992.; OWEN, G.D. (1992). ‘Whole school management of information technology’, School Organisation, Vol 12, No 1, pp.29–40.; SPARKES, A.C. & OWEN, G. (1994). ‘Physical education and information technology: cross curricular alliances?’, British Journal of Physical Education, Vol 25, No 2, pp.23–28.; OWEN, D.G. (1994). Implementing IT provision in secondary schools: an excursion into influence and social reality. In: Proceedings of the 11th International Conference on Technology of Education, London, 1994. Status: Individual research Date of Research: 1989–1996 KEYWORDS: computer uses in education; coordinators; information technology; secondary schools 11/0283 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Givens, N. Mr; Stanton, W. Mr; Chedzoy, S. Ms; Harris, W. Ms; Naughton, C. Mr; Mitchell, R. Mr; Supervisor: Green, L. Ms; Rolfe, L. Ms The readiness of primary teachers to train students in teaching the Arts and Design and Technology in schools—a pOot study Abstract: In the light of recent UK government policy to shift a greater proportion of the responsibility for teacher education into schools the team of researchers are concerned about the quality of experience currently being offered by teachers training students in Art, Dance, Drama, Music, and Design and Technology. An initial study was set up to enquire into the education and training of primary undergraduate student teachers in the Arts and Design and Technology in schools. The research was undertaken by a team of education lecturers from Exeter University, School of Education, who work in the fields of Art, Dance, Drama, Music, and Design and Technology. This team asked fundamental questions about what students were learning from teachers in preparation for teaching these subjects and the level of readiness of teachers to undertake their role. The strategy for data collection and analysis combined qualitative and quantitative methods. A sample of second year undergraduate student teachers completed a questionnaire on their experience of teaching the Arts and Design and Technology in schools. A small subsample of students were then interviewed by the research team. This process was repeated with the same students in year four of their undergraduate programme. There were a number of important fmdings which have implications for school-based teacher training, for example, that the number of students able to learn from teachers in the Arts and Design and Technology was significantly low. This suggests that existing expertise in these subjects is lacking and raises issues regarding inservice training and school-based initial teacher education. The second phase of the research (Autumn 1995 to Spring 1997) will monitor the experiences of students in schools during their second year and final teaching practices. The research methodology remains the same with the addition of interviews with classroom teachers which will both broaden the research data, and yield a more informed view of teachers’ readiness to train students in these five subjects.

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Status: Sponsored project Source of Grant: Exeter University Date of Research: 1994-continuing KEYWORDS: art education; arts; dance; design and technology; music; preservice teacher education; school based teacher education 11/0284 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Preece, P. Dr Stage theory models of cognitive development Abstract: Mathematical models of the proportions of the population at various stages of cognitive development as a function of age have been developed. One model has been shown to account well for empirical data for the age range 13–18 years. Published Material: PREECE, P.F.W. (1993). ‘Comment: modelling the stages of cognitive development’, Journal of Research in Science Teaching, Vol 30, pp.1013– 1014.; PREECE, P.F.W. & READ, K.L.Q. ‘A stage-theory model of cognitive development’, British Journal of Mathematical and Statistical Psychology. (in press). Status: Individual research Date of Research: 1993-continuing KEYWORDS: age differences; cognitive development; developmental stages; mathematical models 11/0285 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Holden, C. Ms; Wood, E. Ms Identifying progression in children’s understanding in National Curriculum History at key stages 1 and 2 Abstract: This research builds on a pilot study undertaken by the applicants into identifying progression in children’s understanding in history. There is a lack of research in this field, particularly in the early years (4–7), resulting in inadequate theoretical and pedagogical bases for history. Evidence suggests that teachers are experiencing difficulties in their teaching approaches and assessment procedures. This research aims to: elicit children’s understanding about the nature of history; identify patterns and progression in children’s understanding; and investigate current teaching approaches; thus contributing to theoretical and pedagogical knowledge. Data will be collected from teachers and children through interviews, questionnaires and videotaped teaching sessions based on the use of historical artefacts. Published Material: SMITH, E.A. & HOLDEN, C. (1994). ‘”I thought it was for picking bones out of soup”using artefacts in the primary school’, Teaching History, No 76, pp.6–9.

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Status: Sponsored project Source of Grant: Exeter University £4,000 Date of Research: 1994–1995 KEYWORDS: comprehension; history; primary school pupils 11/0286 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Copley, T. Mr; Bowness, C. Mrs; Phillips, C. Rev BIBLOS: teaching the Bible Abstract: The aim of the research is to investigate whether the Bible can be taught in a way which is eduationally meaningful in a society categorised as plural and/or secular. The methods will include: consultation with theologians and eduationalists on criteria for selection of biblical material; trialling of materials in selected schools in each National Curriculum key stage in two local education authorities (LEA’s) (one urban, one rural); evaluation of results in project report; and publication of classroom materials. Status: Sponsored project Source of Grant: St Luke’s College Foundation Trust; The London Bible House Fund Date of Research: 1996-continuing KEYWORDS: biblical literature; religion and education; religious education 11/0287 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Chamberlain, R. Dr; Haynes, G. Mrs; Wragg, C. Dr; Wragg, E. Prof. Leverhulme primary improvement project Abstract: Improving the way in which children learn, especially in a vital field like literacy, has become a major challenge for teachers and others working in education. The aim of this research is to focus on schools over one complete academic year to find out, both by observation of lessons and by interviews, what strategies different primary schools adopt to improve standards of literacy, with particular emphasis on reading: what happens in lessons; which factors seem to facilitate and which seem to hinder progress in reading; and what progress is made by individual children. The research has three main strands. Study One involves interviews with a sample of primary headteachers, language coordinators, local education authority advisers and other professionals. Study Two comprises intensive case studies of primary schools, class teachers and individual pupils. These schools will be located in three regions: the Midlands, South East England, and South West England. In Study Three a questionnaire survey of a sample of primary headteachers/language coordinators will be undertaken. This project should reveal a great deal about the nature of classroom and school practice, and provide valuable information for schools themselves, local authorities, inspectors and advisers, teacher training

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institutions and other bodies responsible for literacy, primary education or devising training programmes for teachers. Status: Sponsored project Source of Grant: Leverhulme Trust £143,570 Date of Research: 1994–1996 KEYWORDS: educational improvement; literacy; literacy education; primary schools; reading; reading teaching; school effectiveness 11/0288 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Ernest, P. Dr; Almeida, D. Mr; Poulson, L. Ms Mathematical texts: a semiotic analysis of mathematical texts and their classroom use Abstract: The aim of the project is to develop a theoretical perspective on the nature of mathematical texts (in school, university and professional mathematics). Central to this is the theory of how the learner or reader is constructed as a mathematical subject through reading/writing mathematical text. An important influence is: ROTMAN, B. (1993). Ad infinitumthe ghost in Turing’s machine: taking God out of mathematics and putting the body back in—an essay in corporeal semiotics. Stanford CA: Stanford UR Secondary and tertiary students will be observed working through mathematical texts, and interviewed in depth. Sample texts will be analysed linguistically. Published Material: ERNEST, P. (1993). ‘Mathematical activity and rhetorical: a social constructivist account’. Proceedings of International Psychology of Mathematics Education Conference, Tsukuba University, Tokyo, Japan, July 1993. Status: Sponsored project Source of Grant: Exeter University £6,000 Date of Research: 1994-continuing KEYWORDS: mathematical linguistics; mathematics education; semiotics; textbooks 11/0289 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Bennett, N. Prof.; Wood, E. Ms; Rogers, S. Ms Reception teachers’ implicit theories of play Abstract: There is a strong tradition in early years education which regards play as essential to learning and development, and supports the provision of a play-based curriculum in nursery and infant schooling. However, research in both preschool and statutory school settings has indicated that play is typically limited, lacking in cognitive challenge, poorly integrated into the curriculum and often lacking in adult support. This study represents the first stage in the improvement of the quality of play activities in the early stages of the infant school. It aims to: 1) provide a clear specification of teacher

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understandings/theories of play; 2) ascertain the relationship between these understandings and classroom practice; 3) examine what constraints, such as school policy, curriculum, space and time, impinge on this relationship; and 4) ascertain the perceived impact on children of play activities. These aims will be achieved through collaborative action research, involving interviews, observations and stimulated recall techniques with nine teachers who are highly regarded for the provision of good play activities. These enhanced understandings of teachers’ thought and action will provide the foundation for the next research step—developing ways and means of improving practice. Status: Sponsored project Source of Grant: Economic and Social Research Council £30,000 Date of Research: 1994–1995 KEYWORDS: infant school education; infant school teachers; nursery schools; play; reception classes; teacher attitudes 11/0290 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 John, M. Prof.; Supervisor: Taylor, W. Dr; Parffrey, V. Dr School-lessness and homelessness. A longitudinal study of children (14–18) within the context of the United Nation’s Declaration of Children’s Rights Abstract: Within the context of the 3–18 Project, the researcher is concerned exclusively with the 14–18 age group. Working through and with a wide variety of both statutory and voluntary social welfare and educational agencies, a target population in specific urban and rural areas of the county of Devon is currently being identified. This sample includes young people of school leaving age + 2 years. Data will be (in part) collected by using young people to interview other young people. Training the interviewers is about to commence. The researcher is currently working with a dozen agencies and their representatives. The expectation is to use about 20 young interviewers to contact about 20 urban and 20 rural homeless young people who have not been in school or full/part-time post-school training/education in order to build a comprehensive picture of: their current lifestyle; their perceptions of this lifestyle; their explanation for why they are in this situation; their expectations for the future; and their attitude to the education services in the next stage of their development. The sustaining of contact with these young people will be difficult and it may not be possible to shadow any individual over 4 years (or even 1 year). However, if the researcher is successful, the picture gained will then inform, and be informed by, the work carried out by Professor John and Dr Parffrey with young children. Status: Sponsored project Source of Grant: Exeter University Date of Research: 1994-continuing KEYWORDS: dropouts; homeless people; runaways; truancy; youth problems 11/0291

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School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Wood, E. Ms; Bennett, S. Prof. Acting for children? The impact of the Children Act 1989 on provision for the under fives Abstract: The Children Act 1989 introduced fundamental changes to the law about children. Its terms demand major organisational changes in local authorities to enable relevant departments to carry out their duties and responsibilities to children and their families. As part of this process, Education and Social Services Departments have undertaken a joint review of provision and services for children under eight. The data will inform future planning, enabling local authorities to define strategies for communication and cooperation and promulgate clear quality criteria for all settings. This research will address four questions: 1) How did local authorities undertake the review? 2) What are the outcomes? 3) What are the implications for local authority policies for the under fives now and in the future? 4) What are the implications for the quantity and quality of provision? A combination of survey and case study methods will be used combining analysis of local authority reviews with indepth interviews with key personnel in three local authorities. Status: Sponsored project Source of Grant: Exeter University £4,500 Date of Research: 1994–1996 KEYWORDS: child welfare; Children Act 1989; community services; legislation; local education authorities; local government; preschool children; social services 11/0292 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Fox, K. Dr; Biddle, S. Dr Achievement goal theory in sport and physical education Abstract: Achievement goal theory is applied to motivation in sport and physical education. Samples include children, adolescents, elite athletes. Published Material: DUDA, J.L., FOX, K.R., BIDDLE, S.J. & ARMSTRONG, N. (1992). ‘Children’s achievement goals and beliefs about success in sport’, British Journal of Educational Psychology, Vol 62, No 3, pp.313–323.; FOX, K.R., GOUDAS, M., BIDDLE, S., DUDA, J.L. & ARMSTRONG, N. (1994). ‘Children’s task and ego goal profiles in sport’, British Journal of Educational Psychology, Vol 64, No 2, pp.253–261.; FOX, K.R. (1994). ‘Research perspectives on children’s competence and achievement in physical education and sport’, British Journal of Physical Education, Vol 25, No 2, pp.20–22.; GOUDAS, M., BIDDLE, S. & FOX, K. (1994). ‘Terceived locus of causality, goal orientations, and perceived competence in school physical education classes’, British Journal of Educational Psychology, Vol 64, No 3, pp.453–463. Status: Individual research Date of Research: 1990-continuing

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KEYWORDS: motivation; objectives; physical education; sports 11/0293 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Fox, K. Dr; Sparkes, A. Dr Career commitment in physical educators Abstract: Investment theory is applied to understanding the job and career commitment of physical education teachers. Sample includes 180 teachers in the South West of England for interviews and questionnaires. Published Material: MOREIRA, H., SPARKES, A.C. & FOX, K.R. (1995). ‘Physical education teachers and job commitment: a preliminary analysis’, European Physical Education Review, Vol 1, No 2, pp.122–135 Status: Individual research Date of Research: 1993–1995 KEYWORDS: physical education; teachers; teaching profession 11/0294 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Osorio, A. Mr Telematics in educational environments Abstract: This project consists of a study of the educational potential of telematics and its implication for teacher education. A study to find out how telematics, as an educational tool or resource, can support teachers’ development or adaptation in response to previewed continuous change in their professional activity. The project constitutes a multiple case study of a contemporary event in multiple site location in order to allow the collection of evidence from the use of technology by student teachers and teachers in various stages of their careers. Two cases are being followed: Study 1 -Telematics in initial teacher education, investigating a case of using telematics (e-mail, computer conferencing, desktop and videocon-ferencing) in initial teacher education at the Exeter University School of Education Postgraduate Certificate in Education (PGCE) course during the academic years of 1994/95 and 1995/96. Study 2-Telematics in inservice teacher education, investigating a case of using telematics (e-mail, computer conferencing and similar text information handling tools) in inservice teacher education. This study follows teachers from small rural primary schools in the Peneda-Geres National Park in Portugal, during the year of 1995. Data collection includes a range of techniques to assure different perspectives from participants and to allow triangulation when doing the analysis of the data; questionnaires at various stages of the process, semi structured interviews; observation of activities, electronic mail messages and computer conferencing articles; documents and field notes.

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Published Material: OSORIO, A. (1995). ‘Telematics for teacher education: issues from a European Conference’, Journal of Information Technology for Teacher Education, Vol 4, No 2, pp.183–195. Status: Individual research Date of Research: 1994–1996 KEYWORDS: computer uses in education; electronic mail; information networks; information technology; inservice teacher education; preservice teacher education; telecommunications; teleconferencing 11/0295 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Miles, P. Mr The talking computer project: an intervention for children experiencing dyslexia and other literacy difficulties Abstract: The use of a talking computer supported by structure, effective mediation and giving the child the locus of control, predicted that children experiencing dyslexic and other literacy difficulties should make significant progress. These predictions proved to be true with average gains of 9 months in reading being achieved with just 20 minutes per day for 29 days. Spelling showed significant increases and memory skills improved by 2 years. Followup assessment showed not only maintenance, but also further gains, without additional access to the talking word-processor. Teachers and parents have reported increased interest in books, greater on-task behaviour, more written work, improved behaviour and a more positive self-esteem. Accompanying the development of the project materials was the development of a training schedule. Trainees, even those with no previous computing experience, learn the minimal computing skills and the important educational skills in a day. It is new technology joining up with traditional remedial methods and has proved accessible to parents wanting to work with their own children. The method, materials and training were continually revised to reflect feedback from users. The progress was measured by way of a pre-test—post-test design and involved a pilot study (12 children), a wider pilot study (24 children) and a main study (74 children). The children were aged from 7 to 15 and were experiencing specific and general learning difficulties. The final work will include case studies, questionnaire analysis and quantitative data. Published Material: CLIFFORD, V. & MILES, M. (1993). ‘Talk back’, Special Children, No 68, pp.23–25.; MILES, M. & CLIFFORD, V. (1994). ‘A way with words’, Special Children, No 74, pp.29–32.; MILES, M. (1994). ‘The Somerset talking computer project’. In: SINGLETON, C. (Ed). Computers and dyslexia. Hull: The Dyslexia Computer Resources Centre.; CLIFFORD, V. & MILES, M. (1995). AcceleRead AcceleWrite: a guide to using talking computers to help your children learn to read and write. London: Iansyst. Status: Individual research Date of Research: 1993–1996

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KEYWORDS: computer assisted reading; computer uses in education; dyslexia; information technology; intervention; reading difficulties; talking computers 11/0296 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Preece, P. Dr Subject-matter knowledge of secondary science teachers Abstract: The language used by secondary science teachers to describe forces is being investigated, as well as their understanding of forces and motion. Status: Sponsored project Source of Grant: Exeter University Date of Research: 1994-continuing KEYWORDS: force; motion; physics; science education; science teachers; scientific literacy 11/0297 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 02392 263263 Baxter, J. Dr; Preece, P. Dr Computers and multimedia technology in science education Abstract: The effectiveness of multimedia learning materials for the delivery of parts of the Science National Curriculum is being investigated using an experimental/control groups design. Status: Sponsored project Source of Grant: Exeter University Date of Research: 1995-continuing KEYWORDS: computer uses in education; information technology; multimedia approach; science education 11/0298 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Davis, N. Prof.; Wright, B. Mr; Still, M. Mr Edncational online network Abstract: The education online network (EON) project involves 11 schools in South Bristol in a pilot of a national broadband network model. It will provide an affordable desktop managed network that enables the delivery of online interactive educational services and curriculum applications. The provision of specialist courses, inservice teacher training, sharing of resources and cross-phase collaboration will also be features

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of the project. Research staff will perform 3 key roles: 1) new modes of teacher training; 2) acceleration of the process of innovation; 3) assessment of the educational benefits. Each school will use desktop videoconferencing systems to link to Exeter University for tailor-made professional development. Although the video window may be used for teachers and university tutors to see each other, more importantly video will be derived from videotape, videodisc, still video camera, document scanner or an additional camera. A teacher and a tutor will also be able to share the software applications on the workstation. This enables the university tutor to demonstrate ways in which the integrated learaing system or any other application, can be integrated within the curriculum. This intensive and tailor-made professional development will speed the process of innovation, benefiting the schools, to enable them to adapt and adopt new technologies with speed and minimal disruption. The university team will collect case studies which illustrate the educational value. The multimedia resources and communications opportunities offered through the EON project will be an important trial in preparation for an education system which will be suited to the information society. Status: Sponsored project Source of Grant: International Computers Limited; British Telecom, jointly £110,925 Date of Research: 1995–1996 KEYWORDS: computer uses in education; information networks; information technology; inservice teacher education; multimedia approach; preservice teacher education; telecommunications; teleconferencing 11/0299 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Davis, N. Prof.; Wright, B. Mr; Osorio, A. Mr; McShea, I. Mr Telematics for teacher training Abstract: This is a European Union sponsored project in association with: Dublin City University; Institut Universitaire De Formation Des Maitres De L’Academie De Grenoble, France; Universudade Di Minho, Portugal; Oulu University, Finland; International Computers Limited, London; Utrecht University, Netherlands; and the Istituto Technologie Didattiche, Italy. The Telematics for Teacher Training project (T3) will encourage over 4,000 teachers to adopt telecommunications and new technologies in schools and universities across the European Union. It will establish courses for teachers within a growing consortium of universities and commercial services, which will continue to develop beyond the millennium. Primary and secondary teachers, their teacher trainers and library staff, will develop new practices together, enhancing the quality of learning and knowledge of Europe within the curriculum. Best practice will be refined for teachers of mathematics, languages, science and technology in several European languages and many cultures. T3 will focus on supporting the new approach to education and training within the European Union: lifelong learning. Teachers will model this practice in front of their students. Teachers’ skills in both telematics applications and in tutoring students how to learn for themselves will be available, even in remote rural areas, with the use of new technologies. Universities in Finland, France, Ireland, Italy,

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The Netherlands, Portugal and the UK form the consortium with support from partners which include telecommunication companies. These universities across Europe will design and develop courses for both staff and students. For example, ‘Telematics for teachers of mathematics’. Other courses will use telematics naturally within their delivery, such as in school based teacher training and in the tutoring of teachers studying for Masters of Education. Commercial partners and ministries will use the experience to develop policies, services and marketing strategies appropriate to education. The three year project will commence in January 1996 and within two months, the ‘T3 Centrum’ will provide a meeting place for teachers on the Internet. There they will find resources, information and opportunities for team teaching and collaborative development across Europe. International desk top videoconferencing through dial-up ISDN will provide further opportunities. The project will also refme a European core curriculum in telematics for teacher trainers and provide guidelines for library staff in their support of teachers. These will be validated with European professional associations and education ministries. Status: Sponsored project Source of Grant: European Union £1,584,766 Date of Research: 1996-continuing KEYWORDS: electronic mail; international educational exchange; preservice teacher education; telecommunications; teleconferencing 11/0300 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392263263 Cousins, J. Ms; Supervisor: Desforges, C. Prof.; Hughes, M. Prof. Teachers talking: theorising from their experiences Abstract: This empirical research fits into the broad area of teachers’ professional development and research into teachers’ thought processes. The perspective is humanistic constructivist. To enhance understanding of the part played by ‘talk’ in theory generation, the researcher draws upon socio-cultural and cognitive psychology in Bruner (BRUNER, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press). The researcher questions how ten reception teachers use language (talk) to theorise from their classroom experiences. This action research with participant observation and a case study approach, was carried out in collaboration with the ten teachers for a year. The research vehicle was the oral language of young children. Tape recordings were made of the ten teachers’ halftermly research discussions about their experiences of children who did not appear to talk at school and the classroom practice they used to encourage such children. These six focused, and purposeful, professional discussions allowed adequate time for depth, expansion, challenge and presentation of alternative stances. Evidence provided by the tape recordings illuminates the part which the communicative process plays in theory generation and in the changes (or lack of changes) in teachers’ theories. The following five categories of teachers’ professional talk were identified: 1) to reassure each other; 2) to reinforce theories; 3) to challenge theories; 4) to realise the possibility of an alternative theory for the same phenomenon; 5) to reconstruct theories. The results show that

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initially the predominant talk of the ten teachers fell into categories (1) and (2) which reflect either no theorising of experience, or theorising to confirm or to reinforce a point of view. In the course of their research, the teachers’ talk deepened to (3) the challenge of a theory, followed by (4) the presentation or realisation of an equally valid theory which, in turn, sometimes resulted in (5) theory construction. The research is small-scale but nevertheless gives evidence of how teachers’ professional discussions can provide the ‘deep’ process experience needed for intellectual growth and the reconstruction of their theories. When related to the work of Chinn and Brewer (CHINN, C. & BREWER, W. (1993). ‘The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science instruction’, Review of Educational Research, Vol 63, No 1, pp.1–49), and that of Desforges (DESFORGES, C. (1995). How does experience affect theoretical knowledge for teaching?. Exeter: University of Exeter Research Publication), teacher challenge (3) is a key element which creates a state of intellectual disequilibrium necessary for change. In their subconscious search for a new equilibrium, teachers may consider another theory. The researcher’s evidence shows, however, that such theory reconstruction is complex. Teachers’ theories have also to match their experiences and to work for them in practice. Status: Individual research Date of Research: 1987–1996 KEYWORDS: discussion; educational theories; teacher attitudes; teaching experience 11/0301 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Harvey, P. Mr; Birbeck, N. Mr; Osorio, A. Mr; Supervisor: Davis, N. Prof. The COPERNICUS project Abstract: The COPERNICUS project is sponsored by the European Commission under DG XIII. Coordinated by the Faculty of Educational Science and Technology at the University of Twente in the Netherlands, the COPERNICUS project is devoted to investigation into the methods and techniques for flexible and distance learning. The University of Exeter, under the supervision of Professor Niki Davis, has been involved in the project since its inception in January 1995, together with universities in Lithuania (Kaunas University of Technology), Ukraine (Glushkov Institute of Cybernetics) and Bulgaria (Sofia University). The project will run until December 1997. The growth of distance education is taking place at a rapid pace. This has generated a number of issues regarding the challenges faced by learners who are studying alone and are often in remote locations. The main goal of the COPERNICUS project is to develop a pedagogical framework for teleteaching using telematics networks which can be applied to both individual learners and groups. This will involve the development of a conceptual model for a flexible and distance learning system (FDLS) that will enable the project team to create methods and techniques for courseware development. The project is now at the stage of developing courses on Communication and Information Technologies (CIT) and English teaching. Status: Collaborative

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Source of Grant: European Commission £38,000 Date of Research: 1995-continuing KEYWORDS: computer assisted learning; computer uses in education; distance education; flexible learning; information technology; international educational exchange; telecommunications; telecourses 11/0302 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Davis, N. Prof.; Bennett, N. Prof.; Jennings, S. Ms; McShea, J. Mr REFLECT: a European network for research into teacher education. Reflective theories and teleguidance: prospectives and possibilities in teacher education in Europe Abstract: This is a European Commission DG XII sponsored project in association with Utrecht University, The Netherlands; Universitetet I Trondheim, Norway; and Universitat de Barcelona, Spain. The integration of theory and practice in teacher education has been a critical issue over the last two decades. This research focuses on how to stimulate student teachers to incorporate theories of teaching and teacher behaviour into their dayto-day classroom practice. Research on the promotion of reflection in student teaching has, until now, principally focused on analyses of teacher educator interventions in group discussions and on the analyses of written reports by student teachers in, for example, their portfolios. Teleguidance (e-mail, desktop conferencing, video conferencing) may be an effective additional component to promote reflection by student teachers. The main objective of this REFLECT-network is the preparation of a proposal for a full research project, to be submitted to the European Commission, and to be carried out in 1996–99. This research project will test hypotheses about the influence of the use of teleguidance on the development of student teachers’ professional growth competence, in particular reflection skills. This research will strengthen the already existing working relationship and cooperation between the universities in Utrecht, Exeter, Barcelona and Trondheim. During 1996, each participating university will conduct a four month pilot study on the teleguidance of student teaching practice. The pilot studies will have three aims: 1) To develop instruments to investigate student teachers’ (level of) reflection; 2) To explore the possibilities of interventions for teacher educators in teleguidance of student teaching both in individual guidance and in group supervision with exchanges between student teachers; 3) To develop and select hypotheses for the main study. Telematic facilities might contribute significantly to the enhancement of reflective skills of student teachers and offer opportunities for individual student teachers to share their experiences through more frequent communication with their teacher educator. Telematics refers to the use of information technology and telecommunication systems. In Exeter’s implementation, a video conferencing link to a cluster of schools in North Devon offers shared use of computing software, combined with an audio and visual link for communication between participants. Other partner projects are likely to focus on the use of e-mail. However, the potential of telecommunications to stimulate reflective skills needs to be investigated in

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depth. In addition, action research could enhance the use of technology in teacher education. Status: Collaborative Source of Grant: European Union £16,125 Date of Research: 1996–1996 KEYWORDS: computer uses in education; electronic mail; information technology; preservice teacher education; reflective teaching; student teacher supervisors; student teachers; telecommunications; teleconferencing 11/0303 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Armstrong, N. Prof. Children’s health and well-being Abstract: The Children’s Health and Exercise Research Centre, under the direction of Professor Armstrong and colleagues, has been devoted to the study of children’s health and well-being since its development from the coronary prevention in children project in 1987. Initial research focused on the prevalence in children of factors known to be associated with coronary heart disease in adults, i.e. adverse lipid profiles, high blood pressure, obesity, cigarette smoking, low levels of physical fitness and sedentary lifestyles. Subsequent work has focused on developmental aspects of aerobic fitness, body composition and physical activity patterns; challenged conventional means of assessing and interpreting young people’s body composition, fitness and physical activity; examined the effects of exercise training on children’s health and fitness; and explored the implications of the data for school health education and physical education programmes. A series of intergrated cross-sectional studies have involved 1,500 children aged 9 to 18 years. In addition, a 4 year longitudinal study of 270 children, aged 10 years at onset, has been completed. The data have described the prevalence of coronary risk factors in children and in particular, the low level of young people’s habitual physical activity. The results of recent and ongoing studies have demonstrated that there is little evidence to suggest that the current generation of children and adolescents are less fit than their predecessors. Published Material: ARMSTRONG, N., WILLIAMS, J., BALDING, J., GENTLE, P. & KIRBY, B. (1991). ‘Peak oxygen uptake of British children with reference to chronological age, sex and sexual maturity’, European Journal of Applied Physiology, Vol 62, pp.369–375.; ARMSTRONG, N. & BRAY, S. (1991). ‘Physical activity patterns defined by heart rate monitoring’, Archives of Disease in Childhood, Vol 66, pp.245– 247.; ARMSTRONG, N., WILLIAMS, J., BALDING, J., GENTLE, P. & KIRBY, B. (1991). ‘Cardiopulmonary fitness, physical activity patterns and coronary risk factor variables in 11 to 16 year olds’, Pediatric Exercise Science, Vol 3, pp.219–228.; ARMSTRONG, N., BALDING, J., GENTLE, P. & KIRBY, B. (1992). ‘Serum lipids and blood pressure in relation to age and sexual maturity’, Annals of Human Biology, Vol 19, pp.477–487. Status: Sponsored project

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Source of Grant: British Heart Foundation; Healthy Heart Research Trust; Northcott Devon Medical Foundation; Physical Education Association; Sports Council; Reebok PLC Date of Research: 1985-continuing KEYWORDS: children; health; human body; physical activities; physical activity level; well being 11/0304 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Altun, E. Mr; Supervisor: Davis, N. Prof. Interactive multimedia systems in teaching and learning: a study of interactive video with special reference to learner attitudes, anxiety andlearning preferences Abstract: The theme of the research is based on evaluating one of the latest multimedia technologies, interactive video, in regard to students’ attitudes, anxieties and learning preferences. For this purpose, a review of the literature has been carried out which articulates interactivity and interactive learning concepts, theories of learning and their implications for multimedia applications, student anxiety and instructional technologies as well as attitudes to various learning settings. The gathering of data includes: observations, filming, questionnaires and interviews. A total of 139 students from a college in Taunton have participated in the data collection for the study over a period of two years. Qualitative and quantitative data analysis has been applied. Status: Individual research Date of Research: 1993-continuing KEYWORDS: anxiety; computer assisted learning; computer uses in education; human computer interaction; information technology; interactive video; multimedia approach; student attitudes 11/0305 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Greenhough, P. Ms; Supervisor: Hughes, M. Prof.; Preece, P. Dr The effects of gender and status on social interaction and learning in young children Abstract: This research examines the social interaction taking place in 36 similar ability dyads as they use simple logo commands to control a turtle robot. The children (aged 7–8 years) worked in samesex pairs (12 girl-girl, 12 boy-boy) or mixed pairs (12 boy-girl) over a period of time and on different tasks. Central research questions concern how the gender of the child and the gender of the partner affect interaction and outcomes. A particular focus is the extent to which pairs vary in terms of equality and mutuality and whether these vary over time or according to task. The research also considers how the observed interactions relate to the children’s judgements of self and partner efficacy. Statistical analyses of the data are, as yet, incomplete.

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Status: Individual research Date of Research: 1991-continuing KEYWORDS: group work; interaction; interpersonal relationship; learning; peer relationship; pupil behaviour sex differences 11/0306 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Burghes, D. Prof.; Blum, W. Prof. Kassel project Abstract: The Kassel project is an international comparative project on the teaching and learning of mathematics. To enable comparisons to be made between the ways in which mathematics is taught in each of the participating countries, the researchers are undertaking large scale testing and observation of mathematics classes, measuring the progress of individual pupils aged 14–16, over 2 or 3 years, looking at a variety of influences on teaching and learning for each participating class. These include school type, schemes of work, teaching time, and mathematical curriculum. The information is obtained through the use of questionnaires. Three countries, England, Scotland and Germany, were involved in the first phase of the project, starting in 1994. Since then, another 14 countries worldwide have joined. Progress is measured by yearly 40 minute tests in the topics—Number, Shape and Space, Algebra and Handling Data. Exact translations of the tests are used. Comparisons are made relative to a yardstick of potential ability in mathematics measured through a Potential Test, taken by each pupil at the beginning of their participation in the project. Data is processed using a statistical software package, to enable analysis, comparison and correlation of progress with a variety of influencing factors. Schools receive full information about the progress of their own participating pupils; the complete analysis of test results will be available to all for comparison. Reports based on the data and its analysis will not name individual schools. The aim of the project is to make recommendations about good practice in the teaching and learning of mathematics, based on sound research evidence. The researchers hope to be able to provide relevant information on aspects such as: 1) comparison in attainment across topics in the participating countries; 2) changes in numerical competence with increasing use of calculators; 3) effectiveness of self-paced schemes; and 4) problem solving and investigational aspects in the teaching of mathematics. Status: Sponsored project Source of Grant: The Gatsby Charitable Foundation; Exeter University; Kassel University; The Post Office; The British Council Date of Research: 1993-continuing KEYWORDS: comparative education; international educational exchange; mathematics achievement; mathematics education 11/0307 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU

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01392 263263 B.Burghes, D. Prof. Mathematics enhancement programme: demonstration project Abstract: The mathematics enhancement programme, demonstration project, is being set up to implement the main recommendations resulting from the Kassel project, which has been comparing attainment in secondary school mathematics in 17 countries worldwide and attempting to identify factors which give rise to enhanced progress. The recommendations cover areas including the mathematics curriculum and the way in which mathematics is taught and assessed. From Summer 1996, the researchers at the Centre for Innovation in Mathematics Teaching (CIMT) will be working with a number of schools with the objective of raising mathematical attainment in pupils across all ability levels. They will follow the current Year 9 cohort, working intensively with them in Year 10 and Year 11, until their General Certificate in Secondary Education (GCSE) examinations in the Summer of 1998. Mathematics staff in each project school will work closely with support staff at CIMT in order to implement the recommendations. The first year of the project will be used to foster strong links between CIMT and its project schools, with inservice courses designed to clarify the researchers’ objectives and to give guidance on how to put into practice recommendations for Year 9 classes. The main implementation will be in the following two years as the pupils study for their GCSE examinations. Schemes of work will be based on top sets reaching Level 10, middle sets reaching Level 8 and lower sets reaching Level 6, of the National Curriculum. It is expected that schools will continue to use some of their current resources, but these will be supplemented, and in some cases replaced, by material provided by CIMT, including suitable tests linked to the schemes of work. Inservice and extra resource material will be provided free to project schools, although only limited central funds will be available to schools for supply cover or other relevant support. As at February 1996, more than 90 schools have applied to become project schools; 70 of these wish to become full pilot schools for the project. Status: Sponsored project Source of Grant: The Gatsby Charitable Foundation; The Post Office; British Steel; Esso Date of Research: 1995-continuing KEYWORDS: curriculum development; educational improvement; improvement programmes; mathematics education 11/0308 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Lings, P. Ms; Supervisor: Desforges, C. Prof. Subject differences in applying knowledge to learn: towards a theory of constraints and modularity Abstract: The view that children apply their knowledge to learn in different ways according to the academic subject underpins current perspectives on learning and

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teaching. The structure of the National Curriculum, for instance, with its insistence on the learning and teaching of discrete academic subjects, has evolved from deep-rooted epistemological beliefs in subject differences. This study investigates whether children engage differently with different subjects in the classroom. A theoretical perspective is taken which is informed by a view which sees knowledge building as both a personal inthe-head process and also as dependent on the sociocultural setting. Key studies are evaluated in the area of children as curriculum theorists. A major contribution to ways of understanding knowledge application is then described: the theory of constraints and modularity. The study reviews the literature that illustrates how this theory has been applied in infant research and in classroom learning. In the current study, primary children were given tasks in which they had the opportunity to learn in mathematics, English and science. Using thinking-aloud protocols, data was collected on their thoughts and actions while they were engaged with these subjects and trying to learn. To develop the theory of constraints and modularity, twelve of these case studies were analysed using qualitative data analysis methods. The results support the view that, contrary to current assumptions, children do not differentiate between subjects, but are constrained, rather, by their expereince in the context of the classroom. Status: Individual research Date of Research: 1991–1996 KEYWORDS: cognitive processes; intellectual disciplines; learning processes 11/0309 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 013922 63263 Roberts, A. Ms; Supervisor: Desforges, C. Prof.; Harvard, G. Mr The cognitive skills of experienced occupational therapists and their development Abstract: This research study aims to identify the cognitive skills that experienced therapists use in practice. It also aims to explore to what extent these skills develop during a period of continuing education. The participants are all therapists, about to start the first or second year of an advanced course or one year post course. The total population of 54 students were asked to participate; 41 gave their consent. This study is naturalistic and employs a cross-sectional and longitudinal design. It is cross-sectional in that it gathers data from different year groups on 2 occasions a year apart and longitudinal in that it follows individuals as case studies across 2 years of their development. Written facsimile materials were used to elicit therapists’ thinking about the tasks of the profession. Analysis of the content and process of thinking is currently taking place. Preliminary findings suggest that thinking processes and development are idiosyncratic and therefore a semi-structured interview was carried out with all participants in order to examine factors which may have affected their development. Status: Individual research Date of Research: 1993-continuing KEYWORDS: cognitive development; occupational therapists; professional continuing education; professional development; thinking skills

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11/0310 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Ursell, S. Mrs; Supervisor: Desforges, C. Prof. Secondary teachers’ models of knowledge application in mathematics Abstract: The purpose of the research is to identify the mental models that mathematics teachers have of knowledge use and application, and the relationship of these models to teaching and learning in the National Curriculum in key stages 3 and 4. The issue of knowledge application is significant in education and is identified as such in National Curriculum mathematics. It is expected that children will be taught to use and apply the skills and concepts they meet. However, there is a mountain of evidence showing that this objective is proving very difficult to attain. The researcher’s view is that the teacher is the key mediator of mathematics experience in the classroom and that teachers’ activities are themselves mediated by the models of instruction which they operate. The objective of the research is to identify teachers’ models of mathematics application for teaching and learning and to relate these to children’s modes of engagement with the curriculum. A sample of teachers, willing to collaborate in the project, has been recruited. Data will be collected using a range of interview and systematic classroom observation methods as appropriate. Data will be required on teachers’ planning, thinking, objectives, evaluations and activities in the classroom as they present and monitor work for children. Data will also be required on the nature and level of children’s engagement in the tasks. Data collection will focus on tasks and activities specifically designed to promote applications. Analysis will relate thinking to planning, provision and pupil engagement. It is anticipated that the research will explore models of teacher planning which, to smaller or greater degrees, support pupils’ engagement in applications work. It is expected that a model of professional development will be identified in this domain. Status: Individual research Date of Research: 1995-continuing KEYWORDS: mathematics education; mathematics teachers; teaching methods; teaching process 11/0311 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 College of St Mark and St John, Derriford Road, Plymouth PL6 8BH 01752 777188 Wray, D. Mr; Medwell, J. Miss; Poulson, L. Ms The effecrive teachers of literacy project Abstract: The aim of this research is to explore the question of how teachers of literacy become effective, by identifying how and when this effectiveness is acquired. Key questions of the research include the following: 1) What do effective teachers know about literacy and how to teach it; how was this knowledge gained and developed? 2) How do

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teachers become effective at organising literacy work in their classrooms? 3) What are the specific opportunities for, and experience of, inservice training or curriculum development which have helped teachers become more effective at teaching literacy? 4) What are the key change points in literacy teacher development? 5) What specific forms of support and leadership in schools have encouraged and supported effective teachers of literacy? A sample of 300 teachers deemed to be effective teachers of literacy will be identified. Criteria used in identification of the sample will include Office for Standards in Education (OFSTED) reports, local education authority (LEA) personnel recommendations and value added test data. A questionnaire will be completed to establish the key features of the teachers’ backgrounds, experience, literacy knowledge and teaching strategies. A sub-sample of 30 teachers will be interviewed and observed twice whilst teaching literacy. Interviews will focus on these teachers’ beliefs about and attitudes towards literacy and its teaching. A parallel study will investigate the literacy knowledge, attitudes and beliefs of a sample of 50 teachers in training and 50 newly qualified teachers. Similar research techniques will be used. This study will enable the researchers to make comparisons between expert and novice teachers of literacy. Status: Sponsored project Source of Grant: Teacher Training Agency £75,000 Date of Research: 1995-continuing KEYWORDS: literacy education; reading teaching; teacher development; teacher effectiveness; writing teaching 11/0312 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Kenyatta University, Nairobi, Kenya Peacock, A. Dr; Murila, B. Ms Primary science text material for second language learners in developing countries Abstract: The project is investigating the difficulties which science textbooks pose for children when they are required to learn in a language which is not their mother tongue. It is being developed jointly with staff from Kenyatta University, Nairobi, and universities in South Africa. Initially, a research method is being refined for observing how teachers and children use science material in primary classrooms. Simultaneously, detailed textual and meta-textual analyses are being made of material used in classrooms, based on a wide range of recently developed methods for such analysis, particularly in South Africa and Canada. Published Material: PEACOCK, A. ֹ‘The use of primary science schemes with second language learners’, Primary Science Review. (in press).; PEACOCK, A. ‘An agenda for research on text material in primary science for second language learners of English in developing countries’, Journal of Multilingual and Multicultural Development. (in press). Status: Sponsored project Source of Grant: University of Exeter Research Fund; British Council Date of Research: 1994-continuing

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KEYWORDS: developing countries; English—second language; language of instruction; science education; textbooks 11/0313 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Plymouth University, Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Savage, J. Ms; Supervisor: Desforges, C. Prof. The role of informal assessment in teachers’ practical action Abstract: Claims for the value of assessment in learning are extensive. These claims are advanced more on rhetoric than evidence. If there are conceptual or empirical links between teacher assessment and future action taken in classrooms, studies establishing these are hard to find. If the focus is on the relationship between assessment and its ability to promote learning, a better understanding of classroom practice seems essential. This classroom based research is intended to inform two questions: 1) In what ways do teachers distinguish between children; and 2) How do these perceived differences relate to the provision for learning made for children in practice in classrooms? A sample of 9 teachers of 5–7 year olds had their classroom action videotaped. The technique of stimulated recall was used to collect data on teacher thinking on action as taped. To date, a detailed analysis of the data with regard to 3 of the 9 teachers has been carried out. Findings so far are that the 3 teachers made considerable distinctions at the conceptual level between the children. They did not make distinctions at the level of planning activities and in providing materials, nor were there significant differences in interaction patterns between each teacher and their target children. The study raises a number of questions relevant to understanding life in classrooms and to the improvement of practice. Published Material: SAVAGE, J. & DESFORGES, C. (1995). ‘The role of informal assessment in teachers’ practical action’, Educational Studies, Vol 21, No 3, pp.433–446. Status: Individual research Date of Research: 1989-continuing KEYWORDS: assessment; assessment by teachers; informal assessment; teacher behaviour, teacher pupil relationship 11/0314 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Reading University, Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Sheffield Hallam University, Multimedia Centre for Education, 36 Collegiate Crescent, Sheffield S10 2BP

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01142 720911 University of Northumbria at Newcastle, Educational Development Service, Ellison Building, Ellison Place, Newcastle upon Tyne NE1 8ST 0191 232 600 Davis, N. Prof.; Tearle, P. Ms; Thornton, P. Mr; Dillon, P. Dr; Hudson, A. Ms; Edwards, A. Mr Images for teaching education: a teaching and learning technology programme project Abstract: The 3-year Teaching and Learning Technology Programme: Images for Teaching Education, is led by the University of Exeter in collaboration with the University of Reading, Sheffield Hallam University and the University of Northumbria at Newcastle. The project has created and is implementing a range of multimedia resources which will enhance and extend initial teacher education (ITE) throughout the UK. The resources address issues and practice relevant to every student teacher across all subject disciplines. The resources include: 1) Critical Encounters in Secondary Education— videodisk, videotape and support materials; 2) Multimedia in the Learning Environment—videodisk and support materials; 3) English Chalklands—Photo CD portfolio and support materials; 4) Design and Technology—Photo CD and support materials. It is anticipated that the materials will reinforce and enhance current courses, as well as extending teaching and learning styles. Some of the resources will also be applicable to other students in higher education, as well as being useful for inservice teacher education, staff development in schools and universities, and use in other establishments such as libraries, museums and other educational institutions. Alongside the materials, the project is developing a flexible learning framework which responds to the need to integrate the materials into an appropriate self-study framework. The development of versions of the resources on other formats is under review. In addition to this, new approaches will be explored which incorporate multimedia communications. Published Material: TEARLE, P. (1995). Critical encounters in secondary education: interactive videodisk and related materials. Exeter: University of Exeter, TLTPITE Consortium.; HUDSON, A. & POUNTNEY, R. (1995). Multimedia in the learning environment: interactive videodisk and related materials. Exeter: University of Exeter, TLTP ITE Consortium.; DILLON, P. (1995). English Chalklands: Photo CD portfolio and related materials. Exeter: University of Exeter, TLTP ITE Consortium.; DILLON, P. (1995). Design and Technology: Photo CD and related materials. Exeter: University of Exeter, TLTP ITE Consortium. Status: Sponsored project Source of Grant: Higher Education Funding Council for England; Scottish Higher Education Funding Council; Higher Education Funding Council for Wales; Department of Education Northern Ireland; Participating Universities, jointly £300,000 Date of Research: 1993–1996 KEYWORDS: computer uses in education; educational materials; information technology; material development; multimedia approach; preservice teacher education 11/0315

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School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 University of Cape Town, School of Education, Rondebosch 7700, South Africa Dean, J. Mrs; Sieborger, R. Mr The reform of primary history teaching in South Africa Abstract: Most South African primary teachers are the products of teacher education colleges whose staff transmit a version of history that ignores, distorts or belittles the role of blacks in the country’s past. If a successful democratic society is to evolve in South Africa, deeply-entrenched, apartheid attitudes and values will have to change. Education needs radical reform in terms of philosophy, curricular structure, patterns of assessment, resourcing and pedagogy. History is a key subject in its potential for freeing the past and therefore the future. The aim of the project is to investigate whether it is possible to: 1) free history in schools from narrow ideology, and build mutual understanding by taking a democratic approach which treats the pasts of all South Africans with equal respect; 2) enhance the historical skills, understanding, knowledge and pedagogy of teacher educators and primary history teachers; 3) break down apartheid ideas by bringing together people from colleges and schools who have previously operated in separate, racially-determined departments; 4) foster thoughtful understandings about the complex South African past, essential for citizenship, a sense of identity and political literacy; and 5) develop a model for primary history teaching in South Africa. This is a pilot action research project, based at the University of Exeter, the University of Cape Town, three colleges of education and associated schools in the Western Cape. The project targets initial teacher education in colleges, focusing on three specific areas: education for democracy and mutual understanding; new approaches to teaching and learning; and the use and development of appropriate classroom resources. The emphasis is on teaching history as a process of enquiry, designed to develop skills of questioning, discussion and analysis. The project directors and officer lead seminars and workshops for college lecturers and teachers in schools, disseminate project approaches and materials, monitor and evaluate progress. The participating college lecturers develop and trial project approaches to history teaching and education for mutual understanding with their students, work with teachers in schools to implement and evaluate project approaches, monitor progress and record results. Status: Sponsored project Source of Grant: The Nuffield Foundation £10,000 Date of Research: 1994–1996 KEYWORDS: curriculum development; development education; educational improvement; history; history teachers; preservice teacher education; South Africa 11/0316 School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 University of Wales College of Cardiff, School of Education, Senghennydd Road, Cardiff CF2 4YG 01222 874000

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Radnor, H. Dr; Bellin, W. Dr Evaluation of National Curriculum key stage 3 assessment in England and Wales in 1995 and 1996 Abstract: Commissioned by the School Curriculum and Assessment Authority, this project is centrally concerned with evaluating the impact that the key stage 3 assessment arrangements of the National Curriculum for England and Wales is having on the learning of pupils and the achievement of the school to maximise pupil learning capacities. The project is evaluating both the tests and teacher assessment in the three core subjects of the English and Welsh National Curriculum at the end of key stage 3 when the pupils are 14 years old. The project covers the 1995 tests and the 1996 tests. Both qualitative and quantitative data collecting methods are being used within an essentially qualitative design. The findings of the 1995 tests have been published and indicate that, at the technical level, teachers were happy about the style, content and marking of the tests in Mathematics and Science, but unhappy in English. However, at the political level, and when values are considered, the vast majority of teachers are deeply unhappy about national testing and worked hard to play down the influence of the tests. Published Material: RADNOR, H.A. (1995). Evaluation of the quality of exteraal marking of the 1995 key stage 3 tests in English: final report. London: School Curriculum and Assessment Authority.; RADNOR, H.A. (1996). Evaluation of key stage 3 assessment arrangements for 1995: fmal report. London: School Curriculum and Assessment Authority. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £325,046 Date of Research: 1995–1996 KEYWORDS: assessment; attainment tests; evaluation; National Curriculum; standard assessment tasks; teacher attitudes; tests

Federal Trust for Education and Research 11/0317 11 Tufton Street, London SW1P 3QB 0171 799 2818 Thorrell, F. Mrs European Citizenship 1999 Abstract: European Citizenship 1999 is a collaborative institutional project whose aim is to produce a set of curriculum materials in the official languages of the European Union. The materials will be made available to all schools in the secondary education sector throughout the Union, prior to the European parliamentary elections of 1999. Status: Sponsored project Source of Grant: European Commission; British Telecom Date of Research: 1995-continuing

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KEYWORDS: citizenship education; curriculum development; educational materials; European studies; European Union; material development

Glamorgan University 11/0318 Business School, Pontypridd CF37 1DL 01443 480480 Thomas, R. Ms The impact of the introduction of staff appraisal on women academics’ career opportunities in higher education Abstract: Staff appraisal is new to higher education and its introduction can be seen to reflect wider changes in public sector industrial relations. Stemming from the 23rd Report from Committee A (Committee of Vice Chancellors and Principals (CVCP) (1987)), appraisal is being presented to stafF as a formal procedure for staff development, “…directed towards developing staff potential, assisting in the improvement of performance and enhancing career and promotion opportunities…” (para 43). The assumption arising from this is that the introduction of staff appraisal will serve to improve women’s opportunities of gaining senior positions due to the bureaucratisation of the promotion process and the provision of career planning. However, to some, its introduction is being heralded as an extension of managerial control which at best will have little impact on women’s career opportunities and at worse will be detrimental to them, merely formalising and legitimising existing discriminatory practices. Longitudinal research of indepth case studies in higher education institutions, accompanied by wider questionnaire analysis, aims to establish women academics’ experience of appraisal and its impact on their careers. Status: Individual research Date of Research: 1990–1995 KEYWORDS: career development; institutes of higher education; teacher evaluation; teaching profession; women teachers; women’s employment 11/0319 Business School, Pontypridd CF37 1DL 01443 480480 Farrell, C. Miss; Supervisor: Boyne, G. Dr; Baker, C. Prof. Territorial justice and nursery education provision in England and Wales Abstract: The aim of this project is to measure the need for, and the provision of, nursery education facilities in local authority areas in England and Wales. This involves the construction of a model of service need and service provision, and the evaluation of the extent of territorial justice. This assessment is based on a statistical analysis of the relationship between service need and service provision. The project examines the

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reasons for spatial variations in provision and assesses the impact of local financial resources, party politics, private sector provision and day care services upon the level of local authority provision of nursery education. Status: Individual research Date of Research: 1990–1996 KEYWORDS: early childhood education; nursery schools; preschool education; regional planning; regional variations 11/0320 Centre for Language Studies, Pontypridd CF37 1DL 01443 480480 Packer, Rh. Ms; Supervisor: Davies, C. Mr; James, A. Mr The development of Welsh-medium education in South East Wales Abstract: It is proposed to investigate and analyse the growth of Welsh medium education in South East Wales. The study will comprise all the Welsh medium schools established in South Glamorgan, Mid Glamorgan and Gwent since 1949 when the first Welsh schools were opened. The history of the development of education in Wales will be discussed with regard to the Welsh language. This will provide a valuable insight to the difficulties faced in attempting to form a comprehensive educational system through the medium of Welsh, during the first part of the twentieth century. It is proposed to seek information for this study by analysing school log books and anniversary publications, divisional executive reports, county council minutes, the Welsh Joint Education Committee (WJEC) minutes, Her Majesty’s Inspectorate reports, national and local newspapers, and also by interviewing county advisors and individuals who played key roles in the establishment of the schools. It is presumed the study will find that Welsh medium education has flourished, overcoming many difficulties such as limited resources, outside opposition, and the transportation of pupils. The study will provide a valuable insight to how a minority language succeeded in forming a fully comprehensive educational system. Status: Individual research Date of Research: 1993–1996 KEYWORDS: bilingualism; Welsh; Welsh medium education; Welsh speaking schools 11/0321 Centre for Language Studies, Pontypridd CF37 1DL 01443 480480 Price, A. Mr; Supervisor: James, A. Mr; Davies, C. Mr Welsh adult learner error analysis Abstract: The investigation will explore the nature of errors made by adults who are learning Welsh. It will then seek to analyse and classify these errors in order to understand the specific difficulties faced by people learning the language. The results will be of particular interest to language tutors and those involved in the preparation of

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teaching materials. Part 1 of the study will involve an overview of the development of language error analysis pinpointing key trends in current thinking. Part 2 of the analysis will be classification of errors under the following headings: a) lexical errors; b) syntactic errors; c) pragmatic errors. The size and composition of samples will be 1000 writing test scripts from the Welsh Joint Education Committee (WJEC) ‘Use of Welsh and Advanced Use of Welsh Examinations for Adults, 1992–93’. Status: Individual research Date of Research: 1993–1996 KEYWORDS: adult students; error analysis—language; second language learning; Welsh 11/0322 Department of Computer Studies, Pontypridd CF37 1DL 01443 480480 Edwards, R. Dr Community projects in student learning Abstract: A computer based database of 100 local voluntary or non-profit making organisations is held and maintained. These organisations are sources of student group or individual projects, and teaching staff are encouraged to use these projects in their teaching. Published Material: EDWARDS, R.M. (1993). ‘Community Enterprise at the University of Glamorgan’. In: BUCKINGHAMHATFIELD, S. (Ed). Community enterprise in higher education in the 1990s. London: Community Service Volunteers. Status: Sponsored project Source of Grant: Glamorgan University: Enterprise Unit; Department of Employment: Enterprise in Higher Education Unit Date of Research: 1989-continuing KEYWORDS: community organisations; databases; student projects 11/0323 Department of Computer Studies, Pontypridd CF37 1DL 01443 480480 Edwards, R. Dr Student centred learning Abstract: Currently, teaching methods are being investigated through a totally selfassessed course (PAD1) in the Department of Business and Administrative Studies at Glamorgan University. Publication of this work is in preparation. Also in connection with the research field, a workshop on simulation and role playing was presented in Glasgow in December 1989. Published Material: EDWARDS, R.M. & WARE, A.J. (1989). ‘Case study: an approach to the teaching and assessment of introductory computing’, Education and Training Technology International, Vol 26, No 1, p.68.; EDWARDS, R.M. (1989). ‘An

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experiment in student self assessment’, British Journal of Educational Technology, Vol 20, No 1, p.5.; EDWARDS, R.M. & SUTTON, R.A. (1992). ‘A practical approach to student centred learning’, British Journal of Educational Technology, Vol 23, No 1, p.4. Status: Individual research Date of Research: 1989-continuing KEYWORDS: assessment; higher education; learner centred methods; self evaluation—individuals; teaching methods 11/0324 Department of Property and Development Studies, Pontypridd CF37 1DL 01443 480480 Jiang, L. Mr; Supervisor: Gronow, S. Prof.; Hibberd, P. Prof.; Plimmer, F. Mrs Computer assisted teaching and learning of property valuation Abstract: In the light of the dramatic changes in the economic ‘open’ policy of the People’s Republic of China (PRC), this study looks at land reform in PRC, the development of a market for land, and land user rights/leaseholds. The study identifies an urgent need for valuation skills and, therefore, professional education programmes. The researcher’s hypothesis is that a computer assisted teaching and learning (CATL) approach will provide an efficient and effective solution. The work will include production of a prototype CATL model of development appraisal, demonstrated and tested in both PRC and the UK. Questionnaire analysis confirms hypothesis as does investigation centred on extent and availability of computer technology in PRC. Published Material: JIANG, L., PLIMMER, F., HIBBERD, P. & GRONOW, S. (1993). ‘Land reforms in China’, Journal of Property Management, Vol 11, No 2, pp. 146–154. Status: Individual research Date of Research: 1991–1996 KEYWORDS: China; computer assisted learning; housing; professional education 11/0325 Enterprise Unit, Pontypridd CF37 1DL 01443 480480 Rogers, S. Ms; Supervisor: Hawkins, P. Prof.; Gornal, L. Ms Attitudes towards women in the management of schools Abstract: This study attempts to explore the nature of organisations by comparing two management styles, ‘transformational’ and ‘transactional’. Using a ‘prescriptive model’ it explores the relationship between management theory and management practice. The male nature of the organisational world provides the major lens through which females are viewed—serving at one level to suggest the absence of women from positions of responsibility in senior management teams; while at another level to cast images of females in management positions in a contradictory light. The study explores the link between gender-related stereotyping and attitudes towards women in school management.

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It recognises that cultural dimensions of organisational life through positive affirmative action play a vital part in creating equal opportunities for the upward mobility of female staff into senior management teams in today’s schools in the UK. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational administration; head teachers; management in education; sex differences; teaching profession; women’s employment 11/0326 Enterprise Unit, Pontypridd CF37 1DL 01443 480480 Race, P. Prof.; Saunders, D. Mr; Edwards, R. Dr Developing ‘learning-centred’ approaches to assessment and teaching Abstract: The aim of the research is to extend the principles of student-centred learning into teaching and assessment procedures. In particular, it is planned to develop the use of the researcher’s model of learning based on four key processes (‘wanting, doing, feedback, digesting’) to help teaching and training staff design learning resources, teaching processes, and assessment instruments which relate directly to the quality of the learning experience. The research will be conducted in the context of a programme of staff development work with colleagues at the University of Glamorgan and elsewhere, and also in the context of the extensive study-skills development work undertaken with a wide range of the University’s student population. The products of the research will take the form of pamphlets and other publications aiming to help teaching and training practitioners design learning-centred approaches and resources, and to help learners and trainees structure their learning more effectively and productively. In particular, it is hoped to evolve recommendations for the design of assessment processes and instruments which are in harmony with students’ learning experiences, to replace traditional assessment methods such as 3-hour written examinations which are rarely useful learning experiences for learners (and from which the amount of feedback learners derive is minimal). Published Material: RACE, P. & BOURNE, T. (1990). How to win as a part-time student: study skills guide. London: Kogan Page.; RACE, P. (1992). 53 interesting ways to write open learning materials. Bristol: Technical and Educational Services Ltd.; RACE, P. (1992). ‘Ten worries about assessment’, British Journal of Educational Technology, Vol 23, No 22, p.141.; RACE, P. (1993). The open learning handbook: promoting quality in designing and delivering flexible learning. 2nd Edition. London: Kogan Page.; RACE, P. (1993). ‘Never mind the teaching—feel the learning’, Quality Assurance in Higher Education, Vol 1, No 2, pp.40–43. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: Glamorgan University Date of Research: 1993–1995 KEYWORDS: assessment; higher education; learner centred methods; open education; self evaluation—individuals; teaching methods

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11/0327 Enterprise Unit, Pontypridd CF37 1DL 01443 480480 Gaston, K. Miss; King, L. Miss; Supervisor: Saunders, D. Mr; Race, R. Prof. Investigating student experiences Abstract: In October 1994 the first cohort of students to have been involved in the National Record of Achievement will arrive at the University. One of the proposed aims is to evaluate the actual and perceived benefits of recording achievement in schools and colleges, and associated expectations of higher education. A second aim is to investigate the effects of the recording achievement process on university students’ social, personal and academic development -including the monitoring of any associated difficulties or problems. A particular interest is in tracing improving, as well as deteriorating performance for cohorts of students as they move through levels 1 and 2 of a modular system. A third and final aim involves the use of summative profiles in the final year of study, when students are going for interviews and meeting employers. The project hopes to compare students’ expectations and capabilities, based on their recording of achievement experience, with interview and job application experience. Published Material: SAUNDERS, D. (1992). ‘Profiling in higher education’, Journal of the National Association for Staff Develop- ment, Vol 26, pp.51–57. Status: Sponsored project Source of Grant: Higher Education Funding Council for Wales £75,000 Date of Research: 1994-continuing KEYWORDS: achievement; profiles; Records of Achievement; student development; student experience; student records

Glasgow Caledonian University 11/0328 Department of Psychology, City Campus, Cowcaddens Road, Glasgow G4 0BA 0141 331 3000 Siann, G. Dr Vocational guidance: with special reference to the needs of ethnic minorities Abstract: The research study is concerned with identifying, instituting and evaluating measures designed to meet the vocational needs of secondary school pupils in two target groups: a) ethnic minority pupils, particularly females; and b) pupils from socially disadvantaged backgrounds in schools to be identified by equal opportunities advisors. The aims of the study over three years are to: 1) compare the take up of vocational guidance services by ethnic minority and ethnic majority pupils in the selected schools; 2) identify possible modifications in vocational guidance within these schools in order to improve the service to the target groups; 3) identify channels of communication with parents of pupils in the target groups in such a way as to increase parents’ knowledge of

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the educational opportunities on offer to pupils after the completion of secondary school; 4) help institute and monitor changes in vocational guidance practice based on the findings in the selected schools; and 5) evaluate the changes in vocational guidance instituted in the selected schools. Status: Sponsored project Source of Grant: Project schools £5,000; Glasgow Caledonian University £60,000 Date of Research: 1993-continuing KEYWORDS: career counselling; ethnic groups; minority groups; secondary school pupils; vocational guidance 11/0329 Faculty of Health, Southbrae Campus, Southbrae Drive, Jordanhill, Glasgow G13 1PP 0141 337 4000 Monk, E. Mrs; Supervisor: Williams, C. Prof.; Mahmood, Z. Dr Student mental health: a study of the relationship between stressors, the mental health of students and their academic performance Abstract: Research over the past 25 years has shown that student casualties are very much a reality. Stressors result in a diversity of responses within the student population, these being dependent on ability to cope or otherwise. This study attempts to ascertain: 1) What stressors affect students? 2) How, why and to what degree they affect? 3) With what frequency they occur among the student population studied? and 4) What steps, if any, the students take to remedy the resultant problems? A pilot study involving oral and written questionnaires gave indicators as to the direction the main study should follow. It involved a small sample (12) of male and female students within the under and over 21 years groupings. The main study involved 200 students within the same categories. A package of 3 separate written questionnaires was administered. Frequency tables and factor analysis are the main indicators of the findings. Patterns in both the pilot and main study appear to be similar. Students do have problems which are causing them distress. Many of them are doing little to alleviate this. It is further proposed to follow up for 1 academic year a small number of students who are highly stressed, together with a similar number who do not seem to be adversely affected by any stressors they may have. Status: Individual research Date of Research: 1992–1995 KEYWORDS: higher education; stress—psychological; stress management; stress variables; student health and welfare

Glasgow University 11/0330 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 MacDonald, C. Ms; Mackenzie, A. Ms; Karkalas, A. Mrs

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Reasons for students’ non-completion on the mature students’ Access course run by Glasgow University’s Department of Adult and Continuing Education Abstract: This is a survey by semi-structured telephone interview of a random sample of non-completers on the Glasgow University inhouse Access course between 1993 and 1995 which aims to elicit reasons for their withdrawal from the course. Status: Sponsored project Source of Grant: Glasgow University Access Development Group £11,348 Date of Research: 1995–1996 KEYWORDS: Access programmes; dropouts; mature students; student wastage 11/0331 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Karkalas, A. Mrs; Mackenzie, A. Ms Access, University and post-University experience of adult students from the Access course run by Glasgow University’s Department of Adult and Continuing Education Abstract: This study aimed to trace the educational, personal and employment experience of those who completed the Glasgow University in-house Access course from its inception in 1979 to 1991. It surveyed by postal questionnaire (containing both fixed response and open-ended questions), a contactable population of 481 former students. For the majority of respondents (who continued into higher education) the Access experience appeared to have prepared them well for most of its demands, but not for the size and formality of undergraduate teaching groups and the increased pace and volume of the undergraduate workload (underlining the tension between limited resources and the current emphasis on widening access). Almost all, however, derived deep personal satisfaction from higher education. Analysis of their post graduation careers will follow. Most of the minority who did not continue—which included a surprisingly high proportion who did not apply for university or rejected an offered place—felt encouraged to undertake further study, and remarked on other benefits such as intellectual stimulation, enjoyment, personal growth, opportunities for self-assessment, and increased confidence (though the last was less apparent among women respondents). Comparisons of the responses of ‘continuers’ and ‘non-continuers’ over a range of identical questions (from changes in personal relationships and academic skills to personal meanings of ‘learning’) showed that they did not reflect the different paths taken by these groups to the extent one might have expected. Several explanations are possible, including the fact that this course, like other university-based Access courses in Scotland, shares many features of its parent institution. Published Material: KARKALAS, A. & MACKENZIE, A. (1995). ‘Travelling hopefully: Access and post-Access experience of adults who do not proceed to higher education’, Journal of Access Studies, Vol 10, No 1, pp.20–39.; MACKENZIE, A. & KARKALAS, A. (1995). ‘Access, university and graduation: students’ views of progress and transition’, International Journal of University Adult Education, Vol 34, No 3, pp.57– 77.; KARKALAS, A. & MACKENZIE, A. ‘Where different paths meet: the educational

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and personal legacy of Access’, Scottish Journal of Adult and Continuing Education. (in press). Status: Individual research Date of Research: 1991–1996 KEYWORDS: Access programmes; access to education; followup studies; higher education; mature students; students 11/0332 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Kane, L. Mr Popular education research in Scotland and Latin America Abstract: A journal article of some 4000 words which investigates the experience of popular education in Latin America and attempts to draw lessons which can be adapted to a Scottish context. It looks at how popular education has operated in a variety of political contexts—in countries with oppressive, liberal and revolutionary governments—and highlights successes and limitations. Having compared and contrasted the social, political and economic backgrounds of Scotland and Latin America, the article makes some specific recommendations for developing popular education in Scotland, while at the same time pointing to the dangers in being over simplistic in attempting to adapt one educational model to a different context. Status: Individual research Date of Research: 1995–1996 KEYWORDS: adult education; community education; comparative education; Latin America; Scotland 11/0333 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 MacKinnon, A. Dr; Mackenzie, A. Ms Strategies for introducing adults to rigorous science study Abstract: Access courses are one of the options available to adults planning to return to full-time study in science or engineering. The researchers take the view that modular structures are limited in their scope for cognitive development, and that they cause problems of ‘functional fixity’ in e.g. the application of mathematical skills in physical or life sciences. Adults with specific vocational aims may be deterred by material that is abstract, and strategies for introducing such material and motivating its study must be devised. The researchers have designed a Science Access course which aims at developing generic problem-solving skills, and ‘mental flexibility’, as well as basic knowledge of mathematics, physics and chemistry, while engaging students’ interest. The progress of students in their subsequent academic careers will be followed, as a test (the only valid test) of the strategies and thinking embodied in this course.

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Status: Team research Date of Research: 1995-continuing KEYWORDS: Access programmes; access to education; mature students; science education 11/0334 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Kane, L. Mr; Turner, R. Mr Foreign language teaching and learaing for adults Abstract: After the first year of implementing a system of accreditation into the teaching of modern languages in the traditional area of ‘liberal adult education’, this research project seeks to examine the effect of this change on roughly 280 eveningclass students of Spanish. It will try to evaluate the appropriateness of the system of accreditation itself (as there are many different kinds to choose from), whether or not the training and preparation of tutors was adequate, and to what extent the tutor was an important influence on the expectations of the students. Published Material: KANE, L. (1995). ‘Making a drama out of a crisis’, Language Learning Journal, Vol 11, pp.34–35. Status: Team research Date of Research: 1996–1996 KEYWORDS: adult education; mature students; modern language studies; teaching methods 11/0335 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Clayton, R. Dr Ethnic minorities in Greater Glasgow: exploratory research into issues of access for adult learners Abstract: The aim of this policy-oriented research was an initial exploration of the barriers to participation in adult education and training faced by ethnic minorities, including refugees, in Greater Glasgow. Although research is carried out on the general issue of Scotland’s ethnic minorities, very little has been done so far on adult education. The main, but not exclusive, focus was on women. Census data was used to quantify and map ethnic minority members in the area. Interviews were carried out with two community education workers in areas with large Chinese and Asian populations; the director of the Ethnic Minority Enterprise Centre; an employment counsellor of the Scottish Refugee Council; and a development worker at the Meridian Information and Resource Centre for Black and Ethnic Minority Women. The main conclusions were predictable: the major barrier is language, followed by finance. Women, however, faced the special difficulty of fearing to use public transport to reach courses of higher levels

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than those provided by the Community Education Service. Not only is provision for nonnative speakers of English held to be wholly inadequate, it is also too far from the areas of ethnic minority concentration. Published Material: CLAYTON, P. (1995). ‘Ethnic minorities and adult education in Greater Glasgow—some developments’. In: MARK, R. (Ed). Report of a Conference on Adult Education for a Multicultural Society. Belfast: Queen’s University of Belfast, Institute of Continuing Education. Status: Individual research Date of Research: 1995–1995 KEYWORDS: access to education; adult education; adult students; community education; ethnic groups; women’s education 11/0336 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Clayton, P. Dr; Slowey, M. Prof.; Friese, M. Dr; Crete, N. Mme.; Ward, M. Ms; de Elejabeitia, C. Dr Vocational guidance and counselling for women returners Abstract: This is a collaborative research project between: Glasgow University, Department of Adult and Continuing Education; Institut fur angewandte Biographie und Lebensweltforschung, FB 12, Universitat Bremen, Germany; Delegation a la Formation, Ministere du Travail, de l’Emploi et de la Formation Professionelle, Paris, France; Centre for Training Policy, Department of Management, University of Cork; and Equipo de Estudios, Calle Puerto Rico 5–6, Madrid, Spain. Good quality, impartial educational guidance and employment counselling for adults (henceforth referred to as vocational guidance and counselling) are essential for many people attempting to negotiate the complexities of modern labour markets—yet statutory adult guidance services are not universal in the European Union. Women, particularly those who are attempting to enter the labour market as adults, face particular difficulties in gaining well-paid employment with a career structure. The researchers aimed to discover what provision exists for the group known as ‘women returners’ (which effectively means almost all women, excluding only those with an unbroken employment history since ending continuous fulltime education). The countries concerned were the United Kingdom, France, Germany, Ireland and Spain. Some of the services surveyed were national, others local. Having gained some perception of the amount and quality of existing services, the researchers then interviewed experts in each country in order to make recommendations for improvement. Although the focus was entirely on women, it became clear that many of the innovative practices discovered would equally benefit ‘men returners’, such as the long-term unemployed. A report—Getting in, climbing up and breaking through: women returners and vocational guidance and counselling—has been produced which will appear later in book form. Status: Sponsored project Source of Grant: European Commission £69,410 Date of Research: 1994–1995

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KEYWORDS: career counselling; comparative education; Europe; vocational guidance; women’s education; womens employment 11/0337 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Turner, R. Mr Feasibility of and participation in credit bearing programmes by parttime adult students Abstract: This research has its origins in a new development, based in the Department of Adult and Continuing Education, to promote part-time and mixed study opportunities in the University of Glasgow. In the pilot year of operation (1995–96), over 1,000 students were registered for the credit bearing programme offered by the Department and the focus of the research is to investigate the characteristics of those who are participating, their motivations for taking courses and their future plans. Methods used will include questionnaire surveys and individual interviews with both students and tutors with a specific focus on reactions to the use of various assessment strategies in the programme. Status: Individual research Date of Research: 1995-continuing KEYWORDS: adult education; adult students; continuing education; credits; mature students; part time students 11/0338 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Hamilton, R. Dr; Barr, A. Dr; Purcell, R. Mr Community education and community development in Scotland (continuing) Abstract: The research examines the various models which have emerged in Scotland which link community education and community development, and assesses their merits in increasing the skills of individuals and in contributing to community development. In order to achieve these objectives, a mapping was undertaken of policy and practice patterns throughout Scotland. Interviews were undertaken with key informants and documentary material analysed. Key informants were requested to identify best practice examples of community education promoting community development, and this information was used to select subjects for case studies. Seventeen case studies were completed, providing examples of large and small projects. Data for the case studies was collected from documentary evidence, semi-structured interviews and group interviews with project users. Three key elements of case study performance were examined: the nature of the educational inputs; character of community development outcomes; and character of key variables which influenced how projects had performed. The research indicates a general lack of clarity about both principles and outcomes of community development. The most substantial community development outcomes have been found

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to occur where groups or communities have acquired the greatest level of authority over their own affairs. The general conclusion is also drawn that the educational inputs which most significantly underpin community development are relatively informal and emerge as an integral part of the process of collective problem solving. Published Material: HAMILTON, R., BARR, A. & PURCELL, R. (1995). ‘Community education and community development’, Community Education Research Digest, Vol 10, No 1, pp.1–13.; HAMILTON, R., BARR, A. & PURCELL, R. (1996). Learning for change—community education and community development: SOED Research Report. Scottish Office Education Department. London: Community Development Foundation.; HAMILTON, R. (1996). ‘Community education: the Scottish tradition’. In: ALHEIT, P. et al. Adult education, culture and modernisation. Denmark: Roskilde University, Adult Education Research Centre. Status: Sponsored project Source of Grant: Scottish Office Education Department £80,000 Date of Research: 1995–1995 KEYWORDS: community development; community education; Scotland 11/0339 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Slowey, M. Prof.; Clayton, P. Dr Long-term personal, social and economic outcomes of learning in the West of Scotland Abstract: Although there has been a great deal of analysis of adult participation in education and training, there is a paucity of research into the long-term outcomes of such participation. The research aims to discover the personal, social and economic outcomes for adults in the West of Scotland who had taken part about five years previously in the following types of learning: the Adults in Schools Programme; Scottish Wider Access Programme (SWAP) courses in colleges and Access courses at the University of Glasgow; community education through a variety of outreach initiatives, including the Community Education Service; open and continuing education; and vocational learning and training. Individual interviews are given, lasting around one hour, taped and transcribed verbatim. Questions cover childhood background, initial education, labour market history, motivation to enter and experience of the relevant course and the outcomes from participation. The research is still ongoing. So far 84 interviews have been carried out and some analysis has been done, yielding 2 articles so far. Conclusions so far tend to bear out the findings of a large-scale quantitative survey of Swedish men: that initial disadvantage is not easily compensated for by adult education in employment terms, and that those who benefit most from adult education are those with prior advantages. As regards personal outcomes, however, the benefits are much more evenly spread. Published Material: CLAYTON, P.M. (1995). ‘Learning workers in two organisations in the West of Scotland: social, economic and personal outcomes of training’. In: Proceedings of Towards a Learaing Workforce Conference, Lancaster University,

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Department of Continuing Education, September 12–13, 1995.; CLAYTON, P.M. & SLOWEY, M. (1996). ‘Towards the ‘flexible’ workforce? Implications for gender and the education and training of adults’, Scottish Jouraal of Adult and Continuing Education, Vol 3, No 2, pp.45–62. Status: Sponsored project Source of Grant: Scottish Office Education Funding Council £20,000 Date of Research: 1993-continuing KEYWORDS: Access programmes; access to education; adult education; adult students; followup studies; higher education; mature students; outcomes of education 11/0340 Department of Adult and Continuing Education, Glasgow G12 8QQ 0141 339 8855 Heriot-Watt University, Moray House Institute of Education, Centre for Education for Racial Equality, Edinburgh EH8 8AD 0131 3126001 Strathclyde University, Faculty of Education, Equality and Discrimination Centre, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Kelly, E. Dr; Arshad, R. Ms; Johnson, A. Mr University ethos and ethnic minorities: overcoming barriers to access and developing institutional support systems Abstract: This is a collaborative project developed after extensive consultation with representatives of ethnic minority communities. It seeks to identify evidence of the representation of ethnic minority students in the three institutions, includes a mentor scheme, an institutional development plan, and a community based initiative. Different strands of the project are being developed in each of the consortium institutions and will draw on the knowledge and experience of ethnic minority community agencies in order to address the issues which arise in the course of the enquiries. The following formed the advisory group for the prqject: Ms Mukami McCrum, Mr Bashir Maan, Ms Najimee Parveen and Mr Kofi Tordzro. Status: Sponsored project Source of Grant: Scottish Higher Education Funding Council, Flexibility in Teaching and Learning Schemes £150,000 Date of Research: 1994–1996 KEYWORDS: access to education; ethnic groups; higher education; institutional environment; student health and welfare; student needs; students; universities 11/0341 Department of Education, Glasgow G12 8QQ 0141 339 8855 Kirk, R. Ms; Supervisor: Wilkinson, J. Dr; Hill, M. Dr

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Day care in Tayside: its impact on family relationships and well-being Abstract: Based on a sample of 100 families using social work day care in Tayside, the study is an indepth investigation of the impact of the day care on children and families. The study is using instrumentation (reliable and valid schedules) to examine parents’ social support networks and children’s development. The study is an attempt to cast light on the extent to which day care can help families with a child ‘at risk’ or the subject of abuse. Published Material: KIRK, R. (1990). Parents and their perceptions of family centres on Tayside. Dundee: Tayside Regional Council. Status: Individual research Date of Research: 1991–1996 KEYWORDS: children at risk; community services; day care; family life; family problems 11/0342 Department of Education, Glasgow G12 8QQ 0141 339 8855 Grant, N. Prof. Education in the former USSR and the Commonwealth of Independent States Abstract: This project builds upon an accumulation of publication on education in the Soviet Union and Eastern Europe since 1914. This stage dates from 1989, when the decline of the USSR was more widely perceived to be terminal. A number of field studies have been carried out, and more are plannned, as is the revision of a book, Soviet Education (last edition 1979) as a largely historical work. The stages leading up to the collapse of the USSR, and the collapse itself in 1991, have already been studied, and more such study is planned, using book-based study, documentation and field study. The emphasis is now shifting to the post-Soviet period, and the economic, ideological, ethnic and linguistic problems facing education in the successor states. Published Material: GRANT, N.D.C. (1989). ‘Mechanisms: policy formation and implementation’. In: KIRKWOOD, M. (Ed). Language planning in the Soviet Union. London: Macmillan.; GRANT, N.D.C. (1990). ‘Current Soviet educational reform in comparative perspective’. In: COWEN, R. & JONES, C. (Eds). Essays in honour of J.J.Tomiak. DICE, University of London, Institute of Education.; GRANT, N.D.C. (1991). ‘Soviet Union: vocational education and training’. In: STEEDMAN, H. (Ed). Pergamon encyclopaedia of education. Oxford: Pergamon Press.; GRANT, N.D.C. (1992). ‘Education in the USSR: the last phase’, Compare, Vol 22, No 1, pp. 69–90. Status: Individual research Date of Research: 1989–1996 KEYWORDS: Commonwealth of Independent States; Communist education; educational change; ideology; politics education relationship; social change; USSR 11/0343 Department of Education, Glasgow G12 8QQ

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0141 339 8855 Grant, N. Prof. Scottish education: history, politics and the international context Abstract: This project, which is book and document based, seeks to examine and demythologise certain aspects of the history, ethos and governance of Scottish education, it seeks to relate the perceptions thus gained to contemporary and future educational policy, and to set the discussion in a European and wider international context. It will deal with some contemporary political and educational controversies, and make recommendations for action, both within Scotland and in conjunction with our European and international partners. Published Material: GRANT, N.D.C. et al (1989). Scottish education: a declaration of principles. Edinburgh: Scottish Centre for Economic and Social Research/Advisory Council for the Arts in Scotland.; GRANT, N.D.C. (1990). ‘La formacion profesional y ocupational en Escocia’. En: FERRANDEZ, A. & PEIRO, J. (directores) Formacion para el empleo. Zaragoza: Universidad Popular/Editorial Humanitas.; GRANT, N.D.C. (1991). ‘The education of an international Scot’. In: CORNER, T.E. & VAN de BUNTKOKHUIS, S. (Eds). The space between words: cross cultural studies in education. Tilburg University Press.; A full list of publications is available from the researcher. Status: Individual research Date of Research: 1975–1995 KEYWORDS: comparative education; educational history; educational policy; Scotland 11/0344 Department of Education, Glasgow G12 8QQ 0141 339 8855 Grant, N. Prof. Multicultural education and the education of minorities Abstract: This project is a series of investigations into cultural pluralism and its educational implications, both in Scotland and internationally, and seeks to make contributions to the educational debate on racism, bilingual education, language maintenance and survival and the multicultural aspects of the curriculum. The research was book based but also included archival material and field studies. It has already produced some publications and the development of a course at Masters’ level. A general textbook is in progress. Published Material: GRANT, N.D.C. (Ed). (1988). ‘Education and minority groups’, Comparative Education, Special Edition No 11, Vol 24, No 2.; GRANT, N.D.C. The education of minority and peripheral cultures: introduction. Loc. cit., pp. 155–166.; GRANT, N.D.C. (1989). ‘Education for a pluralist world: some considerations of language and culture’. In: KORNER, A. (Hrsg.), Bildungspolitische Perspektiven in Nord und Westeuropa. Giessen: Verlag des Ferber’schen Universitatsbuchhandlung.; GRANT, N.D.C. (1992). ‘L’educazione multiculturale in Scozia e in altri paesi della periferia Europea’. In: TASSINARI, G, CURRIERI, G.C. & GIUSTI, M. (a cura di), La scuola e

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societa multiculturale. La Nuova Italia, Firenze.; GRANT, N.D.C. (1992). ‘“Scientific” racism: what price objectivity?’, Scottish Educational Review, Vol 24, No 1, pp.24–31. Status: Individual research Date of Research: 1985–1995 KEYWORDS: bilingual education; ethnic groups; multicultural education; multiculturalism 11/0345 Department of Education, Glasgow G12 8QQ 0141 339 8855 MacKenzie, M. Mr The future of Scottish Toryism with particular reference to Scottish education and culture Abstract: The research is based on many years of publication, research and advisory work in the fields of politics and education with specific reference to the Scottish Conservative Party. The approach involves the analysis of policy documents and discussions with leading politicians. The role of pressure groups such as the Scottish Tory Reform Group and the Adam Smith Society is analysed and described. The research is primarily theoretical in character, with the aim of relating political and cultural thinking to policy, and exploring the political dimensions of educational thought. Published Material: MACKENZIE, M.L. (1986). The intellectual roots of Conservative ‘reforms’, Tory Reform Group.; MACKENZIE, M.L. (1988). Scottish Toryism, identity and consciousness, Tory Reform Group.; MACKENZIE, M.L. (1989). Scottish Toryism and the Union: a phenomenological approach, Tory Reform Group. Status: Individual research Date of Research: 1986–1996 KEYWORDS: Conservatism; politics education relationship; Scotland 11/0346 Department of Education, Glasgow G12 8QQ 0141 339 8855 Morrison, D. Mr; Supervisor: Wilkinson, J. Dr The effective secondary school Abstract: The study explores in ideological, political and educational terms, parental and pupil perceptions about what constitutes an effective secondary school. Using data on school performance in external examinations, the study focuses on 12 secondary schools6 performing above the ‘norm’ and 6 below, in order to identify school based factors that contribute to their effectiveness. These factors will be related to parent support and aspirations, and to pupils’ own perceptions and behaviour, by asking parents and pupils to complete an extensive questionnaire prior to the pupils taking external examinations in May 1993. Status: Individual research

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Date of Research: 1991–1995 KEYWORDS: examination results; school effectiveness; secondary schools 11/0347 Department of Education, Glasgow G12 8QQ 0141 339 8855 Walker, L. Ms; Supervisor: Paterson, H. Mr Access and completion rates in higher education Abstract: This research explores some of the implications of widening access to higher education on non-completion rates. The project has three main aims: (1) To examine the academic performances and perceived problems in higher education of students from socio-economic groups which are traditionally under-represented at university but which are increasingly the target of policies for wider access, i.e. certain socio-economic groups and non-traditional entrants; (2) To investigate the reasons for non-completion of their degree courses by a general cross section of students; (3) To identify possible predictors of success or failure in undergraduate performance. Preliminary findings indicate that students who have attended the Pre-University Summer School—a pre-university preparation course at the University of Glasgow run for students from areas of deprivation—are more likely to obtain degrees, despite socio/economic disadvantages, than a random sample of entrants. Work is proceeding at present to establish the academic progress of students with similar socio-economic backgrounds who did not attend the Pre-University Summer School, in order to determine the value added by this type of preparation course. Methods include reviews of academic transcripts, statistical analysis of demographic make-up of entrants, longitudinal surveys of academic performances and problems encountered during degree courses including the financial effects of student grants and loans, semi-structured interviews with sample groups, and discussions with ‘experts’ such as student advisors, admissions officers and tutors. Published Material: A full list of publications is available from the researcher. Status: Individual research Date of Research: 1992–1996 KEYWORDS: access to education; dropouts; higher education; nontraditional students; summer schools; university admission 11/0348 Department of Education, Glasgow G12 8QQ 0141 339 8855 Cavanagh, J. Mr; Supervisor: MacKenzie, M. Mr Quality assurance in secondary education Abstract: The aim of this project is to examine the relevance of the British Standard BS 5750 and other quality assurance procedures to the work of secondary schools. A secondary school in the south of Scotland has been selected as a case study. This will involve analysis of documents, interviews and participant observer approaches.

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Interregional comparisons will be made of policies and decision making with regard to quality assurance. The theoretical, conceptual aspects of the problem will be a major thrust of the research. Status: Individual research Date of Research: 1992–1996 KEYWORDS: educational quality; quality assurance; school effectiveness; secondary schools 11/0349 Department of Education, Glasgow G12 8QQ 0141 339 8855 Sinclair, N. Miss; Supervisor: Humes, W. Dr The history of educarion in Caithness since 1872 Abstract: This study attempts to trace the development of education in Caithness following the Education (Scotland) Act, 1872. The effect of subsequent legislation is considered and, in particular, the difficulty of successfully implementing national policy in a remote area with special geographical, economic and manpower problems. Extensive use is made of primary sources in the shape of school logbooks, education committee minutes and correspondence between the local authority and the Scottish Office Education Department. Status: Individual research Date of Research: 1992–1996 KEYWORDS: educational change; educational history; Scotland 11/0350 Department of Education, Glasgow G12 8QQ 0141 339 8855 Skelton, F. Ms; Supervisor: Humes, W. Dr The influence of Juan Luis Vives on the educational ideas of John Locke Abstract: This study examines the ideas of the Spanish humanist, Juan Luis Vives, and their impact on subsequent writers on education, in particular John Locke. Vives’ empirical approach to educational enquiry and his views on psychological development are given detailed analysis. Locke’s indebtedness to Vives is shown to be indirect rather than direct in the sense that it is mediated through other writers. The importance of Vives in the history of educational thought is also evident in the work of the Scottish Common Sense school of philosophy. Status: Individual research Date of Research: 1992–1996 KEYWORDS: educational history; educational psychology; educational theories 11/0351

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Department of Education, Glasgow G12 8QQ 0141 339 8855 Canen, A. Mrs; Supervisor: Grant, N. Prof. The role of teachers in society—a comparative study of Brazil and the UK Abstract: The project seeks to investigate perceptions of teachers (particularly of science), of the role of teachers in their respective societies, and how they are regarded by society at large. Status: Individual research Date of Research: 1993–1996 KEYWORDS: Brazil; comparative education; public opinion; teacher role 11/0352 Department of Education, Glasgow G12 8QQ 0141 339 8855 Sarkar, R. Mrs; Supervisor: Wilkinson, J. Dr The teaching of community languages in Scotland Abstract: This is a study of the teaching of community languages in Scotland, especially among the Asian community. The problem of policy and practice will be addressed and likely future developments will be considered. Status: Individual research Date of Research: 1993-continuing KEYWORDS: Asians; bilingualism; ethnic groups; language maintenance; language policy; mother tongue 11/0353 Department of Education, Glasgow G12 8QQ 0141 339 8855 Campbell, P. Mr; Supervisor: Grant, N. Prof.; MacKenzie, M. Mr Nordic folk high schools and their possible application to Scotland Abstract: This is a study of the development and function of the Folk High Schools in Denmark, Norway, Sweden and elsewhere in Scandinavia, examining the different patterns in the various countries. An attempt will be made to examine the salient features, and to consider how some of them could be adapted and introduced to Scotland. Status: Individual research Date of Research: 1993-continuing KEYWORDS: adult education; comparative education; lifelong learning; mature students; people’s universities; Scandinavia 11/0354 Department of Education, Glasgow G12 8QQ

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0141 339 8855 Limond, D. Mr; Supervisor: Paterson, H. Mr; Maver, I. Dr A tiistory of girls’ education in Scotland 1872–1945 Abstract: There is no Scottish equivalent to Kamm’s work on the education of girls in England. This investigation seeks to fill that part of the gap by constructing a history of girls’ education in Scotland from 1872 to the end of the 2nd World War. The main methodologies employed are: a) archival research, including school archives; b) ethnographic research; and c) oral records. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational history; girls; Scotland; women’s education 11/0355 Department of Education, Glasgow G12 8QQ 0141 339 8855 Kane, H-M. Ms; Supervisor: MacKenzie, M. Mr Educational values and the learning organisation Abstract: A theoretical study, using international literature, of the key concepts underlying a learning organisation. Sperific attention is paid to the relation to values, in particular, spirituality. Status: Individual research Date of Research: 1994-continuing KEYWORDS: educational principles; institutional environment; organisational climate; religion and education; values 11/0356 Department of Education, Glasgow G12 8QQ 0141 339 8855 Kerr, T. Mr; Supervisor: Paterson, H. Mr; Green, M. Dr Quintilian on moral education—a re-evaluation Abstract: Quintilian’s reputation as a mediocre teacher of oratory and rhetoric is in need of revision. By returning to original sources, and by surveying appropriate research in Britain and Europe, this investigation seeks to rehabilitate an important Roman educator. Status: Individual research Date of Research: 1994-continuing KEYWORDS: educational history; Roman history 11/0357 Department of Education, Glasgow G12 8QQ 0141 339 8855

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Kirkwood, M. Ms; Supervisor: Paterson, H. Mr; Jeacocke, J. Dr Embedding problem solving, higher order thinking and metacognition into an introductory computer programming course Abstract: Courses in computer programming can be so designed as to enhance the transferable problem solving skills of students. This investigation involves the design, delivery and evaluation of such a course to secondary school pupils (n=48), by participant observation and interviews. Initial results indicate that such courses appear to enhance the problem solving skills of students. Status: Individual research Date of Research: 1991–1996 KEYWORDS: cognitiveprocesses; computer programming; computer uses in education; information technology; metacognition; problem solving 11/0358 Department of Education, Glasgow G12 8QQ 0141 339 8855 McPhee, A. Mr; Supervisor: MacKenzie, M. Mr Policy, curriculum and the teaching of English language in the primary school Abstract: A study of policy and curriculum documentation in relation to research and international thinking on language, and how it is taught in the primary school. The study involves a comparative approach between the Scottish and English education systems. Focus is placed on the relationship between language teaching and political ideology Status: Individual research Date of Research: 1992–1996 KEYWORDS: educational policy; English; English studies curriculum; primary education 11/0359 Department of Education, Glasgow G12 8QQ 0141 339 8855 O’Hagan, F. Mr; Supervisor: Paterson, H. Mr The influence of the religious orders on Catholic education in Glasgow during the 19th and 20th centuries Abstract: The important role of male and female religious orders in setting up and promoting schools and colleges for the education of Roman Catholics in the city has only been partially explored. This research aims to write a fuller history, by: a) archival research; and b) compiling an oral record of participants. Status: Individual research Date of Research: 1995-continuing KEYWORDS: Catholic educators; Catholic schools; Church and education; educational history; religion and education; Roman Catholic Church

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11/0360 Department of Education, Glasgow G12 8QQ 0141 339 8855 McKernan, G. Mr; Supervisor: McGonigal, J. Dr; MacKenzie, M. Mr The monster and the teddy bear: the construction of children and childhood in picture books 1945–1995 Abstract: The proposed research project will attempt a critical evaluation of trends in representations of childhood presented in picture books and infant reading schemes. It will seek to expose the ideological assumptions underlying texts. Since the study covers an extended period of time, a time during which much social change has taken place, a concern of the study will be to identify the nature and direction of ideological shift over the period. Through such texts children may be being presented with images of ‘the family’ which do not at all match their own lived experience, or which represented ‘stereotypical’ gender roles, or social inequalities as inevitable, ‘normar or desirable. Similarly, such images have the potential to reinforce or challenge racial stereotypes. In the light of initiatives such as Strathclyde Regional’s Social Strategy and MCARE programme, it must be a concern of teachers and others to be aware of the ideological content of the picture books and infant reading schemes which are so much a part of the infant classroom. The study seeks to contribute to this awareness. The study is influenced by: daily experience of reading with and to infant school children in a Glasgow school; and recent writing on ideology and children’s fiction by John Stephens, Peter Hollindale and others. There is little related research; the bulk of related work has been concerned with children’s fiction in general and not specifically with picture books. The researcher will use the collection of the National Library of Scotland, and the library and resource centre of Jordanhill campus. The overall aim is to explore the relationship between trends in representations of the family in picture books and infant reading schemes and social change. The research will ask: 1) How has the family been represented in picture books and infant reading schemes in the period of the study? 2) To what extent have changes in patterns of family life been accurately reflected in picture book representations? 3) To what extent have changes in patterns of family life been reflected in family representations in infant reading schemes? The study will include: a) review and assessment of modern theoretical perspectives on the family; b) review of changes in the related areas of marriage, parenthood and gender divisions—assessing the nature and direction of change in the post-war period; c) review and evaluation of popular images of children and understandings of childhood in the period; d) assessment and refmement of interrogative techniques for locating ideology in texts and pictures; and e) application of arguments and critical approaches to as wide as possible a range of texts. Status: Individual research Date of Research: 1994-continuing KEYWORDS: books; children’s literature; ideology; picture books; stereotypes 11/0361 Department of Education, Glasgow G12 8QQ

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0141 339 8855 Wilkins, N. Ms; Supervisor: Paterson, H. Mr Educational responses to adolescent disaffection Abstract: Following on the work of Feuerstein and others, the plan is to: a) investigate the reasons for adolescent disaffection in a Scottish island community; b) design and implement a curriculum in a college of further education based on ideas of ‘cognitive enrichment’; and c) evaluate the effectiveness of such a curriculum. Status: Individual research Date of Research: 1994-continuing KEYWORDS: adolescent attitudes; adolescents; behaviour modification; cognitive restructuring; curriculum development; further education; youth problems 11/0362 Department of Education, Glasgow G12 8QQ 0141 339 8855 Winters, J. Mr; Supervisor: Paterson, H. Mr Continuing education for nurses with particular reference to clinical skills Abstract: This research deals with the design, delivery and evaluation of skills training programmes for nurses in clinical practice. Such practice will be analysed in terms of competences, skills and attitudes in an attempt to construct an articulated model of the practice and investigate the effectiveness of programmes based on such a model. Status: Individual research Date of Research: 1994-continuing KEYWORDS: dinical experience; nurse education; nurses; professional continuing education 11/0363 Department of Education, Glasgow G12 8QQ 0141 339 8855 Drennan, L. Ms; Supervisor: MacKenzie, M. Mr Total quality management in higher education Abstract: A critique of literature governing total quality management (TQM) and its applicability to higher education. A case study of one (perhaps two) universities using archival material, interviews and public documents. The aim is to analyse how TQM has been used in higher education to identify its potential, highlight its weaknesses and to make conclusions and recommendations with respect to higher education policy. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational administration; higher education; quality control; universities

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11/0364 Department of Education, Glasgow G12 8QQ 0141 339 8855 Pignatelli, F. Prof.; Supervisor: MacKenzie, M. Mr The development of Strathclyde Region’s Education Service (1975–1996) Abstract: An analysis of the managerial and education thinking leading to the creation of Strathclyde Region with particular emphasis on the theories of corporate management and planning. By interview with key personnel and examination of both internal and external documentation to cast light on the management of Strathclyde Region’s Education Service during the period of its existence. The aims are: 1) to investigate the thinking behind, and the impact of, key management documents such as the reports by the Institute of Local Government Studies (INLOGOV); 2) To relate the management of education to the forces and developments leading to the ultimate demise of Strathclyde Region; and 3) To draw conclusions of significance and help to researchers in the fields of local government, educational management and administration, management theory and the policy process. Status: Individual research Date of Research: 1995-continuing KEYWORDS: educational administration; local education authorities; management in education 11/0365 Department of Education, Glasgow G12 8QQ 0141 339 8855 Creechan, G. Mr; Supervisor: Paterson, H. Mr A history of maritime education in the Glasgow area Abstract: This important area of educational history in the area has yet to be investigated. The aim is to trace the history of nautical and maritime education in the Glasgow area. This will be done by: a) accumulating an oral and video record of the memories and views of merchant seamen, master mariners, teachers and lecturers; and b) archival research. Status: Individual research Date of Research: 1994-continuing KEYWORDS: educational history; nautical education 11/0366 Department of Education, Glasgow G12 8QQ 0141 339 8855 Dordi, R. Ms; Supervisor: Wilkinson, J. Dr

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Education as a treatment strategy for young adult offenders in noncnstodial contexts: a formative evaluation of a Scottish intensive probation project Abstract: The study will be a formative evaluation of the project, examining the mechanisms by which its stated aims and objectives are being implemented, by focusing on the process of intervention. Using appropriate methodology and research tools, the study will attempt to address the issues raised by the research questions: 1) What are the perceptions, both in terms of consensus and differences of the various stakeholders involved, of the functioning of the intervention process? 2) Has the intervention process been implemented according to guidelines? 3) Is there an ‘information -coordination— communication linkage’ between programme users linking planning, implementation and evaluation of the programmes? 4) To what extent have the aims and objectives of the project been implemented and met by the programmes? 5) What is the quality of the treatment strategies, methods and initiatives used, particularly with regard to effective and relevant presentation with both clarity and depth regarding users? 6) How do the various stakeholders perceive these programmes and how in the implementation of these programmes is the treatment of conflicting goals and conflicting interest groups resolved? 7) Were the content, methods and balance appropriate and did they meet the desired criteria and standards of success? 8) How effectively designed are these programmes in meeting the needs, interests and problems of the participants, and are they worth the cost both in time and resources? The dominant methodology and research tools employed by the study will be: a) documentary evidence and official statistics; b) nonparticipant observation; c) structured interviews using audio-tape recording and questionnaires with programme administrators or the project staff, project administrators or project managers, social workers, project evaluators both internal and external, participants, ex-participants, sentencers (the last two being subject to access), other agencies, cooperating community and other stakeholders. Status: Individual research Date of Research: 1994-continuing KEYWORDS: behaviour modification; delinquency; delinquent rehabilitation; intermediate treatment; intervention; probation; programme evaluation; youth problems 11/0367 Department of Education, Glasgow G12 8QQ 0141 339 8855 Martin, A. Mr; Supervisor: Paterson, H. Mr Information technology literacy in higher education: the role and effectiveness of central course provision Abstract: Many universities are now providing, centrally, information technology courses for students. This research aims to evaluate the effectiveness of such provision by comparing the situation in two UK universities. Status: Individual research Date of Research: 1996-continuing KEYWORDS: computer literacy; computer uses in education; higher education; information technology; universities

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11/0368 Department of Education, Glasgow G12 8QQ 0141 339 8855 McGlone, C. Ms; Supervisor: Wilkinson, J. Dr Evaluation of the effectiveness of Solution Focused Brief Therapy for children 5–12 years Abstract: The study will be based upon 8–12 cases referred to the Behaviour Support Team in Lanarkshire. The referrals come through Psychological Services and therefore there exists a formal system whereby an initial assessment has been carried out, a variety of strategies have been tried and the need for further intervention in the form of support has been granted. Support usually takes the form of a support teacher working with the child, the teacher and the parent to achieve a manageable solution to the problem. In Lanarkshire one of the approaches used is that of Solution Focused Brief Therapy which is essentially a positive problem solving approach to the management of disruptive pupils. The study will include various sections: 1) Emotionally and behaviourally disruptive pupils—who are they? A 1990s perspective. This section deals with the labelling of pupils and the relationship between social factors and the phenomena of challenging behaviours. 2) Inclusion versus exclusion. The management of behaviourally disruptive pupils concerns every school and there has been an emphasis upon excluding the pupil from school. 3) The legal framework (Scotland). The implications of The Children Act 1989 in relation to the exclusion procedures. The responsibilities of schools and local authorities. 4) Behaviour support system—a divisional response to the problem of disruptive behaviour in mainstream primary schools. 5) The referral system. 6) The role of the behaviour support teacher. 7) The role of the educational psychologist. The pupil is referred by the psychologist and it is their assessment which shall be used as the baseline for measuring any changes over time. There is a review held every 8 weeks, or more frequently if necessary. Thus the psychologist has a monitoring role as well as assisting in the evaluation of an intervention. 8) The responsibility of the school system towards the referred pupil, the class teacher, the parents and the other pupils. Status: Individual research Date of Research: 1995-continuing KEYWORDS: behaviour modification; disruptive pupils; emotional and behavioural difficulties; problem children; special educational needs; support services; support teachers; therapy 11/0369 Department of Education, Glasgow G12 8QQ 0141 339 8855 St Andrew’s College of Education, Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 O’Brien, J. Mr; Supervisor: MacBeth, A. Dr

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A study of the origins, concepts, development and procedures of school boards in Scotland, encompassing political, educational and managerial aspects Abstract: This study initially considers concepts associated with the context for the development of Scottish School Boards (counterparts to English Governing Bodies). Such concepts include: democracy, especially in its representative and participatory forms; bureaucracy; accountability; professionalism; management. The focus moves from general to school issues, with emphasis placed on the historical development of school boards in light of analysis of the above concepts. Documentary evidence from the official government consultative procedures on the pre-existing school councils, the government’s proposals for school boards and the recent proposals for devolved management of schools in Scotland and other sources both before and after enactment of the School Boards (Scotland) Act, 1988 are analysed with a view to identifying trends and relationships with political, managerial and educational aspects. Consideration will be given to ways by which school boards may develop through functions which they may adopt within the terms of the Act. Status: Individual research Date of Research: 1990–1996 KEYWORDS: educational administration; governing bodies; school boards— Scotland; school governors; Scotland 11/0370 Department of Education, Glasgow G12 8QQ 0141 339 8855 St Andrew’s College of Education, Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 Smith, C. Ms; Supervisor: Wilkinson, J. Dr; Hayward, L. Ms The effectiveness of peripatetic teaching services to hearing impaired children in Scotland Abstract: The research focuses on peripatetic services supporting pupils with hearing impairment in mainstream secondary schools in Scotland. The investigation will cover the historical development of such services; the range of policies adopted by central and local government and an indepth study of practices in one Region, i.e. Strathclyde. Longitudinal case studies are being set up of two different support systems and compared with provision for hearing impaired children in a special school. Aspects such as: social integration; staff deployment; parental and pupil perspective; and resources will be examined in detail. Based on the data, an attempt will be made to evaluate the effectiveness of peripatetic services. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational quality; hearing impairments; mainstreaming; peripatetic teachers; special educational needs; support teachers; teacher effectiveness

Greenwich University

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11/0371 School of Post Compulsory Education and Training, Avery Hill Campus, Southwood Site, Avery Hill Road, Eltham, London SE9 2HB 0181 316 8000 Craft, M. Prof. International student mobility in higher education Abstract: Research into the motivations to study overseas by Hong Kong secondary school pupils, and their experience of higher education in the UK. Survey and interview methods have been used involving secondary school students in Hong Kong, and undergraduates in the UK. Status: Sponsored project Source of Grant: The Lee Hysan Foundation Limited, Hong Kong Date ofResearch: 1993–1996 KEYWORDS: Hong Kong; overseas students; study abroad 11/0372 School of Post Compulsory Education and Training, Avery Hill Campus, Southwood Site, Avery Hill Road, Eltham, London SE9 2HB 0181 316 8000 Ainley, P. Dr; Bailey, W. Mr The business of learning in Lewes and Lewisham Abstract: A comparison of the effects of the Further Education Funding Council (FEFC) funding methodology on two further education colleges next to each other on the FEFC’s list of funded institutions. By interviewing students and staff at Advanced, Intermediate and Foundation levels in classroom, workshop and work based provision, the research aims to give readers of the book that will result a feeling for the realities of studying and teaching in further education today and how these have been affected by the preent funding methodology. Published Material: AINLEY, P & BAILEY, W. The business of learning in Lewes and Lewisham: two colleges in the new further education. London: Cassell. (in press). Status: Sponsored project Source of Grant: Greenwich University; Lewes Tertiary College; Lewisham College Date of Research: 1995–1996 KEYWORDS: colleges of further education; economics education relationship; educational finance; further education; marketing 11/0373 School of Post Compulsory Education and Training, Avery Hill Campus, Southwood Site, Avery Hill Road, Eltham, London SE9 2HB 0181 316 8000 Derby University, Western Road, Mickleover, Derby DE3 5GX

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01332 622222 South Bank University, School of Computing, Information Systems and Mathematics, 103 Borough Road, London SE1 OAA 0171 928 8989 Parsons, V. Mr; Supervisor: Sapsford, R. Dr; Lerman, S. Dr Gender factors in mathematical problem solving in an adult small group environment Abstract: The research concentrates on gender effects relevant to the context of small group adult learning environments. In mathematics education this research is important as there is increasing emphasis on investigations involving problem solving within current curriculum developments. It synthesizes aspects of both psychological and mathematical perspectives. The research methodology is essentially ethnographic in nature, but quantitative analysis will also be undertaken. The sample will include twenty women and thirty-two men undertaking mathematical problem solving investigations as part of their adult post-compulsory education studies. In addition to the indepth ethnographic study and supporting quantitative analysis, an objective analysis of students’ assessed problem solving work will be undertaken to analyse the problem solving strategy used and related to gender factors. Published Material: PARSONS, V. (1993). Gender factors affecting access and outcomes in further education. London: University of Greenwich.; PARSONS, V. & LERMAN, S. (1994). ‘Gender factors in an adult small group mathematical problem solving environment’. Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education, Lisbon, July 1994, Vol 4.; PARSONS, V. (1994). ‘Gender issues in an adult mathematical problem solving context’, Gamma Newsletter, No 21.; PARSONS, V. & LERMAN, S. (1995). ‘Preferred problem solving style and its effect on problem solving in an adult small group problem solving environment’. Proceedings of the Nineteenth International Conference for the Psychology of Mathematics Education, Recife, Brazil, 1995. Status: Individual research Date of Research: 1991–1996 KEYWORDS: adult students; mathematics education; problem solving; sex differences; small group teaching 11/0374 School of Post Compulsory Education and Training, Avery Hill Campus, Southwood Site, Avery Hill Road, Eltham, London SE9 2HB 0181 316 8000 Southampton University, Faculty of Educational Studies, School of Education, Highfield, Southampton SO9 5NH 01703 595000 Jones, D. Ms; Supervisor: Erben, M. Mr The relationship between religion, work and education and the influence of 18th and 19th century Nonconformist entrepreneurs

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Abstract: It is the purpose of this research to re-examine Max Weber’s Protestant ethic thesis as it relates to the attitudes and actions of a selected group of 18th and 19th century Nonconformist businessmen. The fundamental question being addressed is, to what extent were the religious values of Nonconformist entrepreneurs influential in changing social attitudes and behaviour patterns in relation to work and education throughout the period of industrialisation? Did this clearly identifiable group play a significant role in establishing an ethic of work and system of education suitable for an industrialising society? Justification for this re-examination lies predominantly with the relatively small amount of empirical evidence which Weber himself provides, concerning the attitudes and conduct of capitalist entrepreneurs. A representative group of Nonconformist entrepreneurs have been selected at random, to further empirically examine the theory. The methodological approach for this socio/historical research, is prosopography, or collective biography. Nine graded case studies are being constructed, within the framework of three pivotal themes, religion, work and education. Prosopography provides an appopriate tool for investigating common background characteristics of individual members of the group. A uniform set of questions have been identified—birth, death, marriage, family, social origins, inherited economic position, place of residence, education, religion, business, politics etc. Sources of evidence are diverse and include biographies and autobiographies, personal diaries and correspondence, official documents and parliamentary papers, contemporary newspaper reports, wills, genealogical tables. The resultant information is juxtaposed, combined and examined for significant variables and tested for correlations in both internal and external forms of behaviour. Published Material: JONES, D.K. (1992). ‘Prosopography—background and application’, Auto/Biography: Bulletin of the British Sociological Assocation Study Group on Auto/Biography, Sources and Selves, Vol 1, No 1, pp.3–7.; JONES, D.K. (1993). ‘Towards Victorian values?’, Reformed Quarterly, Vol 3, No 4, pp.2–6.; JONES, D.K. (1993). ‘Religion and lives in the 19th century’, Auto/Biography: Bulletin of the British Sociological Assocation Study Group on Auto/Biography, Working the Archive, Vol 2, No 2, pp.59–73. Status: Individual research Date of Research: 1989–1995 KEYWORDS: biographies; educational history; educational theories; religion and education 11/0375 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Ingham, A. Dr; Fisher, G. Mr The development and evaluation of new teaching and learning styles in higher education: an international venture Abstract: Recent years have seen considerable changes in teaching and learning styles in all sectors of education in the UK, particularly in higher education. Less is known of the work done in other European institutions involved in initial teacher training. The aims of

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the project are: (1) An initial comparison of teaching and learning styles currently employed in two institutions: Thames Polytechnic (now Greenwich University), London, UK and the Hogeschool van Utrecht. (2) Production of distance learning and other materials related to science and/or language programmes of the Central Netherlands Polytechnic. Initial communication between the two institutions will involve electronic communication methods. Evaluation of teaching and learning styles will be carried out by a variety of methods including: seminar/lecture observations; semi-structured interviews with staff and students; and repertory grid analysis. At a later stage in the project, the focus will be an evaluation of electronic communication in an international reserch project in higher education. Status: Sponsored project Source of Grant: Greenwich University; Hogeschool van Utrecht Date of Research: 1992–1996 KEYWORDS: comparative education; distance education; higher education; international educational exchange; learning activities; Netherlands; teaching methods; telecommunications 11/0376 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Durrell, J. Mr; Goddard, W. Mr; Welch, M. Mr; Ingham, A. Dr European Commission health and safety project Abstract: This is a Europe wide project examining aspects of health and safety in schools. The work is designed for both initial teacher education (ITE) and inservice teacher education (INSET). There is an overview of health and safety policy—the law and how it affects schools and other educational establishments. The project then attempts to narrow down the area into the management of health and safety through educational establishment structures—such as the role of the safety officer, through to subject departments’ roles. Stage 1 has seen a series of guides for departments published, and resources materials produced for those training in the area of safety. Stage 2, in progress, involves further work in subject safety such as in physical education. Status: Sponsored project Source of Grant: European Commission Date of Research: 1993–1995 KEYWORDS: health promotion; safety; school health services; school safety 11/0377 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Lloyd, C. Ms; Draper, M. Mr; Farmer, G. Mr

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Distance learning with multimedia Abstract: Increasingly the needs of students in training, and of the trainers themselves, will need to be met through a variety of learning experiences, much of it at a distance. Multimedia technology can make a contribution to this process. A network of schools, some in partnership with the University of Greenwich, and some with teachers on inservice programmes of training, was convened in July 1994 and connected to the University through a telecommunications conference network CIX. Initially the active participants are Special Educational Needs Coordinators (SENCOs). This enables the feasibility of such a support network to be focused on a target group requiring support to initiate new educational legislation in schools. Evaluation mechanisms established at the outset as an integral part of the project proposals are already being used to: 1) explore the nature of the conference dialogue between all teachers and lecturers in the network; 2) explore the appropriateness, flexibility, ease of use and cost of the technology; 3) extend the network with other UK partners and into a wider range of content areas of training; 4) investigate the links which might be extended to European partners in Sweden and the Netherlands. The project is ongoing and is now seeking further funding from British Telecom in the UK and from the Telematics Framework IV programme of the European Union. Status: Sponsored project Source of Grant: Enterprise in Higher Education £10,000 Date of Research: 1994-continuing KEYWORDS: computer networks; computer uses in education; distance education; information technology; multimedia approach; special educational needs 11/0378 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Brook, D.Mr Classroom motivation: the investment of personal resources Abstract: The way that children are typically required in classrooms to invest themselves in school tasks is discussed speculatively. Classroom is seen as based upon social exchange, and parallels are drawn between financial management and the children’s management of their emotional capital. Typical careers of successful and unsuccessful child investors are traced out. The latter are seen to be more complicated, less predictable and chaotic, presenting the individual with a series of painfully dissonant self-perceptions which may lead to unstable and compromised resolutions. Comparisons are made between this classroom-contextualised model and those of Weiner and Dweck. Status: Individual research Date of Research: 1987–1995 KEYWORDS: attribution theory; classroom research; motivation; self concept 11/0379

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School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Brook, D. Mr The attitudes and values of Chinese parents and children towards education Abstract: A group of parents attending an English as a Second or Other Language (ESOL) class at a Chinese supplementary school have been interviewed by a Chinese teacher. Their attitudes and opinions regarding the Chinese supplementary school and their children’s English schools were elicited. The most important finding so far was their inability to communicate effectively with their children’s teachers. Status: Individual research Date of Research: 1994–1995 KEYWORDS: Chinese; ethnic groups; parent attitudes; supplementary education 11/0380 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Brook, D. Mr Problems perceived by primary teachers implementing a behaviourally oriented school discipline policy Abstract: The teachers at a primary school felt the need to re-visit the school’s behavioural policy. Interviews with individual teachers explored their reactions to the behavioural emphasis of the policy. The requirements of the policy itself were not difficult to understand, but it emerged that their implications were perceived as incompatible with certain personally held beliefs regarding the nature and purposes of education. Status: Individual research Date of Research: 1994–1996 KEYWORDS: behaviour standards; discipline policy; primary school teachers; school policy; teacher attitudes 11/0381 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Hui, S. Mr; Supervisor: Brook, D. Mr; Browne, G. Mr Family and school socialisations, and the identity structure of Chinese adolescents in Britain: a comparative study Abstract: This research will include questionnaire and interview methods, with samples of Chinese children, their parents and their teachers.

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Status: Individual research Date of Research: 1995-continuing KEYWORDS: Chinese; ethnic groups; ethnicity; identity; parent school relationship; socialisation 11/0382 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Levy, R. Mr; Supervisor: Hacker, G. Mr; Street-Porter, R. Ms School partnership in initial teacher training Abstract: This research will include survey and interview methods with teacher trainers and selected school personnel. Status: Individual research Date of Research: 1995-continuing KEYWORDS: institutional cooperation; preservice teacher education; school based teacher education 11/0383 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Bricheno, P. Ms; Supervisor: Clegg, C. Dr; Austin, R. Mr Science teaching: the transition from primary to secondary school Abstract: This research will include survey and interview methods with primary and secondary school teachers. Status: Individual research Date of Research: 1995-continuing KEYWORDS: primary to secondary transition; science education; science teachers 11/0384 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Jones, L. Ms; Supervisor: Craft, M. Prof.; Ingham, A. Dr Human factors influencing safety in school science and the home: an investigation into children’s (11–16 years) safety attitudes, knowledge and perception of risk Abstract: Accident statistics appear to indicate that children aged 11–16 years significantly vary in their accident risk potential in different environments when presented with comparable type hazards. It is a phenomenon that requires investigation.

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Injuries caused by accidents represent a significant public health problem throughout the world. Children and adolescents are particularly vulnerable. However, despite their importance in terms of both health and socio-economic impact, the World Health Organisation reported recently that research into the causation and prevention of accidents has received little attention at national or international level. Previous work in this area has tended to attempt to identify factors contributing to childhood accidents by addressing specific situations (e.g. road safety etc), specific types of accident/injury (e.g. poisonings, scalds, falls etc) or specific personal factors (e.g. personality, age, gender, socio-economic status etc). However, these identified factors are unlikely to act independently of each other as suggested by the limits of these studies and a more complete analysis is required. Adults’ attitudes, risk perceptions and knowledge in regard to matters of health and safety have been found to be highly influential in accident causation. The aim of this thesis is to determine children’s attitudes, risk perception and knowledge in regard to hazards/hazardous activities commonly encountered within the home (statistically a high risk environment) and compare them with those, in regard to comparable hazards/hazardous activities, encountered within a secondary school science learning context (statistically a low risk environment). In addition, this study will attempt to identify factors prompting good safety attitudes, risk perception and safety knowledge and as a result, propose strategies for the improved transferability of safety concepts in children, thereby lowering their potential for accidents in high risk environments. Published Material: JONES, L. & TOWLER, I. (1995). Risk assessment and risk perception: Proceedings of the 1995 ASET Conference. University of Greenwich Occasional Paper. London: University of Greenwich. Status: Individual research Date of Research: 1994-continuing KEYWORDS: accidents; danger; home environment; laboratory safety; pupil attitudes; risk; safety; science education 11/0385 School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Gravelle, M. Ms Partnerships in effective teacher training Abstract: Changes in the role of schools in initial teacher traning have resulted in new definitions of partnership. Schools, and the mentors and class teachers within them, are under pressures, both internal and external, which may limit their wish or ability to become involved in teacher education. Link tutors from institutes of higher education could find that their role with respect to school experience has changed and that the balance between the support and assessment elements has altered. Student teachers, the third member of the partnership, can experience a divorce of theory from practice which has implications for their attitude toward the different elements of their training. Students are in a similar situation to many support teachers who work in mainstream classrooms where they are at once highly visible and have low status. A model that has been

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successful for staff development and effective learning is collaborative teaching. The focus is on pupils’ learning rather than on the teacher and the effect is, often, to clarify what constitutes effective teaching. The research consists of a case study which investigates the effects and effectiveness of a partnership and collaborative model of teacher training. Evidence of pupil learning provides the starting point for reflecting on the effectiveness of the trainee teacher. The responses of members of the partnership will be evaluated. Published Material: GRAVELLE, M. (1996). ‘Training the effective teacher: developing partnerships in initial teacher training’. National Association for Language Development in the Curriculum (NALDIC) Occasional Paper, Spring 1996. Watford: National Association for Language Development in the Curriculum. Status: Individual research Date of Research: 1996-continuing KEYWORDS: cooperation; mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers

Guildford Educational Services Limited 11/0386 32 Castle Street, Guildford GU1 3UW 01483 579454 Ward, C. Mrs Guidance on computer assisted assessment Abstract: The project has developed Guidance (originally entitled Codes of Practice) for awarding bodies, software developers and centres involved in computer assisted assessment (CAA), consulting widely with interested parties. The project was set in the context of the assessment of National Vocational Qualifications (NVQ’s) and General National Vocational Qualifications (GNVQ’s) but consultations established support for the idea of a single set of Guidance applicable to all UK qualifications. Following final consultations with major interested parties, the Guidance is to be published by the Department of Employment and will be available free of charge. Published Material: DEPARTMENT OF EMPLOYMENT. Guidance on computer assisted assessment. Sheffield: Department of Employment. (in press). Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1993–1995 KEYWORDS: assessment; computer assisted testing; computer uses in education; information technology; National Vocational Qualifications

Harper Adams Agricultural College 11/0387

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Newport TF10 8NB 01952 820280 Greener, J. Miss; Supervisor: Costley, A. Mr; John, A. Ms The development of a system for accrediting lifelong learning in the land based industries Abstract: The purpose of this development is to increase the quality of higher education and professional training of people, in a variety of occupations associated with working in land based industries. As the largest provider of higher education for the land based industries, Harper Adams Agricultural College is developing a validated national framework of procedures and higher education awards, through which people working in the land based sector can build qualifications appropriate to their needs. The work will contribute to the understanding required to develop a nationwide higher education credit system, based on academic and vocational programmes and defined by learning outcomes. The wider aims of the project are to: 1) develop a better understanding of the training and educational needs of small businesses and the appropriateness of a credit accumulation and transfer system; 2) inform the development of National Vocational Qualifications (NVQ’s) and General National Vocational Qualifications (GNVQ’s) at level 4 and beyond. The training and educational needs of the sector were established by a survey of 4000 rural businesses; further qualitative information was obtained from an industry consultation seminar. The results of this research were used to inform the development of a credit framework. A pilot programme, offered to a sample population of the target group, was used to test the systems of counselling and the delivery of the awards framework. Status: Sponsored project Source of Grant: Department of Employment £86,000 Date of Research: 1994–1996 KEYWORDS: agricultural education; credit transfer; higher education; lifelong learning; professional development; qualifications; transfer of learning

Health Promotion Wales 11/0388 Research and Development Division, Ffynnon-las, Ty Glas Avenue, Llanishen, Cardiff CF4 5DZ 01222 752222 Tudor-Smith, C. Mr; Frankland, J. Ms; Playle, R. Ms; Moore, L. Dr An evaluation of Life Education Centres Abstract: Life Education Centres (LEC’s) were established in Australia in 1979 as a drug education/prevention prqject for young schoolchildren. The project aim was to develop skills and build selfesteem which would enable children to make responsible decisions concerning themselves and their bodies. The Centres are mobile classrooms staffed by trained educators which visit schools for several days at a time. They contain

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sophisticated audio-visual aids, including illuminated models of body systems and organs. They also use more traditional educational methods such as games, fllms and role play. The lessons which last between 30 and 60 minutes are primarily for children aged between 5 and 11 years. Since June 1990 Health Promotion Wales has coordinated a pilot project of LECs in the Principality. This includes an evaluation of the effects of LECs’ visits to primary schools. The study will examine any changes in school curriculum content, changes in pupils’ knowledge, attitudes or skills and school policy development. A multi-stage evaluation design has been adopted involving teachers, pupils and parents. In the first stage of this design, a sample of 171 teachers and 509 pupils were asked to complete pre and two post test questionnaires. Primary findings suggest that both teachers and pupils have favourable views on participating in an LEC visit, and that attendance at an LEC was a predictor of greater drug knowledge and understanding of techniques used in advertising cigarettes. Status: Sponsored project Source of Grant: Health Promotion Wales Date of Research: 1993-continuing KEYWORDS: health education; health promotion; primary schools 11/0389 Research and Development Division, Ffynnon-las, Ty Glas Avenue, Llanishen, Cardiff CF4 5DZ 01222 752222 Tudor-Smith, C. Mr; Roberts, C. Mr; Playle, R. Ms; Bowker, S. Ms Health education in Welsh secondary schools Abstract: The 1995 survey builds on earlier work in 1986 and 1990. The broad aim of the 3 surveys has been to examine the health education curriculum, school policies related to health, and the links between the school and local communities. In 1986 and 1990 data were collected from a random sample of secondary schools selected from the school lists of the 8 local education authorities in Wales. In 1995, all schools in both the state and private sectors were sent a selfcompletion questionnaire. A total of 204 (79%) schools participated in the study. In 1986 and 1995, headteachers were sent a short selfcompletion questionnaire and requested to pass it on to the health education coordinator or the teacher identified by the school as primarily responsible for health education. In 1990, interviews were sought with the health education coordinator, using structured questionnaires to elicit the data required. Whilst the 3 surveys are not directly comparable, each covered key issues such as: development and content of the health education curriculum; health related policies; the involvement of outside agencies and professionals; and perceptions of the health promoting school concept. In addition, the 1995 survey included questions on the availability of food and drinks on the school premises. Key results from the 1990 study indicated that progress had been made in curriculum development. However, it was suggested that attention should be given to the development of policies for health covering both pupils and staff, and the need to integrate school programmes with community resources. Results from the current study are expected in late 1995.

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Published Material: NUTBEAM, D., CLARKSON, J., PHILLIPS, K., EVERETT, V & CATFORD, J. (1987). ‘The health-promoting school: organisation and policy development in Welsh secondary schools’, Health Education Journal, Vol 46, No 3, pp.109–115.; SMITH, C., ROBERTS, C., NUTBEAM, D. & MACDONALD, G. (1992). ‘The health promoting school: progress and future challenges in Welsh secondary schools’, Health Promotion International, Vol 7, pp.171–179. Status: Sponsored prqject Source of Grant: Welsh Office Date of Research: 1995–1995 KEYWORDS: health education; secondary schools; Wales 11/0390 Research and Development Division, Ffynnon-las, Ty Glas Avenue, Llanishen, Cardiff CF4 5DZ 01222 752222 Bristol University, Department of Social Medicine, Canynge Hall, Whiteladies Road, Bristol BS8 2PR 01179 289000 Tudor-Smith, C. Mr; Roberts, C. Mr; Playle, R. Ms; Moore, L. Dr Welsh Youth Health Survey Abstract: The overall goal of the Welsh Youth Health Survey is to gain new insights into and increase our understanding of health behaviours, lifestyles and their context in young people. In addition, the surveys have become the major source of information for the development and direction of health promotion action in Wales. In each of the 5 surveys to date (1 every 2 years since 1986), a two-stage sampling procedure has been used to recruit respondents. For the first stage, a stratified random sample of secondary schools were selected from lists of the 8 local education authorities (LEA’s) in Wales. For the second stage, schools were asked to randomly select from the school registers 30 pupils each from Years 7, 9 and 11. The use of specific subject classes or streamed classes is not permitted as these might not consist of a representative sample of pupils. The number of 11–16 year olds participating and returning usable data in 1986, 1988, 1990, 1992 and 1994 were 6203, 4580, 6549, 5503 and 3930, respectively. Data are gathered anonymously through a selfcompletion questionnaire focusing on key health areas such as smoking, diet, physical activity and alcohol use. In recent years questions have been added on drug use, safety related behaviours and attitudes and the school setting. Key findings from the 5 surveys indicate that drug use has increased among both sexes and that consumption of alcohol and tobacco has grown among teenage girls in particular. In terms of the school setting, data indicate a relationship between ‘alienation’ from school and health compromising behaviours. The Welsh Youth Survey is part of a wider World Health Organisation (WHO) coordinated Health Behaviour in School Aged Children (HBSC) study. Published Material: SMITH, C. (1991). ‘Smoking among young people: some recent developments in Wales’, Health Education Journal, Vol 50, pp.8–11.; NUTBEAM, D. & AARO, Leif E. (1991). ‘Smoking and pupil attitudes towards school: the implications for

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health education with young people: results from the WHO Study of Health Behaviour Among Schoolchildren’, Health Education Research, Vol 6, No 4, pp.415–421.; SMITH, C., WOLD, B. & MOORE, L. (1992). ‘Health behaviour research with adolescents: a perspective from the WHO health behaviour in school-aged children study’, Health Promotion Journal of Australia, Vol 2, pp.41–44.; SMITH, C. & NUTBEAM, D. (1992). Adolescent drug use in Wales’, British Journal of Addiction, Vol 87, No 2, pp.227–233.; SMITH, C, NUTBEAM, D., ROBERTS, C., MOORE, L. & CATFORD, J. (1994). ‘Current changes in smoking attitudes and behaviours among adolescents in Wales, 1986–1992’, Journal of Public Health Medicine, Vol 16, pp. 165–171. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Welsh Office Date of Research: 1986-continuing KEYWORDS: adolescent attitudes; adolescents; health; life style; pupil attitudes; pupil behaviour, secondary school pupils; Wales

Heriot-Watt University 11/0391 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 Closs, A. Mrs; Norris, C. Ms Outlook uncertain: enabling the education of children with chronic and/or deteriorating medical conditions Abstract: It is known that chronic and/or deteriorating medical conditions very frequently disrupt the normal patterns of pupil attendance and progress, and that alternative and augmentative provision may be made. It is also appreciated that the emotional contexts generated by such conditions, especially in the case of terminal illness, are extremely stressful for all concerned. The research questions are therefore: 1) What are the current policies and practices throughout Scotland in relation to educational provision for such pupils? 2) How are these policies and practices perceived by pupils and their parents? 3) How far are pupils’ educational entitlements met and what are the financial costs? 4) What supportive materials/resources already exist or should be developed to enable schools and teachers to cope more effectively with the education of these pupils? Research question (1) will be addressed by carrying out a National Region-by-Region survey of educational services. Research questions (2) and (3) will be focused on detailed studies of: a) kinds of provision and support made within two Regions; and (b) 5 individual case studies of pupils within each of the 2 Regions. Research question (4) relates to resources, information, relevant literature and research of direct use to educational providers. The final identification of key issues, writing up the research and production of guidelines will take place from March-June 1996.

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Published Material: CLOSS, A. & BURNETT, A. (1995). ‘Education for children with a poor prognosis: reflections on parental wishes and on an appropriate curriculum’, Child Care, Health and Development, Vol 21, No 6, pp.387–394. Status: Sponsored project Source of Grant: Heriot-Watt University, Moray House Institute of Education £14,000; Scottish Office Education Department £6,000 Date of Research: 1995–1996 KEYWORDS: diseases; individual needs; pupil needs; sick children; special educational needs 11/0392 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 Watson, J. Dr; Scott, J. Ms Reflection and learning difficulties Abstract: The aim of the research is to investigate reflection within the classroom by pupils with moderate learning difficulties, and their teachers’ facilitation of this. Reflection comprises reasoning, problem solving and metacognition. Previous research has identified particular difficulties in these areas with pupils who have learning difficulties. Extensive audio recordings and observations were obtained from 4 classrooms for 10–12 year old children in special schools. Two target pupils in each class and their teachers were the focus. No intervention was made. Audio recordings provided the following information: 1) Teachers’ classroom talk that encouraged reflection. 2) Pupils’ talk. 3) Interactions in which reflection occurred. 4) Contexts and activities which facilitated reflection. The results show: 1) consistency within classrooms of teacher talk and experience of challenge by pupils; 2) large differences between classrooms on these measures; 3) explanations of these are available in teachers’ views and expectations. The conclusion is that pupils with learning difficulties benefit from intellectual challenge, and their teachers’ contingent responding and scaffolding. Suggestions are made on the basis of this research concerning effective ways in which teachers can encourage reflection in pupils. Published Material: WATSON, J. (1994). ‘Classroom conversations and reflection’. In WATSON, J. (Ed). Working with communication difficulties. Edinburgh: Moray House Publications.; SCOTT, J. (1994). ‘Communicating context: a tangled web’. In: WATSON, J. (Ed). Working with communication difficulties. Edinburgh: Moray House Publications.; WATSON, J. (1995). Teacher talk and pupil thought’, Educational Psychology, Vol 15, No 1, pp.57–68.; WATSON, J. (1996). Reflection through interaction: the classroom experience of pupils with learning difficulties. London: Falmer Press. Status: Sponsored project Source of Grant: Heriot-Watt University, Moray House Institute of Education Date of Research: 1992–1996

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KEYWORDS: classroom communication; learning disabilities; problem solving; reasoning; reflective teaching; special educational needs; teaching methods 11/0393 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 Lloyd, G. Ms; Padfield, P. Ms Reintegration to mainstream? Abstract: This project involved the collection of data, both qualitative and quantitative, from two case study authorities in the central belt of Scotland. The aims were to: 1) investigate the practice of reintegration into mainstream primary and secondary schools of pupils from special schools and units for children with social, emotional and behavioural difficulties; 2) identify factors which influence successful reintegration; 3) identify factors associated with failure; 4) consider gender differences; 5) consider the implications for the curriculum and behaviour management strategies of special schools and units. The collection and interpretation of the data was a difficult and complex task, reflecting the range of methods of keeping the information in different schools, departments and authorities. This creates real difficulties for monitoring, evaluation and policy development at both regional and national level. Key findings were: 1) very few pupils were found to have reintegrated into mainstream school; 2) many pupils were spending several school years in full-time alternative provision; 3) mainstream school staff were seen to be resistant to reintegration; 4) many staff in the alteraative provision were concerned for the future of their schools and felt that their work was not valued; 5) there were four times as many boys as girls in the alternative position—girls were often in a small minority in their schools. Published Material: LLOYD, G. & PADFIELD, P. (1995). Reintegration to mainstream? Edinburgh: Heriot-Watt University, Moray House Institute of Education. Status: Sponsored project Source of Grant: Heriot-Watt University, Moray House Institute of Education Date of Research: 1992–1995 KEYWORDS: disruptive pupils; emotional and behavioural difficulties; mainstreaming; problem children; special educational needs; special schools 11/0394 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 Jordan, E. Mrs; Supervisor: Sharp, S. Dr; Kidd, J. Dr Travellers in Scottish education in the 1990s Abstract: Gypsies and travellers are officially recognised as the most marginalised group in state education, yet there are few statistics available in Scotland to make any clear

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statements or on which to base policy and action. The Scottish Office provides a grant on an annual, recurring, basis to Moray House to maintain an initiative in this area. This research builds on that basis. The aim is to carry out research in schools over a 4-year period in order to build up a national statistical databank of travellers in Scottish schools. It also aims to get a traveller perspective on schooling and to seek to compare current experiences with those recorded from earlier dates, both written and oral, to see if there is any qualitative shift in perceptions. Methodology is varied and linked to the data being sought. Statistics from schools are sought through written questionnaires annually. Perceptions of schools’ experiences are sought through case studies of a variety of schools, in size, stage and setting. Historical data is gleaned from a review of the existing literature, including audio cassette recordings of face-to-face interviews with travellers. Present day experiences are drawn from face-to-face interviews with a range of travellers, in grouping and age range. Views of other professionals, such as workers employed by voluntary organisations and site managers, are also recorded as they help to flesh out the picture, based on their closer and much longer involvement with traveller families. The results, so far, indicate that there continues to be a serious problem in low attendance and achievement levels, despite intensive input by some education authorities to redress the situation. Travellers do express a concern at diminishing life chances and see education as an opportunity for improvement, yet there has been little significant change in uptake of schooling. While not all results are yet available, an analysis of work so far indicates that the conclusions are likely to be that Scotland has not provided equality of opportunity in education for this most marginalised group, and that there will be a need for some institutional change if progress is to be made before the end of this century. Status: Individual research Date of Research: 1992-continuing KEYWORDS: access to education; educationally disadvantaged; gypsies; transient children; travellers—itinerants 11/0395 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 McCulloch, K. Mr; Ducklin, A. Mr Placement as a predictor of career direction: a longitudinal study of community education BA students Abstract: The purpose of the current research relates to consideration of the approach used at Moray House in identifying community education placement opportunities and allocating students. The relationship hypothesised ‘that a choice of pupil placement is a consistent predictive indicator of preferred and actual first professional employment setting’. This has been demonstrated satisfactorily, but has also been shown to provide an inadequate explanation of the phenomenon under consideration. A systematic framework for the description of professional settings has been developed in the first phase of the research, and is being used as the basis for data collection in the longitudinal study. A report of the first phase is being prepared for publication. Improved understanding of the

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nature of students’ experience and its consequences will be important, not only at an institutional level, but in the wider context of professional education for community education. Improvements in the understanding of the processes examined in the project will also be of interest to the regulatory body—Community Education Validation and Endorsement (CeVe) Scotland. Status: Sponsored project Source of Grant: Heriot-Watt University, Moray House Institute of Education Date of Research: 1994-continuing KEYWORDS: careers; community education; followup studies; placement 11/0396 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 Crawford, E. Dr A methodology for placement preparation (initial teacher training students) Abstract: This is an action-research project involving all students and some staff within a four-year initial teacher training in technology. A teaching methodology, ‘Reflective Analysis of Experience’, has been adapted from the methods of psychodynamic consultancy and brief intervention is made with each year of the undergraduate course. This teaching considers technology as a social, psychological and physical reality and reflectiveness is taken to be the process of being aware of links between one’s subjectivity and the environment. ‘The supposition which the research explores is that, via this teaching, students will have a more explicit understanding of the subjective elements in learning/teaching situations, both their own and their pupils’, and will be better enabled to modify their reactions towards realistic value-based responses to the needs of the school and classroom context. The research aims are to: 1) clarify and communicate the nature of the facilitating behaviours and skills used in a ‘reflective analysis’ methodology; 2) relate description of the methodology to the theoretical understanding of human development from which it derives; 3) identify criteria indicating professional development of this nature, i.e. capacity to be reflective and in touch with personal authority to effect appropriate influence; 4) design and apply evaluative tests for these criteria; 5) assess the general effects of the placement preparation over the four-year period for a cohort of students. The methods used are mainly qualitative: discourse analysis, from students, supervising tutors and teachers; structured interviews; analysis of normal reports and grades of the student’s work on teaching practice. A standard psychological ‘Personal Profile Inventory’ is being used with the cohort when entering and leaving their course, and also with a sample of students from other comparable courses; the numbers involved in these samples are necessarily small. Published Material: CRAWFORD, E. (1995). ‘Reflective analysis of experience: trainee teachers on placement in schools’. Proceedings of the Third Interaational Conference on History, Philosophy and Science Teaching, University of Minnesota, October 28-November 1, 1995.

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Status: Sponsored project Source of Grant: Heriot-Watt University, Moray House Institute of Education Date of Research: 1993-continuing KEYWORDS: preservice teacher education; reflection; student teachers; teaching experience; teaching practice 11/0397 Moray House Institute of Education, Holyrood Campus, Holyrood Road, Edinburgh EH8 8AQ 0131 556 8455 Glasgow University, Department of Psychology, Glasgow G12 8QQ 0141 339 8855 Reid, G. Mr; Supervisor: Hinton, J. Dr Teacher stress and organisational climate Abstract: The results from four pilot studies already undertaken show a need for examination of teacher stress from the perspectives of personal organisation, school organisation and organisational climate. The study will, therefore, develop some strands identified in the pilot studies including the following: (1) the implications of personal organisation for inservice programmes including aspects such as time management, staff support and staff training; (2) the effect of school organisation on communications, staff support, interpersonal links, role factors, curriculum development and curriculum and organisational changes; (3) the nature of the school organisational climate and its importance in relation to school management—staff morale, motivation, sociability and efficiency. Reading has revealed stress factors such as role overload; time management; administration; fragmentation; interpersonal relations; interpersonal support; openness of staff discussions; leadership skills; school communications network; role conflict and locus of control. The problem it appears with identifying stress contributory factors such as the list above, is that it is acknowledged that teacher stress is a multi-faceted phenomenon and the identification of isolated factors can be misleading and unhelpful for the development and delivery of a school inservice stress management programme. The study examines the theme of organisation, aiming to support the following hypothesis: (a) personal organisation, school organisation and organisational climate are influential factors in stress generation among teachers in schools; (b) stress management inservice programmes need to address these issues for enhanced effectiveness; and (c) the theoretical model of psychological stress (Hinton 1991) is a valid model of examining perceived stress among teachers. Published Material: REID, G. (1991). ‘Supporting the support teacher: stress factors in teaching children with specific learning difficulties’, Links, Vol 16, No 3, pp.18–20. Status: Individual research Date of Research: 1989–1995 KEYWORDS: educational environment; institutional environment; stress— psychological; stress management; stress variables; teacher morale

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Hertfordshire University 11/0398 School of Health and Human Sciences, College Lane, Hatfield AL10 9AB 01707 284000 National Institute for Careers Education and Counselling, Sheraton House, Castle Park, Cambridge CB3 OAX 01223 460277 Killeen, J. Mr Intermediate outcomes of guidance Abstract: Evaluation of guidance for adults provided by Training and Enterprise Councils under the Department of Employmenfs ‘Gateway to Learning’ programme. The target group for investigation was the short-term unemployed (0–6 months). Nine hundred adults in twenty Training and Enterprise Council areas were followed-up at c4 to 6 and c10 to 12 months, initially by interview and at the second stage by postal questionnaire. Outcomes were compared to a comparison sample (not a random assignment control sample) not exposed to the ‘Gateway to Learning’ guidance intervention. Work history and other data were used to refine the comparison. Evidence was sought for effects on employment, entry to and success in training and education, and subjective variables such as motivation to train. Published Material: DEPARTMENT FOR EDUCATION AND EMPLOYMENT. (1996). Evaluation of the intermediate outcomes of gateways to learning. Research Studies No 19. London: HMSO. Status: Sponsored project Source of Grant: Department of Employment £182,000 Date of Research: 1994–1996 KEYWORDS: guidance; Training and Enterprise Councils; vocational guidance 11/0399 School of Humanities and Education, Watford Campus, Wall Hall, Aldenham, Watford WD2 8AT 01707 284000 Campbell, R. Prof. Hearing children read Abstract: Now in its second phase, this study aims to explore the effectiveness of various teacher responses to the mistakes of early beginning readers. An indepth case study of two children reading to their teacher throughout a school year has been conducted. Interactions were audio-recorded and subsequently transcribed. Results have suggested that a word cueing strategy was particularly helpful to the reader. However, effectiveness needs to be explored at various levels and recent articles have debated this topic. Differences between infant and junior school teachers are being explored. The study has been extended into nursery classrooms.

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Published Material: CAMPBELL, R. (1988). Hearing children read. London: Routledge.; CAMPBELL, R. (1990). Reading together. Buckingham: Open University Press.; CAMPBELL, R. (1992). Reading real books. Buckingham: Open University Press.; CAMPBELL, R. (1992). ‘Shared reading within an apprenticeship approach to reading’, Educational Studies, Vol 18, No 2, pp.173–183.; CAMPBELL, R. (1995). Reading in the early years handbook. Buckingham: Open University Press. A full list of publications is available from the researcher. Status: Individual research Date of Research: 1980-continuing KEYWORDS: beginning reading; early reading; oralreading; reading skills; teacher pupil relationship 11/0400 School of Humanities and Education, Watford Campus, Wall Hall, Aldenham, Watford WD2 8AT 01707 284000 Jackson, A. Dr Microcomputer use in the primary school Abstract: This is an extension of research commenced at postgraduate level. It investigates some of the psychological variables which influence children’s performance during microcomputer based problem solution when working alone or in groups. It also considers the current uses of microcomputers in primary education, and factors which affect use. Previous surveys have revealed that microcomputers are primarily used for group rather than individualised instruction in the primary school. This research addresses the question of why, and whether groups of children show superior performance compared to children working alone. Previous research investigated mathematical problem solving amongst 10/11 year old children. This is now being extended to examine problem solving and peer tutoring at the computer with 5/6 year old children. Published Material: JACKSON, A., FLETCHER, B.(C) & MESSER, DJ. (1986). ‘A study of microcomputer use and provision in primary school’, Journal of Computer Assisted Learning, Vol 2, No 1, pp.45–55.; MESSER, D.J., JACKSON, A. & MOHAMEDALI, M. (1987). ‘Influences on computer based problem solving: help facilities, intrinsic orientation, gender and home computing’, Educational Psychology, Vol 7, No 1, pp.33–46.; JACKSON, A., FLETCHER, B.(C) & MESSER, D.J. (1988). ‘Effects of experience on microcomputer use in primary schools: results of a second survey’, Journal of Computer Assisted Learning, Vol 4, No 4, pp.214–226.; JACKSON, A. (1988). Are three heads better than one? An investigation of children solving microcomputer based problems’, Paper presented to the XXIV International Congress of Psychology, Sydney, Australia, August.; JACKSON, A., FLETCHER, B.(C) & MESSER, D.J. (1992). ‘When talking doesn’t help: an investigation of microcomputer based group problem solving’, Learning and Instruction, Vol 2, No 3, pp. 185–197. A full list of publications is available from the researchers. Status: Individual research

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Date of Research: 1988–1995 KEYWORDS: computer uses in education; group work; information technology; microcomputers; primary schools; problem solving 11/0401 School of Humanities and Education, Watford Campus, Wall Hall, Aldenham, Watford WD2 8AT 01707 284000 Thornton, M. Dr The educational division of labour as it relates to subject specialism and gender in primary schools Abstract: This study followed-up Ph.D research work on specialisation and the primary curriculum. It aimed to explore, map and explain gender differences across areas of subject responsibility and management in primary schools. The study involved data collection from over 200 schools. Data relating to male/female teachers’ careers in primary teaching has been published. Follow-up work continues in the area of male/female teaching careers, subject specialism and initial teacher education entry and outcomes, through statistical analysis and interview data. Published Material: THORNTON, M. (1990). ‘Primary specialism’, Early Years, Vol 11, No 1, pp.34–38.; THORNTON, M. (1991). ‘Why a full explanation is needed’, Times Educational Supplement, 13 December.; THORNTON, M. (1995). ‘When is a specialist not a specialist? When she/he teaches younger children the whole curriculum’, Early Years, Vol 16, No 1, pp.5–8.; THORNTON, M. (1995). ‘Primary teachers and the primary curriculum’, New Era in Education, Vpl 76, No 3, pp.78–83. Status: Individual research Date of Research: 1992-continuing KEYWORDS: men teachers; preservice teacher education; primary school teachers; primary schools; sex differences; teacher role; teaching profession 11/0402 School of Humanities and Education, Watford Campus, Wall Hall, Aldenham, Watford WD2 8AT 01707 284000 Miller, L. Ms; Supervisor: Campbell, R. Prof; Powell, S. Dr Literacy development in the preschool years Abstract: The main focus of the research is literacy development in the preschool years. The research will raise questions about a number of key issues: 1) How is environmental print used with preschool children at home, and in preschool settings, such as nursery schools, nursery classes, reception classes and playgroups? 2) In what ways do preschool settings provide for and support children’s literacy development? 3) In what ways do adults support children’s literacy development, with particular reference to developing children’s knowledge about books and print? Methods used will include: audio tape

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recordings of parents and their preschool children sharing books together; observations of children and adults in a range of preschool settings; and collection and analysis of literacy related children’s work. Published Material: MILLER, L. (1995). Towards reading: literacy development in the pre-school years. Buckingham: Open University Press. Status: Individual research Date of Research: 1994-continuing KEYWORDS: early childhood education; early reading; literacy education; parent participation; prereading experience; preschool education 11/0403 School of Humanities and Education, Watford Campus, Wall Hall, Aldenham, Watford WD2 8AT 01707 284000 Birmingham University, School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Powell, S. Dr; Jordan, R. Ms Investigation of the development of social cognition in autism Abstract: This research investigates the development of social cognition with special regard to individuals who fall within the autistic continuum. The researchers have conducted experimental studies with individuals with autism on the development of a ‘theory of mind’. Action research is being conducted into ways in which individual learning can be facilitated within the curriculum by means of cognitive approaches. Computer programs were used to derive principles that underpin the pedagogy of a ‘cognitive curriculum’, that encompasses the needs of all children. The programs were evaluated in an experimental study with autistic individuals and the principles are being evaluated, and have been revised, through classroom-based action research in a variety of educational settings. Published Material: POWELL, S.D. & JORDAN, R.R. (1992). ‘Putting principles into practice—remediating the thinking of pupils with autism’, Journal of Autism and Developmental Disorder, Vol 22, No 3, pp.413–418.; POWELL, S.D. & JORDAN, R.R. (1993). ‘Diagnosis, intuition and autism’, British Journal of Special Education, Vol 20, No 1, pp.26–29.; POWELL, S.D. & JORDAN, R.R. (1993). ‘Being subjective about autistic thinking and learning to learn’, Educational Psychology, Vol 13, Nos 3–4, pp.359–370.; POWELL, S.D. & JORDAN, R.R. (1994). ‘Whose curriculum? Critical notes on integration and entitlement’, European Journal of Special Needs Education, Vol 9, No 1, pp.27–39.; JORDAN, R.R. & POWELL, S.D. Understanding and teaching children with autism. Chichester: Wiley. (in press). A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Inge Wakehurst Trust £500 Date of Research: 1987-continuing KEYWORDS: autism; cognitive ability; social cognition

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Hotel and Catering Training Company 11/0404 Research Department, International House, High Street, Ealing, London W5 5DB 0181 579 2400 Harwood-Richardson, S. Mr; Morris, R. Ms; Pritchard, K. Ms; Supervisor: Walker, A. Dr Training needs analysis in catering and hospitality Abstract: The Hotel and Catering Training Company (HCTC) as Industry Training Organisation (ITO) for the catering and hospitality industry has responsibility to: identify industry training needs and skill shortages; monitor and review training activities; and demonstrate the benefits of training to employers. Previous research identified that few employers undertake training, despite the fact that qualification levels in the catering and hospitality industry are below those of other industries. Such training as there was, focused on areas affected by legislation (e.g. Hygiene and Health and Safety) rather than equipping staff with the skills required. The aims of the project were to carry out an analysis of training activity and factors influencing supply and demand for training and make informed strategic policy recommendations for future training provision in the industry. Employers (n=562) participated in either a 15–20 minute telephone interview or a 30–45 minute face-to-face interview, dependent on whether they provided training. Six employers participated in detailed case studies. Employees (n=l,319) completed questionnaires. Focus interviews were undertaken with 37 training providers and trainers. Colleges offering catering and hospitality courses (n=161) completed a questionnaire to provide details of courses available. Focus interviews were carried out with Training and Enterprise Councils (TEC’s)/Local Enterprise Companies (LEC’s) and 45 responded to a postal survey. The outcomes from the project will be: 1) final reports including recommendations for industry, policy makers and training providers; 2) an action plan for dissemination of the findings to key individuals and groups concerned with training and development in the industry, and policies which the HCTC will need to pursue in its role as ITO. Status: Sponsored prqject Source of Grant: Hotel and Catering Training Company; Employment Department Date of Research: 1994–1995 KEYIVORDS: catering education; educational needs; hotel and catering education; training; vocational education

Huddersfield University 11/0405 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 McAndrew, P. Mr; Supervisor: Sheehan, J. Dr; Roberts, G. Dr; Breckin, M. Dr

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The self-assessment of clinical nursing competence Abstract: The study aims to identify which strategies nurses presently adopt to assess their own nursing practice and investigates assessment methods that would enable the competence of nursing practice to be reliably assessed. The study undertakes an indepth investigation into the validity and reliability of profiling and the use of portfolios which is presently enjoying popularity within nursing. The study aims to develop a conceptual model of the process of self-assessment, using a grounded theory approach for which they can assess their own level of nursing practice and so enable them to satisfy the professional requirements of their profession stated in the Code of Professional Conduct, 1984. Status: Individual research Date of Research: 1990–1996 KEYWORDS: competence; nurse education; nurses; profiles; self evaluation— individuals 11/0406 School of Education, Holly Bank Road, Lindley, Huddersfield 01484 422288 HD3 3BP Smith, V. Miss; Supervisor: Tizard, J. Ms; Breckin, M. Dr; McKenzie, P. Mr General National Vocational Qualifications (GNVQ’s): the relationship between liberal, general and vocational education, with special reference to business studies for 16–19 year olds Abstract: General National Vocational Qualifications (GNVQ’s) represent a response to the perceived imbalance in British education, whereby vocational and academic subjects do not enjoy parity of esteem. It is the aim of the GNVQ’s, seen as the vocational Alevel, to transcend the academic/vocational divide. It is the aim of this project to examine their ability to do so. To date this has involved the researcher conducting a series of interviews with those concerned with GNYQ business courses. This information was analysed and used to formulate national survey questionnaires for staff and students concerned with GNVQ business. GNVQ’s have been compared to other curricular models via ‘ideal-type’ analysis (e.g. the liberal, the general and the vocational), and ‘curriculum criticism’ (e.g. A-levels, Business and Technology Education Council (BTEC), City and Guilds of London Institute (CGLI), Royal Society of Arts (RSA), National Vocational Qualifications (NVQ’s) and GNVQ’s), the aim being to compare the traditional approaches to the 16–19 curricula with new vocational approaches. Ultimately the question of whether a liberal education is relevant today will be raised. Explorations of a more relevant and valid approach to a liberal education will ensue and alternatives will be suggested where necessary. This will be conducted in the light of GNVQ’s. To complete this phase of the project, interviews are to be conducted with specialists from the fields of both education and business. These interviews will be concerned with how the interviewees perceive liberal, general and vocational education; which approach, and/or characteristics of a stated approach, are deemed relevant for the current education environment; and whether GNVQ’s can fulfil such requirements.

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Published Material: SMITH, V. (1994). ‘The transition to GNVQ’s in business studies’, Educa, No 47, pp.8–9.; SMITH, V. & TIZARD, J. (1995). ‘General National Vocational Qualifications: the relationship between liberal, general and vocational education’, Research in Education, No 53, pp.89–91. Status: Individual research Date of Research: 1993–1996 KEYWORDS: business education; liberal education; national vocational qualiftcations; qualifications; vocational education 11/0407 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Crowther, K. Mrs; Supervisor: Cullingford, C. Prof.; Littlewood, S. Dr; Thompson, D. Mr Mathematics in engineering degrees Abstract: The first part of the project established the dissatisfaction of lecturers and students with mathematical knowledge and skills in engineering degrees, and compared different routes, e.g. Business and Technology Education Council (BTEC) and A-levels. The second part, through semi-structured interviews, is concerned with establishing why this should be so. Status: Individual research Date of Research: 1993–1996 KEYWORDS: degrees—academic; engineering education; higher education; mathematical ability; students 11/0408 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Taylor, R. Mr; Supervisor: Harris, G. Dr; Brady, D. Dr Applied science and workplace competence: an analysis of the applied science content of City and Guilds of London Institute (CGLI) and National Vocational Qualification (NVQ) programmes Abstract: City and Guilds craft level qualifications, for example in Catering and Hairdressing/Beauty Therapy have been gradually replaced by National Vocational Qualifications (NVQ’s). NVQ’s have been widely criticised because of their emphasis on practical competences and lack of underpinning knowledge. The main concern is that trainees will no longer possess the knowledge and understanding required to underpin their practical skills, resulting in a workforce lacking in transferable skills, and incapable of responding flexibly to new situations and problems as they arise in the workplace. The NVQ in Beauty Therapy was introduced in 1994, and is one of the ‘new breed’ of NVQ’s which has been able to benefit from the criticisms of the earlier NVQ’s. The underpinning knowledge is clearly set out; many of the units require a detailed

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knowledge of skin structure, diagnosis of skin disorders, general anatomy and physiology, and hygiene; there is less emphasis on cosmetic chemistry and electrical science. Over the next two years, both City and Guilds of London Institute (CGLI) and NVQ qualifications will be available concurrently, allowing a comparison of the science content of the two programmes. Students from both CGLI and NVQ groups will be taking part in an assessment of their science knowledge, and also their ability to apply this knowledge to the resolution of case studies of workplace problems. As the study progresses, it is hoped to gain an insight into the relative effectiveness of the two programmes in enabling trainees to develop an understanding of, and the ability to apply, the science that underpins their everyday salon practice. Status: Individual research Date of Research: 1993–1996 KEYWORDS: City and Guilds Qualifications; competency based education; employment qualifications; National Vocational Qualifications; scientific literacy; vocational education 11/0409 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Jones, A. Mr; Supervisor: Newbold, D. Prof.; Lemon, W. Prof.; Bennet, Y. Dr Engineering, science and technology: an exploration of pre-GCSE pupils’ perceptions and aspirations Abstract: This study is concerned with the appraisal and evaluation of ‘technological’ school-industry links and initiatives. The underlying purpose of most such projects and initiatives is to encourage favourable conceptualisation of engineering, science and technology. However, the evaluation of such links has typically been characterised by the relation of highly subjective ‘feel good’ factors by the adults involved with such projects. An easily applied, objective, instrument capable of measuring the conceptual change that such initiatives endeavour to bring about would provide useful assistance in the evaluation of school-industry engineering, science and technology enhancement programmes and projects. The research has a number of discrete but complementary purposes: 1) To gain a picture of how contemporary pupils conceptualise engineers, scientists and technology. 2) To develop an evaluation instrument for school-industry links in regard of science, technology and engineering initiatives. 3) To consider the appropriateness of current engineering, science and technology school-industry initiatives and propose constructive alternative strategies. A survey instrument based mainly on the ‘semantic differential’ has been developed, piloted and administered to some 500 Year 9 pupils in 4 secondary schools. Data exploration has yielded some significant findings using a variety of statistical techniques, including factor analysis. Subgroup comparisons of pupils’ perceptions of engineers, scientists and technology have been made. Significant differences (and similarities) in perception have been observed. Sub-groups so far studied include groups based on: gender; school; and ‘technological awareness’ level. To add depth to the understanding being gained (and to help refine the survey instrument) projective interview techniques have been developed and piloted. Twelve

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small group interviews have taken place in 3 schools with pupils selected from their survey scores. The projective technique used has proved itself able to get pupils freely talking about their views of engineers, scientists and technology. Although analysis of the interview data obtained is at an early stage, it is clear that it will help in the refinement of the survey instrument and make contributions to other areas of research. For example, pupils’ poor awareness of the range of careers that involve engineering and/or science, their notions about the low level of mathematical understanding needed to do engineering, and their views about women in science, that will challenge the basis of many positive discrimination initiatives. The research is now moving towards the development of an objective evaluation instrument for use in assessing the effectiveness of technological school-industry links in producing ‘desired’ conceptual shift. Status: Individual research Date of Research: 1994-continuing KEYWORDS: attitudes; engineering; industry education relationship; pupil attitudes; science based occupations; science technology and society; technology; work education relationship 11/0410 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Cullingford, C. Prof.; Tooke, N. Miss The development of attitudes to employment Abstract: The research involved over 200 semi-structured interviews with Year 10 and Year 11 pupils and 50 interviews with unemployed people. The aim is to fmd out how and when attitudes towards the academic and the vocational are formed, including personal future prospects, the role of school and parents, and understanding of the nature of industry and employment. Status: Sponsored project Source of Grant: Industry for Education £6,000 Date of Research: 1995–1995 KEYWORDS: aspiration; attitudes; career awareness; employment; industry; pupil attitudes; unemployment; work education relationship 11/0411 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Morrison, J. Miss; Supervisor: Cullingford, C. Prof.; Owen, L. Mr Young offenders’ views of home and schooling Abstract: This is part of a large continuing research project surrounding the relationship between bullying in schools and criminality. Young offenders (aged 16–22 years) were extensively interviewed. The following themes emerged: home life; truancy; bullying; exclusion; peer group conformity; psychological reactions.

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Published Material: CULLINGFORD, C. & MORRISON, J. (1995). ‘Bullying as a formative influence: the relationship between the experience of school and criminality’, British Educational Research Journal, Vol 21, No 5, pp.547–560. Status: Sponsored project Source of Grant: Higher Education Funding Council £12,000 Date of Research: 1993–1995 KEYWORDS: attitudes; bullying; criminals; home environment; peer acceptance; truancy; youth problems 11/0412 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Williamson, I. Mr; Supervisor: Cullingford, C. Prof.; Oliver, P. Dr; Harris, A. Mrs The experience of alienation in ethnic minority and majority students in school Abstract: In the context of previous work on truancy and bullying, this thesis is concerned with developing our understanding of why particular pupils feel alienated from school and society. Still in its early stages, this project is exploring ‘cultural’ norms that might enhance a conflict between the individual, his or her background, and school. Quantitative methods, personality inventories and questionnaires will be followed by qualitative semi-structured interviews. Status: Individual research Date of Research: 1996-continuing KEYWORDS: alienation; cultural background; culture; ethnic groups; pupil alienation; pupil behaviour, social behaviour, truancy 11/0413 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Webb, C. Ms; Supervisor: Cullingford, C. Prof.; Oliver, P. Dr; Jarvis, C. Mrs Young children’s perceptions of acceptable and unacceptable behaviour Abstract: Previous work on bullying has tended to quantify the problem and offer solutions to it. Few have analysed why unacceptable behaviour takes place, what the motivations are, and the influences that are brought to bear. This research seeks to find out how attitudes towards behaviour, moral factors and rules develop. It is planned to analyse the thought processes of 9 year old and 6 year old children to trace the difference, and, in particular the attitudes expressed, towards parents and peers, as well as school. Semi-structured interviews are being tested. Status: Individual research Date of Research: 1995-continuing KEYWORDS: antisocial behaviour, behaviour problems; behaviour standards; bullying; childhood attitudes; moral values; pupil attitudes

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11/0414 School of Education, Holly Bank Road, Lindley, Huddersfield HD3 3BP 01484 422288 Laurenson, M. Mrs; Supervisor: Harris, G. Dr; Sheehan, J. Dr The GNVQ paradigm: vocational versus academic in health and social care Abstract: The aims of this research are to look at the dilemmas faced by General National Vocational Qualification (GNVQ) Advanced Health and Social Care students nearing completion of their course and the choices open to them in employment opportunity, or in gaining access into higher education. This will be undertaken by comparing attitudes from: GNVQ students following a vocational course in health and social care; ‘A’ level students following an academic course and seeking a career in the health and social care sector; employers in health and social care sectors; and universities offering higher education courses in the health and social care fields. It will address the question of National Standards by comparing the North/South divide. It will address class issues by looking at the number of working/middle class students applying for the vocational GNVQ route and comparing this with the number of working/ middle class applying from the traditional ‘A’ level route. This will highlight if the changes in educational provision have led to equality of opportunity, or if it is a way of dividing academia and promoting exclusivity through emphasis on the ‘A’ level route by the old established universities, or by employers. The research will look into the recent changes in educational and training provision brought about by legislation in 1991 and 1994 and the response through policy and practice issues. The Conservative Government policy of creating a highly trained workforce, in line with Europe, has led to an increase in the number of students undertaking further and higher education, and an increase in the number of new universities by the elevation of the old polytechnics and by allowing some further education colleges to offer higher education courses. These institutions offer students a selection of both vocational and academic courses, many of which now have an increased vocational content. If, as the former Prime Minister John Major suggests, we now live in a classless society, then students gaining a qualification through the nontraditional route should be able to gain access to the same employment opportunities and the same universities as their counterparts. However, in reality, do vocational students have equal access in employment opportunity and in gaining access to the old established universities? Are they penalised by undertaking the vocationally led GNYQ route, or considered second in line after their ‘A’ level counterparts? Do more GNVQ students, than the ‘A’ level students, apply to the new universities rather than the old established universities and, if so, why? To carry out this research, questionnaires will be sent to students currently studying on the GNVQ Advanced Health and Social Care course in 8 further education colleges; 4 based in the North of England and 4 in the South of England. Students currently undertaking the more traditional ‘A’ level route through 8 schools and expecting a career in the health and social care field will also be sent questionnaires using the same demographic criteria. Questionnaires will be sent to 8 universities in total. These will consist of 2 old universities and 2 new universities in both the North and South of England. An employers’ perspective will be gained by sending questionnaires to 8 major teaching hospitals, and 8 social service departments; 4 to each

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in the North and 4 to each in the South of England asking about their recruitment policies. This will help to highlight if the GNVQ qualification has parity with the gold standard of the ‘A’ level in the eyes of universities and employers. Status: Individual research Date of Research: 1995-continuing KEYWORDS: A level examinations; access to education; further education; health services; higher education; National Vocational Qualifications; social services; university admission

Hull University 11/0415 Computer Centre, Hull HU6 7RX 01482 346311 Reese, R. Mr; Supervisor: Moore, J. Dr Thesis production in UK universities—the role of information technology Abstract: The project aims to: 1) survey the changes in research practice brought about by making word processing and other desktop computer facilities readily available to students; 2) see if the changes have allowed improvements in the quality and presentation of research and have speeded up the production of theses and/or reduced the costs; 3) review current and earlier standards laid down for theses and suggest improvements for printed work, in typography and structure, language use and graphics; 4) consider the acceptability to students of the patterns of work with and without information technology; and 5) consider the implications of Electronic Document Delivery and suggest how and when this might impact upon the conduct and reporting of research. Status: Individual research Date of Research: 1993–1996 KEYWORDS: computer uses in education; information technology; research reports; theses 11/0416 Department of Education, Hull HU6 7RX 01482 346311 McClelland, V. Prof. History of the Roman Catholic involvement in education in England and Wales since 1935. (Within a general history of the Roman Catholic church in England and Wales since 1935) Abstract: The project re-evaluates the origins of the dual system in education since 1944 and locates educational policy in the Roman Catholic church in England and Wales within the general ecclesiastical development of the period since 1935. The work will estimate the effect of the Second Vatican Council upon educational development and will

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examine the social upheaval within the Catholic community since 1965. It will also provide indications of the future of the current partnership between church and state in educational provision. Published Material: McCLELLAND, V. (1988). “‘Sensus Fidelium’”: the developing concept of Roman Catholic effort in education in England and Wales’. In: TULASIEWICZ, W. & BROCK, C. (Eds). Christianity and educational provision. London: Routledge.; McCLELLAND, V. (1991). ‘The effect of the Council on Catholicism: Great Britain and Ireland’. In: HASTINGS, A. (Ed). Modern Catholicism: Vatican II and after. London: SPCK.; McCLELLAND, V. (1991). ‘Gravissimum Educationis’. In: HASTINGS, A. (Ed). Modern Catholicism: Vatican II and after. London: SPCK. Status: Sponsored project Source of Grant: The National Catholic Fund Date of Research: 1989–1996 KEYWORDS: Catholic schools; Church and education; Church State relationship; educational history; educational policy; Roman Catholic Church 11/0417 Department of Education, Hull HU6 7RX 01482 346311 Richmond, M. Mr; Supervisor: Whitehead, M. Dr The transition to democracy and educational change in contemporary Chile and post-Franco Spain Abstract: Located within two main sub-fields of educational inquiry (comparative education and the politics of education), the study aims to ascertain and understand the effects of transitions to democracy upon education and also the role of education within such transitions. Given its vital involvement in social and cultural reproduction, education may reveal itself to be a particularly sensitive field for registering the changes associated with a shift away from authoritarianism towards more democratic forms of polity. This sensitivity (its extent and character) will constitute the primary focus of the study. An examination of Chile and Spain affords an opportunity to explore whether or not there are structural similarities or parallels within the process of democratic transition and associated educational change in different countries. Study of the two national experiences is further justified by the possibility that Spain’s transition may have furaished lessons for later transitions in Latin America in particular, such as that in Chile. Fieldwork in both countries will focus upon the main primary and secondary written sources of information and upon interviews with government officials and significant personnel within non-governmental organisations. Status: Individual research Date of Research: 1990–1995 KEYWORDS: change; comparative education; democracy; development education; politics education relationship 11/0418

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Department of Education, Hull HU6 7RX 01482 346311 Smith, J. Mr; Supervisor: McClelland, V. Prof. The educational influence of the Wesleyan Methodist church in the second half of the 19th century (1850–1902) with particular reference to the work of Dr James Harrison Rigg Abstract: A survey of the influence of the Methodist church on education in the second half of the 19th century, with particular reference to the work of Dr J.H.Rigg. The influence of Methodist thought and pressure groups on the framing of legislation relating to education between 1870 and 1902. Status: Individual research Date of Research: 1991–1995 KEYWORDS: Church and education; Church State relationship; educational history; educational legislation; nonconformity; religion and education 11/0419 Department of Education, Hull HU6 7RX 01482 346311 Warner, M. Mr; Supervisor: Webster, D. Dr Developmental concepts of Christianity in a person with a mental handicap Abstract: The majority of the research in this particular field, and to a large extent in the field of Christianity and education, has been done from a western, secular, academic approach. It is the intention of the study to ‘plug this gap’ by having the emphasis on Christianity and the development of thinking in terms of Faith, Jesus, God, Heaven, Hell, Holy Spirit, Salvation, death, angels, demons etc, in a person with a mental handicap. Gilliferd, an authoritative work in this field, highlights the concern. He quotes in this work a study by D. Answorth (1961) ‘it is likely that until 9 or 10 years of age, any story (biblical and in particular parables) will probably be interpreted literally, and that the details of the text and incidents of the story will be of paramount importance to the child’. The research hypothesises that this highlights a child’s Faith; Matthew’s Gospel chapter 18, v. 3 states ‘Assuredly, I say to you, unless you are converted and become as little children, you will by no means enter the Kingdom of Heaven’ NKJ This implies a simplicity of Faith uncomplicated by adult intellect and doubt. The research starts from the premise that if a child can accept love, then they can accept the love of God. No child/adult, irrespective of the degree of intellectual handicap, is unable to receive love. Secondly, if we accept that we are body, soul and spirit in ‘design’, then a person with a mental handicap is injured in body and soul. However, God communicates through the spirit, hence the experience they have of God is as real as my own. The problem is that they may be unable to express this experience in the physical. The intention of this research is to establish what is understood by such a person, to identify the development of thinking in this area, and propose ways in which we might teach and encourage their Beliefs and Faith. Status: Individual research

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Date of Research: 1991–1995 KEYWORDS: beliefs; Christianity; religious education; special educational needs 11/0420 Department of Education, Hull HU6 7RX 01482 346311 Biggs, M. Mr; Supervisor: Spence, B. Dr Education in the United Arab Emirates: an examination of selected themes and issoes with reference to the ‘small country’ context Abstract: The United Arab Emirates (UAE) is a group of seven small sheikdoms, previously known as the Trucial States whilst under British tutelage. Since their independence in 1971, and aided by the oil wealth of certain emirates, the UAE has undergone a period of unprecedented growth and moderaisation. It has progressed from relative obscurity and poverty into a modern well serviced country of international recognition with one of the highest per capita incomes in the world. Education has always been assigned an important role in this process of modernisation. This research outlines educational provision in the UAE in both an historical and contemporary context. It further discusses important factors that influence the style of educational provision at all levels in both the state and private sectors such as Islam; demography; gender; manpower; multiculturalism; and ‘small country’ issues. Status: Individual research Date of Research: 1989–1995 KEYWORDS: Arab states; developing countries; development education; educational policy 11/0421 Department of Education, Hull HU6 7RX 01482 346311 Mitchell, S. Ms; Supervisor: Andrews, R. Dr The place of aesthetic response in the academic study of literature Abstract: The aim of the research is to elucidate the place of aesthetic response in the academic study of literature. This involves an understanding and characterisation of what is meant by aesthetic response and of the academic discipline. The suitability and compatibility of these two approaches to literature is then possible. The particular conditions for the communication of academic and aesthetic responses are considered, with particular attention to language and institutional framing. The research involves an extensive review of the literature on aesthetic response and the use of current thinking on disciplinary discourses and genres. It will use empirical data collected from literature students and teachers at advanced levels, including interviews and spoken and written work. Published Material: MITCHELL, S. (1993). ‘The aesthetic and the academic: are they at odds in English literature at A level?’, English in Education, Vol 27, No 1, pp. 19–28.

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Status: Individual research Date of Research: 1992–1996 KEYWORDS: aesthetic values; literary criticism; literature 11/0422 Department of Education, Hull HU6 7RX 01482 346311 Chandler, W. Mr; Supervisor: Wright, N. Mr The impact of the National Curriculum on history studies in small schools in the East Riding division of Humberside Local Education Authority, with specific reference to oral history Abstract: This research began with the general implementation of the National Curriculum in small schools, with issue definition and rating by all the schools. A database of this information has been constructed. The research included a series of six sample structured interviews of headteachers. Oral history projects have been developed in three schools and the results published. Further questionnaires and interviews specific to history studies will now be carried out. Status: Individual research Date of Research: 1992–1996 KEYWORDS: history studies; National Curriculum; oral history; school size; small schools 11/0423 Department of Education, Hull HU6 7RX 01482 346311 Clifford, J. Ms; Supervisor: McClelland, V. Prof. The religious education of young adults attending university Abstract: This research will look at: 1) the relationship between the secular university and religion; 2) the place and relationship of the Church in an academic community; 3) the role of institutionally appointed professional religious leadership in a modern university; 4) the organisational aspects of a campus ministry; 5) the aims of religious education for the university student; 6) a survey of religious experiences, attitudes and expectations of university students; and 7) a programme of religious ministry to university students. Status: Individual research Date of Research: 1993-continuing KEYWORDS: higher education; religion and education; religious education; universities 11/0424 Department of Education, Hull HU6 7RX

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01482 346311 Fields, J. Miss; Sharma, C. Mr The teaching and learaing of English/English Literature as a second language through the media of hypercard/information technology Abstract: It was apparent that, although Indian students spoke English fluently, there was, however, perceived lack of understanding of the written idiom of English Literature within the context of various novels. It was decided to write a self-edifying information technology programme using hypercard, the main thrust being that the student can delve further into the meanings of words in context using a database of relevant information to explain idiom and common usage. Status: Individual research Date of Research: 1993-continuing KEYWORDS: computer uses in education; English—second language; information technology; second language learning 11/0425 Department of Education, Hull HU6 7RX 01482 346311 George, N. Miss; Supervisor: Webster, D. Dr Technical education in Wakefield, West Yorkshire: the place of Thornes House Grammar School Abstract: Wakefield College has a particular place in the history of technical education in the City and the West Riding of Yorkshire, from its inception as the Industrial and Fine Art Institution in 1867 to its independence as a College in 1991. Thornes House Grammar School was founded in response to the Education Act, 1918, and its growth is recorded until it became a comprehensive school in 1965. Subsequent development linked the two institutions. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational history 11/0426 Department of Education, Hull HU6 7RX 01482 346311 Bates, E. Mr; Supervisor: Bottery, M. Dr The National Curriculum in England and Wales: a philosophical examination of the development of the National Curriculum Abstract: This is a philosophical thesis examining the varied faces: educational; social; political et al, which have been involved in the evolution and continuing development of the National Curriculum. Status: Individual research

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Date of Research: 1993-continuing KEYWORDS: curriculum development; educational philosophy; national curriculum 11/0427 Department of Education, Hull HU6 7RX 01482 346311 Wigley, D. Mr; Supervisor: McGuinn, N. Dr Arts education in English schools: an analysis of the effects that legislative and political forces have had nationally since 1979, using Humberside Local Education Authority schools as a reference Abstract: Since the Second World War, there have been notable developments in Arts education, particularly during the 1980’s. The 1982 Gulbenkian Report, the 1986 School Curriculum Development Committee’s Arts in Schools’ project and the implications for the delivery of the arts through the National Curriculum have all been fundamental to such developments. An analysis is made of major issues in the context of Humberside Local Education Authority schools. Concurrently, the Government has moved towards a philosophy of persuading schools to become independent of the local education authorities (LEA’s) towards weakening the authority of the LEA’s and of decentralising the organisation of the large LEA’s created in 1974. The hypothesis of this research is that such moves may debilitate the infrastructure requisite for maintaining and developing the expansion made in Arts education since 1979. Status: Individual research Date of Research: 1993–1996 KEYWORDS: art education; arts; dance; drama; educational policy; local education authorities; music; politics education relationship 11/0428 Department of Education, Hull HU6 7RX 01482 346311 Kalve, P. Mr; Supervisor: McClelland, V. Prof. Bridging the divide? The aims, objectives and assumprions of religious education in present-day Catholic and secular traditions: a comparison Abstract: The purpose of this study is to: 1) analyse the aims, objectives and assumptions of religious education in present-day Catholic and secular traditions; and 2) examine comparatively the similarities and dissimilarities of approach to religious education by each tradition. It is the underlying thesis of this study that it is in comparing the approaches in understanding of each tradition to religious education that it becomes possible to reach a fuller understanding of what religious education is, both in itself, and also in the approaches of the two traditions which are here examined. The research of these two traditions’ approaches to religious education centres around the generic philosophical and educational epistemologies of each tradition. In particular, three areas of study are considered: 1) The philosophical and epistemological background for the

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Catholic and secular traditions’ concepts of knowledge. 2) The implications of these respective philosophical and epistemological approaches for religious education in each tradition. 3) The deeper understanding of the processes of religious education provided through a comparative analysis of the two traditions’ approaches. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Catholics; religion and education; religious education; secularisation 11/0429 Department of Education, Hull HU6 7RX 01482 346311 Al-Jamal, M. Mrs; Supervisor: McClelland, V. Prof. Teaching English as a foreign language in secondary schools in Bahrain: an evaluarion study Abstract: In Bahrain, English as a foreign language is taught at all stages of education, but it varies from government to private schools. Development of the educational system in Bahrain and teaching of English as a foreign language in secondary schools in Bahrain are discussed. This study investigates the current situation of teaching English as a foreign language in secondary schools in Bahrain, strengths and weaknesses of the English language curricula, and teachers’ and students’ attitudes toward teaching and learning of English. Two kinds of questionnaire will be developed and distributed to a sample of teachers and students and pilot and main studies will be carried out to conclude results. Status: Individual research Date of Research: 1994–1996 KEYWORDS: Bahrain; English—second language; second language teaching 11/0430 Department of Education, Hull HU6 7RX 01482 346311 Henworth, A. Mr; Supervisor: Squires, G. Dr Quality and quality assurance of land-based further education and training Abstract: Quality and quality assurance became a major issue for post-compulsory education in the late 1980’s. Institutions within the education service are now under considerable and increasing pressure to demonstrate to a wide range of groups and bodies that they are able to meet certain quality criteria. The issue of quality raises two crucial questions for providers of land-based further education and training: what is quality provision in vocational education and training in this sector?; and how is this quality demonstrated? The purpose of this study is therefore firstly to examine the development of the quality issue with reference to further education and training; secondly to identify how quality is perceived by the many stakeholders of land-based further education and training; thirdly to clarify the wide-ranging implications which quality and quality

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assurance have for the future of land-based further education and training; and fourthly to investigate and recommend strategies for the continued provision of land-based further education and training which encompass the demands of the quality issue. Status: Individual research Date of Research: 1993-continuing KEYWORDS: agricultural education; educational quality; further education; land use; quality assurance; vocational education 11/0431 Department of Education, Hull HU6 7RX 01482 346311 Adeyemi, T. Mr; Supervisor: Brookes, K. Mr The performance of second-level students in public examinations in Ondo State of Nigeria 1984/85–1993/94 Abstract: The Ondo State of Nigeria is one of the thirty states that constitute the Federal Republic of Nigeria. It was created from the defunct Western State of Nigeria in 1976, and it presently consists of twenty-six local government areas. Since its creation, the State has witnessed a lot of development in its educational system. The number of secondary schools has almost doubled, and enrolment of students in the schools has increased tremendously. The aim of the study is to find out what level of performance was attained in public examinations by students at second-level education in the State. The study will compare the level of financing of secondary education in the State from 1985 to 1994, and attempt to find out whether the performance of students in public examinations justifies the huge investment of Government in education at second-level in the State. Status: Individual research Date of Research: 1994–1996 KEYWORDS: developing countries; development education; educational development; examination results; Nigeria 11/0432 Department of Education, Hull HU6 7RX 01482 346311 Dare, A. Mr; Supervisor: Milne, P. Mr Educational reform as a development strategy: the experience of Ghana Abstract: At the time of Ghana’s independence in 1957, education was being thought of in terms of its economic benefits. It was the period when development was identified with economic growth. Consequently, like other developing countries, Ghana directed attention towards the provision of qualified personnel to facilitate economic growth and thus accelerate the country’s development. However, by the 1970’s, it had become necessary to reappraise the country’s educational priorities in terms of structure and content. The reappraisal culminated in a number of innovations, the latest of which is an

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educational reform programme whose implementation was begun in 1987. The present research draws some lessons from the educational experiences of two developed and nine developing countries, as well as from Ghana’s own past educational endeavours. These lessons are then used to inform a formative evaluation of the ongoing educational reform programme with a view to assessing the programme’s prospects and potential for national development. Status: Individual research Date of Research: 1992–1995 KEYWORDS: developing countries; development education; educational development; Ghana

Institute for Employment Studies 11/0433 Mantell Building, University of Sussex, Falmer, Brighton BN1 9RF 01273 686751 Jagger, N. Mr; Connor, H. Mrs; Court, G. Dr Institute for Employment Studies graduate review Abstract: An annual review of the graduate labour market, intended to inform employers and other policymakers about current trends in higher education, the supply of graduates, and the recruitment market. This is mainly desk-based research, using published data from the Department for Education (DFE) and other sources, and from Institute for Employment Studies (IES) database. A report provides key facts and figures with commentary. Published Material: A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Institute for Employment Studies Corporate Research Fund (20 employers) Date of Research: 1995-continuing KEYWORDS: employment opportunities; graduate employment; graduates; labour market; work education relationship 11/0434 Mantell Building, University of Sussex, Falmer, Brighton BN1 9RF 01273 686751 Rawlinson, S. Ms; Connor, H. Mrs College/employer links: responsiveness and interaction Abstract: The aim of the project is to assess the extent and nature of college/employer links and identify successful outcomes in college/ employer interaction and responsiveness. The completed first phase included a literature review and development of a typology. The second phase of the study comprises a series of case study

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investigations. Six geographical clusters of colleges, based around Training and Enterprise Council (TEC) areas, have been selected. Interviews will take place with college staff, students and employers in these areas. Status: Sponsored project Source of Grant: Further Education Funding Council; Department of Employment; Council for Industry and Higher Education, jointly £60,000 Date of Research: 1994–1995 KEYWORDS: colleges of further education; cooperative programmes; employers; industry further education relationship; work education relationship 11/0435 Mantell Building, University of Sussex, Falmer, Brighton BN1 9RH 01273 686751 Hillage, J. Mr Employers’ views of education business links Abstract: The research looks into employers’ views of education business links. The aim of the project is to find out why employers become involved in education business link activity, such as work experience placements, teacher placements, curriculum projects mentoring etc. The research looks at: 1) employer objectives—i.e. the reasons employers give for their involvement in education; 2) activities—i.e. what sort of events and programmes employers get involved in; and 3) process—i.e. how they become involved, including their policies towards education. It also looks at employers’ awareness of a range of education business agencies such as Education Business Partnerships and the role they could adopt to secure greater employment involvement. The research is based on a postal survey of 3,000 employers, drawn partly from a random sample and also from names supplied by a selection of Education Business Partnerships, with 80 follow-up face-to-face and telephone interviews. The fieldwork finished in February 1995 and the final report will be with the Department in April 1995. Publication is expected in the early summer of 1995. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1994–1995 KEYWORDS: business; cooperative programmes; corporate education; employers; industry education relationship; work education relationship

Institute of Child Health 11/0436 The Wolfson Centre, Mecklenburgh Square, London WC1N 2AP 0171 837 7618 Pennington, L. Ms; Supervisor: McConachie, H. Dr

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The communication skills of severely physically disabled children Abstract: The study involves designing an assessment tool which will enable speech and language therapists to describe the communication skills of non-verbal children who have severe physical disabilities, and to evaluate the effectiveness of intervention. This assessment of functional communication skills will be suitable for use with children who have a broad range of communication skills and who may be using any type of augmentative and alternative communication (AAC) system e.g. symbol charts; speech synthesisers. The assessment will: 1) give a baseline of the child’s communication strengths and weaknesses; 2) profile the patterns of communication used by the child’s usual communication partners, e.g. parents and teachers; 3) evaluate change after intervention, such as a therapy programme or the introduction of an augmentative communication system; 4) provide a basis for planning individual intervention programmes. As part of the validity testing of the assessment procedures, verbal children with and without physical disabilities will be included, to examine how developmentally appropriate is the attempt to elicit a broad range of communication skills. Comparison of these groups with non-verbal physically disabled children will allow the separation of the effects of physical disability (and physical dependency) and severe speech difficulties on communication development. The comparison will thus permit preliminary investigation of the question of whether non-verbal physically disabled children are pragmatically less able than one would expect given their developmental level and degree of physical disability. Status: Individual research Date of Research: 1993–1996 KEYWORDS: communication skills; nonverbal communication; physical disabilities; severe disabilities; special educational needs; speech handicaps 11/0437 The Wolfson Centre, Mecklenburgh Square, London WC1N 2AP 0171 837 7618 Yude, C. Ms; Supervisor: McConachie, H. Dr; Goodman, R. Dr Children with hemiplegic cerebral palsy in mainstream schools: sociometric status and experiences of victimisation Abstract: This study is the third stage of a longitudinal study of childhood hemiplegia, a form of cerebral palsy affecting up to 1:1000 children. Four hundred and sixty-three children in the Greater London area were ascertained through multiple sources. Stage 1 obtained information from parents and teachers through questionnaires. In Stage 2, parents of one hundred and forty-nine 6–10 year olds were interviewed about aspects of home and school life. Assessments of cognitive ability, neurological status and mental state were carried out by the research team. The preliminary findings of Stages 1 and 2 informed the current study since more than half the children experienced significant emotional and behavioural difficulties resulting in some distress and disruption to their daily lives. Evidence from parents, and to a lesser extent from teachers, indicated that peer relationships, social isolation and victimisation were problems for many children. In order to provide a more comprehensive assessment of the pervasiveness of these

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difficulties, a school-based investigation was indicated. Fifty-five children (included in Stage 2) and fifty-five controls, aged between 9–11 and attending mainstream schools, participated in the current study. Teachers were interviewed, in detail, about aspects of classroom behaviour, social relationships and victimisation. Since peer relationships are particularly sensitive clues to a child’s social skills, peer popularity was assessed by sociometry. The technique includes all the children in the index child’s class. The aims of the study were to examine the relationships between the severity of hemiplegia, learning difficulties, parent, teacher and child’s self report of social relationships, victimisation and the assessed sociometric status of children with mild physical disabilities in mainstream schools. Status: Individual research Date of Research: 1991–1996 KEYWORDS: cerebralpalsy; interpersonalrelationship; mainstreaming; peer relationship; pupil adjustment; pupil behaviour; social behaviour, special educational needs

Keele University 11/0438 Department of Education, Keele ST5 5BG 01782 621111 Wakelin, M. Mrs; Supervisor: Wringe, C. Dr The use of performance indicators in the evaluation of educational institutions Abstract: Current use of performance indicators is to be surveyed and evaluated in relation to currently proposed educational aims. Their validity as a measure of educational effectiveness and their effect on the performance of teachers and institutions will be assessed. Status: Individual research Date of Research: 1989-continuing KEYWORDS: educational objectives; educational quality; institutional evaluation; performance indicators; school effectiveness 11/0439 Department of Education, Keele ST5 5BG 01782 621111 Russell, V. Mr; Gleeson, D. Prof. Evaluation of a local education inspectorate Abstract: This project involves an investigation of the changing role of the inspectorate in one local education authority using interview and observation approaches. Status: Sponsored project Source of Grant: Hereford & Worcester Local Education Authority

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Date of Research: 1989–1995 KEYWORDS: inspection; inspectors—of schools; local education authorities 11/0440 Department of Education, Keele ST5 5BG 01782 621111 Russell, V. Mr; Gleeson, D. Prof.; Supervisor: Gleeson, D. Prof. Evaluation of Technical & Vocational Education Initiative developments Abstract: This is an evaluation of the Technical & Vocational Education Initiative (TVEI) in a local education authority, with the specific purpose of initiating and supporting practitioner research. Status: Sponsored project Source of Grant: Hereford & Worcester Local Education Authority Date of Research: 1989–1995 KEYWORDS: TVEI 11/0441 Department of Education, Keele ST5 5BG 01782 621111 Thompson, D. Mr The history and promotion of geological and earth-science education in the United Kingdom and elsewhere in the world Abstract: The history of geological and earth science education in the United Kingdom reveals the important part that geology, geologists and the geological profession played in the early days of the growth of science education from 1830 to 1900 in both schools and vocational courses, e.g. of the Department of Science and Arts. The wives of geologists were in the van of women’s education and extra mural education. A decline to a nadir in the 1930s has been followed by a steady rise in the growth of interest, culminating in the formation of the Association of Teachers of Geology (1967) (now the Earth Science Teachers’ Association (1988), and the acceptance of Earth Science in Science in the National Curriculum of the UK and many other countries. Published Material: THOMPSON, D.B. (1993). ‘Highlights from the history of the geological curriculum in schools, colleges and universities’, Teaching Earth Sciences, Vol 18, No 3, p.113.; THOMPSON, D.B. (1993). Geoscience education in schools worldwide—a summary report on the presentations at the International Geoscience Education Conference, Southampton’, Teaching Earth Sciences, Vol 18, No 4, pp. 123–129.; THOMPSON, D.B. & KING, C.J.H. (1996). ‘Geoeducation in schools worldwide: an overview’. In: STOW, D.A.V. & MCCALL, G.J.H. (Eds). Geoscience education and training in schools and universities for industry and public awareness. Rotherdam: Balkema. Status: Individual research Date of Research: 1970-continuing

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KEYWORDS: earth science; educational history; geology; physical sciences; science education 11/0442 Department of Education, Keele ST5 5BG 01782 621111 Marques, L. Mr; Supervisor: Thompson, D. Mr Children’s alternative ideas about earth-science concepts, e.g. continental drift and plate tectonics Abstract: Children’s alternative ideas relating to earth-science concepts have been only modestly researched. Following work in 1988 on children’s ideas of the origin of the earth, the origin of life and the nature and origin of volcanoes, the research has now turned to children’s views of the origin of continents, oceans and the possible wandering of the former. Following a pilot study with pupils and teachers and indepth interviews with pupils, a questionnaire survey of the views of 300 Portuguese children has been administered. It is conjectured that the many garbled ideas of students acerue from watching television, reading newspapers and attempting to use ideas drawn from science and geography lessons at school. So far 30 or so alternative ideas have been noted and curriculum strategies which challenge many of them been developed and trialled. Published Material: THOMPSON, D.B. (1996). Tortuguese and English students’ ideas on the nature and origin of earth, life, volcanoes, earthquakes and soil’. In: STOW, D.A.V. & MCCALL, G.J.H. (Eds). Geosience education and training in schools and universities for industry and public awareness. Rotherdam: Balkema.; MARQUES, L. & THOMPSON, D.B. (1996). ‘The alternative ideas and misconceptions of Portuguese students (aged 15–17)’. In: STOW, D.A.V. & MCCALL, G.J.H. (Eds). Geoscience education and training in schools and universities for industry and public awareness. Rotherdam: Balkema. Status: Individual research Date of Research: 1989-continuing KEYWORDS: comprehension; earth science; oceanography; physical sciences; plate tectonics 11/0443 Department of Education, Keele ST5 5BG 01782 621111 Thompson, D. Mr Curriculum materials for earth-science teaching in the National Curriculum Abstract: Earth Science is new to the science curriculum in the United Kingdom. Curriculum materials need to be written, trialled and published quickly. Trials are to be carried out on whole classes of 20–30 pupils. Materials are designed for variety and balance of approach and a concentration on pupil activity including practical

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experimental work. Publication is via the Earth Science Teachers’ Association ‘Science of the Earth’ and ‘Project Earth’. Published Material: THOMPSON, D.B. (1995). A guide to the history and geology of quarrying at localities along the natural history trail in Corbet Wood, Grinshill, North Shropshire. Wem: Clive & Grinshill Conservation Committee.; A list of Earth Science Teachers Association publications is available from Geo Supplies Ltd, 11 Station Road, Chapeltown, Sheffield S30 4XH. Status: Individual research Date of Research: 1988–1996 KEYWORDS: earth science; educational materials; material developtnent; National Curriculum; physical sciences; science education 11/0444 Department of Education, Keele ST5 5BG 01782 621111 Maden, M. Prof.; Gough, G. Dr; Johnson, M. Mr; Glover, D. Dr Successful schooling Abstract: The project aims to establish further information and knowledge about ‘successful schooling’, by means of questionnaires and indepth interviews with pupils, parents and teachers. Status: Sponsored project Source of Grant: Local Education Authorities £25,000 Date of Research: 1990-continuing KEYWORDS: educational quality; outcomes of education; parent school relationship; school effectiveness 11/0445 Department of Education, Keele ST5 5BG 01782 621111 Mardle, G. Mr; Colclough, P. Mr; Shain, F. Dr; Modiba, M. Ms Equal opportunities policies in schools and colleges post local management developments from the Education Reform Act, 1988 and the Education Act, 1992. Abstract: In the past, policy initiation in the education system has in general been the responsibility of either the government or the local education authority. Under the Education Reform Act 1988 and the Education Act 1992 this has changed. Secondary schools and further education colleges now have control over their budgets and also a far higher degree of control over certain policy initiatives. Within the context of many other pressures this has led to a degree of inertia in certain areas. In particular, the development of equal opportunity policies has been affected. The aim of this investigation is to examine, via questionnaire and case study material, the effects of current legislation on the area of equal opportunity policy in schools and colleges. The focus of attention starts with the political aspects of the problem. It then goes on to examine the way in which

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such policy in the areas of gender, race and disability is seen by the participants, developed in the institutions and the methods deployed in putting it into practice. It is hoped the results and conclusions of the study will enable more institutions to develop and implement such policies. Status: Individual research Date of Research: 1991–1996 KEYWORDS: educational policy; equal education; gender equality; nondiscriminatory education 11/0446 Department of Education, Keele ST5 5BG 01782 621111 Kim, J. Mr; Supervisor: Wringe, C. Dr Well-being and education Abstract: This is a philosophical study examining the concept of well-being as an educational aim. Various conceptions of well-being will be examined, a distinction established between material welfare and a broader conception of well-being, and the links between this conception of well-being and education explored. Status: Individual research Date of Research: 1991–1996 KEYWORDS: educational objectives; educational philosophy; quality of life; well being 11/0447 Department of Education, Keele ST5 5BG 01782 621111 Parkhouse, P. Mr Undergraduate physicists’ and post-graduate scientists’ (undergoing teacher training) understanding of the nature of science Abstract: The current research is concerned with students’ understanding of the nature of science. It is in two principal parts: one concerned with undergraduate physicists and the other with postgraduate science students undergoing a course of training for teaching at Keele University. Some of the post-graduate science students will be followed during their teaching practice to see if their teaching exemplifles their beliefs and whether the researcher is able to influence this by heightening their awareness through prolonged contact with them. The approach is ethnographic and the stimulus of a free-response questionnaire followed by recorded interviews elucidating their responses has been adopted. In addition both samples have to interact with specially prepared practical materials designed to reveal further their philosophical standpoints. Status: Individual research Date of Research: 1991-continuing

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KEYWORDS: comprehension; philosophy of science; science education; scientific concepts; student attitudes 11/0448 Department of Education, Keele ST5 5BG 01782621111 Miller, D. Mr Mathematics and pupils and information technology (MAPIT) Abstract: The aim of this research is to improve secondary school pupils’ learning and understanding of mathematics by developing strategies which will enable mathematics departments to exploit more fully the potential of information technology within the mathematics classroom. The research is concerned with all aspects of computer use in mathematics classrooms, however, one area of particular interest is the use of notebook computers. The nature of the research is to: (1) provide appropriate training for teachers involved in the research; (2) collect case study data at regular intervals from the schools; and (3) provide formative and summative reports for the schools. In addition, information has been collected from Postgraduate Certificate in Education (PGCE) mathematics students on teaching practice. The interim reports and final results will be detailed in appropriate journals. Status: Sponsored project Source of Grant: Keele University: Department of Education £1,500 Date of Research: 1992-continuing KEYWORDS: computer uses in education; information technology; mathematics education; microcomputers; secondary schools 11/0449 Department of Education, Keele ST5 5BG 01782 621111 Mardle, G. Mr; Glover, D. Dr Examination of the structural implications of changes in teacher education and mentoring for schools Abstract: Recent changes in government policy towards teacher education have given greater prominence to the role of schools in the process, in particular, the need to involve teachers more thoroughly in the role of mentoring those in training. As a consequence, there have been rapid changes and developments of the relationship between higher education institutions and schools across a range of settings. The Esmee Fairbairn sponsored research project on mentoring is part of a national framework of research in the area involving six universities, namely Keele, Oxford, Leicester, Sussex, Manchester Metropolitan and Swansea. The Keele project, whilst contributing to the wider aims of the main project, has a specific focus in looking at the structural framework of the process and how it is being embedded within the normal workings of the school organisation. It is, therefore, mainly concerned with the following: 1) Approaches by

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institutions to the changing roles of teachers within initial teacher training. 2) Changing institutional structures. 3) Long term development and training needs. 4) Management relationships and facilitation of mentoring. 5) Individual career profiles of mentors. 6) Financial implications for schools. 7) Partnership developments with higher education institutions. Published Material: GLOVER, D. & MARDLE, G. (Eds). (1995). Management of mentoring: policy issues. London: Kogan Page. Status: Sponsored project Source of Grant: Esmee Fairbairn Foundation £35,000 Date of Research: 1993–1995 KEYWORDS: institutes of higher education; mentors; preservice teacher education; school based teacher education; student teacher supervisors 11/0450 Department of Education, Keele ST5 5BG 01782 621111 Powell, G. Mr Educating the educators Abstract: At a time when teacher education has given way to the exclusive claims of training, the study will set out to construct an educational scheme to prepare future educators. In particular, it will explore the nature of the specific knowledge needed by educators to respond to individual differences. Status: Individual research Date of Research: 1994–1996 KEYWORDS: preservice teacher education; teacher educators 11/0451 Department of Education, Keele ST5 5BG 01782 621111 Ozga, J. Prof. Women managers in higher and further education Abstract: The aim of the project is to build on work completed for the publication ‘Women in Education Managemenf (Ozga, 1993) in order to provide detailed case studies of women in management in higher and further education. A small sample of senior managers has been selected for work shadowing, and the study will develop detailed accounts of their work practices over a six month period. It will also make use of life history methods to develop detailed accounts of women’s experience of management and of their experience of ‘careers’. The data will be analysed in order to explore the extent to which they support claims of productive gender-related difference in management styles. Published Material: OZGA, J. (Ed). (1993). Women in Education Management. Buckingham: Open University Press.

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Status: Individual research Date of Research: 1993-continuing KEYWORDS: administrators; educational administration; further education; higher education; management in education; women; women’s employment 11/0452 Department of Education, Keele ST5 5BG 01782 621111 Wringe, C. Dr Evaluation of: Formation autonome des professeurs des langues étrangères lors des visites dans des institutions scolaires étrangères. (Continuing professional development for language teachers during visits to foreign schools) Abstract: The project linked national language teaching associations in 12 European Union countries. It involved brief visits by 230 established language teachers to institutions in other countries where either their teaching language is spoken or where they may observe that language being taught by foreign colleagues. In addition to the inservice training value of the project to the participants involved, it is also intended to develop and evaluate appropriate procedures, administrative frameworks and learning materials. Formative evaluation of the project is by a series of questionnaires, extensive interviews and on-site visits. The project is directed by Professor Michel Chandelier of the Universite Rene Descartes, Paris, on behalf of the Federation Internationale des Professeurs des Langues Vivantes. Status: Sponsored project Source of Grant: European Union (Lingua) £126,200 Date of Research: 1993-continuing KEYWORDS: Europe; international educational exchange; language teachers; modern language studies 11/0453 Department of Education, Keele ST5 5BG 01782 621111 Gough, G. Dr; Glover, D. Dr; Johnson, M. Mr; Pye, D. Mr; Supervisor: Gleeson, D. Prof. Young people’s attitudes to youth training Abstract: A research project which analyses the attitudes of a cohort (800) of young people to Youth Training in the West Midlands. Status: Sponsored project Source of Grant: Central England Training and Enterprise Council £18,000 Date of Research: 1994–1995 KEYWORDS: attitudes; training; youth; youth employment; youth programmes 11/0454

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Department of Education, Keele ST5 5BG 01782 621111 Gunter, H. Mrs; Supervisor: Ozga, J. Prof. A critical history of the origins of educational administration and its development into educational management 1960–1990 Abstract: Since the Education Reform Act, 1988, there has been an explosion in education management texts, journals, and courses in the UK. Education management has taken on the concepts and tools of business literature and there is an emphasis on ‘How to do it’ manuals and courses. This is in direct contrast to the late 1960s. Today the literature is about educational administration which is rooted in the social sciences, whereas in the late 1960s it differed considerably in relation to concepts, language, and tone. The aims of the research are: 1) To compare and contrast the theoretical references and frameworks on which educational administration (1960s–1990s) and educational management respectively draw. 2) To identify the key figures in the construction and dissemination of the ‘disciplines’ of educational administration, and educational management, and to interrogate their accounts of the factors that contributed to the changing nature of the area. The methods used are: 1) The development of a historical and thematic framework through a literature search of key events, issues, and ideologies pertinent to educational administration and management. This is linked to the political, economic, social and technological context from the 1960s. 2) Review of the literature in relation to: the theoretical origins, and development of educational administration as an academic area of study; the current text on educational administration and management; learned journals; the growth in professional organisations and networks. 3) Identify key writers and actors in educational management and administration from late 1960s and present day. Interviews with a sample of these people. The doctoral dissertation will chart the history of the development and definition of a major area of educational practice. It will contribute to an understanding of the link between the social and political context, and the development and definition of a significant area of professional practice. Very little work has been done on the development of education management in the UK, or on its antecedents, and this research will both document the process of development and investigate the factors that contribute to the particular form of its development and current configuration. Status: Individual research Date of Research: 1994-continuing KEYWORDS: literature reviews; management in education 11/0455 Department of Education, Keele ST5 5BG 01782 621111 Gough, G. Dr; Glover, D. Dr; Johnson, M. Mr; Pye, D. Mr; Supervisor: Gleeson, D. Prof. Attitudes to youth training: the perceptions of training providers and employers

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Abstract: This evaluation project sets out to investigate the perceptions of providers and employers of Youth Training within the Central England region. It represents the second phase of an evaluation process, following the earlier study of trainee attitudes to youth training in 1994/95. A key feature of the evaluation is a film which draws on the experiences of key participants in the evaluation—trainees, providers and employers. The study will evaluate ways in which training is delivered and experienced by stakeholders, employers, training providers, colleges and trainees; how different participants interpret and define the meaning and relevance of successful learning processes and outcomes; the nature of progression in learning, earning, qualification, skill and employment; and interpretations of the use, application, perception and relevance of National Vocational Qualifications by employers and others in the labour market. The study seeks to combine qualitative and quantitative methods of investigation, surveying employers’, training providers’ and colleges’ attitudes, experience and perspectives of youth training. Some interviews will take place on site and a questionnaire survey will be carried out. The outcome of the study will provide a clearer picture of what constitutes quality training and learning, linked with an analysis of a cross-section of training practices; will inform debate and raise awareness among Training and Enterprise Councils, careers service, colleges, employers and training providers; and will highlight and provide necessary information regarding policy and practice issues. Status: Sponsored project Source of Grant: Central England Training and Enterprise Council £20,000 Date of Research: 1995–1996 KEYWORDS: attitudes; colleges of further education; employer attitudes; employers; trainers; Training and Enterprise Councils; youth employment; youth programmes 11/0456 Department of Education, Keele ST5 5BG 01782 621111 Open University, School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Ozga, J. Prof. Elites in education policy making Abstract: The aim of the project was to explore the nature of policy making in education in England in the post-war period and to use that exploration as the basis for interrogation of major theoretical approaches to the study of policy making, especially pluralism and Marxism. A further aim was to ensure that the role of permanent officials in policy making was recorded and discussed, and to do this through the use of life history methods. The study was undertaken using a variety of methods, including documentary analysis, exploration of archives, and extended interviews with members of the policy elite. The identification of this group was a considerable part of the project, and included the tracing of connections among them. The interim conclusions of the project indicated the strong influence exerted on policy by permanent officials at the centre and in the localities, and indicated their interconnectedness and their adherence to particular forms

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of provision. This in turn suggested that some modification of conventional pluralist approaches to education policy making was necessary. Published Material: GEWIRTZ, S. & OZGA, J. (1990). ‘Partnership, pluralism and education policy: a reassessment’, Journal of Education Policy, Vol 5, No 1, pp.37–48.; OZGA, J. (1990). ‘Policy research and policy theory: a comment on Fitz and Halpin’, Journal of Education Policy, Vol 5, No 4, pp.359–362.; GEWIRTZ, S. & OZGA, J. (1994). ‘Interviewing the education policy elite’. In: WALFORD, G. (Ed). Doing research on the powerful in education. London: University College London Press.; OZGA, J. & GEWIRTZ, S. (1994). ‘Sex, lies and audiotape’. In: HALPIN, D. & TROYNA, B. (Eds). Researching education policy: ethical and methodological issues. London: Falmer Press. Status: Sponsored project Source of Grant: Open University Research Committee £30,000 Date of Research: 1988-continuing KEYWORDS: educational planning; educational policy; policy formation 11/0457 Department of Education, Keele ST5 5BG 01782 621111 University of the West of England, Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Ozga, J. Prof.; Nicholls, R. Mr; Pollard, A. Prof. Quality in the marketplace: a study of the impact of market forces on small-scale providers. (Primary schools, nursing homes and restaurants) Abstract: The project is designed to explore the impact of the market on the provision of primary education, care for the elderly, and fast food. There is a particular interest in finding out about possible connections between marketization and management practice. Any changes in workforce, training and structuring are also of interest. The different small providers were selected in the hope of achieving instructive contrasts and parallels. The research is being conducted in an English county town, initially through surveys and questionnaires, but mainly through detailed case studies of a small sample of each of the organizations under examination. The case studies include semi-structured interviews with management and staff, and non-participant observation. Published Material: MENTER, I., MUSCHAMP, Y., OZGA, J., NICHOLL S.P. & POLLARD, A. Markets and management in primary schools. Buckingham: Open University Press. (in press). Status: Sponsored project Source of Grant: University of the West of England; The National Primary Centre (SW) Date of Research: 1993–1996 KEYWORDS: economics education relationship; educational quality; management in education; marketing; primary schools

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11/0458 Department of Psychology, Keele ST5 5BG 01782 621111 Hartley, J. Prof. Designing instructional text Abstract: This research focuses on the design of instructional text– mainly in the form of printed materials—which enables the reader to do or to understand something. The research covers three areas: (1) the layout of such materials; (2) the language of such materials; and (3) the use of structural devices which enable people to find their way about a piece of text. Work with layout stresses the importance of using the ‘white-space’ systematically in order to convey tlje underlying structure of text. Work with language suggests the importance of simpler wording. Work with ‘access structures’ indicates how devices such as headings and summaries can aid recall. Recently the research has broadened its focus of interest to include work with braille, audio-taped instruction, and electronic text. Published Material: HARTLEY, J. (1990). ‘Textbook design: current status and future directions’, International Journal of Educational Research, Vol 14, pp.533–541.; HARTLEY, J. (1990). ‘Author, printer, reader, listener: four sources of confusion when listening to tabular/diagrammatic information’, British Journal of Visual Impairment, Vol VIII, pp.51–53.; HARTLEY, J. (Ed). (1992). Technology and writing: readings in the psychology of written communication. London: Jessica Kingsley Publishers.; HARTLEY, J. (1994). Text design for the visually impaired: a British perspective’, Educational Technology, Vol 34, pp.58–64.; HARTLEY, J. (1994). ‘Designing instructional text for older readers: a literature review’, British Jouraal of Educational Technology, Vol 25, No 3, pp. 172–188. A full list of publications is available from the researcher. Status: Individual research Date of Research: 1970-continuing KEYWORDS: educational materials; educational media; low vision aids; printing; textbooks 11/0459 Department of Psychology, Keele ST5 5BG 01782 621111 O’Neill, S. Ms; Supervisor: Sloboda, J. Prof. Factors influencing children’s motivation and achievement during the first year of instrumental music tuition Abstract: Why do some children persevere at the task of mastering a musical instrument while other children with seemingly equal ability and potential make little progress or even abandon musical study altogether? Research within the past decade has made significant progress in developing and testing social-cognitive theories of achievement motivation which have focused primarily on children’s conceptions of ability and

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recovery from failure in intellectualacademic situations. This one-year longitudinal study examined several of these theoretical perspectives with a group of children who were beginning instrumental music tuition for the first time. Results indicated no relationship between musical achievement and prior measures of intelligence or musical skill. There were, however, significant effects on achievement for teaching context, amount of practice, and motivational patterns. Implications for the training of young beginner instrumentalists will be discussed. Published Material: O’NEILL, S.A. & SLOBODA, J.A. (1995). ‘The influence of ability, effort and teaching context on achievement in the first year of formal instrumental music training’. Proceedings of the British Psychological Society Developmental Annual Conference, 1995.; O’NEILL, S.A. (1995). ‘Motivational patterns and children’s musical performance achievement in the first year of formal instrumental training’. Proceedings of the 7th European Conference on Developmental Psychology, Jagiellonion University, Krakow, Poland, 1995.; O’NEILL, S.A. (1995). ‘Children’s beliefs about ability in academics, sport and music’. Proceedings of the British Psychological Society Annual Conference, University of Warwick, 1995.; O’NEILL, S.A. & SLOBODA, J.A. ‘The effects of failure on children’s ability to identify the melodic direction of musical pitch’, Psychology of Music. (in press). Status: Individual research Date of Research: 1992–1995 KEYWORDS: achievement; motivation; music; musical instruments 11/0460 Department of Psychology, Keele ST5 5BG 01782 621111 Isa, P. Mrs; Supervisor: Hartley, J. Prof. Academic achievement motivation and locus of control of Malaysian college students Abstract: The aim of this study was to examine a) the academic motivation, locus of control, and performance of Malay and Chinese college students in Malaysia; and b) the effects of race, gender and other students’ background characteristics on the above. Four academic motivation scales and an Academic Locus of Control Scale were developed and 340 Malay students and 362 Chinese students completed the scales. It was predicted, on the basis of previous research, that: 1) the Malay students would be lower in academic motivation than the Chinese students; 2) the Malay students would be more ‘externally controlled’ than the Chinese students; 3) there would be significant effects of socioeconomic status, gender and other background characteristics on students’ academic motivation locus of control; 4) students with high academic motivataion would have better grades than students with lower academic motivation; and 5) students with an internal locus of control would have better grades than students with an external locus of control. Analysis of the data showed that none of these hypotheses was fully supported: 1) Malay students scored higher than the Chinese on 2 of the motivation scales, and had a higher internal locus of control; 2) Female students scored higher than male on 2 of the motivation scales, but not on the academic locus of control scale; 3) There were no

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socioeconomic status differences on either scale. It was not possible to obtain a meaningful comparative measure of academic performance for the two groups, so the results obtained on the scales could not be related to academic performance. However, the scales developed for this study have clear factorial structures and high reliability, so they can be used for future research in the Malaysian context. Status: Individual research Date of Research: 1990–1995 KEYWORDS: academic aspiration; locus of control; Malaysia; motivation; student motivation 11/0461 Department of Psychology, Keele ST5 5BG 01782 621111 Bostock, S. Dr; Supervisor: Hegarty, J. Dr Open learning in special needs computing Abstract: Ten years of research on computers for disability shows a need for structured staff training in computer use. This research extends previous Keele University work by developing open learning course materials in special needs computing. Trials on a sample of the target population will precede publication. Published Material: HEGARTY, J.R. & BOSTOCK, S.J. (1994). ‘A postgraduate course in special needs computing’, Keynotes, Vol 3, No 3, p.7. Status: Sponsored project Source of Grant: Department of Health £11,000 Date of Research: 1994–1996 KEYWORDS: computer uses in education; information technology; open education; special educational needs 11/0462 Department of Psychology, Keele ST5 5BG 01782 621111 Hartley, J. Prof.; Sydes, M. Mr Information design in the social sciences: recalling structured abstracts Abstract: The information explosion continues unabated. In education, as in other sectors, more and more learned articles are published every year. Readers, researchers and users of information need assistance in finding out, quickly and easily, what information there is in their field and its relevance for them. This study investigates how the careful design of abstracts for articles published in the social sciences can improve information transfer and recall. The study examines how to write structured abstracts—popular in the medical literature—which contain subheadings, such as aims, methods, results and conclusions. It looks to see if such abstracts are easier to read, search and recall, and it looks at readers’ preferences for the typographic settings of such abstracts.

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Published Material: HARTLEY, J. (1994).‘Three ways to improve the clarity of journal abstracts’, British Journal of Educational Psychology, Vol 64, No 2, pp.331–343.; HARTLEY, J. & SYDES, M. (1995). ‘Structured abstracts in the social sciences: presentation, readability and recall’. British Library R & D Report No 6211. Boston Spa: British Library Research and Development Department. Status: Sponsored project Source of Grant: British Library £11,800 Date of Research: 1994–1996 KEYWORDS: abstracts; information sources; periodicals; writingfor publication 11/0463 Department of Psychology, Keele ST5 5BG 01782 621111 Mappin, R. Ms; Supervisor: Cullen, C. Prof. An evaluation of the effects of gentle teaching on people with complex learning disabilities and challenging behaviour Abstract: A comparison of the effects of gentle teaching with an individualized educational programme system in a day-centre for people with complex disabilities and challenging behaviour. The training in gentle teaching will be carried out by an independent consultant. Outcome measures will be direct observation of interactions between subjects and staff; the Caregiver Interactional Observation System (CIOS); the Person Interactional Observation System (PIOS); and staff attitudes. Status: Sponsored project Source of Grant: Medical Research Council £35,000 Date of Research: 1994–1995 KEYWORDS: adult day centres; emotional and behavioural difficulties; learning disabilities; special educational needs; teaching methods 11/0464 Department of Psychology, Keele ST5 5BG 01782 621111 Hudson, W. Ms; Supervisor: Cullen, C. Prof.; Hogg, J. Mr Evaluarion of the effectiveness of open learning training on sexual abuse in services for people with learning disabilities Abstract: Sexual abuse in services for people with learning disabilities is a major issue. This research will provide an openlearning training package and protocol, based on best available practice, and will evaluate its effects on staff in a range of health and social service settings. Status: Sponsored project Source of Grant: Health Services and Public Health Research Board; Scottish Office, jointly £134,350 Date of Research: 1995-continuing

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KEYWORDS: health services; learning disabilities; open education; sexual abuse; social services; staff development 11/0465 Department of Psychology, Keele ST5 5BG 01782 621111 Boulton, M. Dr; Arazi, A. Ms An investigation of the long term effects of school bullying Abstract: A number of studies with children suggest that bullying can have a detrimental effect on mental health at the time the bullying takes place or shortly afterwards. These studies have found that bullying can lower self-esteem and increase feelings of loneliness. Few studies have reported the effects of bullying over the longer term. This project is using questionnaire and interview methodologies to provide a preliminary investigation of the long term effects of school bullying on the psychological well-being of adults. Independent variables consist of three different types of bullying—physical, verbal, and social exclusion. Outcome measures include levels of sadness, anger, depression, social isolation and fear. A sample of 300 adults from a range of backgrounds will be selected from the general population. Status: Individual research Date of Research: 1993-continuing KEYWORDS: adults; bullying; mental health; well being 11/0466 Department of Psychology, Keele ST5 5BG 01782 621111 Hawker, D. Mr; Supervisor: Boulton, M. Dr An investigation of the effects of different types of bullying and low peer acceptance in junior and secondary school children Abstract: This project looks at the effects of different types of peer relationship problems on interaalising difficulties in British schoolchildren. It is hypothesised that subordination will lead to depression, and that exclusion will lead to anxiety. A longitudinal series of quantitative interviews will be carried out with one hundred and seventy four children in three Year 4 classes (8–9 year olds) and three Year 7 classes (11–12 year olds). These interviews will record self-reported outcomes of depression (measured with the Children’s Depression Inventory (CDI), anxiety (measured with the Revised Children’s Manifest Anxiety Scale (RCMAS), and loneliness (measured on Asher and Wheeler’s Loneliness and Social Dissatisfaction Questionnaire). These outcomes will also be predicted by clusters of measures related to exclusion and subordination. These measures include: self-reported and peer-reported bullying behaviour; peer-and self-reported sociometric profiles; peer-reported dominance hierarchies; and an adapted version of Gilbert’s Social Comparison Rating Scale. Harter’s Self-Perceived Competence Scale will be used to take into account the effects of low self-esteem on depression. Using a

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multiple regression model, results will be interpreted with respect to the previous work mentioned above. Status: Individual research Date of Research: 1993-continuing KEYWORDS: anxiety; behaviour problems; bullying; depression—psychology; peer acceptance; peer relationship; selfesteem 11/0467 Department of Psychology, Keele ST5 5BG 01782 621111 Hegarty, J. Dr CASE: computer applications to special education Abstract: CASE is a unit to support users of microcomputers in special education, particularly those who work with adults who have severe learning difficulties. The work of the unit combines research, development of software and hardware devices, consultancy and staff training. Published Material: COLLINS, R. (1989). ‘Computers and special education for adults’. In: HARTLEY, J. & BRANTHWAITE, A. (Eds). The applied psychologist. Milton Keynes: Open University Press.; HEGARTY, J.R. (1991). Into the 1990’s: the present and future of microcomputers for people with learning difficulties. Market Drayton: Change Publications. Status: Sponsored project Source of Grant: Various public and charitable sources Date of Research: 1985-continuing KEYWORDS: computer system design; computer uses in education; information technology; learning disabilities; microcomputers; special educational needs 11/0468 Department of Psychology, Keele ST5 5BG 01782 621111 Trueman, M. Dr; Hartley, J. Prof. The tinie management skills of university students Abstract: Time-management skills are thought to be important in the academic performance of university students. However, there has been little research into whether or not this is the case. At Keele University, a British version of Britton and Tesser’s American timemanagement scale has been developed and used with the students. In the study, the students were divided into three age groups: traditional entry students aged less than 21 years (n=172); borderline mature students aged 21–25 (n=50); and older mature students aged more than 25 years (n=71). The analyses indicated: a) that women students in general reported significantly better time-management skills than did men students; and b) that the older mature students reported significantly better time-management skills

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than did the other two groups. Academic performance, however, was only modestly predicted by age and scores on one component of the time-management scale. Published Material: TRUEMAN, M. & HARTLEY, J. (1994). ‘Measuring the timemanagement skills of university students’. Paper presented to the Society for Research in Higher Education Annual Conference, University of York, December, 1994.; TRUEMAN, M. & HARTLEY, J. (1994). Time-management skills in traditional entry and mature students’. Paper presented to the London Conference of the British Psychological Society, December, 1994. Status: Individual research Date of Research: 1994-continuing KEYWORDS: higher education; mature students; students; time management; universities 11/0469 Department of Psychology, Keele ST5 5BG 01782 621111 Hartley, J. Prof; Trueman, M. Dr The academic performance of mature and traditional entry students Abstract: This research compares the academic peformance of mature and traditional entry students at Keele University. Two studies have been carried out. In Study One, the degree results of 324 mature students who graduated from Keele between 1978 and 1989 were compared with those of 324 younger students, matched for sex and subjects studied. The results showed—in line with most previous studies—no significant differences between the degree performance of the mature and the younger students. In Study Two, the results of 56 mature and 56 traditional-entry students studying four introductory modules in psychology at Keele during 1993–1995 were compared. Again there were no significant differences between the performance of the two groups on traditional measures (essays and examinations), but the mature students fared signficantly worse than the traditional-entry ones on the first of two modules that involved writing laboratory reports. However, these differences had disappeared in the second, subsequent module of this kind, indicating that the mature students had learned the appropriate techniques by the end of the academic year. Published Material: HARTLEY, J. & TRUEMAN, M. ‘What’s the bottom line? How well do mature students do at university?’. In: SUTHERLAND, P. (Ed). Adult learning: a reader. London: Kogan Page (in press). Status: Individual research Date of Research: 1993-continuing KEYWORDS: academic achievement; higher education; mature students; performance; students; universities 11/0470 Department of Psychology, Keele ST5 5BG 01782 621111

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Boulton, M. Dr; O’Neill, S. Ms Links between children’s participation in music and peer relationships Abstract: This investigation is examining the links between the type of musical instrument children choose to play and peers’ perceptions of, and behaviour towards, them. Prior research had shown that many instruments are viewed as being appropriate for only one sex by adults (e.g. the flute is seen as a feminine instrument and the drum as a masculine instrument). That similar stereotypes exists for children was confirmed in Study 1. The researchers hypothesised that the gender stereotypes associated with specific musical instruments would influence participants’ beliefs concerning the likely reactions of peers towards targets who played them. In line with this prediction, Study 2 showed that participants expected hypothetical targets who played what were generally expected to be ‘gender-inappropriate’ instruments. They would be treated more negatively by classmates (liked less and bullied more) than targets who played ‘genderappropriate’ instruments. This result suggests that some children may eschew certain instruments in order to avoid negative peer reactions. Study 3 will extend this research by interviewing children about their own direct experiences of peer reactions that arose out of their involvement with specific musical instruments. Published Material: O’NEILL, S. & BOULTON, M.J. (1995). ‘His ‘n’ hers? Is there a gender bias towards musical instruments?’ Music Journal, Vol 60, No 11, pp.358–359.; O’NEILL, S. & BOULTON, MJ. ‘Boys’ and girls’ preferences for musical instruments: a function of gender?’, Psychology of Music. (in press). Status: Individual research Date of Research: 1994-continuing KEYWORDS: bullying; music; musical instruments; peer acceptance; peer relationship; sex differences; stereotypes 11/0471 Department of Psychology, Keele ST5 5BG 01782 621111 Manchester University, Hester Adrian Research Centre, Oxford Road, Manchester M13 9PL 0161 275 3340 North Staffordshire Combined Healthcare NHS Trust, Learning Disabilities Directorate, Psychology Department, Stallington Hall, Stallington Road, Blythe Bridge, Stoke on Trent ST11 9QL 01782 388222 Cross, B. Ms; Hatton, C. Mr; Supervisor: Cullen, C. Prof.; Emerson, E. Dr The evaluation of different types of residential provision for people with learning disabilities Abstract: This is the first part of a two-part research project sponsored by the Department of Health. It has two aims. The first of these is to summarise the research into alternative types of residential provision for people with learning disabilities in terms of efficacy and cost. The second part is to visit a number of alteraative residential services and to

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ascertain from them what factors they would consider to be important in judging service effectiveness. Status: Sponsored project Source of Grant: Department of Health £21,000 Date of Research: 1995–1996 KEYWORDS: learning disabilities; residential care 11/0472 Department of Psychology, Keele ST5 5BG 01782 621111 Sheffield University, Department of Music, Sheffield S10 2TN 01142 768555 Exeter University, Department of Psychology, Washington Singer Laboratory, Exeter EX4 4QJ 01392 264626 University of East London, Department of Psychology, The Green, Stratford, London E15 4LZ 0181 590 7722 Sloboda, J. Prof.; Davidson, J. Dr; Howe, M. Prof.; Moore, D. Dr The biographical determinants of excellence in young musicians Abstract: This project aimed to extend our understanding of the circumstances in which high levels of musical ability are acquired. Existing theories tend to be based upon often unreliable biographical anecdotes collected decades after the events or circumstances to which they refer. There is a lack, therefore, of systematic evidence to provide accurate descriptions of the events which actually take place in the formative years of young people who are given opportunities to learn to become musicians. Such ‘natural histories’ are prerequisites if a full explanation of the causes of superior abilities is to be achieved. In order to do this, the researchers have undertaken a retrospective study based on factual evidence (examination certificates, school term dates) of 100 young musicians who attend a specialist music school and 100 control subjects. The controls were of similar social backgrounds and whilst all 100 began music lessons, only 50 have persisted. In addition, the day to day musical activities of the 50 players in the control group and 50 of the talented group were traced. This was based on a diary of musical activities kept for one year. The aim of this part of the study was to discover to what extent the distribution of current musical activities can be predicted by previous musical life-events, and whether current musical activity can be predictive of future progress. It is a particularly important issue to examine, as what little information about practice already exists is somewhat contradictory. Published Material: SLOBODA, J.A., DAVIDSON, J.W. & HOWE, M.J.A. (1994). ‘Is everyone musical?’, The Psychologist, Vol 7, No 7, pp.349–355.; HOWE, M.J.A., DAVIDSON, J.W., MOORE, D.G & SLOBODA, J.A. (1995). ‘Are there early childhood signs of musical ability?’, Psychology of Music, Vol 23, pp.162–176.; DAVIDSON, J.W., HOWE, M.J.A., MOORE, D.G. & SLOBODA, J.A. The role of parental influences in the development of musical ability’, British Journal of Developmental Psychology. (in

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press).; SLOBODA, J.A., DAVIDSON, J.W., HOWE, M.J.A. & MOORE, D.G. ‘The role of practice in the development of performing musicians’, British Journal of Psychology. (in press). Status: Sponsored project Source of Grant: Leverhulme Trust £85,200 Date of Research: 1991–1995 KEYWORDS: biographical inventories; music; music activities; musical ability

King Alfred’s College of Higher Education 11/0473 Sparkford Road, Winchester SO22 4NR 01962 841515 Boyce-Tillman, J. Dr Gender issues in the composing process Abstract: The background to the research is accounts by women composers of their own processes and observation of gender differences in the classroom. The investigation will compare these accounts with classroom behaviour. The methodology will include critical studies of texts and a classroom observation project, probably extended to a variety of schools. It will identify individual pupils and use questionnaires for more detailed work. It will compare this with interviews with contemporary women composers. It will examine issues like cooperative work, the use of traditional material and already existing material, the use of the unconventional and the choice of instruments and the use of the voice. Published Material: BOYCE-TILLMAN, J.B. (1993). ‘Women’s ways of knowing’, British Journal of Music Education, Vol 10, No 3, pp. 153–61. Status: Individual research Date of Research: 1993–1996 KEYWORDS: music; musical composition; sex differences 11/0474 Sparkford Road, Winchester SO22 4NR 01962 841515 Ryan, C. Dr; Cremin, P. Mr The European dimension in primary education Abstract: This group project is an analysis of the development of the European dimension in the primary school. Intensive programmes are organised with fmal year teacher education students frorn the European Union. They are supported in an action research project to devise, test and evaluate appropriate materials and approaches in the primary school. This student teacher activity generates a range of data types diaries, videotape, written evaluation, interviews, and questionnaires. These are collected from pupils,

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student teachers and teacher educators. The data is analysed using a variety of frameworks particularly those produced by the Council of Ministers of the European Union. Published Material: CREMIN, P. & RYAN, C. (1993). ‘Developing the European dimension in teacher education—a case study in European education’. In: LEINO, A-L., HELLGREN, P. & HAMALAINEN. Integration of technology and reflection in teaching: a challenge for European teacher education. Helsinki: Hakapaino Oy/University of Helsinki. Status: Sponsored project Source of Grant: Eurydice: Network of Teacher Training Institutes; Reseau d’Institutions de Formation (RIF) Date of Research: 1990–1996 KEYWORDS: comparative education; European studies; preservice teacher education 11/0475 Sparkford Road, Winchester SO22 4NR 01962 841515 Shillor, I. Ms; Supervisor: Reis, S. Prof.; Knight, D. Dr Thought processes of mathematically gifted children Abstract: Children who are mathematically gifted seem to manifest different ways of thinking. This research aims to identify some of these thought processes, and relate them to a measure of giftedness, which is to be identified. The research is based on case studies, where children who have been identified as gifted are given a variety of tasks, and their responses recorded. At the moment some preliminary research is taking place, to identify the tasks suitable for this research. As a result it is hoped to create a bank of tasks in a variety of mathematical areas, which can be used for the main research. A number of the tasks identified so far have given rise to some very interesting work with children, which has been reported at a variety of conferences. Published Material: SHILLOR, I. & EGAN, B. (1993). ‘Maths game: problem solving and mathematical activity’, Educational Studies in Mathematics, Vol 24, No 3, pp.313–317. Status: Individual research KEYWORDS: cognitive processes; gifted; mathematical ability Date of Research: 1993-continuing 11/0476 Sparkford Road, Winchester SO22 4NR 01962 841515 Floyd, M. Mr; Supervisor: Swanwick, K. Prof. Music and enculturation among the Maasai and Samburu of Kenya Abstract: The researcher has observed and taught formal music education programmes for seven years in Kenya. Initial exploration and research indicated that the traditional function of music formed an important and integral part of enculturation and its

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processes. The aim of this project is to discover what music is learnt in two partly linked societies, how it is learnt, and what culturally significant skills, concepts, etc, are learnt through the processes and products of learning. The Maasai and Samburu groups have been selected because of their cultural and linguistic commonality (both speak very similar versions of Maa), and their different social emphases; Samburu are more clanbased, are not aware of many musical ‘borrowings’, and do not often consider it necessary to articulate thoughts about music and its function. The Maasai are more whole-ethnic-group (tribe) based, and know of songs that they have assimilated from other groups, and have the philosophical machinery to analyse cultural processes. The work is concentrated in two particular areas: Maralal (Samburu) and Narok (Maasai). The process consists of field trips to tape, annotate, transcribe, translate, and contextualise songs in discussion with informants and field-work assistants, and then to analyse music, text and transmission process. It will be particularly interesting to see if there are elements of process or product that would be appropriately transferrable to other situations, including the formal education systems in Kenya and the UK. Published Material: FLOYD, M. (1989). ‘Initiation and education’, Education Today, Vol 39, No 2, pp.35–42.; FLOYD, M. (1990). ‘The essential elements of African music’, Journal of the International Kodaly Society, 1990/1, pp.6–10.; FLOYD, M. (1991). Folksongs from Africa. London: Faber Music.; FLOYD, M. (Ed). (1996). World musics in education. Aldershot: Scolar Press. Status: Individual research Date of Research: 1988–1995 KEYWORDS: cultural activities; Kenya; music 11/0477 Sparkford Road, Winchester SO22 4NR 01962 841515 Brown, W. Mr; Supervisor: Penny, A. Prof.; Wardle, W. Prof. A critical study of the degree of match (and mismatch) between educational and business philosophies and needs within the proprietary school sector Abstract: The aims of the research are to: 1) undertake a critical analysis of business and educational philosophies in the proprietary school sector; 2) develop appropriate management models to address the needs of schools in this sector; 3) evaluate the appropriateness of these models in a group of case study schools. Status: Individual research Date of Research: 1995-continuing KEYWORDS: business philosophy; educational philosophy; management in education; private education; school based management 11/0478 Sparkford Road, Winchester SO22 4NR 01962 841515 Bristol University, School of Education, 35 Berkeley Square, Bristol BS8 1JA

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01179 289000 Blanc, R. Mr; Supervisor: Sutherland R. Prof. A study of students’ heuristics and external representations in mathematics problem-solving Abstract: The aim of the study is to examine the ways in which beginning teachers approach a range of problems of an investigative nature, and specifically to identify and analyse the different influences that affect the solution strategies. Aspects to be considered include: school experience; prior subject knowledge; form of external representation used in solution; specific solution ‘algorithms’ (or recipes) known to the students; and implicit or explicit structure put forward by tutors. Status: Individual research Date of Research: 1994-continuing KEYWORDS: mathematics education; mathematics teachers; preservice teacher education; problem solving; student teachers 11/0479 Sparkford Road, Winchester SO22 4NR 01962 841515 Reading University, Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Woodlands Avenue, Earley, Reading RG6 1HY 01734 875123 Elmer, R. Mr; Supervisor: Adelman, C. Prof.; Gilbert, J. Prof. A study of students’ perceptions of technological design, whilst engaged on a B.A. (Hons) Design and Technology course, and their significance Abstract: In October 1989 a new B.A. Honours degree in Design and Technology, which also offered Certificates in Education and Industrial Studies, commenced at King Alfred’s College. A large number of models have been proposed by various authors which purport to describe how students should engage in design and technology, but there are few studies which provide descriptions of the process in action. (Students’ perceptions of the activities they are engaged on and their attitudes to them influence significantly what they do). An ethnographic methodology is being used to explore what actually happens when students are engaged on technological design, as opposed to what ought to be taking place. The study is longitudinal and the sample consists of eight respondents. It views the students, their staff, the department and the College as a social setting, and the intentions of the course as a major, but not a solitary set of stimuli for action in this social setting. The outcome of the study is to secure a more thorough understanding of the actual practice of technological design in educational contexts, and the socio-political determinants of this practice. Although the concept of learning through designing has been pervasive, the research proposes presently that there may be significant advantages in differentiating between the activities of learning and designing, and to whom these activities are directed: learners need to be more self-conscious about the diversity of intentions that they are attempting to manage.

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Published Material: ELMER, R. (1993). ‘Probing understanding—an ethnographic study of student designing’. In: SMITH, J.S. (Ed). IDATER 93: Proceedings of International Conference, Design and Technology Educational Research and Curriculum Development, Loughborough University of Technology, Loughborough, 1993.; ELMER, R. (1994). ‘Probing understanding—mapping learning’. In: SMITH, J.S. (Ed). IDATER 94: Proceedings of International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough University of Technology, Department of Design and Technology, Loughborough, 1994. Status: Individual research Date of Research: 1990–1995 KEYWORDS: design and technology; learning processes 11/0480 Sparkford Road, Winchester SO22 4NR 01962 841515 University of Natal, Department of Education, Pietermaritzburg, South Africa 3201 Penny, A. Prof.; Wardle, W. Prof.; Harley, K. Prof; Jessop, T. Ms An investigation into the development of a collaborative approach to inservice teacher education in primary schools in Kwa-Zulu Natal, South Africa Abstract: The study is investigating the development of a collaborative model of inservice teacher education (INSET) in Kwa-Zula Natal, South Africa. In Phase One, a critical analysis of the rationales underpinning traditional approaches to INSET in developing contexts is being undertaken. The potential for teacher biographies to inform models of INSET is being explored. In Phase Two, a refined narrative approach will be used to elicit teacher biographies, leading in Phase Three to the development of a programme of action-research based INSET. Status: Collaborative Date of Research: 1995-continuing KEYWORDS: developing countries; inservice teacher education; South Africa; teacher development

Kingston University 11/0481 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Gibson, M. Dr; Lomax, P. Prof. Investigating emerging partnerships in restructuring teacher education in Hong Kong

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Abstract: This project, in collaboration with the University of Hong Kong, is funded by the British Council. It looks at partnerships between higher education (HE) and colleges of education in Hong Kong as the Bachelor of Education (B. Ed.) is introduced there. This is compared with the history of the B. Ed. in the UK and the development of an all graduate teaching profession. The research asks: 1) What are the similarities and differences between the relationship of teacher education to the rest of HE in the UK and Hong Kong?; 2) How does the history of a UK college of education compare with a Hong Kong college of education?; 3) What role does partnership play in the emergence of the B. Ed. in Hong Kong? This is a historically informed case study of emerging partnerships in the restructuring of teacher education in Hong Kong, looking particularly at the role of the newly created Institute of Education and its relation to the University of Hong Kong. Status: Sponsored project Source of Grant: British Council £60,000 Date of Research: 1994–1996 KEYWORDS: B Ed degrees; comparative education; higher education; Hong Kong; preservice teacher education 11/0482 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Hannon, D. Ms ‘Does he take sugar’ science: developing curriculum materials for National Curriculum science to raise awarness of special needs issues Abstract: This research is currently at the evaluation and further development stage. Activity boxes of curriculum materials for National Curriculum key stages 1 and 2 in science have been developed by Bachelor of Education (B. Ed.) students. These flexible learning resources have been trialled with children who are unwell by the Home and Hospital Teaching Service in Surrey. The main aims of this project are to develop curriculum materials which given unwell children access to National Curriculum science, and raise awareness among student teachers and teachers of the special needs of certain children with physical and sensory impairment. Status: Sponsored project Source of Grant: Surrey County Council Home and Hospital Teaching Service Date of Research: 1993–1996 KEYWORDS: curriculum development; educational materials; material development; science education; special educational needs 11/0483 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Jones, B. Dr; Maloney, J. Ms; Powell, A. Mr

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Comparing the roles of professional development schools and accredited assessment schools in the South West London Teacher Education Consortium Abstract: This ongoing research compares the roles of professional development schools (PDS) and accredited assessment schools (AAS) within the South West London Teacher Education Consortium (SWELTEC). Accredited assessment schools conform, perhaps, to the more traditional model of school delivery of supervised teaching experience to initial teacher education students, whereas professional development schools are intended to provide more support for students through programmes facilitating students’ development of subject application skills and the study of educa-tional issues. The research evaluated piloted PDS schools, within the consortium, through questionnaires to students and tutors in schools and compared this with findings for ADS schools. The research aims to evaluate provision of training for students in both settings (AAS and PDS schools), compare and contrast provision in the different settings, and evaluate partnership of consortium members in order to improve provision from both kinds of school in the future, and to encourage more schools to obtain PDS status. Status: Sponsored project Source of Grant: Kingston University Date of Research: 1993–1996 KEYWORDS: institutional cooperation; preservice teacher education; school based teacher education; teaching practice 11/0484 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Grieves, K. Dr Adult perceptions of the significance of the Great War for children of elementary school age, 1918–1930 Abstract: Following significant developments in France in considering the relationship of the Great War and the children who lived through it, and its aftermath, this project will assess the impact of the war and further illustrate the many perspectives which surround it by undertaking archival research in the spheres of history textbooks, publishers’ correspondence, education guidelines, personal papers of appropriate writers, and school log books. In Britain, during the 1920’s, a battle of the memoirs ensued in the quest to appropriate the Great War for particular perspectives. The writings for school-children about the recent past constituted a similar arena of conflict, or ‘lessons’ which might be applied from the recent past. In addition, research in France has indicated the possibility of uncovering a children’s response to the Great War, even if it is suffused with propagandist images. There is much of this work to be undertaken in Britain. The value, overall, of the project might lie in understanding more fully the notion that education has always represented a conflict for the expression of conflicting ideologies, well in advance of debates surrounding the place of the subject called History in the National Curriculum. Initial work has been informed by the following texts—BERGHAHN, V.R. & SCHISSLER, H. (1987). Perceptions of history: international textbook of research on

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Britain, Germany and the United States. Oxford: Berg Publishers—and the current work by Professor Stephane Audoin-Rouzeau at the University of Clermont-Ferrand. Status: Individual research Date of Research: 1994–1996 KEYWORDS: educational history; history; war 11/0485 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Blair, C. Ms Developing small group work in the Education Studies element of a four year B. Ed. course Abstract: The project is located within the Educational Studies component in a four year B. Ed. course. It is focused, in particular, in the course design and delivery in the Year 2 element of the course. The project aims to support and develop practice in the use of small group work. The research began in 1993–94 without additional financial support. In 1994–95 funding will be used to facilitate the ongoing evaluation and analysis of course content, methods of presentation, and assessment. It will also facilitate publication and wider dissemination. Methods include tutors’ observations of group work; analysis of questionnaire responses from students and team members; moderation of student presentations and written assignments; interviews with students; and discussions within the tutor conclusions will be available in Summer 1995, and wider disseminateam. The sample size is 6 tutors and 160 students. Results/ tion of the study is planned for use across the University. Status: Sponsored project Source of Grant: Kingston University £6,000 Date of Research: 1993–1995 KEYWORDS: group work; preservice teacher education; teaching methods 11/0486 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Lomax, P. Prof.; Jones, C. Ms; Edwards, J. Mr; Evans, M. Ms; Linter, R. Mr Public sector management in education Abstract: This research is an ongoing venture which explores issues concerning public sector management in education, including recent legislative and institutional change, and aims to improve the effectiveness of educational provision. Areas of enquiry are: 1) the micropolitics of schools under Local Management of Schools (LMS); 2) education, industry and the curriculum; 3) the government of schools and colleges; 4) the role of the local education authority (LEA) in a new market economy. Different projects share the

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methodology of educational action research which suggests ways in which change is managed, and individuals can become proactive in developing insight about their own practice. Published Material: LOMAX, P. & DARLEY, J. (Eds). (1994). Management research in the public sector. Bournemouth: Hyde Publications. Status: Sponsored project Source of Grant: Higher Education Funding Council £30,000 Date of Research: 1992–1996 KEYWORDS: educational administration; governing bodies; industry education relationship; local education authorities; Local Managetnent ofSchools; management in education; school based management; school governors 11/0487 Faculty of Education, Kingston Hill Centre, Kingston Hill, Kingston upon Thames KT2 7LB 0181 547 2000 Reading University, Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Parker, Z. Ms; Supervisor: Lomax, P. Prof.; Denicolo, P. Dr An action research approach to the experience of studying for a research degree Abstract: This doctoral study uses an educational action research perspective to explore the experience of studying for a research degree. A small number of central case studies look at the experience of doctoral study within two different institutions and within five different faculties of the one institution. The study aims to explore what it is like to do a PhD in different settings, using different research paradigms. Questions asked include: 1) What kind of learning is research? 2) How does doctoral research fit with the rest of one’s life as a learner? 3) What kind of support do part-time researchers benefit from? 4) How can small-scale qualitative research capture the diverse experience of individuals studying for the same award? 5) How do research students fit into the culture of a new university? Using a variety of qualitative methods (including repertory grid technique, concept mapping, indepth loosely structured interviews, ‘snake’ technique) to build indepth case-studies, these questions are explored with the aim of improving supervision/ support provision procedures in the future. Findings so far indicate the need for better provision of support for part-time students and for structures within institutions which recognise the diversity of needs and abilities of students pursuing doctoral study. Published Material: LOMAX, P. & PARKER, Z. ‘Accounting for ourselves: the problematic of representing action research’, Cambridge Journal of Education, Vol 25, No 3. (in press). Status: Individual research Date of Research: 1993-continuing KEYWORDS: Doctoral degrees; graduate study; student research

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Lancaster University 11/0488 Department of Applied Social Science, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Wilkinson, H. Miss; Supervisor: Deem, R. Prof.; Finch, J. Prof. An investigation into the concept of parental choice within special needs education Abstract: The background to the project was an 18 month pilot study for The Spastics Society which examined the location of, and provision for, primary aged pupils with movement disabilities (Hadley, R. & Wilkinson, H. 1993). From this project, and within the current market-orientated developments in education as a whole, the question of the relevance of choice for parents whose children have special educational needs led to the current project. How the ideologies of special needs relates to the current ideologies around market-led education will be an element of the research. The sample is taken from 3 local education authorities and will involve the longitudinal observation of a number of pupils and parents during the process of statementing and choice of schools. Methods will be based on a range of quantitative and qualitative techniques. Status: Individual research Date of Research: 1993–1996 KEYWORDS: access to education; parent choice; special educational needs 11/0489 Department of Continuing Education, The Storey Institute, Lancaster LA1 1TH 01524 849494 Geale, J. Mr; Cockett, H. Ms Stimulating the demand for continuing professional development among young professionals Abstract: The aim of the project is to develop mechanisms for improving the continuing development of professionals by stimulating demand, through enhancing motivation, increasing flexibility, extending networks, and improving support. Status: Sponsored project Source of Grant: Training, Enterprise and Education Directorate £80,000 Date of Research: 1993–1995 KEYWORDS: continuing education; lifelong learning; professional continuing education; professional development 11/0490 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Rimmershaw, R. Dr

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Reading and writing in student learning Abstract: This research into students’ reading and writing development is in two phases. In the first phase undergraduate students worked with the researcher to reflect on and analyse their own reading and writing development before and during their courses at Lancaster University. In the second phase a cohort of 16 non-traditional students were followed through the three years of their degree programme. The methods used include individual interviews, group discussions and deconstruction of particular reading and writing tasks as the students perform them. Published Material: RIMMERSHAW, R.E. (1993). ‘Students’ changing conceptions of academic writing’. In: EIGLER, G. & JECHLE, T. (Eds). Writing: current trends in European research. Freiburg: Hochschul Verlag.; BENSON, N., GURNEY, S., HARRISON, J. & RIMMERSHAW, R.E. (1994). ‘The place of academic writing in the whole-life writing experiences of three university students’. In: HAMILTON, M., BARTON, D. & IVANIC, R. (Eds). Worlds of Literacy. Language and Education Library, Vol 5. Clevedon: Multilingual Matters.; IVANIC, R., CLARK, R. & RIMMERSHAW, R. ‘What am I supposed to make of this’. In: QORRO, M., IVANIC, R. & CLARK, R. (Eds). Practices and pedagogies of academic writing. Dar es Salaam: Mkukina Nyota Publishers. (in press). Status: Individual research Date of Research: 1989–1995 KEYWORDS: critical reading; reading; student development; study skills; writing— composition; writing skills 11/0491 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 McCulloch, G. Prof. Tripartism and education in 20th century Britain Abstract: This research project is designed to explore the tripartite distinctions in educational provision in 20th century Britain, and how they have been reconstructed and developed in the final decades of the century. The theme of ‘education for leadership’ originally associated with the 19th century public school has been one focus of the research. The attempts to promote a ‘respectable’ form of technical education, for example through the post-war secondary technical schools, has provided another. Lastly the tradition of working class schooling seen in the central schools and secondary modern schools is an important theme for further research. Continuities and shifts in emphasis underlying policy documents such as Hadow in the 1920s, Spens in the 1930s, Norwood in the 1940s, and Crowther in the 1950s. The relationships between these and the educational policies of the 1980s-90s are another aspect of the research project. Published Material: McCULLOCH, G. (1989). The secondary technical school: a usable past? London: Falmer Press.; McCULLOCH, G. (1991). Philosophers and kings: education for leadership in modern England. Cambridge: Cambridge University Press. Status: Individual research Date of Research: 1987–1995

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KEYWORDS: educational administration; educational history; educational policy; secondary education; State schools; tripartite system 11/0492 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 0152 465201 Jackson, C. Ms; Supervisor: Rogers, C. Dr Is the sex-type of an individual an influencing factor in teacher-pupil interaction and motivational style amongst school children? Abstract: Evidence demonstrating sex-differences in motivational style and teacher-pupil interaction is now well documented. The aim of this research is to consider the importance of sex-type (masculine, feminine, androgynous or undifferentiated, as defined by the BEM Sex Role Inventory, 1978), on these two areas. Is sex-type a more useful and predictive concept than biological sex? The tests developed by Craske (1988) are the intended tool to identify motivational style amongst samples of secondary school children in the two key areas of mathematics and English. The BEM Sex-Role Inventory is selected to identify sex-type. Teacher perceptions of the sex-type of children may be identified using a short pupil rating scale completed by the teacher. Status: Individual research Date of Research: 1991–1996 KEYWORDS: motivation; sex differences; sexual identity; teacher pupil relationship 11/0493 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 McCulloch, G. Prof. Education and the working class: history, theory, policy and practice Abstract: The project seeks to identify and explore a tradition of working class secondary education in modern Britain. It will assess its origins, its character, its wider influence, and its longer-term significance. The working hypothesis is that this tradition has been related to different forms of educational provision that have been developed over the past century, especially in the higher grade schools, the central schools, and the secondary modern schools. The aim is to study the curriculum, pedagogy, pupils, examinations and class relationships that developed in each of these types of schools, as well as changing policies and attitudes towards them. The underlying continuities are related to policy and provision especially in secondary education but also at other levels of educational provision in the 1990s, to examine how far the forms, assumptions and relationships that underlay these earlier types of provision have survived to play a part in our current outlooks and methods, Status: Sponsored project Source of Grant: Leverhulme Trust £42,400 Date of Research: 1992–1996

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KEYWORDS: educational history; educational policy; educational principles; school systems; secondary education; secondary modern schools; tripartite system; working class 11/0494 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Bray, R. Mr; Supervisor: Fulton, O. Prof. An evaluation of career development courses in higher education Abstract: There is evidence of a significant growth in careers education provision in higher education in recent years. Contributory causes may include: transfer from the experiences of secondary and further education (e.g. Technical and Vocational Education Initiative); influence of the Enterprise in Higher Education project with its focus on transferable personal skills; and policy responses to graduate unemployment. This research aims to identify the reasons for such growth, the nature of the provision and likely future trends. The research will involve two stages. Stage 1 involves a questionnaire to all United Kingdom institutions of higher education investigating extent of careers education content and aims. Stage 2 uses Stage 1 results to select a sample (6– 10) of institutions for indepth follow up: interviews with management, teaching staff and students concerning course aims, content and outcomes. Status: Individual research Date of Research: 1991–1995 KEYWORDS: career education; higher education; vocational guidance 11/0495 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Frank, F. Ms; Hamilton, M. Dr; McHugh, G. Mrs Evaluation of European funded initiatives, at Knowsley Community College, Merseyside Abstract: This project is a rolling programme of evaluation for Knowsley Community College, covering European Community funded courses in progress at the College. Evaluation is formative and built into development of the courses so as to provide feedback at every stage. Methods include interviews, group discussions and questionnaires with students, tutors and management, collecting documentation of course outcomes and aims. The first phase of the project will be completed by the end of March 1994 and covers 4 courses—2 Horizon courses, 1 new opportunities for women and 1 Euroform course. Approximately 50 students are covered by these courses. Status: Sponsored project Source of Grant: Knowsley Community College £10,000 Date of Research: 1994-continuing

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KEYWORDS: colleges of further education; community colleges; course evaluation; European Union; international programmes 11/0496 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Kang, B. Mr; Supervisor: Goodyear, P. Dr Requirements for an integrated environment for instructional systems development Abstract: One of the major obstacles to the wider use of computer-based learning, in educational as well as training contexts, is the difficulty and cost of producing good quality interactive learning materials (‘courseware’). In recent years, research has attempted to find ways to make the production process more cost effective. One strand of research, sometimes called ‘courseware engineering’, attempts to develop more systematic methods and better tools, which can be used in support parts of the process, such as design, or interface creation, and there are strong arguments for targeting those parts of the process which present the greatest difficulty, or where the consequences of mistakes are most damaging. It is often suggested that the most difficult ‘upstream’ phase of requirements is analysis and design. If the specification of what the courseware should do is wrong, then everything that follows will be wrong, no matter how cleverly it is implemented. For this reason, the researcher will focus on aspects of courseware engineering which are oriented towards the ‘upstream’ activities of requirements analysis and design. The empirical work in this project will take a number of complementary approaches to eliciting requirements for the selected sub-class of courseware engineering tools. These approaches included: 1) surveys of users’ perceived needs and working practices; 2) indepth group and individual interviews with key informants (especially courseware analysts and designers); 3) reviews of existing tools; 4) indepth evaluations of the functionality of a small set of recent tools; 5) reviews and content analyses of research papers describing plans for, or completed, courseware engineering tools; 6) one or more experimental studies, investigating in detail some of the key usability issues thrown up by work in (1) to (5). This multimethod, multiview approach is deemed to be necessary because of the limitations of each individual form of requirements elicitation. The aim will be to synthesise the resultant data into a coherent set of requirements statements, as well as to cast some light on the strengths and weaknesses of each of the elicitation methods. Status: Individual research Date of Research: 1993–1996 KEYWORDS: computer assisted learning; computer system design; computer uses in education; educational software; information technology 11/0497 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Steeples, C. Mrs; Bryson, M. Mr; Supervisor: Goodyear, P. Dr

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Increasing the flexibility of educational provision: computer mediated communications in higher education (British Telecom University Development Scheme) Abstract: Four factors set the background for this project: 1) The need to deal with increasing student numbers without proportional increases in costs or a significant decline in quality. 2) The need to broaden access to the resources of the higher education (HE) system. 3) The need to prepare students to make effective use of technology. 4) The opportunities presented by the declining real costs, and the improving usability, of asynchronous computer-mediated communications systems (CMC). Lancaster University has been pioneering the use of asynchronous CMC, especially electronic mail and computer-conferencing, to support more flexible forms of teaching and learning in higher education. This experience has been gained within the University’s own mainstream teaching programmes, at undergraduate and postgraduate level, as well as through a number of closely-coupled research and development projects, funded by the Department of Employment, the European Commission and the Economic and Social Research Council. Some key lessons from this work have been disseminated within the HE system through publication and workshops. The researchers have been developing new tools for CMC, improving interfaces and providing better support for the kinds of interaction and coordination necessary to flexible teaching and learning. The British Telecom University Development Scheme can be seen as a large-scale activity, aimed at the whole UK HE sector. The aim of the project is to help UK universities adopt best practice in the use of CMC technology, in order to support more flexible patterns of teaching and learning. Such flexibility is crucial if the HE sector is to maintain quality, deal with rising numbers and meet the needs of an increasingly diverse student population. The main objectives will be to: 1) work with at least four departments in at least eight universities, to support them in carrying out feasibility studies, implementation planning and evaluation—such as that a self-supporting ‘critical mass’ is established; 2) disseminate the experiences of these departments within the HE sector (making effective use of existing dissemination mechanisms such as Computer in Teaching Initiative (CTI) Centres, the Association for Learning Technology, etc, as well as through publication); 3) develop and document guidelines for the effective use of CMC and to publish these widely; 4) provide a centre of expertise which can track new technological opportunities, act as a repository for best practice and be an information resource for the UK HE sector; and 5) run workshops on the use of CMC in HE. Status: Sponsored project Source of Grant: British Telecom £100,000 Date of Research: 1994–1996 KEYWORDS: access to education; computer uses in education; distance education; electronic mail; flexible learning; information technology; telecommunications 11/0498 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Hampson, L. Mrs; Supervisor: Rimmershaw, R. Dr

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Assessment and learning: the case of undergraduate dissertations Abstract: Dissertations are becoming an increasingly common, and often compulsory, feature of first degree schemes. However, many of the practices associated with dissertation work, and the value of dissertations as vehicles of learning, appear to be largely unexamined in the research literature. This research study is framed within a fundamental question posed by Roger Saljo (1993), ‘what is it that students and teachers are trying to achieve and how do they go about doing this?’. It aims to identify some of the practices and purposes of undergraduate dissertations and to understand these within a systematic approach to teaching, learning and assessment. Data from interviews will allow individual learners’ experiences of dissertation work (their intentions, strategies and outcomes) to be compared with course tutors’ views about task and assessment purposes and requirements. The findings wili be examined in the light of existing theories of assessment and learning, whilst the underlying phenomenological aims intend to allow for the emergence of grounded theories. Through the identification and documentation of good practices, this research aims to suggest ways to develop the design, management and assessment of dissertations in order to facilitate effective learning and the achievement of traditional and newer skill-based aims of higher education. It therefore intends to develop links between theory, practice and policy. Published Material: HAMPSON, L. (1994). How’s your dissertation going? Students share the rough reality of dissertation and project work. Lancaster: Lancaster University, Unit for Innovation in Higher Education. Status: Individual research Date of Research: 1994-continuing KEYWORDS: assessment; dissertations; higher education; learning activities; student projects 11/0499 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Warin, J. Ms; Supervisor: Rogers, C. Dr Gender self-typification and self-esteem Abstract: The entry into formal schooling at age five provides the context within which young children’s developing sense of selfawareness will be developed. In relation to this, particular interest lies in the child’s self-typification along gendered lines. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1991–1996 KEYWORDS: infant school pupils; reception classes; self concept; selfesteem; sex differences; sexual identity; young children 11/0500 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201

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Ford, M. Mr; Supervisor: Rogers, C. Dr Anxiety and learning styles Abstract: Interest in the assessment of anxiety levels in school pupils and its impact upon their learning strategies has waned over recent years, nevertheless, current changes in education systems suggest that the time is right for a re-examination of the ways in which these factors relate to each other. A variety of measures of anxiety and learning styles will be employed with an emphasis upon signs of compulsive behaviour. Status: Individual research Date of Research: 1992–1996 KEYWORDS: anxiety; cognitive style; learning processes; pupil behaviour 11/0501 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Kharib, S. Mr; Supervisor: Rogers, C. Dr Standard performance across primary and secondary public examinations Abstract: Both motivational development in an academic context, and moral development have been the subject of extensive research and theory development. These two fields of enquiry offer the possibility of a rich and useful interplay both in terms of the development of theory with respect to child development, and with respect to the development of practical tools within schools. The study is conducted in Malaysia and draws upon understandings of the role of religious education and moral education in both religious and secular schools. Status: Sponsored project Source of Grant: Government of Malaysia Date of Research: 1992–1995 KEYWORDS: Malaysia; moral development; moral education; motivation; religious education 11/0502 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 O’Brien, R. Mr; Supervisor: Saunders, M. Dr The learner and learning context within NVQs Abstract: The National Vocational Qualification (NVQ) movement in the UK really got underway in 1986 following the review of vocational qualifications by Oscar Deville. Subsequently, the National Council for Vocational Qualifications (NCVQ) was established with a remit to rationalise the post-16 qualification ‘jungle’ and to introduce a single qualification framework, based on five levels, that could incorporate all post-16 qualifications. Qualifications that are submitted (by awarding bodies) for inclusion within this new framework, have to be accredited by NCVQ. As part of the accreditation

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process, a qualification has to be based on the NCVQ notion of ‘competence’ and designed in such a way as to fulfil the criteria for acceptance. The qualification must also fall within the functional approach to the current view of competence based education and training. The number of voices critical of this movement has begun to rise. The Smithers report (SMITHERS, A. (1993). All our futures, Britain’s education revolution: a Dispatches report. Manchester: Channel Four Television) focused national attention on the shortcomings of NVQs when compared with previous awards and existing European qualifications. Terry Hyland (1994) in ‘Silk Purses and Sows Ears’ indicates that the NVQ framework is “ill equipped to provide the necessary foundation for post-16 curriculum reform”. Claire Callender in ‘Will NVQs Work—Evidence from the Construction Industry’ states that construction trainers believe NVQs are ‘undermining’ their professional and craft skills. Her conclusion also expressed concern that vocational training should not be at the expense of pedagogic concerns or based on limiting and narrowly defined competences. Are these criticisms justified, and are the identified conceras really to be found in the implementation of NVQs? This research will examine the theoretical underpinning to NVQs, its impact on pedagogic performance and the consequences for the experiences of learners. Research will be conducted through a literature review, and data collected using questionnaires and interviews with both lecturers and students in further education colleges. Status: Individual research Date of Research: 1994-continuing KEYWORDS: competency based education; National Vocational Qualifications; qualifications; vocational education 11/0503 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Preece, J. Ms; Supervisor: Hamilton, M. Dr Academic discourse and cultural capital—an exploration of cultural perspectives and values amongst cultural groups who are under-represented in university continuing education Abstract: This research explores the notion of different, and mismatching, discourse practices between those that characterise the academic institution, and those which are understood by people who are most on the margins of participation in continuing education. It explores how discourse is manifested in different ways and the excluding effect the discourse of continuing education has on accessibility for some adults. The research asks: 1) Are there different discourse, perspectives and values amongst cultural groups who are under-represented in the university continuing education system and, if so, how are they sustained? 2) What influences the discourse under discussion (for example, policy, people, agencies, academic experiences)? 3) How do university criteria exclude and invalidate certain discourses from academic acceptability, and why? 4) How does the institution have to change to accommodate the different discourses and perspectives of people outside the system—and what justification is there for demanding such change? The researcher’s main sources of data are from: interviews with adults who

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are new learners in Lancaster University’s outreach programme; interviews with role model tutors and coordinators for these new learners; and interviews with academic continuing education staff. In addition, records of departmental planning meetings and taped samples of classroom discourses will be referred to. Status: Individual research Date of Research: 1993-continuing KEYWORDS: access to education; adult education; continuing education; dialogues—language 11/0504 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Jones, A. Ms; Supervisor: Smith, L. Dr The reality and utility of learning styles Abstract: The subject of ‘learning styles’ has suffered a dramatic decline in popularity over recent years. Why? Is it worth reviving? If so, how? The first, and theoretical, part of this study addresses these questions in 2 ways. It emphasises one cause for its decline; that the overzealous production of quantifiable ‘tests’, and the almost lethargic attitude towards theoretical development, has left the domain fragmented, diluted, and unable to answer key questions concerning the underlying nature of style. Until recently, the many ‘uses’ of learning styles (i.e. the different uses) have either been ignored or categorised (on the basis of their suspect measures), leaving the construct with little established ‘reality’ or ‘utility’ for education and psychology. The second part suggests that in order to move beyond the present fragmentation and reliance upon doubtful measures, we need to return to a more exploratory approach, where the ‘core’ features of styles behaviours are examined in terms of the relationship with school performance and interrelationships. It is argued that grounded theory is a useful methodology in this pursuit. The empirical part of the research uses the techniques associated with grounded theory to build a substantive theory of styles. The study mainly uses 90, 10–11 year olds, but some younger children may also be used. Status: Individual research Date of Research: 1994-continuing KEYWORDS: cognitive style; learning processes 11/0505 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Williams, W. Ms; Supervisor: Solomon, Y. Dr Understanding self-injury in context: towards new training and treatment Abstract: This project aims to achieve a widening of academic understanding of selfinjury in terms of definition and identification; an extension of existing knowledge regarding causes of self-injury and its particular occurrence in institutions; an extension

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of existing knowledge regarding the relationship between self-injury and other forms of self-harm such as eating disorders; a re-orientation of treatment aims and objectives; guidelines for staff training needs at all professional levels; and the development of appropriate training materials. Status: Individual research Date of Research: 1995-continuing KEYWORDS: delinquency; emotional and behavioural difficulties; institutionalised persons; professional development; self mutilation 11/0506 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Soloman, Y. Dr; Lewis, C. Dr; Penn, R. Dr Fathers, work and family life: the construction of paternal roles in families with teenagers Abstract: This project looks at a selection of families in Rochdale who participated in an Economic and Social Research Council (ESRC) funded project in 1987, and to add to the already existing data about fathers’ domestic involvement in those families in the sample who now have teenage children. This means that this forms an instant longitudinal study which also includes information on the fathers’ involvement in the families when the children were younger. The researchers are particularly interested in asking questions regarding the impact of employment patterns on these families: 1) What sort of domestic involvement do unemployed fathers have when mothers go out to work? 2) What about dual earner households? 3) What does everybody in the family say about the sort of roles that fathers (and mothers) actually have and what they ought to have? 4) How do family members describe their relationships and do they see employment patterns as having an effect on these? 5) How do teenage children and their parents differ in terms of their views on fathers’ actual and ideal roles? 6) How do teenage boys and girls perceive their own employment and parenting futures? Most of the data will be qualitative, but some will be survey-type data, as was the original ESRC data. The project will run for three years, with a possible extension to take in the extra dimension of a large number of families of Punjabi origin who participated in the original sample. Status: Sponsored project Source of Grant: Joseph Rowntree Foundation £78,968 Date of Research: 1995-continuing KEYWORDS: adolescents; attitudes; employment; family life; fathers; parents 11/0507 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Johnson, A. Mr; Supervisor: Hamilton, M. Dr Adult literacy and students with special needs

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Abstract: The aims of the research are to: 1) chart the change in the treatment of students with special needs in adult literacy classes; and 2) explain why this change is happening and what its implications are for adults with special needs. Published Material: JOHNSON, A. & BERGIN, S. (1994). Learning difficulties and the power of labelling in further education. Mendip Paper MP071. Blagdon: Staff College.; JOHNSON, A. (1995). ‘Learning difficulties and the power of labelling’, Adults Learning, Vol 6, No 8. Status: Individual research Date of Research: 1992-continuing KEYWORDS: adult education; adult literacy; adult students; learning disabilities; literacy education; special educational needs 11/0508 Department of Educational Research, Centre for the Study of Education and Training, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Fulton, O. Prof.; Saunders, M. Dr; McHugh, G. Mrs Work based learning theme evaluation Abstract: The Department of Employment has funded seven work based learning projects in higher education institutions (HEFs) around the UK. Each project is exploring ways of accrediting work based learning and involves links between higher education and industry. Lancaster University’s Centre for the Study of Education and Training is carrying out the overall external evaluation. Each project also has internal evaluation. Institutions must work out ways to validate, accredit and assess learning at work. This must then be integrated with programmes of academic study to form pathways to degrees, diplomas and certificates. The above processes pose problems for institutions including: 1) How much credit shall be allowed for prior experience and learning? 2) What forms shall assessment take? 3) How do work based routes to degrees compare with traditional routes? Methods used are mainly qualitative interviews and documentary evidence. Status: Sponsored project Source of Grant: Department of Employment £45,000 Date of Research: 1995–1996 KEYWORDS: accreditation of prior learning; experiential learning; higher education; industry higher education relationship; prior learning; work based learning; work experience 11/0509 Department of Educational Research, Centre for the Study of Education and Training, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Davies, H. Ms; Supervisor: Saunders, M. Dr Restructuring further education: a case study in cultural realignment

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Abstract: This is a case study of large further education colleges faced with incorporation. The research includes: 1) participant observation and discourse analysis; 2) considering different levels of analysis—at political, organisational, and practice levels; and 3) looking at the imposition of an emergent/dominant culture, and resistance. Status: Individual research Date of Research: 1993-continuing KEYWORDS: colleges offurther education; educational administration; further education 11/0510 Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Lancaster University, Department of Teaching and Education Studies, Charlotte Mason College, Ambleside LA22 9BB 01539 433066 Simco, N. Mr; Supervisor: Smith, L. Dr Initial teacher training and professional development within dimensions of classroom activity ambiguity Abstract: The research seeks to illuminate aspects of the professional development of students undergoing initial teacher training. In particular it aims to richly describe classrooms where students are operating, and to draw from this description common strands of professional progress made by beginning teachers. The study has, as a central focus, the development made along two dimensions of ‘ambiguity’, namely the degree of activity openness enabled and the degree of teacher clarity in delivering activity. In this respect activity will be described in four ‘cells’: 1) activity which is open and clear; 2) activity which is closed and clear; 3) activity which is open and vague; 4) activity which is closed and vague. The empirical work has two elements. The first element focuses on the professional progress of ten students during final teaching practice on a B.A. Qualified Teacher Status (QTS) course, and uses semi-structured observation and preand post-activity interviews with students, teachers and children. The second strand explores, through a questionnaire, a whole year group’s beliefs about the openness and clarity of their teaching prior to and after teaching practice. Published Material: SIMCO, N.P. (1995). ‘Using activity analysis to investigate primary classroom environments’, British Educational Research Journal, Vol 21, No 1, pp.49–60. Status: Individual research Date of Research: 1990-continuing KEYWORDS: classroom environment; preservice teacher education; student teachers; teacher development; teaching practice 11/0511 Department of Teaching and Education Studies, Charlotte Mason College, Ambleside LA22 9BB

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01539 433066 Lancaster University, Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW Knight, P. Dr; Huggins, M. Mr Looking at liaison: a study of History curriculum liaison between National Curriculum key stages 2 and 3 Abstract: The aims of the research are to: 1) examine the extent to which systems of liaison are currently in place for History between National Curriculum key stages 2 and 3; 2) examine any problems and difficulties; 3) assess the effectiveness of current systems; and 4) if possible, identify models of good practice. Following pilot studies in 1994–95, a sample of primary and secondary schools in two contrasting northern counties have been identified. In June 1995 interviews are being carried out with Year 6 primary teachers, primary curriculum coordinators, primary headteachers, Year 7 tutors, and secondary history heads of department. Year 6 pupils’ general hopes and fears, their attitudes to history, teaching/learning methods employed etc, will be examined via questionnaire. End of year teacher assessments will also be collected. In November 1995 retrospective information from pupils will be collected by questionnaire, together with follow up questionnaire/interviews about pupil performance from secondary teachers. In May 1996 retrospective interviews/questionnaires will be used with all participants to identify changes, examine performance etc. Status: Sponsored project Source of Grant: Lancaster University £10,000 Date of Research: 1994–1996 KEYWORDS: cooperation; developmental continuity; history; national curriculum; primary secondary education 11/0512 Department of Teaching and Education Studies, Charlotte Mason College, Ambleside LA22 9BB 01539 433066 Toye, N. Mr; Prendiville, F. Mr; Skelding, A. Mrs; Matthews, S. Mrs A study of the role of adult intervention in socio-dramatic play in the nursery Abstract: Two Educational Drama lecturers and the Director of PGCE Primary Training in the Department of Education and Teaching Studies of the University of Lancaster have decided to explore the relationship of play and drama in the nursery situation. Involvement of the head of nursery at a local school and her secondment have helped put the research on to a firm footing. The aims of the project are to: 1) study the relationship between play and drama; 2) define the conditions for useful adult intervention in children’s dramatic play; and 3) explore the adult’s use of role play to enhance children’s learning. The approach is to: 1) work collaboratively with nurseries; 2) observe and record the socio-dramatic play of a sample of 8 nursery age children; 3) set up and record response to specific stimuli; 4) observe and choose suitable entry points to influence the play; 5) intervene in role; 6) set up adult originated situations and roles for the children to

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deal with; 7) define roles (types, qualities, effects) and the criteria for this. Data collection will involve researchers’ field notes; nursery teachers’ notes of the children’s play at a range of times (evidence of residual effects of inputs at times when children are directing their own play); parents’ views, attitudes and influence; teacher interviews; videotaped records, by professional video unit of the University; and taperecorded talk with the children. The planned outcomes are an article on use of drama in nursery; input to a nursery postgraduate course and B.A. Qualified Teacher Status course; resource package for the nursery to train teachers and assistants in nursery education; and a video on the work. Status: Sponsored project Source of Grant: Lancaster University Date of Research: 1994–1996 KEYWORDS: drama; dramatic play; early childhood education; nurse education; play 11/0513 Department of Teaching and Education Studies, Charlotte Mason College, Ambleside LA22 9BB 01539 433066 Toye, N. Mr; Rowley, C. Mr A study of the effect of training in the thinking skills programme ‘Philosophy for Children’ on initial training teachers Abstract: Following two years’ training in Professor Matthew Lipman’s thinking skills programme ‘Philosophy for Children’, the researchers qualified as trainers in the programme. Work with the programme has included running the group for interested tutors in the Department of Teaching and Education Studies at Lancaster University, working once a week in schools, attending courses with Professor Lipman and Professor Sharp, his deputy, and building up contacts within the National and International Thinking Skills community Convinced of the importance of this training for children and teachers, it was planned to introduce a course for, and monitor the use of, this programme by would-be teachers in initial training at Lancaster University. So far: in 1994–95 a 25 hour course has been offered as an option for students towards certification as teachers of ‘Philosophy for Children’; upwards of 100 Year Three trainee teachers have shown interest, of whom 34 attended a demonstration session; and 13 (and 4 Year One students) have been chosen for the course which consisted of 10×2 hour sessions and 5 hours in school. The use of the programme during a school practice (4 weeks for the Year Three students) has been the basis of the study Data collection involved: field notes of the students’; observation of tutors; reports of supervising teachers; and videotapes. Preliminary findings and rationale of the work will be published in a chapter in Miriam Steiner’s—Developing the global teacher: theory to practice in teacher education. Published Material: TOYE, N. & ROWLEY, L. ‘Learning the skills of philosophical inquiry in initial teacher education’. In: STEINER, M. (Ed). Developing the global teacher: theory to practice in teacher education. Stoke on Trent: Trentham Books. (in press).

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Status: Sponsored project Source of Grant: Lancaster University Date of Research: 1994–1995 KEYWORDS: philosophy studies; preservice teacher education; thinking skills 11/0514 Departmental of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Furlong, L. Mrs; Supervisor: Summerfield, P. Prof.; Deem, R. Prof. Grammar school girls 1920–1960 Abstract: The research uses oral history data detailing the experiences of a small group of women, working and middle class, scholarship and fee payers, who were pupils at singlesex grammar and high schools 1920–1960, to consider the discursive construction of individual schoolgirl subjectivities as a response to a selective, classed and gendered education. Status: Individual research Date of Research: 1992-continuing KEYWORDS: educational history; girls; grammar schools; single sex schools; women’s education

Leeds Metropolitan University 11/0515 Faculty of Cultural and Education Studies, Teacher Education Studies, Beckett Park, Leeds LS6 3QS 01132 832600 Welch, S. Ms; Supervisor: Roper, E. Mr; Sharp, A. Dr; Hall, A. Dr Student teachers’ learning about teaching and learning: the roles of reflection and personal theories Abstract: The study seeks to investigate the relationship between students’ approaches to learning and the process of reflecting on personal and public theories of teaching and learning. Of particular interest is the area of possible conflict between public and private theories and how students react to this conflict. Monitoring a group of nine B.Ed. primary students over the four years of their course will provide data relating to influences on their learning and ways they make sense of public and private theories. Methods of eliciting and analysing data will be within a personal construct theory framework. Status: Individual research Date of Research: 1993-continuing KEYWORDS: learning strategies; learning theories; preservice teacher education; student teachers

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11/0516 Faculty of Cultural and Education Studies, Teacher Education Studies, Beckett Park, Leeds LS6 3QS 01132 832600 Majid, M. Mrs; Supervisor: Valli, Y. Miss; Martin, P. Mr; Talbot, M. Prof. Parental involvement: Asian parents and their children’s schooling Abstract: The aims of the research are to examine: 1) the views of Asian parents on parental involvement in their children’s schooling; and 2) the role played by a school in involving Asian parents in their children’s schooling. The research is in two stages. The first stage is an issue formulation stage where six primary schools will be studied to get an initial insight into parental involvement. The second stage will consist of a case study of one primary school using broad ethnographic principles of observation, semistructured interviews and document analysis. Staff, pupils and parents will all be interviewed and, where appropriate, parents will be interviewed in their own languages. Status: Individual research Date of Research: 1993–1996 KEYWORDS: Asians; ethnic groups; parent participation; parent school relationship 11/0517 Faculty of Cultural and Education Studies, Teacher Education Studies, Beckett Park, Leeds LS6 3QS 01132 832600 Bramwell, A. Mrs; Supervisor: Bennett, H. Mr; Roper, E. Mr; Sharp, A. Dr Teacher appraisal: comparative school case studies in one small, urban local education authority Abstract: All the teachers within the particular local education authority have undergone a two-day training programme to be both appraisers and appraisees. The programme has been run by the same team from a university’s department of education. The process for the two yearly cycle is laid down by the local authority (in line with the nationally agreed framework) and has been agreed with the local teaching unions. The hypothesis to be tested is that attitudes to appraisal, and the climate for a successful appraisal system, depend upon the management of the process within each school, and that despite a common framework there will be a vast range of experiences of appraisal amongst the teachers in the authority. The study will identify the differences in attitudes to appraisal, the differences in the management of the appraisal process and, where possible, the differences in the outcomes of the appraisal process in six different institutions within the authority. Selection of the schools is based on the broad variable of phase in addition to the narrower variables of size and culture. Questionnaires and interviews will be used in this naturalistic research and an executive summary of the six case studies will constitute the results of the enquiry. Status: Individual research Date of Research: 1994-continuing

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KEYWORDS: teacher development; teacher effectiveness; teacher evaluation; teaching profession 11/0518 Faculty of Cultural and Education Studies, Teacher Education Studies, Beckett Park, Leeds LS6 3QS 01132 832600 Ball, D. Mr; Supervisor: Flintoff, A. Dr; Gilchrist, D. Ms; Talbot, M. Prof. Educational change: the New Right and the implications for equality of opportunity in a secondary school Abstract: In recent years, education has become more politicised. It is an ideological arena in which the disparate tenets of the New Right are increasing their influence. Secondary schools have experienced swift and wide-ranging changes which may not be in the best interests of all pupils, or indeed staff. Therefore, the aim of the research is to understand the changing school culture, and to establish how those within the secondary sector ensure that disadvantaged and the powerless pupils are not further marginalised in these processes of educational change. The study is primarily ethnographic, focusing upon one school and its various constituencies. Methods used will include observation, indepth interview and document analysis. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational change; educational policy; educationally disadvantaged; equal education; politics education relationship; secondary schools 11/0519 Faculty of Cultural and Education Studies, Teacher Education Studies, Beckett Park, Leeds LS6 3QS 01132 832600 Zeng, J. Ms; Supervisor: Martin, P. Mr; Roper, E. Mr; Long, J. Mr Ethnic minority students’ participation in higher education in the UK Abstract: The aims of the research are to: a) examine trends in ethnic minority students’ applications and admissions to UK higher education institutions, through an analysis of relevant research; b) analyse relevant policies (marketing, access, equal opportunities etc) at institutional level; and c) explore the experiences of ethnic minority students, and identify the factors that affect their experiences, in a sample of higher education institutions. Pilot studies will be carried out in two contrasting higher education institutions, to be followed by a national survey (the sample size and focus will depend on the outcome of the pilot studies). Surveys, indepth interviews, group discussion and the analysis of documents will be used according to purpose at different stages of the research. It is intended that the fmdings of the research inform those responsible for decision-making in higher education institutions in relation to the participation of

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members of ethnic minorities, through a book to be published by the Higher Education Information Services Trust (HEIST). Status: Sponsored project Source of Grant: Higher Education Information Services Trust (HEIST) £9,000 Date of Research: 1993–1996 KEYWORDS: access to education; equal education; ethnic groups; higher education; student experience; student recruitment

Leeds University 11/0520 Department of Adult Continuing Education, Leeds LS2 9JT 01132 431751 Fraser, L. Ms; Kollontai, P. Ms; Supervisor: Ward, K. Mr Widened provision: universities and disadvantaged communities Abstract: This action-research project aims to explore the possibility of creating more systematic pathways and progression routes between disadvantaged communities and individuals and the University of Leeds. The action research also includes an exploration of the potential and effectiveness of Accreditation of Prior Experiential Learning (APEL) and guidance structures both in the institution and the community. Status: Sponsored project Source of Grant: Higher Education Funding Council for England Date of Research: 1995-continuing KEYWORDS: access to education; accreditation of prior learning; admission criteria; disadvantaged; higher education; student recruitment; universities 11/0521 Department of Continuing Professional Education, Leeds LS2 9JT 01132 431751 Trinity and All Saints College, Brownberrie Lane, Horsforth, Leeds LS18 5HD 01132 584341 Leeds University, Department of Social Policy and Sociology, Leeds LS2 9JT 01132 431751 Todd, F. Dr; Todd, R. Dr; Mercer, G. Dr Police-community partnerships in Canada—bridging solitudes: policecommunity learning Abstract: The educational strand of this inter-disciplinary project aims to analyse the educational implications and outcomes for the police and the communities they serve of police-community partnerships. Overall, the project aims also to map the objectives and forms of police-community partnerships in Canada, including those involving Aboriginals and other minorities, to explore the immediate origins, development and

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outcomes of such partnerships and to analyse the social conditions which have led to their development. The educational strand of the project is a development and extension of previous research which has considered the challenges for professional learning posed by ethno-cultural diversity and which has used the concept of dialogue to construct a new model of professional practice and professional learning. The 1995–96 data collection will use this theoretical model based on dialogism to explore the joint learning which is accomplished in police-community partnerships. Such learning is necessary if such partnerships are to be meaningful and is intrinsic to the concept of ‘community policing’ which drives contemporary Canadian policing practice. The research will examine what, in practice, is learned by both police and community groups in partnerships in a range of settings including both urban and rural communities in Ontario and British Columbia. Published Material: TODD, F. & TODD, R. (1992). ‘Ethnic relations and community policing: a Canadian model for Europe?’, British Journal of Canadian Studies, Vol 7, No 2, pp.277–289.; TODD, F. (1994). ‘Professional learning for ethnocultural diversity: part 1—“the challenge of change”’, International Journal of Lifelong Education, Vol 13, No 2, pp.81–100.; TODD, F. (1994). ‘Professional learning for ethno-cultural diversity: part 2—dialogue, an emerging model’, International Journal of Lifelong Education, Vol 13, No 2, pp.101–124.; TODD, F. (1994). ‘Intercultural groups, police community learning and dialogue: a theoretical framework’, Teoria Sociologica, Vol 3, pp. 176–192. Status: Sponsored project Source of Grant: Canadian High Commission £7,200 Date of Research: 1995–1996 KEYWORDS: Canada; police; police community relationship 11/0522 Department of Sociology and Social Policy, Leeds LS2 9JT 01132 431751 Reuss, A. Ms; Supervisor: Pawson, R. Dr Higher education and personal change in prisoners Abstract: An ethnographic study is being conducted as both teacher and researcher which involves 10 male inmates at Her Majesty’s Prison Full Sutton. The inmate-students attend a course which parallels the 1st year B.A. course in Social Policy and Sociology at Leeds University. Individual and group informal interviewing techniques are being used with inmates and prison tutors together with secondary source information. A ‘data-diary’ recording classroom experiences is being kept and data is written up in the form of a ‘tale from the field’ with continuous analysis, assessment and evaluation taking place. The research will examine the effects of education on rehabilitation and habilitation, in so far as it focuses on the mechanisms of change experienced by inmates undergoing a substantial course in higher education within a maximum security dispersal prison. Education within the prison system tends to remain fragmentary, isolated from mainstream provision, and differs widely across the range of penal institutions in Britain. The opportunity to carry out research in what amounts to a massively under-researched area, presented itself with the establishment four years ago of the Leeds University Full Sutton programme. This programme of research is closely associated with detailed work

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undertaken over many years at Simon Fraser University in Canada. The researcher’s interest stems from practical and academic concerns relating to the ‘transformative capacity’ of Sociology, grounded in the teaching of mature students over several years. Status: Individual research Date of Research: 1993-continuing KEYWORDS: prison education; prisoners; rehabilitation 11/0523 School of Continuing Education, Leeds LS2 9JT 01132 431751 Malcolm, J. Ms; Supervisor: Zukas, M. Ms; Gardiner, J. Ms Policy and outcomes in women’s education Abstract: The aim of this research is to discover how policies on women’s education have evolved over the last fifteen years; how far practice and outcomes have fulfilled policy aims; and the extent of the impact of courses for women on ‘mainstream’ continuing education. The research falls into two parts: (a) an analysis of policy initiatives over the period in question, relating these both to different strands of feminist thought and developments in other areas of social and educational policy; (b) a survey of current and past students on courses for women outside higher education, and of staff with responsibility for this provision, which will assess its effects both on individuals and on institutions. Published Material: MALCOLM, J. (1992). ‘The culture of difference: women’s education re-examined’. In: MILLER, N. & WEST, L. (Eds). Changing cultures and adult learning. Canterbury: University of Kent, Standing Conference on University Teaching and Research into the Education of Adults, (SCUTREA). Status: Individual research Date of Research: 1991–1995 KEYWORDS: access programmes; continuing education; educational objectives; outcomes of education; women’s education 11/0524 School of Continuing Education, Leeds LS2 9JT 01132 431751 James, J. Mr; Supervisor: Forrester, K. Dr; Thorne, C. Mr Training matters Abstract: The objectives of the retail training project are to: (a) identify Union of Shop, Distributive and Allied Workers (Usdaw) members’ awareness of and attitudes towards their vocational education and training (VET) needs; (b) report on the members’ assessment of their vocational training experience, including the Retail Certificate and company specific schemes; (c) conduct a training needs analysis of Usdaw lay representatives and full-time officers to establish the skills and knowledge required to promote vocational training; (d) develop an action programme at national and local level

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designed to publicise the VET opportunities available in retailing and to encourage members to take up these opportunities; (e) produce suitable materials and pilot appropriate training courses for the Union’s full-time officers and senior lay officials in order to familiarise them with the Retail Certificate (NVQ levels 1–4); (f) help increase the number of retail employees gaining recognised vocational training qualifications. Phase I (15 months) will involve the production of a major report resulting from a survey of members’ attitudes, experience and perceptions of vocational training. This must cover NVQ/Scotree training, in-house company specific training and areas where training is limited or non-existent. Phase II (21 months) will consist of the production and piloting of material for promoting vocational education and training. The ‘raw materials’ for this phase will be the Phase I report together with the associated research. Status: Sponsored project Source of Grant: Distributive Industry Training Trust; Union of Shop, Distributive and Allied Workers, jointly £100,000 Date of Research: 1992–1995 KEYWORDS: distributive trades education; National Vocational Qualifications; retailing; salesmanship; training; vocational education 11/0525 School of Continuing Education, Leeds LS2 9JT 01132 431751 Virk, L. Ms; Supervisor: Taylor, R. Prof. Strategic development of opportunities in higher education for ethnic minority communities Abstract: The research has analysed the current provision at continuing education level for the ethnic minority communities in a variety of contexts (for example, Access, Continuing Vocational Education, Community Education etc). Six university institutions have been involved in a multi-faceted project. This first and major phase of this work has been completed and the report published. The second phase concentrated particularly on the researching and subsequent development of Black Women’s Studies curriculum at undergraduate degree level, and related work in the ethnic minority communities in Leeds. A report has been produced and a dissemination conference held. Status: Sponsored project Source of Grant: Higher Education Funding Council; Universities Association for Continuing Education; Rowntree’s Charitable Trust Date of Research: 1992–1996 KEYWORDS: access to education; Black studies; equal education; ethnic groups; higher education; womeris studies 11/0526 School of Continuing Education, Leeds LS2 9JT 01132 431751 Woodward, G. Ms; Supervisor: Taylor, R. Prof.; Butcher, V. Mrs

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Guidance and empowerment for non-standard students in the new mass higher education institution: case study at the University of Leeds Abstract: The new mass higher education (HE) system urgently requires the development of a sophisticated information and guidance system. There are two principal reasons: 1) the influx of large numbers of ‘non-standard’ students who have special needs in terms of acquainting themselves with the world of HE, and devising learning packages which fulfil their personal and professional objectives; and 2) the high level of complexity of the new modular structures (for example, the University of Leeds now has 3,000 individual modules at undergraduate and taught postgraduate levels). The research investigates the inadequacies of the present system, the perceived needs of students (not least in terms of providing ‘empowerment strategies’), and will suggest ways in which new structures can be developed. Status: Sponsored project Source of Grant: Leeds Training and Enterprise Council Date of Research: 1995-continuing KEYWORDS: access to education; educational guidance; higher education; learning modules; mature students; modular courses; student needs; students 11/0527 School of Continuing Education, Leeds LS2 9JT 01132 431751 Taylor, R. Prof.; Eaglen, A. Mr; Bowen, J. Ms Development of higher level skills education and training provision in the local region: a collaborative project between the two universities in Leeds Abstract: This two-stage project attempted to match the newly modularised provision at two universities with the needs of the local economy, both employers and employees— particularly those in small and medium enterprises. The research involved both empirical auditing processes, staff development and curriculum development in both the higher education and local economy sectors. Source of Grant: Department for Education and Employment Date of Research: 1992–1996 KEYWORDS: community benefits; continuing education; employees; employers; higher education; industry higher education relationship; universities 11/0528 School of Continuing Education, Leeds LS2 9JT 01132 431751 Hutton-Jarvis, C. Ms; Supervisor: Zukas, M. Ms; Spencer, L. Mr The educational potential of romantic fiction Abstract: The research takes the form of a case study exploring how critical thinking develops in mature women students on an Access to Higher Education course. The case study is in 2 sections. Section One is an ethnographic study of 2 groups of women

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students studying literature/cultural studies, including the popular romance, on an Access course. The methodology is located within an intepretive paradigm rooted in phenomenology and hermeneutics and consists of the analysis of students’ learning journal, of participant observation notes on 210 hours of classroom contact, and of 60 interview transcripts. Section Two is a study of romantic fiction to illustrate its applicability as a tool for the development of critical thinking in a classroom setting. The approach followed is influenced by the reader response theory which acknowledges the importance of intertextuality and the active nature of the reading process, and by deconstructive techniques which show how it is possible to read against the grain, identifying the contradictions, absences and tensions which may challenge more obvious readings. In this way the research aims to show how romantic fiction can be used as the focus for analyses which interrogate some key personal and social concerns of the women in the case study groups. Published Material: JARVIS, C. (1994). Research and practice: a romantic relationship?’. In: ARMSTRONG, P., BRIGHT, B. & ZUKAS, M. (Eds). Reflecting on changing practices, contexts and identities. Proceedings of the 24th Annual Conference of SCUTREA, University of Hull, July 12–14, 1994. Status: Individual research Date of Research: 1993-continuing KEYWORDS: Access programmes; critical thinking; fiction; learning activities; literature; mature students; women 11/0529 School of Education, Leeds LS2 9JT 01132 431751 Marriott, S. Prof. Hudson Shaw and the university extension movement Abstract: This research is a biography of G.W.Hudson Shaw. Although Shaw was always acknowledged as one of the greatest figures of the Oxford Extension Movement, he has not received serious biographical attention. The study will set the record right about his origins, his early life and personal/family circumstances. It will treat him as the epitome of the Oxford Extension Movement, and examine the origins and character of his educational beliefs and commitments. Leading sub-themes will be: use of the ideas of John Ruskin; the attitude to working-class education and the effects of a changing political climate; relations to the early Workers’ Educational Association (WEA); his position as an ordained clergyman of the Church of England; his relationship to Maude Royden, feminist and advocate of female ordination. The method of research is conventionally historical and biographical. Published Material: MARRIOTT, J.S. (1985). ‘Shaw, George William Hudson 1859– 1944’. In: THOMAS, J.E. & ELSEY, B. (Eds). Interaational biography of Adult Education. Nottingham University. Status: Individual research Date of Research: 1988–1995

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KEYWORDS: adult education; biographies; educational history; extension education; universities; working class 11/0530 School of Education, Leeds LS2 9JT 01132 431751 Marriott, S. Prof. University extension and national education Abstract: This research is a policy and organisational study of the university extension system (1873–1914) which argues that the movement cannot be adequately understood in terms of the later concept of ‘adult education’. The aspirations and efforts of extension are presented in the context of changing attitudes towards secondary, technical and higher education, and in the light of its aims of becoming a recognised element within ‘national education’. Also emphasised is the implicit shaping of policy by the internal organisational problems of the movement. Sub-themes include: the search for financial aid from the State; the relation to technical instruction; the relation to secondary education and the training of teachers; involvement in local institutes for higher education; historical application of organisation theory. The method used is historical; the analysis draws additionally on the sociology of organisations. Published Material: MARRIOTT, J.S. (1981). ‘State aid’, Studies in Adult Education, No 13.; MARRIOTT, J.S. (1981).‘The University Extension movement and the education of teachers’, History of Education, No 10.; MARRIOTT, J.S. (1981). A backstairs to a degree. Leeds: Leeds University; MARRIOTT, J.S. (1983). The whiskey money and the University Extension movement’, Journal of Educational Administration and History, No 15. Status: Individual research Date of Research: 1988–1995 KEYWORDS: adult education; educational history; educational policy; extension education; working class 11/0531 School of Education, Leeds LS2 9JT 01132 431751 Chambers, G. Mr; Supervisor: Sugden, D. Prof.; Tomlinson, P. Dr Problems of motivation in foreign language learning: a comparative study Abstract: The National Curriculum requires all pupils to learn a modern foreign language in key stages 3 and 4. Teachers are concerned about the implications of this reform for groups of pupils, especially in Years 9 and 10, who are generally referred to as ‘demotivated’ or ‘disaffected’. The purpose of this study is to establish: a) the accuracy of this perception of ‘demotivation’; and b) its causes. In the light of these findings, it may be possible to make some recommendations as to how motivation could be enhanced. The project takes the form of an accelerated longitudinal study. It includes a

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comparative dimension involving pupils in Germany. Pupils in Years 7, 9 and 11 in four Leeds schools, and pupils of the same age in two schools in Kiel, Schleswig-Holstein, fill out questionnaires and a sample are subsequently interviewed in phase 1 of the project. After a gap of two years the same pupils, so far as is possible, undergo the same process for phase 2. Any development or changes in their motivation may then be ascertained. This will lead to the writing of a Ph.D. dissertation. Shorter articles are being written for publication in academic journals. Published Material: CHAMBERS, G. (1993). ‘Taking the “de” out of demotivation’, Language Learning Journal, No 7, pp.13–16.; CHAMBERS, G. (1994). ‘A snapshot in motivation at 10 plus, 13 plus and 16 plus’, Language Learning Journal, No 9, pp.14–18. Status: Individual research Date of Research: 1991–1995 KEYWORDS: language teachers; modern language studies; motivation; pupil attitudes 11/0532 School of Education, Leeds LS2 9JT 01132 431751 McAuley, J. Mr; Supervisor: Orton, A. Dr Cognitive style and leaming mathematics Abstract: The implications of cognitive styles such as field dependence and field independence in learning mathematics have not been widely investigated. This study aims to focus on such styles and the implications in learning matrices. It is expected that pupils will be assessed and classified on a field dependence/field independence spectrum and the effects of different teaching styles will be measured. Status: Individual research Date of Research: 1989–1996 KEYWORDS: cognitive processes; cognitive style; field dependence independence; learning; mathematics education 11/0533 School of Education, Leeds LS2 9JT 01132 431751 Wanjala, E. Mr; Supervisor: Orton, A. Dr; Gibbs, W. Mr Secondary school pupils’ errors in algebra and teacher strategies in identifying and counteracting the errors Abstract: Secondary school pupils in Kenya will complete algebra test papers and will take part in individual interviews designed to reveal errors and difficulties. Inspection of lessons and pupils’ work books will reveal the ways errors are dealt with by teachers. Interviews with teachers will investigate possible teaching strategies. It is hoped that attainment can be enhanced as a result of the study. Status: Individual research

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Date of Research: 1992–1996 KEYWORDS: algebra; Kenya; mathematics education; pupil problems 11/0534 School of Education, Leeds LS2 9JT 01132 431751 Walton, R. Mr; Supervisor: Jenkins, E. Prof.; Rayner, M. Mr Interactive science centres: some psychological and philosophical perspectives Abstract: This Ph.D. study will explore a number of psychological and philosophical perspectives on the ‘informal’ learning associated with interactive science centres. Status: Individual research Date of Research: 1992–1996 KEYWORDS: force; museums; science activities; science education; science teaching centres; scientific concepts 11/0535 School of Education, Leeds LS2 9JT 01132 431751 Donnelly, J. Dr; Jenkins, E. Prof.; Welford, A. Mr Realising policy: attainment target 1 and science education in National Curriculum key stages 3 and 4 Abstract: The aim of the study is to identify the forces and processes which contribute to the establishment of pedagogic and assessment practices in relation to attainment target 1 (AT1) for the National Curriculum for science. The study will: (a) characterise the representation of ‘scientific investigation’ (AT1 of the National Curriculum for science) within official and professional discourse; (b) investigate how the representations identified above are reinterpreted at other levels in the educational system (local education authorities, school, department), and ultimately realised as pedagogic practice(s) in science classrooms at key stages 3 and 4, and thus to conceptualise the mediations between public discourse (including governmental policy) and classroom practice; (c) document the procedures and activities used in the assessment of AT1 at key stage 3, their relationship to ‘everyday’ classroom practice and to statutory and other guidance, and thus to examine the interaction and accommodation between the system of national assessment and the practices identified above; (d) examine, in similar terms to (b) and (c), the institutional and other shifts by which the existing assessment of practical science within GCSE is transformed into that at key stage 4 of the National Curriculum; (e) develop and implement a methodology for validating the fmdings of the study by the use of ‘consultation conferences’ of teachers. Published Material: DONNELLY, J.F., BUCHAN, A.S., JENKINS, E.W. & WELFORD, A.G. (1993). Investigations in science education policy: science in the National Curriculum for England and Wales. Leeds: University of Leeds: School of Education, Centre for Policy Studies in Education.

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Status: Sponsored project Source of Grant: Economic and Social Research Council £130,000 Date of Research: 1993–1995 KEYWORDS: assessment; National Curriculum; school based assessment; science education 11/0536 School of Education, Leeds LS2 9JT 01132 431751 Buchan, A. Ms; Supervisor: Jenkins, E. Prof.; Donnelly, J. Dr Practical assessment of science at GCSE level: the realisation of policy in school Abstract: This research aims to identify the origins of the recent emphasis on the assessment of practical skills in school science examinations at 16+. It will examine how the policy to assess pupils’ practical competences has been realised both at examination group level and within schools themselves. The historical background to the policy will be charted by means of a literature search and documentation relating to examining groups’ practices will be also studied. The main focus of the work, the realisation of the policy within school science departments, will be investigated by means of extensive field work in a sample of ten secondary schools. Data will be gathered by means of semistructured interviews and through classroom observation. The interviews will seek the views of science teachers, technicians and pupils regarding the implementation of the policy Members of senior management teams with curriculum and pastoral responsibilities will also be interviewed to provide a wider perspective. Classroom observation will take place when teachers are assessing the practical skills of pupils. Analysis of the data will also consider the effects the policy has had on science education. Published Material: BUCHAN, A.S. & JENKINS, E.W. (1992). ‘The internal assessment of practical skills in science in England and Wales, 1960–1991: some issues in historical perspective’, International Journal of Science Education, Vol 14, No 4, pp.367–380.; BUCHAN, A.S. (1992). ‘Practical assessment in GCSE: the diversity of the examination groups’ practices’, The School Science Review, Vol 73, No 265. pp.19–28.; BUCHAN, A.S. (1993). ‘Policy into practice: the operation of practical assessment in the GCSE’, The School Science Review, (forthcoming).; BUCHAN, A.S. & WELFORD, A.G. (1993). ‘Policy into practice: the effects of practical assessment on the teaching of science’, Research in Science and Technological Education, (forthcoming).; BUCHAN, A.S. (1993). ‘Policy into practice: internal assessment at 16+: standardisation and moderation procedures’, Educational Research, Vol 35, No 2, pp.171–179. Status: Individual research Date of Research: 1990–1995 KEYWORDS: assessment; General Certificate of Secondary Education; practical science; science activities; science education 11/0537 School of Education, Leeds LS2 9JT

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01132 431751 Williams, R. Mr; Yeomans, D. Mr A longitudinal study of the impact on the curriculum of selected secondary schools of the Technical and Vocational Education Iniriarive Abstract: The research aims to investigate and analyse the mediumterm impact of the Technical and Vocational Education Initiative (TVEI) in ten English secondary schools. The schools, which all participated in the TVEI pilot scheme, were first visited in 1985 and 1986 as part of the National Evaluation of the TVEI Curriculum Project which was conducted in the School of Education, University of Leeds. The schools were revisited in 1991 and 1992. During both series of visits broadly ethnographic methods of data gathering were employed involving interviews, classroom observation and document collection. In addition to investigation of the more general effects of TVEI upon the schools, particular emphasis was placed upon developments in the curriculum areas of Design and Technology, Information Technology and Business Studies. The preliminary fmdings indicate complex interplay between TVEI, itself subject to considerable change over the period of study, other national initiatives, subject cultures, changing and variable school environments and institutional histories, cultures and imperatives. Published Material: WILLIAMS, R. & YEOMANS, D. (1993). ‘The fate of TVEI in a pilot school: a longitudinal case study’, British Educational Research Journal, Vol 19, No 4, pp.421–434.; YEOMANS, D. & WILLIAMS, R. (1993). ‘Then and now: technology in ten of the original TVEI pilot schools’. Education for Capability Research Group, Occasional Publication No 5. Leeds: University of Leeds, School of Education.; WILLIAMS, R. & YEOMANS, D. (1994). ‘The Technical and Vocational Education Initiative and school autonomy in the management of curriculum change’, Research Papers in Education, Vol 9, No 3, pp.303–319.; WILLIAMS, R. & YEOMANS, D. (1994). The new vocationalism enacted? The transformation of the business studies curriculum’, Vocational Aspect of Education, Vol 43, No 3, pp.221–239. Status: Individual research Date of Research: 1991–1995 KEYWORDS: educational change; longitudinal studies; TVEI 11/0538 School of Education, Leeds LS2 9JT 01132 431751 Jiya, M. Mrs; Supervisor: Orton, A. Dr; Gibbs, W. Mr Change of attitude and performance of Ciskei High School pupils as a result of a new curriculum Abstract: It is proposed to introduce a new geometry curriculum into high schools in Ciskei (South Africa) with the intention of making the curriculum more appropriate and more motivating. Post-test results will be compared, not only with pre-test, but also with results obtained from pupils studying the old curriculum. The implications for teaching and for retraining teachers will also be considered. Status: Individual research

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Date of Research: 1992–1996 KEYWORDS: curriculum development; geometry; mathematics education; secondary education; South Africa 11/0539 School of Education, Leeds LS2 9JT 01132 431751 Garrick, R. Mrs; Supervisor: Threlfall, J. Dr; Orton, A. Dr The development of pattern-related abilities through play acrivities in young children Abstract: The development of young children’s abilities to perceive and create patterns will be studied, with particular relation to progression through the early years of learning mathematics. Status: Individual research Date of Research: 1992-continuing KEYWORDS: early childhood education; mathematics education; pattern recognition; play; young children 11/0540 School of Education, Leeds LS2 9JT 01132 431751 Jenkins, E. Prof. School science education in England and Wales, 1960–1990 Abstract: The study seeks to take forward a full length account of science education in schools in England and Wales completed in 1960. It will explore the social history and politics of the school science curriculum from the introduction of the Nuffield Science Teaching Projects in the early 1960s to the advent of the National Curriculum of the late 1980s. Published Material: JENKINS, E.W. (1989). ‘Processes in science education: an historical perspective’. In: WELLINGTON, J. (Ed). Skills and processes in science education: a critical analysis. London: Routledge.; JENKINS, E.W. (1992). ‘School science education: towards a reconstruction’, Journal of Curriculum Studies, Vol 24, No 3, pp.229–246. Status: Individual research Date of Research: 1992-continuing KEYWORDS: educational history; science education 11/0541 School of Education, Leeds LS2 9JT 01132 431751 Shorrocks, D. Dr

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Mathematics assessment at National Curriculum key stage 2: development of new assessment materials Abstract: The aim of the project is to develop, trial and pre-test new assessment materials in National Curriculum Mathematics, for key stage 2 (11 year olds). These materials will be developed and deployed nationally with all 11 year olds in the years 1994, 1995 and 1996. Their use and outcomes will be monitored and evaluated throughout. In each year, the proposed materials will be developed and pre-tested with a national, representative sample (England and Wales) of about 2,000 children. Once the materials are deployed with the whole age cohort (approximately 500,000 children) during the years 1994–1996, evaluation and monitoring samples will be selected each year, in order to collect data that will facilitate improved assessment in subsequent years. Each year two reports will be submitted to the funding body, outlining the ongoing evaluations. The project is overseen by a supervisory group, selected by the funding body, and made up of senior HMI and representatives of National Curriculum Council (NCC), Curriculum Council for Wales (CCW) and members of Schools Curriculum and Assessment Authority (SCAA). Status: Sponsored project Source of Grant: School Examinations and Assessment Council £493,000 Date of Research: 1992–1996 KEYWORDS: assessment; mathematics education; National Curriculum; school based assessment 11/0542 School of Education, Leeds LS2 9JT 01132 431751 Southworth, A. Mrs; Supervisor: Williams, R. Mr The evaluation of a whole school curriculiim enhancement project across the high schools of a local education authority Abstract: The design, implementation and management of the Technical and Vocational Education Initiative (TVEI) scheme in one local education authority are critically evaluated. The processes of internal and external evaluation employed in the project are reviewed and compared to other evaluations of TVEI and curriculum change more generally. Published Material: WILLIAMS, R.R & SOUTHWORTH, A. (1991). Evaluation of Leeds LEA TVEI (ELLEAT) summative report. Leeds: University of Leeds, School of Education. Status: Individual research Date of Research: 1990–1995 KEYWORDS: local education authorities; programme evaluation; TVEI 11/0543 School of Education, Leeds LS2 9JT 01132 431751 Stephens, W. Dr

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Education in Britain in its economic setting, 1780–1902 Abstract: The aim of this project is to provide a survey of education in England, Scotland and Wales, 1780–1902 in its social and economic setting, stressing inter-relationship of educational change and socio-economic development. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational history 11/0544 School of Education, Leeds LS2 9JT 01132 431751 Stephens, W.Dr Local history for the National Curriculiim Abstract: The aim of this project is to provide a guide for teachers of children aged 7–16 on uses of local history (now a compulsory element in the National Curriculum History syllabus), with special reference to the nature, availability and uses of original source material. Status: Individual research Date of Research: 1991–1995 KEYWORDS: history studies; local history; National Curriculum 11/0545 School of Education, Leeds LS2 9JT 01132 431751 Willcocks, J. Mr; Supervisor: Shorrocks-Taylor, D. Dr Aspects of linguistic influence of primary school teachers on their pupils Abstract: The aim of the study is to investigate differing levels of articulacy among primary teachers, and to explore the relationship between teachers’ articulacy and the developing articulacy of their pupils. The study includes the development of a schedule for the analysis of classroom syntax, and a phenomenological study of teachers’ and trainee teachers’ understanding of the nature of articulacy. Transcript data are derived from the classroom interactions of five Year 3 teachers in an English junior school, recorded via radio microphones during the first and last weeks of a school year. Status: Individual research Date of Research: 1991-continuing KEYWORDS: articulation—speech; dassroom communication; primary school teachers; teacher behaviour; teacher pupil relationship; verbal communication 11/0546 School of Education, Leeds LS2 9JT 01132 431751

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Hayes, D. Mr; Supervisor: Coleman, P. Mr Inservice education programmes and teacher change: an investigation of the effects of inservice training courses on teachers’ beliefs and classroom behaviour with specific reference to the teaching of English as a foreign language in Thailand Abstract: There has been much research in English language teaching in recent years into classroom teaching/learning processes. This, allied to developments in theories of second/foreign language learning, has led to an increase in inservice training programmes focusing on the introduction or promotion of the communicative language teaching approach and learner-centred methodology. Such a programme is currently operating in all provinces of Thailand. However, little has been done to assess: a) the efficacy of such inservi0ce teacher education (INSET) programmes in terms of whether or not teachers adopt innovations introduced to them; b) whether teachers themselves perceive the training to be relevant or useful to them in the context of their everyday working lives. These issues will be investigated via a primarily qualitative research programme. Extensive visits will be made to inservice courses in Thailand, in order that the researcher can attend the courses and conduct in-school follow-up classroom observation and interviews with trainers and selected teachers. These interviews/observations will provide varied perspectives of the training events. The scope of the interviews will consider the wider social context of teachers’ lives and work. The researcher will also interview and/or administer questionnaires to selected students in order to discover attitudes to the learning of English and their perceptions of teaching-learning activities in classes before their teachers attended the training course and whilst they were attending them. Status: Individual research Date of Research: 1993-continuing KEYWORDS: English—second language; inservice teacher education; language teachers; second language teaching; Thailand 11/0547 School of Education, Leeds LS2 9JT 01132 431751 Sugden, D. Prof.; Beveridge, S. Dr; Whitelaw, S. Ms Curricular entitlement at National Curriculum key stages 2 and 3 for children with special educational needs Abstract: This project investigates the assessment and delivery of National Curriculum key stages 2 and 3 to children with special educational needs. Examples of ‘good practice’ are being identified by 6 local authorities in primary, secondary and special schools. Initially headteachers and special needs coordinators are being interviewed; the second part involves observation in schools to examine the stated policies in practice. Status: Sponsored project Source of Grant: Leeds University £44,000 Date of Research: 1993–1995 KEYWORDS: mainstreaming; pupil needs; school effectiveness; special educational needs

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11/0548 School of Education, Leeds LS2 9JT 01132 431751 Broadhead, P. Dr; Moorcroft-Cuckle, P. Dr; Dunford, J. Dr; Hodgson, J. Ms Investigating the design and implementation of school development plans in the primary school Abstract: The current project developed from an earlier initiative; the three co-directors having worked with six primary schools over several months. They assisted the schools in developing a wholeschool approach to the review and development of one area from the school development plan. Further funding provided a half-time research fellow to investigate the design and implementation of school development plans (SDP’s) in primary schools across three contrasting local authorities, over a two year period. The research team has collected data from three sources: 1) Questionnaires asked fundamental questions about whole-school aspects of design and implementation. Five hundred schools responded, thus the database is substantial. Analysis has gone some way towards identifying priorities, constraints, participation, guidance and influence and benefits as perceived by respondents. 2) Copies of plans were requested and 187 received. Analysis is focusing on format, time scales covered, the identification of material and human resources, staff responsibilities, success criteria, constraints and links with the budget. Ongoing analysis is identifying the way schools address associated levels of detail in relation to the categories. The category headings used for analysis have emerged from the data, rather than being imposed upon it. 3) Interviews have been conducted in a representative sample of 18 schools, 6 per authority. In each school the interview sample has comprised headteacher, governor, class teacher, deputy headteacher and/or member of the senior management team. The semi-structured schedule explored experiences of SDP’s, management issues and attitudes. Data from interviews is supporting comparisons between schools, and comparisons of different perspectives within schools in relation to the perceived and intended purposes of and involvement in planning and implementation processes. The combined data will provide comprehensive descriptions of the current state of SDP’s in a relatively large sample of schools. Published Material: HODGSON, J., BROADHEAD, P. & DUNFORD, J. (1993). Evaluating a wholeschool approach to school development planning. Final project report for Kirklees Local Education Authority.; HODGSON, J., BROADHEAD, P. & DUNFORD, J. (1994). ‘School development planning: a place for partnership’. In: HARGREAVES, D.H. & HOPKINS, D. (Eds). Development planning for school improvement. School Development Series. London: Cassell. Status: Sponsored project Source of Grant: Leeds University £28,700 Date of Research: 1994–1996 KEYWORDS: development plans; educational administration; educational planning; primary schools 11/0549

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School of Education, Leeds LS2 9JT 01132 431751 Foster, E. Dr; Williams, R. Mr Industrial placement in the initial training of secondary school teachers Abstract: Since 1986, all secondary Postgraduate Certificate in Education (PGCE) students at the University of Leeds (250–400 per annum) have undertaken a period of at least one week of industrial placement. The project is a continuation of previous work in researching and evaluating this experience. Over the period 1986–93 a data bank of student evaluation questionnaires, de-briefmg reports and records of interviews with students and host employers has been compiled. Using the data bank the project will seek to document and analyse changing placement patterns, attitudes and experience of participants and perceived outcomes. This changing local experience will be set against changing national debate and policy on teacher education in general and placing student teachers in industry in particular. Further data will be gathered on the range and quality of student teacher placement activity in present, more school based, initial teacher training. Published Material: FOSTER, E.J. & WILLIAMS, R.P. (1993). ‘Business placements for teachers in training’. In: BLOOMER, G. & SCOTT, W. (Eds). Partnership in teacher education: economic and industrial understanding. Southampton: Bassett Press. Status: Sponsored project Source of Grant: Leeds University £11,500 Date of Research: 1994–1995 KEYWORDS: enterprise education; industrial secondments; industry education relationship; placement; preservice teacher education; student teachers 11/0550 School of Education, Leeds LS2 9JT 01132 431751 Chambers, G. Mr; Asher, C. Dr Special educational needs: policy and provision Abstract: The Statutory Orders of the National Curriculum require all pupils, with the exception of those few who are ‘disapplied’, to learn a foreign language from the age of 11 to 16 years. The purpose of the research is to examine the implications of this major innovation for pupils with special educational needs (SEN) in special and mainstream schools participating in the Leeds University Secondary School Partnership scheme. The following areas will be the focus of special investigation: 1) The Local Education Authority (LEA) policy documents relating to special educational needs and modern foreign languages are to be examined. This will be followed by interviews with relevant representatives from the advisory division. 2) A sample of special and mainstream schools will be identified as case studies in policy implementation. This involves interviews with school management and teachers as well as observation of classroom practice. Areas to be the focus of special investigation include: a) the practical implications of ‘disapplication’; b) timetable provision for modern languages for pupils with SEN; c) resource implications—material and human; and d) teachers’ qualifications

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and levels of competence, experience of teaching foreign languages, and nature of support-teacher provision. This research will lead to submissions to academic journals and the publication of a substantial report with accompanying video cassette. Status: Sponsored project Source of Grant: Leeds University £2,000 Date of Research: 1993–1995 KEYWORDS: modern language studies; special educational needs 11/0551 School of Education, Leeds LS2 9JT 01132 431751 Welford, A. Mr; Donnelly, J. Dr; Roper, T. Mr; Sugden, D. Prof.; Tomlinson, P. Dr; Whitelaw, S. Ms Classroom management project Abstract: Most student teachers enter a course of initial teacher education (ITE) with one overriding fear—‘Will I be able to control them?’ It is significant that by the end of their course most have laid that fear to rest and demonstrate, with varying degrees of competence, the ability to manage classes. But how do they learn, or is the ability brought out by experience? What are the most significant influences on their learning, and what are their favoured management strategies? This is a study into the acquisition of classroom management capability by beginner teachers. Over 400 secondary Postgraduate Certificate in Education (PGCE) students beginning their course at Leeds in 1993 completed questionnaires before they started, and at the end of the course. A subsample has been studied in more detail, drawing on interview data, self-reflective logs, observation, video tapes and teacher evaluations. Several papers will be submitted for publication in 1995. Published Material: BEVERIDGE, S., SUGDEN, D.A., COLLINS, J. & BARRON, A.M. (1994). Curriculum entitlement for all. Leeds: University of Leeds, Centre for Policy Studies in Education. Status: Sponsored project Source of Grant: Leeds University £29,500 Date of Research: 1993–1995 KEYWORDS: classroom management; discipline; preservice teacher education; student teachers 11/0552 School of Education, Leeds LS2 9JT 01132 431751 Jenkins, E. Prof.; Swinnerton, B. Dr Social history and politics of the primary science curriculum Abstract: There have been a number of historical studies of scientific and technological education at school level. These studies differ in the extent to which they have sought to

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highlight the relationships of changes in school science and technology to broader social, cultural, economic and educational changes but, in general, the primary sector of education has been ignored. The research project seeks to remedy this neglect. A detailed investigation is being undertaken of the shaping of the science component in the education of primary/ elementary school children since 1904. Documentary sources (published and unpublished) will be used in conjunction with interview and other techniques, as appopriate, to produce a scholarly account of the social and political history of the science component of primary/elementary education. Status: Sponsored project Source of Grant: Leeds University £45,600 Date of Research: 1993–1995 KEYWORDS: educational history; primary education; science education; technology education 11/0553 School of Education, Leeds LS2 9JT 01132 431751 Daniels, S. Mrs; Supervisor: Shorrocks-Taylor, D. Dr; Redfern, E. Dr MuJti-level statistical models in the analysis of birthdate effects on pupils’ school performance Abstract: The area of research interest was defined as ‘multi-level models applied to performance data in order to explore the nature and extent of birthdate as an exploratory variable of the variation in performance outcomes between groups of pupils over a wide range of ages’. Two main data sets were used in the research. One that had been collected as part of the Evaluation of National Curriculum and Assessment at Key Stage 1 Project (Shorrocks & Daniels, 1992) and the second was collected for the Testing and Assessing 6 and 7 Year Olds: The Evaluation of the 1992 Key Stage 1 National Curriculum Assessment (Shorrocks et al, 1993). The proposed method of addressing this research is by multi-level modelling of the performance outcomes of pupils. Predominantly key stage 1 children will be studied but with reference to fmdings from a range of ages. A variety of tests and assessments will be considered in terms of factors appropriate to each age group but with particular reference to possible confounding effects, namely: social background, previous educational history or achievement (where appropriate) and other pupil background information; birthdate and length of schooling; nursery experience and age etc. Information about local education authority (LEA) admissions policies, school and class background data will be collected and used to set the research problems in context. Published Material: SHORROCKS, D. & DANIELS, S. (1992). Evaluation of National Curriculum assessment at key stage 1: final report. London: School Examinations and Assessment Council.; SHORROCKS, D., DANIELS, S., STAINTON, R., & RING, K. (1993). Testing and assessing 6 and 7 year olds: the evaluation of the 1992 key stage 1 National Curriculum assessment: final report. London: National Union of Teachers. Status: Individual research

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Date of Research: 1992–1996 KEYWORDS: academic achievement; achievement; birth; performance; school entrance age 11/0554 School of Education, Leeds LS2 9JT 01132 431751 Hargreaves, M. Mrs; Supervisor: Shorrocks-Taylor, D. Dr; Threlfall, J. Dr Factors influencing the perception and generalisation of number patterns in children aged from 7 to 13 Abstract: A developmental study of children identifying and generalising patterns in number. The study will explore children’s responses to, and understanding of, different kinds of number pattera, through a variety of tasks. A cross-sectional sample of at least 200 children will be used, along with a longitudinal sample of 60 children. Status: Individual research Date of Research: 1993–1996 KEYWORDS: mathematics education; numbers 11/0555 School of Education, Leeds LS2 9JT 01132 431751 Tait, K. Mr; Pilkington, R. Dr; Hintz, D. Mr; Williams, R. Mr Learning from simulations Abstract: The aim is to examine and develop methods of providing knowledge based support for learning from simulations, where information can be displayed through animated interfaces and graphs, and where text can be incorporated within the interactive program and its displays. The particular contexts of interest, informed by experimental studies with learners, are physiological pathways, but the domain representations and design techniques will have wider applications to systems that incorporate flows, feedback mechanisms and equilibria. Further goals of the research are the production of software tools and methodologies for building such systems, and the integration of simulation based learning with other courseware. The work at Leeds University forms part of a large project on tools for the design and production of multi-media courseware. The whole project is conducted by Dornier GmbH, Germany, and there are eight other partners including Leeds. Status: Sponsored project Source of Grant: European Union DELTA programme (including Dornier) £278,000 Date of Research: 1992–1995 KEYWORDS: computer assisted learning; computer simulation; computer uses in education; educational software; information technology; multimedia approach 11/0556

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School of Education, Leeds LS2 9JT 01132 431751 Mereku, D. Mr; Supervisor: Orton, A. Dr; Gibbs, W. Mr A comparison of the official primary mathematics curriculum in Ghana with the way in which it is implemented by teachers Abstract: The aim of the study is to investigate the match or mismatch between the intended primary mathematics curriculum in Ghana and what is implemented. A mixture of forms of testing, interviewing and obervation have been used to collect data from teachers in the schools in Ghana. A considerable degree of mismatch has been recorded and reasons for this are being analysed. Status: Individual research Date of Research: 1990–1995 KEYWORDS: Ghana; mathematics education 11/0557 School of Education, Leeds LS2 9JT 01132 431751 Anning, A. Ms; Asoko, H. Ms; Broadhead, P. Dr; Threlfall, J. Dr Development of specialist subject pedagogical knowledge in two contrasting programmes for postgraduate primary teacher education Abstract: The project aims to investigate the processes by which a cohort of Postgraduate Certificate in Education students and contrasting articled teachers acquire and apply expertise and pedagogy in English, Mathematics, Science and Arts over a two year period. Primary students’ knowledge base (up to Level 6 in National Curriculum Council Orders) in the subjects was tested by paper and pencil tests at the beginning and end of their first year of training. Changes in their approaches to teaching the subject were assessed using vignettes designed to assess a range of issues across the four subjects. Tutors responsible for delivering the subject components of the course were interviewed and observed in teaching sessions. Sixteen students were interviewed regularly and observed in classrooms to investigate their developing subject specific pedagogy and discourse. Status: Individual research Date of Research: 1993–1995 KEYWORDS: intellectual disciplines; Postgraduate Certificate in Education; preservice teacher education 11/0558 School of Education, Leeds LS2 9JT 01132 431751 Scott, P. Prof.; Lynch, J. Prof.; Bargh, C. Ms; MacKay, L. Dr; Smith, D. Dr Structure of marketing in further and higher education institutions

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Abstract: The aims of the project are to investigate the organisation of marketing in further education (FE) and higher education (HE) institutions; and identify models of organisation. The research involves two rounds of questionnaires, one to heads of institutions and the other to marketing officers, and selected case-studies. Models of marketing organisation in adjacent areas, i.e. the Health Service, local government, charities, will also be explored. A final research report will be published in 1995. Status: Sponsored project Source of Grant: Higher Education Information Services Trust £31,412 Date of Research: 1994–1995 KEYWORDS: colleges of further education; further education; higher education; institutes of higher education; marketing; universities 11/0559 School of Education, Leeds LS2 9JT 01132 431751 Scott, P. Prof.; Bocock, J. Ms Redrawing the boundaries: further education/higher education partnerships Abstract: The aim of the project is to investigate various forms of further education/higher education (FE/HE) partnerships (i.e. franchising, validation, etc) with particular reference to the curriculum and academic quality. It is based on three case studies of the Universities of Central Lancashire, South Bank and Sheffield, and their partner colleges. These represent contrasting models of partnership. Data will comprise: a) policy documents, quality assurance procedures, curriculum/course documents; b) interviews with managers, teachers and students. An interim report has gone to the Higher Education Funding Council’s Quality Assessment Division. Status: Sponsored project Source of Grant: Higher Education Founding Council; Further Education Unit, jointly £30,000 Date of Research: 1993–1995 KEYWORDS: colleges of further education; further education; higher education; institutional cooperation; universities 11/0560 School of Education, Leeds LS2 9JT 01132 431751 Meguro, T. Mrs; Supervisor: Beveridge, S. Dr; Sugden, D. Prof. Pre-work education and employment rehabilitation for disabled people Abstract: This is a cross-cultural study involving the collection of data from the UK, USA, Sweden and Japan and focuses on the transition from school to work for persons with disabilities. It involves visiting each country for a period of time and collecting the information through an examination of documents, semi-structured interviews and

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questionnaires. From this it is intended to draw out the implication and policies of prework education and employment for disabled persons. Status: Individual research Date of Research: 1992–1995 KEYWORDS: disabilities; employment potential; rehabilitation; school leavers; school to work transition; special educational needs; vocational education 11/0561 School of Education, Leeds LS2 9JT 01132 431751 Coles, J. Mrs; Supervisor: Marriott, S. Prof. A Stage Army of the Good: adult education 1908–1939 Abstract: Historical study of the evolution of vocation and employment in British adult education, 1908–1939. The project continues the approach, and to some extent the methods, of Professor Marriott’s previous work (partly published) on vocation and employment in University Extension, 1873–1914. A book called ‘A Stage Army of the Good’ is planned. Published Material: MARRIOTT, S. (1983). ‘Oxford and working-class adult education’, History of Education, Vol 12, pp.285–299.; MARRIOTT, S. (1985). University extension lecturers. Educational administration and history monographs. Leeds: University of Leeds. Status: Sponsored project Source of Grant: University of Leeds, School of Education £14,450 Date of Research: 1993–1996 KEYWORDS: adult education; educational history 11/0562 School of Education, Leeds LS2 9JT 01132 431751 Williams, R. Mr; Foster, E. Dr; Mill-Ingen, A. Ms Partnership with industry in teacher education Abstract: Between 1986 and 1993 all Leeds University secondary Postgraduate Certificate in Education students undertook a one week industry/business placement. A databank of questionnaire, interview and documentary material covering this period is being analysed. The experience of the student teachers in the new school based training course (September 1993 onward) is being explored through questionnaire and interview. Published Material: FOSTER, E.J. & WILLIAMS, R.P. (1993). ‘Business placements for teachers in training’. In: BLOOMER, G. & SCOTT, W. (Eds). Economic and industrial understanding. South-ampton: The Bassett Press.; WILLIAMS, R.P. & FOSTER, E.J. (1994). ‘Group learning amongst student teachers in an industrial context’. In: SHAH, S. (Ed). The power to learn. London: World Education Fellowship. Status: Sponsored project

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Source of Grant: University of Leeds £20,000 Date of Research: 1994–1995 KEYWORDS: industrial secondments; industry higher education relationship; preservice teacher education; school based teacher education; student teachers 11/0563 School of Education, Leeds LS2 9JT 01132 431751 Higham, J. Mr; Sharp, R. Dr; Yeomans, D. Mr Constructing a new curriculum: the rise of General National Vocational Qualifications Abstract: The aims of the research are to: 1) examine the educational and policy contexts from which General National Vocational Qualifications (GNVQ’s) are emerging and the evolving principles and concepts which underpin the intended GNVQ curriculum; 2) investigate the recruitment procedures for GNVQ’s in colleges and schools and their influence on curriculum practice; 3) investigate the ways in which the GNVQ curriculum is constructed in practice by teachers and students in colleges and schools and the nature of this effective curriculum; 4) investigate the broader institutional contexts in which the GNVQ curriculum is negotiated and realised; 5) use existing accounts and models of policy formulation and realisation, the management of innovation and curriculum construction to interrogate the empirical data on the GNVQ curriculum; and 6) use the empirical study to inform, modify and extend existing theoretical knowledge. While the specific focus of the research is upon the GNVQ curriculum, the over-arching objective is to increase knowledge and understanding of the ways in which education policies are realised and curricula are constructed. These research methods involve an analysis of a range of GNVQ documentation and intensive case study fieldwork in secondary schools, sixth form colleges, further education/tertiary colleges. The principal focus will be on the five vocational areas piloted in 1992/93 and introduced nationally in 1993/94 (Art and Design, Business, Health and Social Care, Leisure and Tourism and Manufacturing). Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1995-continuing KEYWORDS: curriculum development; National Vocational Qualifications; sixteen to nineteen education; vocational education 11/0564 School of Education, Leeds LS2 9JT 01132 431751 Laws, P. Mr; Supervisor: Jenkins, E. Prof; Donnelly, J. Dr The creation of teachers’ practice in Science and English Abstract: The project has been designed around the hypothesis that science teachers learn to teach more conservatively than their English counterparts, and that this may be due to

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the ways in which each group understands its role as teachers of their subject, the nature of that subject and its place in the curriculum. Research will be conducted with a sample of student teachers from both English and science subject areas. The principal component will be ethnographic study of a small number of student teachers, i.e. observation and interview. Questionnaire and small group discussion methods will be used to validate the findings of the classroom based research, using a larger sample of the cohort of student teachers. Status: Individual research Date of Research: 1994-continuing KEYWORDS: English studies teachers; preservice teacher education; science teachers; student teachers; teaching methods; teaching practice 11/0565 School of Education, Leeds LS2 9JT 01132 431751 Welford, A. Mr; Donnelly, J. Dr; Buchan, A. Ms; Daniels, S. Mrs Technical issues in National Curriculum school based assessment of Science (Scientific Investigation) at key stages 3 and 4 Abstract: The research asks: 1) In developing Science 1 did technical issues such as domain definition, domain sampling, validity, reliability and aggregation feature in the thinking about its assessment and feasibility of operation in schools? 2) How do bodies and individuals charged with realising policy, define and practise such technical issues and recognise their significance? 3) How valid and reliable are the school based Science assessments, and how do Science 1 assessments correlate with attainment in Science 2– 4? Data is being gathered using questionnaires to a natural sample of 100+ schools, reanalysis of the Schools Examination and Assessment Council (SEAC) 1992 National Curriculum key stage 3 pilot testing (National Foundation for Educational Research/Brunel 1993) and 1994 examination group GCSE figures. Results are not yet fully available and thus conclusions are tentative. The first outcomes of part of the study have been written into a paper submitted for publication. Status: Sponsored project Source of Grant: University of Leeds £26,820 Date of Research: 1993–1995 KEYWORDS: assessment; National Curriculum; practical science; school based assessment; science education 11/0566 School of Education, Leeds LS2 9JT 01132 431751 Higham, J. Mr; Sharp, R. Dr; Yeomans, D. Mr Study of school curriculum policy (16–19)

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Abstract: The policy and provision of the 16–19 school curriculum is an increasingly complex area that is seeing rapid growth. Core skills, A-level/AS-level, Diploma of Vocational Education (DVE), Business and Technology Education Council (BTEC), General National Vocational Qualifications (GNVQ’s), Northern Examination Board Extended level (E-level), the Advanced Diploma and various baccalaureates have all entered the arena in recent years. This research project seeks to elucidate general policy principles in this area, investigate the response of schools in North and West Yorkshire in terms of their curriculum provision, and explore the curriculum decisions of individual sixth form students. The aims are to investigate and evaluate: the pattern of curriculum provision in sixth forms and the factors affecting this; the extent to which sixth form curriculum managers are in a position to make informed decisions; the actual curricula of individual sixth formers and the factors influencing their decisions; the extent to which prospective sixth formers are informed and aware of the routes open to them. The principal methods will include: 1) a review of 16–19 curriculum literature and analysis of currently available 16–19 courses and qualifications; 2) data collection by questionnaire of the organisation of the curriculum in sixth forms in North and West Yorkshire; visits to twenty representative schools in North and West Yorkshire with structured interviews of curriculum managers—headteachers, deputy headteachers (curriculum), heads of sixth form etc; case studies of individual sixth form curricula in four schools with regard to policy, organisation and student choice including structured interviews of students in Year 11 as well as Years 12 and 13. Published Material: HIGHAM, J.J.S., SHARP, P.R., YEOMANS, D.J. The emerging 16–19 curriculum: policy and provision. London: David Fulton. (in press). Status: Sponsored project Source of Grant: Leeds University £35,000 Date of Research: 1993–1995 KEYWORDS: curriculum development; examinations; qualifications; sixteen to nineteen education; sixthform education 11/0567 School of Education, Leeds LS2 9JT 01132 431751 Marriott, S. Prof. Adult education and the British occupation of Germany, 1945–55 Abstract: An historical study, making use of the archives of the Control Commission for Germany (British Element). The purpose is to establish what significance and administrative structures were attached to adult education: (i) in the wartime planning of the ‘Reeducation of Germany’; and (ii) in the policies and practices of the Education Branch within the Control Commission (later High Commission). Published Material: MARRIOTT, S. (1994). ‘Fifty years of an educational mission: the “tutorial class” in Anglo-German perspective’. In: MARRIOTT, S. & HAKE, BJ. (Eds). Cultural intercultural experiences in European adult education: Essays on popular and higher education since 1990. Leeds: University of Leeds, School of Education, Study of Continuing Education Unit.; MARRIOTT, S. ‘The pathos of policy: adult education in

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the British occupation of Germany’. In: JENKINS, E.W. (Ed). Studies in the history of education: Essays presented to Peter Gosden. Leeds: University of Leeds. Status: Individual research Date of Research: 1994–1996 KEYWORDS: adult education; educational history; Germany 11/0568 School of Education, Leeds LS2 9JT 01132 431751 Garvey, B. Dr A study of the professional and bureaucratic influences on those involved in the school inspection operations of the Office for Standards in Education Abstract: A sample will be made of officials and teachers who have recently been involved in Office for Standards in Education (OFSTED) school inspections. From this, sample structured interviews will be devised to determine the nature and mixture of the bureaucratic and professional elements involved in the inspectoral processes. The sample will be limited to the Yorkshire area. Status: Sponsored project Source of Grant: Leeds University Date of Research: 1994-continuing KEYWORDS: inspection; inspectors—of schools; quality control 11/0569 School of Education, Leeds LS2 9JT 01132 431751 Wright, H. Mrs; Supervisor: Sugden, D. Prof. Assessment and management of movement difficulties in Singapore primary school children Abstract: Aims of the project are to: 1) consider the appropriateness of an assessment instrument constructed in the USA for use in Singapore; 2) identify through teacher observations and a normative test, children in Singapore who have moderate motor problems with a comparison made with children with no motor problems; 3) examine the nature of the children’s motor problems through the result of the check lists reported by the teachers and the normative test data; 4) suggest an educational strategy for Singapore primary school teachers to adopt to help children who have moderate motor problems; and 5) provide a management programme for the children with moderate motor problems. Status: Individual research Date of Research: 1993–1996 KEYWORDS: motor coordination; Singapore 11/0570

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School of Education, Leeds LS2 9JT 01132 431751 Martin, M. Mr; Clarke, S. Mr; Jenkins, I. Mrs Portable computers as a cross-cunicular resource (second phase) Abstract: This is the second phase of the research. Investigation of the effects of using portable computers on the cross-curricular permeation of information technology (IT) in a secondary school will continue, with emphasis on activities in English and history. English classes will use the lap tops in connection with a simulation exercise “A language for Europe”; history classes will use them to support a newspaper simulation. The work in school will be carried out by trainee teachers (interns) and the value of the exercise as a partnership activity will also be evaluated. Published Material: MARTIN, A. (1994). Portable computers as a cross-curricular resource: final report to the National Council for Educational Technology. Leeds: University of Leeds, School of Education.; MARTIN, A. & CLARKE, S. (1995). ‘A language for Europe: some experience with a computer-supported simulation for the English classroom’. In: SAUNDERS, D. (Ed). Simulation and gaming yearbook 1995: games and simulations for business education. London: Kogan Page.; MARTIN, A. & CLARKE, S. ‘Portable computers, simulation and the teaching of English’, Journal of Research on Computing in Education. (in press). Status: Team research Date of Research: 1993–1995 KEYWORDS: computer uses in education; cross curricular approach; information technology; microcomputers 11/0571 School of Education, Leeds LS2 9JT 01132 431751 Clarke, S. Mr; Keith, G. Mr English language under examination Abstract: In July 1995, the Northera Examinations and Assessment Board (NEAB) English Language A-level syllabus will have completed its tenth year of public examinations. Its progress has not yet been recorded, and this research aims to do so. The research, working from correspondence, minutes of teachers’ and examiners’ meetings, contemporary projects, examiners’ reports, and the broad background of linguistics teaching, traces the progress of that A-level syllabus, starting from its origins in 1980 and continuing to the present. The yet unpublished report traces: 1) the intellectual background to, and origins of, the syllabus; 2) the influence of teachers upon the new terms of enquiry set for the students; 3) the growth in numbers of candidates; 4) the way in which ‘language’ was conceptualised and sub-divided; 4) the nature and form of the examination and its initial deployment; 5) the way in which the syllabus came to be taught and the early problems and successes of teaching; and 6) the experience, both of teaching and outcomes in the examination, of the pilot years. The report explains: 1) the need for language study; 2) the climate in which the new syllabus was received; 3) the

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nature of conflicts about content areas and coursework; 4) the closeness of the teaching/examining relationship; 5) the way in which original writing developed; and 6) the complexity of applying knowledge to examination questions. The report fmishes with a survey of coinciding events which bore on language and examining during the ten year period 1984–1994. Status: Sponsored project Source of Grant: Leeds University £5,000 Date of Research: 1993–1995 KEYWORDS: A level examinations; assessment; curriculum development; English; examination syllabuses; examinations 11/0572 School of Education, Leeds LS2 9JT 01132 431751 Dunford, J. Dr Finance of education (schools) Abstract: The project is considering the recent changes in the financing of the education service with particular reference to schools. It is particularly concerned with the movements of funds from the local education authorities (LEA’s) to the schools and also to the Funding Agency for Schools where applicable. This involves a consideration of the legislation from 1988 onwards and the implications of both Local Management of Schools (LMS) and Grant Maintained Schools (GMS). The project will also consider the position of the LEA’s as they have to gear their educational finance more closely to Standard Spending Assessment (SSA) and to Common Funding Formula (CFF) and the implications of this on the local authority budget generally. Status: Individual research Date of Research: 1993–1995 KEYWORDS: educational administration; educational finance; grant maintained schools; local education authorities; Local Management of Schools 11/0573 School of Education, Leeds LS2 9JT 01132 431751 Jenkins, E. Prof.; Elton, A. Mr From Nuffield to the National Curriculum: science education Abstract: The project forms part of an on-going study of the social history and politics of the secondary science curriculum. It covers the period from 1960 to the introduction of the National Curriculum and is based upon archival sources, published material and oral history. Status: Individual research Date of Research: 1994–1996

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KEYWORDS: curriculum development; educational history; science curriculum; science education 11/0574 School of Education, Leeds LS2 9JT 01132 431751 Cooke, L. Mrs; Supervisor: Jenkins, E. Prof. Outdoor education since 1944 with particular reference to the West Riding of Yorkshire Abstract: Following a review of the range of activities encompassed by ‘outdoor education’, attention is focused on the development of such education after 1944 with reference to the former West Riding of Yorkshire. Documentary sources, published and unpublished, will be augmented by interview and oral history techniques. The intention is to produce a study of the factors that have shaped outdoor education since 1944. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational history; outdoor pursuits 11/0575 School of Education, Leeds LS2 9JT 01132 431751 Utley, A. Ms; Supervisor: Sugden, D. Prof. Interlimb coupling in children with hemiplegic cerebral palsy Abstract: Children with hemiplegic cerebral palsy have a motor disability on one side of the body, and have difficulties with everyday manual skills. This project is investigating the effect of movements of the unimpaired side on the side with hemiplegia. More specifically experiments so far have shown that the unimpaired side has quite profound effects on speed, posture of the hand, number of corrections and trajectory of the reach of the impaired side. Implications for management in clinical and educational settings are being formulated. Status: Individual research Date of Research: 1992–1996 KEYWORDS: cerebralpalsy; neurological impairments; psychomotor skills; special educational needs 11/0576 School of Education, Leeds LS2 9JT 01132 431751 Sugden, D. Prof; Utley, A. Ms Interlimb coupling and its acquisition in children with hemiplegic cerebral palsy

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Abstract: There are two distinct aims to this investigation. The first involves an examination of the nature of interlimb coupling during unimanual and bimanual reaching and grasping by children with hemiplegic cerebral palsy, and includes the effect of such variables as speed, nature of the movement and environmental context. The second involves leaming trials which examine whether and how hemiplegic children can acquire this interlimb coupling such that the influence of the non-hemiplegic limb used during bimanual learning of skills is seen when the hemiplegic hand is working unimanually. Published Material: SUGDEN, D.A. & UTLEY, A. (1993). Manual skills in children with hemiplegic cerebral palsy. Report to the Spastics Society. Status: Sponsored project Source of Grant: Action Research £37,523 Date of Research: 1994–1995 KEYWORDS: cerebralpalsy; neurological impairments; psychomotor skills; special educational needs 11/0577 School of Education, Leeds LS2 9JT 01132 431751 Waring, S. Mrs; Supervisor: Orton, A. Dr; Roper, T. Mr Learning and teaching proof in mathematics through pattern Abstract: The aim is to investigate the extent to which the idea of proof in mathematics can be learned and taught by appealing to pattern. Students will be pre-tested and posttested using test items which require proofs, and interviews will be used to probe understanding of proof and attitudes to proof. A specially prepared teaching programme will be applied between pre—and post-test. Data from both group testing and individual interviewing will be used to try to answer a set of detailed questions. Status: Individual research Date of Research: 1993-continuing KEYWORDS: mathematics education; proof—mathematics 11/0578 School of Education, Leeds LS2 9JT 01132 431751 Smith, S. Ms; Supervisor: Knight, P. Mrs; Swanwick, R. Ms Developing early sign language skills of deaf children within a British Sign Language (BSL) nursery environment Abstract: This research will investigate the interaction between deaf adults and deaf children within a monolingual British Sign Language (BSL) nursery. The aim is to promote a framework for the identification and analysis of the most productive interactive situations within this particular setting. Status: Sponsored project Source of Grant: Leeds University £1,500

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Date of Research: 1994–1996 KEYWORDS: deafness; hearing impairments; nursery schools; sign language; special educational needs; special schools 11/0579 School of Education, Leeds LS2 9JT 01132 431751 Stiell, B. Ms; Supervisor: Wiegand, P. Mr Children’s understanding of map projections Abstract: A number of related investigations to explore children’s understanding of the relationship between the spherical earth and flat world map, including their perception of size and shape of continental land masses. Published Material: WIEGAND, R (1995). ‘Young children’s free-hand sketch maps of the world’, International Research in Geographical and Environmental Education, Vol 4, No 1. Status: Sponsored project Source of Grant: Leeds University £14,000 Date of Research: 1994–1995 KEYWORDS: comprehension; earth science; geography; maps 11/0580 School of Education, Leeds LS2 9JT 01132 431751 Driver, R. Prof.; Leach, J. Mr; Ryder, J. Dr; Cann, J. Prof.; Scott, S. Dr; Wood, E. Dr; Radford, A. Dr Undergraduate learning in science Abstract: The Undergraduate Learning in Science Project is an internally funded research project which aims to investigate student learning in undergraduate science departments at the University of Leeds. Of particular interest are those teaching areas where the student’s understanding of the nature of scientific knowledge is crucial. These epistemological interests arise, and are informed by, previous work in the Children’s Learaing in Science Research Group at Leeds, which investigated student learning in secondary school science departments. Three studies are currently being pursued: 1) An analysis of student learning during final year research projects. 2) The nature of ‘enquiry skills’ and their incorporation into a tutorial programme. 3) A detailed survey of undergraduate epistemology using specially designed tutorial probes. Current methodology involves detailed, semi-structured interviews, field observations of teaching practice and discussions with lecturers. Status: Sponsored project Source of Grant: Leeds University £62,500 Date of Research: 1994–1996

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KEYWORDS: higher education; learning; science education; scientific literacy; students 11/0581 School of Education, Leeds LS2 9JT 01132 431751 Driver, R. Prof.; Wood-Robinson, C. Mr; Leach, J. Mr; Lewis, J. Dr Young people’s understanding of and attitudes to genetic engineering Abstract: The main aim of the project is to assess the understanding of, and attitudes to, genetic engineering in a group of 14–16 year olds—the age at which genetics is taught (within key stage 4 of the National Curriculum). It is hoped to complete about 800 questionnaires and 120 interviews from 15 different schools. A smaller group of 11–12 year olds will also be assessed in a similar way. Status: Sponsored project Source of Grant: Wellcome Trust £59,461 Date of Research: 1994–1996 KEYWORDS: genetics; pupil attitudes; science education 11/0582 School of Education, Leeds LS2 9JT 01132 431751 Noah, M. Mr; Garber, J. Mrs; Supervisor: Gibbs, W. Mr; Orton, J. Mrs Sierra Leone square project Abstract: The project is a collaborative venture between students from Sierra Leone who have studied at Leeds and Hull, and members of the International Education Group in the University of Leeds. The project aims to develop teaching materials and methods for improving the active learning of mathematics through the use of squared boards and squared books. The project group has produced materials (squared boards and books) and distributed them to ten pilot schools in Sierra Leone. The team has also produced teaching materials and run workshops in Freetown for both primary and secondary teachers. An interim evaluation of the project was carried out in 1994. Published Material: GIBBS, W. (1993). ‘The Sierra Leone squared book and board project’, Science Education Newsletter, No 108, pp.1–3. Status: Sponsored project Source of Grant: British Council £3,000; Morel Trust £300 Date of Research: 1993-continuing KEYWORDS: educational materials; international educational exchange; mathematics education; Sierra Leone 11/0583 School of Education, Centre for Studies in Science and Mathematics, Leeds LS2 9JT

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01132 431751 University of Botswana, Department of Mathematics and Science Education, Postbag 0022, Gaborone, Botswana Sainik School, Kazhakootam, Trivandrum 695 585, India Towse, P. Mr; Prophet, R. Mr; Kurup, P. Mr Language in the learning of science Abstract: This is a study exploring just some of the problems of learning science in a second language, including oral as well as written communication. Initial work is concentrating on the use of non-technical words in science. The study was first conducted among secondary pupils in Botswana and among Asian children in the Leeds/Bradford area of the UK, as well as among first language English speakers. Some of the early results caused the study to be extended to India and there are plans to extend it further in Southern Africa in the near future. Status: Individual research Date of Research: 1992-continuing KEYWORDS: Botswana; language of instruction; languages for specific purposes; science education; scientific vocabulary; second language learning 11/0584 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT 01132 431751 Scott, P. Mr; Supervisor: Driver, R. Prof.; Donnelly, J. Dr Constructivist approaches to teaching and learning Abstract: This research is investigating the interaction between teaching informed by a social constructivist perspective on learning and the development of science concepts by high school students. The methodology is based upon a multiple case study design and covers teaching and learning in three specific concept areas. The aim of the research is to develop better insights into the intellectual demands involved for students in developing science concepts and to explore how such analysis might aid planning and implementing science instruction. Published Material: SCOTT, P.H., ASOKO, H.M. & DRIVER, R.H. (1991). ‘Teaching for conceptual change: a review of strategies’. In: DUIT, R., GOLDBERG, F. & NIEDDERER, H. (Eds). Research in physics learning: theoretical issues and empirical studies, Kiel, Germany.; SCOTT, P.H., ASOKO, H.M. & DRIVER, R.H. & EMBERTON, J. (1992). ‘Working from children’s ideas: an analysis of constructivist teaching in the context of a chemistry topic’, Proceedings of an international writing workshop at Monash University, Australia, June. Status: Individual research Date of Research: 1991–1995 KEYWORDS: science education; scientific concepts; sociology of education; teaching methods

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11/0585 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT 01132 431751 Scott, P. Mr; Supervisor: Driver, R. Prof.; Donnelly, J. Dr Teaching and conceptual change project: secondary science Abstract: The aim of this study is to draw upon a Vygotskian perspective on development and learning to interpret the ways in which high school students’ understandings of particular science concepts develop through the influence of science teaching. The Vygotskian position maintains that all higher psychological processes, including particular forms of reasoning and the ability to understand and to apply concepts, originate in social interactions. It follows from this position that learning higher processes must therefore involve a process of internalisation; what initially exists in the social interactions of a particular culture must be internalised by the individual. In emphasising the transition from social to personal values and the part played by semiotic mechanisms in that process, the Vygotskian perspective on learning demands that the prime focus of investigation should be upon the interactions of the classroom. The focus is upon how pupils’ understandings develop in the social, interactive environment of the classroom. The methodology is based upon an ethnographic case study approach in which the interactions of short sequences of lessons, focusing on the teaching and learning of particular science concepts, are documented in some detail. Two science concept areas (air pressure and rusting) are focused upon and two different classes of 13/14 year olds followed through each lesson sequence. It is anticipated that the outcomes of the research will be two-fold: 1) to better understand the processes involved in teaching and learning science concepts in a classroom environment by drawing upon Vygotskian theory; and 2) to develop and elaborate that theory through its application to contemporary science classroom contexts. Published Material: SCOTT, R, ASOKO, H. & DRIVER, R. (1991). ‘Teaching for conceptual change: a review of strategies’. In: DUIT, R., GOLDBERG, F. & NIEDDERER (Eds). Research in physics learning: theoretical issues and empirical studies. Proceedings of an international workshop held at the University of Bremen, 4–8 March, 1991. Kiel, Germany: Institut für die Pädagogik des Naturwissenschaften an der Universität Kiel; SCOTT, P. (1992). ‘Planning secondary school science teaching with children’s thinking in mind’. Paper presented at BERA Annual Meeting, Stirling, August 1992.; SCOTT, P. (1993). ‘Overtures and obstacles: teaching and learning about air pressure in a high school classroom’. In: NOVAK, J. (Ed). Misconceptions and educational strategies in science and mathematics. Proceedings of the Third International Seminar, Cornell University, Ithaca, USA, 1993.; SCOTT, P, ASOKO, H., DRIVER, R. & AMBERTON, J. (1994). ‘Working from children’s ideas: an analysis of constructivist teaching in the context of a chemistry topic’. In: FENSHAM, P.J., GUNSTONE, R. & WHITE, R. (Eds). The content of science: a constructivist approach to its teaching and learning. London: Falmer Press. Status: Sponsored project Source of Grant: British Gas £78,000

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Date of Research: 1991–1996 KEYWORDS: concept formation; learning theories; science education; scientific concepts 11/0586 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT 01132 431751 Twigger, D. Mr; Supervisor: Driver, R. Prof. A longitudinal study of the development of selected science concepts by pupils Abstract: The physical science conceptions of a cohort of thirty secondary school pupils in one high school are being studied at yearly intervals. The longitudinal data will be analysed in order to describe patterns in the ways pupils’ basic science conceptions evolve. Status: Individual research Date of Research: 1993-continuing KEYWORDS: concept formation; science education; scientific concepts 11/0587 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT 01132 431751 Kent, D. Mr; Towse, P. Mr Development of support materials for use by students or newly qualified teachers undertaking education-business placements Abstract: The aim of the project is to develop, pilot and refine support materials for use by students or newly qualified teachers undertaking education-business placements, to guide and enhance the process and ensure the quality of provision. The materials will focus on three components: 1) Providing guidance, e.g. setting up the activity and identifying the learning outcomes. 2) Monitoring and revising the experience to ensure that the learning outcomes are achieved. 3) Assessing the value of the activity. These aims are consistent with the current policies and provisions for initial teacher training. Status: Individual research Date of Research: 1994–1995 KEYWORDS: educational materials; industrial secondments; industry higher education relationship; material development; newly qualified teachers; secondments; student teachers; teacher development 11/0588 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT

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01132 431751 Kent, D. Mr; Towse, P. Mr Students’ perceptions of science and technology Abstract: Many teachers have a very negative view of science and technology (particularly technology) and are inclined to transmit that view to their pupils. The aim of the project was, therefore, to survey the range of understandings which student teachers have of science and technology and of the part that technology plays in everyday life. Status: Individual research Date of Research: 1993–1995 KEYWORDS: preservice teacher education; scientific attitudes; scientific literacy; student teacher attitudes; student teachers; technological literacy; technology 11/0589 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT 01132 431751 University of Cape Coast, Department of Science Education, Cape Coast, Ghana Towse, P. Mr; Anamuah-Mensah, J. Dr Science and technology in action in Ghana Abstract: The aim is to relate the science taught in schools to that practised in industry and other aspects of everyday life in Ghana. Materials are being developed for use by teachers and pupils in the classroom and the use of these is being evaluated. This evaluation will include pupils’ understanding of science and technology and their attitudes to science and technology. Published Material: TOWSE, P. & ANAMUAH-MENSAH, J. (1991). ‘Science and technology in action in Ghana’, Science Education International, Vol 2, No 2, pp.31–34.; ANAMUAH-MENSAH, J. & TOWSE, P. (1994). ‘Bringing industry into the science classroom: problems, concerns and prospects associated with a paradigm shift’. Proceedings of ‘Science and Technology Education in a Demanding Society’, 7th International Organisation of Science and Technology Education (IOSTE) Symposium, De Koningshof Veldhoven, Netherlands, 23–31 August 1994, pp.46–52. Status: Sponsored project Source of Grant: African Forum for Children’s Literacy in Science and Technology £30,000 Date of Research: 1990–1995 KEYWORDS: Ghana; industry education relationship; science education 11/0590 School of Education, Centre for Studies in Science and Mathematics Education, Leeds LS2 9JT 01132 431751

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University of Dar Es Salaam, Faculty of Education, Department of Curriculum and Teaching, PO Box 35048, Dar Es Salaam, Tanzania 010 255 5148135 Kent, D. Mr; Mushi, R. Mr The education and training of artisans in the informal sector of Tanzania Abstract: The aims of the project are to: 1) Identify and examine initiatives designed to assist in the development of the informal sector of the Tanzanian economy; 2) Examine the process(es) by which artisans are trained; 3) Examine the ways in which the training articulates in realistic ways with community and market needs; and 4) Make recommendations relating to the training needs of artisans to government and nongovernmental agencies. A literature search, coupled with semi-structured interviews, will be employed to map this provision of training within Tanzania. Ethnographic instruments will be employed to gain an understanding of training methods. The study will use representative samples of training institutes drawn from three categories of providers: governmental, non-governmental, and private, and will include both rural and urban centres. The focus of the study is the training of mechanical and electrical artisans, although in the policy defining stage ‘the training of artisans’ will consider a broad range of skills/trades. Status: Sponsored project Source of Grant: Overseas Development Administration £30,000 Date of Research: 1994–1995 KEYWORDS: skilled workers; Tanzania; training; vocational education 11/0591 School of Education, Centre for Studies in Science Research Group, Leeds LS2 9JT 01132 431751 Carson, E. Mrs; Supervisor: Driver, R. Prof.; Donnelly, J. Dr A study of first year undergraduate students’ learaing in physical chemistry Abstract: The project aims to identify prior conceptions of undergraduate students beginning a course in classical chemical thermodynamics, and their conceptions after a course of instruction. Changes in conceptions will be identified as well as problems that students may have in conceptualizing and learning new material. This information will also be used to inform the University Chemistry Department regarding the extent to which their teaching aims have been realised. A pilot study, now in progress, will be used to develop and refine the instrument to be used in the main study. The pilot sample consists of six students (two female, four male of whom two are Asian). Questions and problems have been devised to probe understanding of specific concepts. Students have been interviewed individually and the interviews tape-recorded and then transcribed. Status: Individual research Date of Research: 1993-continuing KEYWORDS: chemistry; learning; science education; scientific concepts; students 11/0592

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School of Education, Computer Based Learning Unit, Leeds LS2 9JT 01132 431751 Byard, M. Mr; Hartley, J. Prof.; Mohammed, Z. Mr Chapeltown and Harehills Assisted Learning Computer School (CHALCS) science and technology project Abstract: This research is concerned with improving the confidence, aspirations and learning skills of pupils in the lower secondary age range, in order that they will become more participative in the classroom, develop a closer bonding to their schools, and become more effective in their science learning. The research is targeted at pupils from a multi-ethnic inner city area of Leeds (Chapeltown and Harehills) which suffers severe social deprivation coupled with a very high crime rate. A modular science course, lasting approximately eight months, has been developed which incorporates authentic materials and makes extensive use of computer based methods for data logging and analysis. The course materials have been trialled successfully on three previous occasions and are currently being evaluated using a variety of techniques, i.e. classroom observation, performance and attendance records, questionnaire data and school based control groups. Status: Sponsored project Source of Grant: Leeds Training and Enterprise Council £10,000 Date of Research: 1993–1995 KEYWORDS: curriculum development; educational materials; material development; science education; technology education 11/0593 School of Education, Leeds LS2 9JT 01132 431751 London University, Institute of Education, Department of English for Speakers of Other Languages, 20 Bedford Way, London WC1H OAL 0171 580 1122 Cameron, L. Ms; Supervisor: Cook, G. Dr Developing coonections: the interaction of knowledge and language in metaphor Abstract: The aims of this research are to examine and extend what is known about children’s developing understanding and use of metaphor, and to investigate metaphor in the language and cognitive development of 6–12 year olds. Theories of metaphor are examined for their adequacy in explaining development. The empirical part of the study uses ethnographic data collected at home and at school. The classroom based data focuses on an individual 10 year old, and was collected by audio recording and observation, with all written texts used by the child over 5 days also collected. This is supplemented with structured investigations of responses to texts, analysed using think aloud protocol analysis. This reveals the processes used in dealing with metaphorical language, receptively and productively, strategies employed to cope with processing problems. Results so far indicate ways in which a child’s understanding of text and talk can depend on an understanding of metaphorical structuring of conceptual domains. Explicit labelling and understanding of metaphor is possible from 6–7 years of age. Metaphor is a viable

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tool for cognitive development but may be used in unexpected and not immediately recognisable ways by children. Published Material: CAMERON, L. (1991). ‘Off the beaten track: implications for teachers of recent developments in the study of metaphor’, English in Education, Vol 25, No 2, pp.4–15. Status: Individual research Date of Research: 1990–1996 KEYWORDS: child language; figurative language; metaphors

Leicester University 11/0594 Department of Adult Education, Parenthood Research Group, University Road, Leicester LE1 7RH 01162 522522 Berryman, J. Dr; Windridge, K. Dr Women’s experience of pregnancy, birth and motherhood: maternal age effects Abstract: Women’s experience of pregnancy, birth and motherhood was explored in a sample of over 100 women in a prospective study designed to compare equal numbers of older mothers (women aged 35 and over) with younger—average age mothers (women aged 20–29 years). Each age group was divided into two groups: first-time mothers and women having had 1–4 previous children. Older first-time mothers were recruited from the largest Leicestershire hospital and the other three groups were selected so they resembled the target group in terms of marital status, and educational and occupational status. Women were interviewed and/or completed questionnaires at four points over an 18 month period: twice in pregnancy and twice after the birth of the baby, with the final phase just after the first year of the birth. Data was analysed on the basis of mothers’ age and parity, and a number of differences were found between the groups. Published Material: BERRYMAN, J.C. & WINDRIDGE, K.C. (1993). Tregnancy after 35: a preliminary report on maternal-foetal attachment’, Journal of Reproductive and Infant Psychology, Vol 11, pp.169–174.; BERRYMAN, J.C., WINDRIDGE, K.C. & THORPE, K.C. (1995). Older mothers: conception, pregnancy and birth after 35. London: Pandora.; BERRYMAN, J.C & WINDRIDGE, K.C. (1996). Tregnancy after 35 and attachment to the foetus’, Journal of Reproductive and Infant Psychology, Vol 14, pp.133–143.; WINDRIDGE, K.C. & BERRYMAN, J.C. (1996). ‘Maternal adjustment and maternal attitudes during pregnancy and early motherhood in women of 35 and over’, Journal of Reproductive and Infant Psychology, Vol 14, pp.45–55. Status: Sponsored project Source of Grant: Nestle UK Ltd £76,000 Date of Research: 1990–1995 KEYWORDS: birth; late parenthood; mother child relationship; mothers; pregnancy 11/0595

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Department of Adult Education, Parenthood Research Group, University Road, Leicester LE1 7RH 01162 522522 Berryman, J. Dr; Windridge, K. Dr Later motherhood: psychological health and adjustment in the children Abstract: There is ample evidence to indicate that there are important psychological differences between children born to older mothers compared with those of younger mothers. The current study is an extension of a longitudinal study of women’s experiences of pregnancy, birth and motherhood as a function of maternal age. The sample for this study comprises participants from the original sample (n=107, mothers in 2 age groups: 20–29 years and 35 and over; and 2 parity groups: primiparous and multiparous mothers) plus an additional sample of approximately 40 families recruited for this study (on the same basis as above). Children are being assessed in their fifth year of life on a range of measures (to explore differences reported in earlier research) of psychological development. Mothers’ perceptions of their children will be assessed in open-ended interviews. Published Material: BERRYMAN, J.C., WINDRIDGE, K.C & THORPE, K. (1995). Older mothers: conception, pregnancy and birth after 35. London: Pandora.; BERRYMAN, J.C. & WINDRIDGE, K.C. (1996). ‘Pregnancy after 35 and attachment to the foetus’, Journal of Reproductive and Infant Psychology, Vol 14, pp.133–143.; WINDRIDGE, K.C. & BERRYMAN, J.C. (1996). ‘Maternal adjustment and maternal attitudes during pregnancy and early motherhood in women of 35 and over’, Journal of Reproductive and Infant Psychology, Vol 14, pp.45–55. Status: Sponsored project Source of Grant: Nestle UK Ltd £62,175 Date of Research: 1995-continuing KEYWORDS: child development; late parenthood; mother child relationship 11/0596 Department of Psychology, University Road, Leicester LE1 7RH 01162 522522 Sluckin, A. Mrs; Foreman, N. Dr; Milloy, N. Dr The aetiology and treatment of selective mutism (children wbo do not talk in school) Abstract: This research is undertaken by members of the Leicester Selective Muslim Information and Research Association (SMIRA). The research analyses the phenomenon of the child who does not talk in school despite having age-appropriate speech at home. Data on 25 such cases, including details of home background, exposure to more than one language, age at referral and number of school terms spent mute, has been accumulated. The research also involves scrutiny of the treatment programmes to which children were exposed, in particular the extent to which behavioural treatment methods were incorporated. Statistical analysis revealed that those children having made little progress at follow-up were those having a clinical psychopathology in the immediate family (often maternal depression), and those having been given standard remedial programmes in

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school without a behavioural component. The results suggest that a subgroup of selective mute children can be identified that is likely to persist in selectivity of speaking, and that would benefit from the early application of treatment methods having a behavioural content. Current research is aimed at extending the data to a larger sample, analysing more closely the quality of speech shown by selective mute children in the home environment, and assessing quality of speech in the school environment on recovery. It is hoped to develop procedures for assessing the possible role of behavioural inhibition in the aetiology of the condition. The research group is linked to a registered charity devoted to researching selective mutism and offering support to the parents, teachers and other professionals currently having to deal with selectively mute children. The group is currently producing a video that will be distributed to parents and professionals throughout the UK on request. The work of this group may have special relevance to the difficulties of children who are difficult to test under National Curriculum arrangements due to their reluctance to speak. The group has links with Norway and the USA. Published Material: SLUCKIN, A., FOREMAN, N. & HERBERT, M. (1991). ‘Behavioural treatment programmes and selectivity of speaking at follow-up in a sample of twenty-five selective mutes’, Australian Psychologist, Vol 26, pp. 132–137. Status: Individual research Date of Research: 1975-continuing KEYWORDS: emotional and behavioural difficulties; inhibition; psychopathology; selective mutism; special educational needs; speech communication 11/0597 Department of Psychology, University Road, Leicester LE1 7RH 01162 522522 Foreman, N. Dr; Wilson, P. Dr The development of spatial awareness in children with physical handicaps, particularly those integrated in mainstream schools Abstract: Children’s spatial awareness has been tested using a variety of paradigms, and the development of cognitive mapping skills charted across the preschool and primary school age-range. Using search tasks with groups of 10–20 infants, it has been shown that spatial awareness develops especially rapidly between 2 and 5 years (Foreman et al, 1984), and that reference memory develops in advance of working memory for visited places (Foreman, Warry & Murray, 1990). The research has also found, in groups of 30– 40 ablebodied children, that independent spatial choice is necessary for the development of spatial awareness (Foreman, Foreman et al, 1990). In disabled children integrated in mainstream schools (N=10) it was found that mobility status determined accuracy in using cognitive spatial representations of the classroom and school campus compared with a matched control group (Foreman et al, 1989; Foreman & Gell, 1990). This work was carried out collaboratively between the Psychology Department of Leicester University and the Advisory Service for Physically Impaired Pupils in Mainstream Schools, based at Westbrook Special School, Long Eaton, Derbyshire. Current research is extending the earlier work, investigating whether locomotion in space and/or spatial choice in able-bodied pupils specifically affects working or reference components of

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spatial memory, and whether spatial skill relates to other areas of intellectual development such as reading, mathematical or technical ability. The research attempts to develop desk-top procedures and computerised tasks which measure spatial development. This will enable schools to identify spatial disabilities and offer appropriate remedial help. Within special education, the researchers are currently exploring the use of ‘virtual reality’ computerised environments as a possible means of remediating spatial difficulties in more severely disabled pupils, and in relating spatial difficulties to particular forms of cerebral dysfunction. The research currently focuses upon the use of computer-simulated spatial environments (3-D Virtual Reality) to enhance and assess spatial skills in disabled children, using a variety of interface devices. Published Material: FOREMAN, N., ORENCAS, C., NICHOLAS, E., MORTON, P. & GELL, M. (1989). ‘Spatial awareness in 7 to 11-year old physically handicapped children in mainstream schools’, European Journal of Special Needs Education, Vol 4, No 3, pp.171–80.; FOREMAN, N., FOREMAN, D., CUMMINGS, A. & OWNES, S. (1990). ‘Locomotion, active choice, and spatial memory in children’, Journal of General Psychology, Vol. 117, pp.215–232.; FOREMAN, N., WARRY, R. & MURRAY, P. (1990). ‘Development of reference and working spatial memory in preschool children’, Journal of General Psychology, Vol 177, pp.267–276.; FOREMAN, N. (Ed). (1993). ‘Virtual reality’, Special Children, No 68, pp.26–27. Status: Individual research Date of Research: 1983-continuing KEYWORDS: cognitive processes; mainstreaming; spatial ability; special educational needs 11/0598 Department of Psychology, University Road, Leicester LE1 7RH 01162 522522 Hargreaves, D. Dr; Morgan, L. Miss Collaborative learning and music composition in primary school children Abstract: Music is a compulsory part of the National Curriculum and children are required to compose at all levels. Collaboration is an important part of this process, especially in primary school children. There has been a considerable amount of research on children’s music composition and there has recently been a lot of interest in collaborative learning. The aim of this project is to investigate how collaborative work affects the nature and quality of music composition. The research will include an observational study of children’s music composition in the class, and a number of experimental studies to investigate the effects of the gender composition and the size of group. Status: Team research Date of Research: 1994–1996 KEYWORDS: group work; music; musical composition 11/0599

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School of Education, University Road, Leicester LE1 7RH 01162 522522 Dobson, N. Mr; Supervisor: Aplin, R. Mr; Wortley, A. Mrs The use of outdoor pursuits in schools in England and France Abstract: Outdoor pursuits have grown greatly in importance in the educational programme of school children in England and France since World War Two. In 1951 the first local authority residential outdoor pursuits centre in England and Wales was opened, and the first class of elementary school children was taken to the Alps for a month of half-time skiing and half-time normal lessons. After a slow start the number of children being taken, through the education authorities of both countries, to experience outdoor pursuits, has expanded enormously. This study will attempt to describe this movement and to discover what value the authorities, parents, teachers and children ascribe to outdoor pursuit activities. Status: Individual research Date of Research: 1991–1996 KEYWORDS: activities; comparative education; France; outdoor pursuits; physical education 11/0600 School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 Doughty, J. Ms; Supervisor: Bush, T. Prof. The changing role of secondary headteachers Abstract: This research is considering the change role of the secondary headteacher following the Education Reform Act 1988. The first phase of the research involved distributing questionnaires to all secondary headteachers in three counties in the Midlands. One hundred and forty four replies were received (approximately 75% return). The questionnaire focused on headteachers’ perceptions of: changes in relationships and responsibilities; their leadership approaches; the role of the governing body; the role of the local education authority; and the leading professional chief executive role dimensions. The data has provided some interesting results, including the finding that less emphasis is now placed upon leading professional dimensions of the role. The second phase of the research, a case study of four of the schools, is now being carried out. The aim of the case study work is to explore in greater depth some of the issues arising from the questionnaire. Status: Individual research Date of Research: 1991–1996 KEYWORDS: administrator role; educational change; head teachers; management in education; role confiict; secondary schools; teacher role 11/0601

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School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 Bush, T. Prof.; Coleman, M. Ms; West-Burnham, J. Mr; Wall, D. Ms Mentoring of headteachers and mentoring in middle management Abstract: Leicester is one of six universities (the others being: Keele; Sussex; Manchester Metropolitan; Oxford and Swansea) included in a research project on mentoring. The distinctive feature of the Leicester team’s research is the emphasis on mentoring in continuing professional development, rather than mentoring in initial teacher training (ITT). During the academic year 1993–94, two sets of interviews will be undertaken. The research on the mentoring of headteachers comprises interviews with, and observations of, seven pairs of mentors and new headteachers from two different local education authorities. Headteachers are also asked to complete a log indicating the number and purpose of meetings. The pilot research on the mentoring of middle managers will take place in three schools: one primary; one middle; and one secondary. Interviews with newly qualified teachers (NQTs) and mentors are taking place in six schools in the two authorities, involving 13 NQTs and 11 mentors. It is anticipated that a book and journal articles will be written to disseminate the results of the research. Status: Sponsored project Source of Grant: Esmee Fairbairn Foundation £35,000 Date of Research: 1993–1995 KEYWORDS: head teachers; mentors; middle management; professional continuing education; teacher development; teaching profession 11/0602 School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 Coleman, M. Ms Women headteachers of mixed comprehensive schools Abstract: A pilot research project to investigate the experience of women headteachers of mixed secondary schools with reference to: 1) their experience of barriers to promotion; and 2) their management style. Interviews were conducted with all the female secondary headteachers of one Midlands county. There are five such head-teachers: this number reflects the proportion of female secondary headteachers in the country as a whole. Conclusions relate to the similarity of their experiences, their management style, and comparisons with the models in the literature. Status: Sponsored project Source of Grant: Leicester University £500 Date of Research: 1994–1995 KEYWORDS: head teachers; management in education; secondary schools; women teachers; womeris employment

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11/0603 School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 Bush, T. Prof.; Coleman, M. Ms; Moyles, J. Ms; Merry, R. Dr; Lumby, J. Ms; Ryan, P. Mr Comparative research on educational management: China and England Abstract: The link between the Shaanxi Teachers’ University and the University of Leicester has led to the development of this project, which involves visits to China by staff from Leicester and visits to England by Chinese colleagues. The aims of the research are: 1) To assess the effectiveness of management structures and processes in both countries. All types of schools to be included in the research covering the age range from 3–20. 2) To make recommendations to modify management structures and processes in order to facilitate school improvement and to advance teaching and learning. 3) To assess the role of women in school management, investigate barriers to their career development and make recommendations to advance their role. 4) To promote the development of academic staff in both China and United Kingdom with particular reference to the position of women. The methods used in China include a questionnaire to a sample of principals of all types of schools in Shaanxi Province, and case studies of 14 schools in the Province. The research will be matched by questionnaires and case studies in the East Midlands region of England. Status: Sponsored project Source of Grant: British Council Beijing £20,000; University of Leicester; Shaanxi Teachers’ University Date of Research: 1995-continuing KEYWORDS: China; comparative education; educational administration; international educational exchange; management in education 11/0604 School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 Wise, C. Mrs; Supervisor: Bush, T. Prof. Change in role of middle managers of academic departments in secondary schools Abstract: Evidence from literature has shown that academic middle managers in secondary schools were having difficulty fulfilling their role as perceived by others prior to the Education Reform Act 1988. In particular, many were avoiding their personnel management responsibilities. This study hopes to look at some of the changes in expectations of middle managers after the 1988 Act and how they have accommodated these expectations. Status: Individual research Date of Research: 1995-continuing

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KEYWORDS: department heads; educational administration; management in education; middle management; secondary schools 11/0605 School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 Ryan, P. Mr; Supervisor: Bush, T. Prof. An investigarion of differences in managing the National Curriculum in primary schools: with specific reference to urban and non-urban schools Abstract: The background to this study is an interest in urban education and urban primary schools in particular. The literature base with reference to urban schools is small and concentrates, in the main, on issues of race or gender. This investigation is an attempt to highlight differences or similarities in practice in urban and nonurban schools, due to contextual factors. There is also an attempt to identify effective practices in urban schools that could serve as a model to other schools. Essentially the study aims to argue that urban schools are not necessarily ‘failing’ but engaging in something ‘different’. The study is an investigation into differences in managing the implementation of the National Curriculum in English primary schools with particular reference to urban and non-urban schools. It is a qualitative study using case study methodology. Empirical data will be collected from a total of six schools, three urban and three non-urban. Status: Individual research Date of Research: 1992-continuing KEYWORDS: curriculum development; National Curriculum; primary schools; urban schools 11/0606 School of Education, University Road, Leicester LE1 7RH 01162 522522 Leicester University, School of Education, Educational Management Development Unit, University Centre, Barrack Road, Northampton NN2 6AF 01604 30180 McNamara, S. Ms; O’Neill, J. Mr; Rose, R. Mr The involvement of pupils with special educational needs in the management of their own learning (QUEST) Abstract: The Code of Practice on the Identification and Assessment of Special Educational Needs (Department for Education 1994) states that schools should consider how they: 1) involve pupils in decision-making processes; 2) determine the child’s level of participation, taking into account approaches to assessment and intervention which are suitable for his or her age, ability and past experiences; 3) record pupils’ views in identifying their difficulties, setting goals, agreeing a development strategy, monitoring and reviewing progress; and 4) involve pupils in implementing individual education

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plans. The level of involvement of young people with special educational needs (SEN) in their own education and learning depends on two critical variables: 1) the extent to which the individual is capable of taking part in articulating his or her needs; and 2) the extent to which education providers are willing to facilitate maximum client participation in that process. This project will identify good practice in the ‘involvement of pupils in their own learning’ using two questionnaires (one to all local education authorities (LEA’s) in the country asking them to nominate schools which have examples of good practice in this field; one to 100 nominated schools) to investigate: 1) the extent of pupil involvement in decision making; 2) the level of participation compared with degree of SEN; 3) the level of incorporation of pupils’ views in planning, delivery, assessment, monitoring, and review of learning. The data will be both analysed in respect to Total Quality Management principles and used to form a database. Status: Sponsored project Source of Grant: Nuffield Foundation £4,950 Date of Research: 1994–1995 KEYWORDS: individual education plans; individual needs; individualised methods; pupil needs; pupil participation; special educational needs

Liverpool Hope University College 11/0607 Department of Information Technology, Hope Park, Liverpool L16 9JD 0151 737 3000 Liverpool University, Department of Computer Science, PO Box 147, Liverpool L69 3BX 0151 794 2000 McKenna, P. Mr; Supervisor: Rada, R. Prof. A course of ‘morceaux’: overcoming Hypermedia Assisted Learning (HAL) fragmentation via reconstruction Abstract: The purpose of the research is to examine and develop ways in which Hypermedia Assisted Learning (HAL) ‘texts’ can lend themselves to the deconstruction and reconstruction of meaning and understanding. Reconstruction of linear patterns from a non-linear medium is seen as critical to effective HAL that can be both adaptive and reflective. Research includes: 1) development and testing (with undergraduate groups) of specially-designed HAL software in arts and science subjects; 2) analysis of the impact on learning of intrinsically non-linear and parallel mode-contents (especially visualisation), the distinctions and the interrelations that arise from different linkings and paths between different mode-contents; 3) definition of what makes (in structuralised terms), a ‘readerly’ or ‘writerly’ hypertext; and 4) how constructivist learning psychology may be modelled, in different subject areas, via HAL. Status: Individual research Date of Research: 1994-continuing

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KEYWORDS: computer assisted learning; computer uses in education; hypermedia; information technology 11/0608 Department of Professional Studies, Hope Park, Liverpool L16 9JD 0151 737 3000 Bath University, School of Education, Claverton Down, Bath BA2 7AY 01225 826826 Heraty, D.Mrs; Supervisor: Calderhead, J.Prof. The role of school based tutors in teaching practice supervision: an examination of the contribution of teacher-tutors to student teachers’ professional development Abstract: Goverament legislation is moving towards a greater involvement of practising teachers in the initial training of primary school teachers. This study looks at the background to this move and, in particular, how one institution, Liverpool Institute of Higher Education (LIHE), has developed its links with teachers in partnership schools. LIHE’s pilot mentoring scheme is analysed in depth during its first year with a group of thirty primary schools participating in the project. Results are analysed from three perspectives, the mentor trainers’, the mentors’, and the student teachers’. The views of LIHE’s moderators and teaching practice external assessors are also taken into account. Status: Individual research Date of Research: 1987–1995 KEYWORDS: mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers; teaching practice 11/0609 Department of Professional Studies, Hope Park, Liverpool L16 9JD 0151 737 3000 Liverpool University, Department of Education, PO Box 147, Liverpool L69 3BX 0151 794 2000 Clarkson, J. Mrs; Supervisor: Hamilton, D. Prof. The role of appraisal and its effect on the career development of women in education Abstract: The study will consider the area of teacher appraisal, the links with equal opportunities and the resulting career development of women in education. The notion of how appraisal may aid equal opportunity and how this can be further developed will be explored through a longitudinal study of the career development of a sample of teachers. Appraiser bias, stereotyped expectations of the appraiser, appraisal not conducted in an equitable manner are all issues of concern and will be scrutinised in three local education authorities (LEA’s) using their training material. The method of appraisal used in a sample of primary schools across LEA’s will focus on the benefits to women and look particularly at the management structure. Research in schools, mostly comprehensives, has shown that women often have more responsibility and lower grading than men. This

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study will investigate the occurrence of male/female ratio in management in primary schools and investigate the type of responsibility that is undertaken. The training procedure for appraisal will be closely observed, particularly the language that is used in the literature. The career development plan negotiated by the appraiser will be investigated to see what strategies are offered to women to encourage career advancement. The study will investigate the type of training women need and also the type of training given to the appraiser. Customs, practice and prejudices inherent in any educational institution will be investigated to endeavour to find out if these affect the effectiveness of appraisal. Status: Individual research Date of Research: 1993-continuing KEYWORDS: equal opportunities—jobs; teacher development; teacher evaluation; teaching profession; women teachers; women’s employment 11/0610 Department of Pscyhology, Hope Park, Liverpool L16 9JD 0151 737 3000 Norton, L. Dr; Thomas, S. Ms; Morgan, K. Mr Full-time studying and long-term relationships: make or break Abstract: This research is a three year longitudinal study designed to investigate what happens when one of the partners in a stable, long-term interpersonal relationship, becomes a full-time student in higher education. Indepth interviews with a small sample of six students identified four major areas which were investigated with a larger sample. These were: ‘marital’ satisfaction; perceived support from partner; student stress; and student self-esteem. Questionnaires were sent out to over 200 mature students in their first year of an undergraduate degree at a university college. Ninety-three questionnaires were completed and returned. Correlation of the variables showed that there were significantly positive relationships between partner support and student marital satisfaction and self-esteem. At the same time, there were significantly negative relationships between partner support and student stress, as well as between student stress and self-esteem. Years two and three of the study will send out the same questionnaires to those students who responded in the first year to establish whether there is a change in the relationships between the variables over time. It is also intended to carry out indepth interviews (probably in the third year) with a small sample of students whose relationships have broken down and students who are extremely satisfied with their relationships. Status: Sponsored project Source of Grant: Liverpool Hope University College £200 Date of Research: 1994-continuing KEYWORDS: family life; higher education; interpersonal relationship; mature students; spouses; students 11/0611

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Department of Psychology, Hope Park, Liverpool L16 9JD 0151 7373000 Norton, L. Dr; Crowley, C. Miss Can students be helped to learn how to learn? An evaluation of an Approaches to Leaming Programme for first year degree students Abstract: The research reports on an attempt to improve the quality of student learning by integrating an Approaches to Learning Programme into the first year psychology curriculum at Liverpool Institute of Higher Education. Written accounts of students’ conceptions of learning were collected at the beginning and end of the Programme, and the effects of attending the Programme were measured in terms of academic performance. Two hundred and twenty three first year psychology students were involved in the study, but numbers for data analysis varied considerably because of the naturalistic research design. Results indicated that attending the Programme had a significantly benefical effect on essay and examination performance, and there was a significant shift towards more sophisticated conceptions of learning by the end of the course. The fmdings were less clear cut about the effects of taking a deep approach, and holding a more sophisticated conception of learning, on academic performance. The implications are discussed with particular reference to the role of assessment in improving the quality of student learning. Published Material: NORTON, L.S. & CROWLEY, C.M. (1995). ‘Can students be helped to learn how to learn? An evaluation of an Approaches to Learning Programme for first year degree students’, Higher Education, Vol 29, pp.307–328. Status: Sponsored project Source of Grant: Liverpool Hope University College £650 Date of Research: 1993–1994 KEYWORDS: learning strategies; learning theories; metacognition; students; study skills 11/0612 Department of Psychology, Hope Park, Liverpool L16 9JD 0151 737 3000 Norton, L. Dr; Dickins, T. Mr; McLaughlin Cook, N. Mr Rules of the game in essay writing Abstract: Research suggests that how tutors assess coursework is critical in determining whether students take a deep or a surface approach to their essay writing. Typically tutors claim that they reward a deep approach, but students believe otherwise. This research is a questionnaire study designed to find out what ‘tactics’ psychology students use, in the belief that they might favourably influence their tutor when he/she is marking their essay. These tactics are called ‘rules of the game’. The research has been conducted in 4 stages: Stage 1: Pilot study on 31 first year and 27 third year students. Stage 2: Refmement of questionnaire and reliability measures using approximately 70 second year students. Stage 3: Refined questionnaire given to approximately 200 first year and 100 third year psychology students. Stage 4: Questionnaire given to third year students in an English

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department and a science department in the same institution, as well as to a sample of third year psychology students in a neighbouring university. Findings indicated that there is a widespread student folklore about tutors’ marking strategies, many of which reflect a concern with surface criteria. There is also evidence to suggest that ‘rules of the game’ not only exist, but also change as a function of the students’ academic experience. The implications of these findings relate to the whole question of how assessment influences students’ essay writing strategies. Published Material: NORTON, L.S., DICKINS, T.E. & MCLAUGHLIN COOK, N. (1995). ‘Coursework assessment: what are tutors really looking for?’. Paper given at the 3rd International Symposium: Improving Student Learning, Exeter University, 11–13 September 1995.; NORTON, L.S., DICKINS, T.E. & MCLAUGHLIN COOK, N. ‘Rules of the game in essay writing’, Psychology Teaching Review. (in press). Status: Sponsored project Source of Grant: Liverpool Hope University College £6,500 Date of Research: 1994–1995 KEYWORDS: assessment; essays; higher education; learning strategies; students; study skills; writing—composition 11/0613 Department of Psychology, Hope Park, Liverpool L16 9JD 0151 737 3000 Norton, L. Dr; Scantlebury, E. Mrs; Dickins, T. Mr; Duckmanton, S. Miss; Richardson, T. Mrs Helping undergraduates to learn more effectively Abstract: Two different types of taught interventions were evaluated in the Psychology Department and the Theology and Religious Studies Department of Liverpool Institute of Higher Education. In both departments the interventions were designed as an integral part of their first year curriculum. The nature of the interventions differed in that the Psychology Department’s Approaches to Learning Programme aimed to raise students’ metacognitive awareness and encourage them to take a deep approach to their studies. The Theology and Religious Studies Department’s Introduction to the Study of Religion Course aimed to help students develop the necessary skills for effective learning within the subject of religion. To evaluate these interventions, comparisons were made between the two departments and with a sample (approximately forty) of first year undergraduates from two local universities who had no interventions. Results showed significant beneficial effects on academic performance for both types of intervention, the evidence being particularly strong for the psychology intervention. The results were less clear as to whether metacognitive awareness had been raised, although there was evidence that students were taking less of a surface approach by the end of their first year. Implications of the findings are discussed in terms of what appears to be the most beneficial type of intervention. Published Material: NORTON, L.S. & DICKINS, T.E. (1995). ‘Do approaches to learning courses improve students’ learning strategies?’. In: GIBBS, G. (Ed). Improving

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student learning: through assessment and evaluation. Oxford: Oxford Centre for Staff Development. Status: Sponsored project Source of Grant: Liverpool Hope University College £450 Date of Research: 1993–1995 KEYWORDS: learning strategies; learning theories; metacognition; students; study skills 11/0614 Department of Psychology, Hope Park, Liverpool L16 9JD 0151 737 3000 Norton, L. Dr; Scantlebury, E. Mrs Teaching undergraduates to take a deep approach to studying: a tutor pack Abstract: This project intends to use content from two departments’ taught courses designed to improve student learaing. These courses have been evaluated and results published indicate significant academic benefits, and some evidence of a change away from surface approaches, after attending these courses. A tutor pack has been designed, using material from the courses, together with received wisdom from the research literature on student learning. The aim of the pack is to help tutors encourage their students to take a deep approach to studying. It is envisaged that tutors will be able to use this pack, either in its entirety as a basis for a taught programme, or will be able to select specific ideas and suggestions from it to meet the needs of their students, perhaps in a seminar type of setting. A linked investigation is also being carried out to devise alternative measures of measuring deep and surface approaches to study, to already published questionnaires. Status: Sponsored project Source of Grant: Liverpool Hope University College £3,050 Date of Research: 1994–1995 KEYWORDS: learning strategies; learning theories; metacognition; students; study skills; teaching guides 11/0615 Department of Psychology, Hope Park, Liverpool L16 9JD 0151 737 3000 Porter, I. Mr; Horn, R. Dr A qualitative exploration of the structure and process of undergraduate research supervision Abstract: Undergraduate research supervision is a complex, subtle and ‘resource intensive’ form of teaching activity engaged in throughout the course of each academic year. The few previous studies of this form of academic activity have focused primarily on the supervision of postgraduate research students and, though many of the suggestions and guidelines might also be relevant to undergraduate supervision, two issues are

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apparent: (a) few studies have focused on the process of research supervision, and (b) one aspect of supervision which has been almost totally neglected is the research supervision tutorial. The present research is designed to focus on these areas. Key questions are: 1) What are the major structural phases of the research supervision tutorial? 2) What are the key skills/learning strategies used by supervisors during the process of undergraduate research supervision? 3) What do supervisors think they do, and what do they actually do? The study is primarily qualitative in design and operates within the dynamic context of the research supervision tutorial. Eight undergraduate supervisors in the Department of Psychology at Liverpool Hope University College are participating in the study and three of each supervisor’s allocated group of research supervisees, creating twenty-four ‘supervision relationships’. Within each ‘supervision relationship’, six supervision tutorials will be studied. Each of the supervision tutorials will be audio-tape recorded, and the tapes will be transcribed verbatim. The transcripts will be analysed in consecutive order, using grounded theory methods. In accordance with grounded theory guidelines, the data collection and analysis stages are interwoven, so analysis will take place throughout the study. Status: Sponsored project Source of Grant: Liverpool Hope University College £5,000 Date of Research: 1995–1996 KEYWORDS: higher education; professional tutors; student research; supervision; supervisors 11/0616 Department of Psychology, Hope Park, Liverpool L16 9JD 0151 737 3000 Liverpool University, Department of Psychology, PO Box 147, Liverpool L69 3BX 0151 794 2000 Faber, D. Dr; Dickins, T. Mr The value of computerphobia as a concept in education Abstract: The background to this research is the expanding role of technology in society and increasing use of computers in schools and in higher education. An article in ‘Psychologist’, February 1994, reported studies prior to 1991, and mainly in America. We now need to investigate the phenomenon in a British educational setting, and related to the present time. The aim is to identify computerphobics and non-computerphobics, and to determine whether attitudes are reflected in performance. The performance on cognitive tasks between the two groups will be compared, and associated variables identified. In a pilot study of 18 subjects, computerphobia/anxiety was found not to correlate with trait anxiety. A further pilot study being undertaken suggests that computerphobia does not impair performance. It is hypothesised that computerphobia (as defined in the literature) does not necessarily affect performance. Instead difficulties encountered may be specific to the programmes used. A better method, i.e. observation study of human-computer interaction will be undertaken. In the meantime, a critique is being undertaken to challenge the psychological notion of computerphobia as being of

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relevance in higher education. It is anticipated that this article will be published in an educational journal. Status: Sponsored project Source of Grant: Liverpool Hope University College £1,140 Date of Research: 1994–1995 KEYWORDS: anxiety; computer uses in education; computers; information technology 11/0617 Department of Psychology, Hope Park, Liverpool L16 9JD 0151 737 3000 Plymouth University, Department of Psychology, Drake Circus, Plymouth PL4 8AA 01752 600600 Norton, L. Dr; Franklyn-Stokes, A. Dr; Newstead, S. Prof. Rules of the game, cheating and approaches to learning Abstract: Research has shown that students commonly use what they believe to be tutor influencing strategies (rules of the game) when writing essays (see project by Norton, Dickins and McLaughlin Cook). It has also been shown in the project by Franklyn-Stokes and Newstead (1995) that students engage in cheating behaviours during their undergraduate careers. Such strategies would imply that students are taking a surface approach to studying, rather than a deep approach, which is what most tutors would explicitly encourage. The current research is a questionnaire study using instruments established in the afore-mentioned studies, namely the rules of the game questionnaire and the cheating behaviours questionnaire, together with the approaches to studying inventory. Third year psychology students from a traditional university, two “new” universities and a university college (approximately 250 students in all) are being asked to complete all three questionnaires. The data collated will be examined for relationships between rules of the game and cheating, as well as with students’ predisposition to take a deep or a surface approach. Status: Sponsored project Source of Grant: Liverpool Hope University College £1,000 Date of Research: 1995–1995 KEYWORDS: cheating; essays; higher education; learning strategies; student attitudes; students; study skills; writing—composition

Liverpool John Moores University 11/0618 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 MacLeod, M. Mr, Supervisor: Huddart, D. Prof.; Griffiths, T. Mr

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Strategies for the wider implementation of environmental education in higher education Abstract: The aims of this research are: 1) A ‘cross-curricular greening’ of the students’ curriculum and the establishment of an Environmental Education entitlement in all teacher training courses. 2) A development policy for Environmental Education across the curriculum and an action plan for its implementation. 3) The development of a wider strategy for the development of Environmental Education within the Institution and the development of excellent environmental practices. 4) The adoption of a comprehensive environmental policy statement, an action plan for its implementation, and the adoption of a policy for the development of Environmental Education within this Institution. The project will involve: action research; questionnaire surveying; discussions; curriculum development; and evaluation. Status: Individual research Date of Research: 1993-continuing KEYWORDS: curriculum development; environmental education; higher education 11/0619 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Martin, D. Mr; Supervisor Huddart, D. Prof.; Griffiths, T. Mr An evaluation of earth education programmes as alternative methods of environmental education in schools and outdoor centres Abstract: Earth Education developed from Acclimatization which was a special introductory programme of carefully crafted, structured learning experiences based on discovery and experiential learning. This was based around structured programmes using a wide variety of activities. These programmes could be an important alternative method of Environmental Education but their success in imparting knowledge, giving an accurate view of ecological concepts, and in changing attitudes and behaviour has not been evaluated. The project includes: action research; questionnaire surveying; discussions; and curriculum evaluation in schools and centres which run Earth Education programmes. Short (a few days to a month) and longer term (1, 2 and 3 year) evaluations of the programme’s success will be undertaken. Status: Individual research Date of Research: 1993-continuing KEYWORDS: earth science; environmental education; learning activities 11/0620 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Mennell, D. Ms; Supervisor: Bell, L. Prof.; James, R. Dr; Peel, J. Dr

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Death and schools: problems and possibilities Abstract: Positivists (White 1977; Maccoby and Martin 1983; Minuchin & Shapiro (1983), Symbolic Interactionalists (Sarason 1972), Psychologists and Sociologists (Mead 1934; Freud 1948; Cooley & Mead 1934), have all suggested their own ideas on how human beings are socialised. All the approaches have had their critics and their supporters. However, the Positivist model of socialisation provides useful sub-divisions for the purpose of research. For example, the approach claims that the major socialisation agents of human beings are the ‘family’ and ‘schools’. To date theorists and researchers have focused on the concept of death from a number of different standpoints, and all the information and ideas have added to our knowledge of human beings in relation to the concept of death, however they have failed to investigate the concepts of socialisation and death in relation to children. By building on the Positivist model of socialisation, this research aims to investigate the influence of: schools; the family; religious philosophy; and comic books on children’s understanding television programmes; children’s books; poetry; computer games; of death. This will be achieved by literature searches, interviews with 48 children, 12 teachers and 30 parents. Interviews will be conducted in independent, State, Church of England, Roman Catholic, Jewish and rural schools. Status: Individual research Date of Research: 1993–1996 KEYWORDS: attitude formation; bereavement; childhood attitudes; death 11/0621 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Fenwick, G. Mr; Reader, P. Ms Sustained silent reading in the primary school: an initial survey Abstract: Silent reading sessions in which individual classes or whole schools participate have been evident in this country since the early 1980’s. Whereas the literature in the USA and Canada is extensive, knowledge about sustained silent reading (SSR) in the UK is limited, and reports have tended to be descriptive. This small-scale resarch involves 50 primary schools in the Merseyside area. A questionnaire aimed to: 1) assess the popularity of this activity; 2) ascertain common organisational factors; and 3) find out how the activity is assessed and monitored. Data is now analysed and results are being written up for publication. Status: Sponsored project Source of Grant: Liverpool John Moores University Date of Research: 1994–1995 KEYWORDS: primary education; reading teaching; silent reading; sustained silent reading 11/0622

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School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Stanley, N. Mr CD ROMS in the primary classroom Abstract: Recent government funding initiatives have led to many primary schools receiving a CD ROM computer system. Following on from previous research, this research looks at how effectively these are being used in one particular local education authority. A user group has been set up and the researcher’s time is being used to support this and resultant school based activities. The intention is to compare the position of use in this Authority, with another which has been unsupported, nearer the end of the school year. The user group will produce a twice termly newsletter, copies of which can be obtained from the researcher. Published Material: STANLEY, N. (1996). ‘CD-Rom in the classroom: a report’, Computer Education, No 84, pp.21–23. Status: Sponsored project Source of Grant: Liverpool John Moores University £720 Date of Research: 1994–1996 KEYWORDS: computer uses in education; information technology; optical data discs; primary schools 11/0623 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Shenton, P. Miss; Bishop, D. Mrs Managing partnerships in school and community: a resource document for teachers Abstract: It is the intention of the research team to produce a resource document that will act as a reference for teachers and people working in the field of higher education, further education, sport, leisure, youth and community. The investigation will pursue the notion of a partnership model that combines the philosophy of Department for Education Circular 9/92—Initial Teacher Training (Secondary Phase), and initiatives in the sport and dance world, and provide a rich and potentially fruitful training ground in which all partners in the training and education process can benefit. The focus will be on secondary schools defining their own boundaries according to their needs, those of their pupils and parents, their own resources and those available from the sport and dance community. It is the teachers within these schools and the supporting community who have empowerment and the controlling force to initiate real change. Pilot schemes involving primary, secondary schools and their community partners will be established and monitored through a number of case studies using ethnographic, interviews and questionnaire techniques. Status: Sponsored project Source of Grant: Sports Council

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Date of Research: 1993–1995 KEYWORDS: community education; cooperation; dance; physical education; sports 11/0624 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Mohd Noor, K. Mr; Supervisor: Bell, L. Prof. Management education and organisational effectiveness Abstract: This is a study of management education and training in three recently privatised companies in the UK linked to a comparative study of their counterparts in Malaysia. It will seek to establish what links may exist between management education and training and organisational effectiveness. Published Material: MOHD NOOR, K. & BELL, L. (1994). ‘Management education and training. Some key issues’. Paper presented to the October Research Seminar of the Business School, University of Science, Penang, Malaysia, 17 October 1994.; BELL, L. & MOHD NOOR, K. (1994). ‘Managing professional development: some issues and strategies for educational managers. Paper presented to the International Conference on Innovation in Education, University of Science, Penang, Malaysia, 16 October 1994.; BELL, L. & MOHD NOOR, K. (1994). ‘Managing professional development: some conceptual issues and practical strategies for educational managers and leaders’. In: PIEW, L.S. & ISMAIL, M. Proceedings of the International Conference on Innovations in Education: Significance for Teaching and Learning, University of Science, Penang, Malaysia, 1994. Status: Individual research Date of Research: 1993–1996 KEYWORDS: comparative education; Malaysia; management development 11/0625 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Maxwell, S. Dr; McGuiness, P. Mr; Bilton, R. Prof.; Young, A. Dr The influence of reducing diets on biochemical parameters and their implications on the health of young women Abstract: At any one time, a large proportion (30–40%) of the female population are trying to lose weight, although the majority are not overweight. This may have significant adverse physical and psychological health consequences. Teenagers face tremendous pressures regarding body image at a time in their life when nutritional needs are high, and choices made profoundly affect health, both at this time and in the future. It has been suggested that, while children may be well nourished in terms of protein and some vitamins, the functioning of the brain may be sensitive to borderline deficiency states of

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many other nutrients. Iron deficiency has been shown to play a key role in behaviour, mood, attention span and learning ability. There is no evidence on the effect of weight loss regimes on the biochemical parameters of the non-obese. The aim of the project is to determine the biochemical changes induced by reducing diets in young non-obese women. The research will include: 1) A questionnaire used to determine the frequency and type of dietary regimes used; 2) Volunteers (aged 18–24 years) who will be studied before, during and after a specific dietary regime. Anthropometric measurements, biochemical profiles and dietary intake will be assessed; 3) A dietary study of schoolgirls (aged 12–14 years). Vohmteers will be studied in a similar manner to the older women. The results will be analysed using various computer statistical packages. Status: Team research Date of Research: 1996-continuing KEYWORDS: body composition; eating habits; girls; health; human body; women 11/0626 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Peel, J. Dr; James, P. Dr; Daniels, M. Dr; Hart, N. Dr; O’Carroll, P. Mr; Dossor, D. Ms The psychological health of trainee counsellors Abstract: The question of counsellors’ motivation is a serious ethical issue. While at first glance counsellors may appear simply to be people who find job and personal satisfaction in helping others, on closer scrutiny the shadow side of counsellors’ motivation may provoke concern. It is legitimate to suspect that many would-be counsellors embark upon training at best in order to understand their current and past emotional, social and psychological disease, at worst in order to improve their current mental health. If this is so, then it may be reasonable to suggest that people attracted to counselling training may not only show emotional and psychological disequilibrium, they may even represent a more disturbed group than people attracted to other forms of vocational training. Any indication that this is the case would be a serious matter for concern, for it is clear that the effectiveness of counselling is strongly influenced by the psychological health of the therapist. However, while it is clear that counsellors are less effective if they are themselves psychologically distressed, it is often claimed that those who have experienced and resolved distress make better counsellors. This would seem to imply that, although it is unethical for professionals to act as counsellors during periods of emotional difficulty, it is both acceptable and laudable to recruit students who show some degree of psychological vulnerability and then to seek to improve their psychological health during training. The question then arises as to whether counselling training can or does achieve this end. The purpose of this research project is to investigate these matters. Status: Team research Date of Research: 1996-continuing KEYWORDS: counsellor characteristics; counsellor training; counsellors; mental health; psychological services

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11/0627 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Prisk, E. Ms; Miller, A. Dr; Supervisor: Stitt, S. Dr; Jepson, M. Ms; Paulson-Box, E. Dr Schooling for capitalism: food skills in the curriculum of different countries Abstract: The imposition of the National Curriculum on schools in England and Wales took place without any substantive consultation with professional practitioners in education and other intersectoral groups. One of the consequences of this imposition is the ‘optionalization’ of food skills in the curriculum. Because of time and overloading, cookery classes will be and are being squeezed out. The result will be an even greater reliance on pre-cooked, convenience foods which are nutritionally inferior to home cooked foods—and generally much more expensive, a major consideration for low income families. As such processed foodstuffs, especially the cheaper brands, are generally higher in fat, sugar and salt and lower in fibre, iron and other essential nutrients and vitamins, the concern is that the ‘nation’s diet’ will be adversely affected. This, in turn, will have a detrimental influence on the ‘nation’s health’, increasing the risks of coronary heart disease, obesity and other diet-related illnesses. The research will look at the validity of these concerns in Britain, but it will also call upon material gathered in consultations with health and education professionals in countries which have: a) retained the centrality of food skills in schools (Iceland, Finland, Israel), this is reflected in the superior quality of the diet and health of their nations; and b) pushed food skills out of the classroom (New Zealand), and are paying the price in terms of a deleterious impact upon diet and health. The research aims to present the argument for prioritizing food/cookery skills in schools as one of the most effective health promotion strategies, by protecting the means which families and individuals are able to determine what they eat, rather than being forced to forfeit this self-determination to the mass processed foods industries. Published Material: STITT, S., JEPSON, M. & PAULSON-BOX, E. (1995). ‘Taking the cooking out of food: nutrition and the National Curriculum’, Nutrition and Health, Vol 10, No 2, pp.155–165.; STITT, S., JEPSON, M. & PAULSON-BOX, E. (1995). ‘Food skills in danger’, Home Economist, Vol 14, No 1, pp.6–10.; STITT, S., JEPSON, M., PAULSON-BOX, E. & PRISK, E. (1996). Food skills and the curriculum: an international perspective. Liverpool John Moores University Research Monograph. Liverpool: Liverpool John Moores University, Centre for Consumer Education and Research.; STITT, S., JEPSON, M., PAULSON-BOX, E. & PRISK, E. (1996). ‘An international perspective on food and cooking skills in education’, British Food Journal, Vol 98, No 10, pp.27–34. Status: Sponsored project Source of Grant: Liverpool John Moores University £4,200 Date of Research: 1995–1996 KEYWORDS: comparative education; cookery; food; health; home economics; National Curriculum; nutrition

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11/0628 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Atkins, S. Mr; Supervisor: Stratton, G. Mr; Reilly, T. Prof. Physical activity levels and fitness of Liverpool schoolchildren Abstract: The aims of the project are to assess the physical activity, fitness and selected coronary risk factors in 9–13 year old children. The sample is 90 children. The research measures include: 24 hour heart rate; blood pressure; body fatness; blood lipids; aerobic fitness; physical self-esteem; and intrinsic motivation. The measures were repeated on the same children after 12 months. Published Material: ATKINS, S., DUGDILL, L., PHILLIPS, R., REILLY, T. & STRATTON, G. (1995). ‘Primary schoolchildren’s physical activity patterns as estimated using 24 hour heart rate monitoring’. In: ATKINSON, G. & REILLY, T. (Eds). Sport, leisure and ergonomics. London: E. & F.N. Spon. Status: Sponsored project Source of Grant: Liverpool John Moores University £25,000 Date of Research: 1993–1996 KEYWORDS: body composition; children; health; human body; physical activity level 11/0629 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Deeside College, Department of Art and Design, Kelsterton Road, Connah’s Quay, Deeside CH5 4BR 01224 831531 Aiello, M. Mr; Supervisor: Leaman, O. Prof.; Clarke, J. Mr; Parkinson, F. Ms The work related further education needs of Deeside, Clwyd: training requirements, funding and marketing Abstract: As a result of the Government’s White Paper in May 1991, further education colleges and sixth form colleges have been granted autonomy from local education authorities (LEAs). These independent colleges are now responsible for designing and creating relevant and attractive courses to entice a range of clients to their college rather than their rival college. Funding will come via the Funding Councils and the Training and Enterprise Councils (TECs) which will hold funds for work related further education (WRFE) programmes. The TECs’ objectives are to link vocational education to the local labour market needs. In an effort to promote retraining in the changing market place, the Government launched the Professional, Industrial and Commercial Update (PICKUP) Programme in 1982. The PICKUP Programme is designed to help increase, improve and meet the updating, retraining and educational needs of adults at work. Colleges need to define areas of retraining and skills updating, compile suitable and relevant WRFE courses, locate the funding, and sell the benefits of such training to employers using

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effective marketing strategies and printed marketing material. This thesis will research the training needs of five employers on Deeside, Clwyd, with the view to: establishing the present training levels of their workforce; defining the companies’ short and long term objectives; and analysing the training needs of tomorrow’s employees. An investigation will be undertaken into WRFE training providers and funding opportunities; model courses will be put forward for pilot schemes; suitable marketing strategies will be compiled; and promotional materials will be designed and produced and their effectiveness evaluated. The outcomes of the research will include: a definition of the historical and demographic characteristics of Deeside; a description of local WRFE training providers; a definition of the training needs; recognition of the need for skills updating; the accreditation of prior learning for experienced staff; establishment of training levels of the current workforce; feasibility studies of funding opportunities for pilot courses; an evaluation of present WRFE courses and, as a result, a framework for future WRFE courses; a definition of the specific marketing strategies; and sample marketing material required for the promotion of WRFE. The methods will include: 1) An investigation of the historical and demographic characteristics of Deeside. 2) Case studies of five major employers. 3) A survey in the form of (anonymous) postal questionnaires to all employees to ascertain their present skills levels. 4) Feasibility studies carried out into the content of current WRFE courses and an evaluation of their effectiveness in the form of face-to-face questionnaires. 5) Interviews with TEC officials, PICKUP agents, Welsh Office representatives, trade union representatives, and employees. 6) Model WRFE courses piloted and their effectiveness evaluated—via confidential opinion questionnaires to employers, employees, course providers, trade union representatives, and funding bodies. Sample marketing material specifically for the promotion of WRFE will be designed and produced, including an evaluation of its effectiveness. Status: Individual research Date of Research: 1993-continuing KEYWORDS: further education; industry further education relationship; training; vocational education 11/0630 School of Education and Community Studies, I M Marsh Campus, Barkhill Road, Liverpool L17 6BD 0151 231 2121 Warwick University, Institute of Education, Coventry CV4 7AL 01203 523523 Bcll, L. Prof.; Halpin, D. Dr Institutional autonomy, education markets and primary school management Abstract: The Local Management of Schools (LMS) and Grant Maintained (GM) Schools policies are intended to improve strategic decision-making in schools, especially about the allocation of resources and the management of staff, within the context of the educational market place. Although the numbers are relatively small, more primary schools have become grant maintained since 1990 when the size restriction was

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abolished. Almost all other primary schools now have control over their own delegated budget and, in respect of resource and staff management, have powers similar to those of both GM and private sector schools. This research will examine the extent to which LMS and GM policies have produced changes in management practices in primary schools; how far these practices differ between LMS, GM and private sector schools; and seek to establish whether they are linked to the nature of the local education market. Data will be collected by a postal questionnaire which will be used to identify a sample of LMS, GM and private schools for indepth study. This will involve interviewing school staff and relevant others and scrutinising documents. Published Material: BELL, L., HALPIN, D. & NEILL, S. (1995). ‘Primary school autonomy and the educational market place’. Paper presented to the British Educational Research Association Conference, Bath, September 1995.; BELL, L., HALPIN, D. & NEILL, S. (1995). ‘New partnerships in education: devolution in schools in England and Wales’. Paper presented to the UNESCO Conference on Partnership in Teacher Development for a New Asia, Bangkok, 6–8 December 1995.; BELL, L. & HALPIN, D. (1996). ‘Selfmanaging primary schools in the education market place: the English experience’. Paper presented to the European Conference on Educational Research, Seville, 25–28 September 1996.; BELL, L., HALPIN, D. & NEILL, S. (1996). ‘Management and the market place: perspectives from headteachers’. Paper presented to the British Educational Management and Research Conference, Cambridge, 25–27 March 1996. Status: Sponsored project Source of Grant: Economic and Social Research Council £19,500 Date of Research: 1994–1996 KEYWORDS: educational administration; grant maintained schools; local management of schools; primary schools; school based management

Liverpool University 11/0631 Department of Education, PO Box 147, Liverpool L69 3BX 0151 794 2000 Marsden, W. Prof. An Anglo-Welsh teaching dynasty, 1840’s-1930’s Abstract: ‘An Anglo-Welsh teaching dynasty’ traces the fortunes and contributions of three generations of teachers of a Pembrokeshire family named Adams. It illuminates the history of education in England and Wales by using the meritocratic advances of one family as tracers, starting with a Pembrokeshire miller in the 1840’s and ending with his grandson, an Oxford graduate and MBE who ended his career in the 1930’s. The family included six headteachers and a School Board clerk, who also became President of the School Board Clerks’ Association. The family’s institutional experience included a National school; British and Foreign Society schools; training colleges; Board schools; secondary schools; a private school; the Army Education Service; and two universities.

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Their territorial experience ranged from Pembrokeshire to industrial South Wales; and from the London metropolitan area to Hampshire and Kent. Published Material: MARSDEN, W.E. (1987). Unequal educational provision in England and Wales: the nineteenth-century roots. London: The Woburn Press.; MARSDEN, W.E. (1991). Educating the respectable: a study of Fleet Road Board School, Hampstead, 1879–1903. London: The Woburn Press.; GOODENOW, R.K. & MARSDEN, W.E. (Eds). (1992). The City and education in four nations. Cambridge: Cambridge University Press.; MARSDEN, W.E. An Anglo-Welsh teaching dynasty: the Adams family, 1840’s-1930’s. London: The Woburn Press. (in press). Status: Sponsored project Source of Grant: Nuffield Social Science Grant £2,500 Date of Research: 1990–1996 KEYWORDS: educational history; head teachers 11/0632 Department of Education, PO Box 147, Liverpool L69 3BX 0151 794 2000 Beattie, N. Dr The educational impact of Celestin Freinet in France, and internationally (especially Italy, Germany and the United Kingdom) Abstract: Celestin Freinet (1896–1966) was an important innovator in French education, especially primary education, over the period from 1920 until his death. His work continues through an Institute he founded in Cannes. He had wide international contacts and influence, and he was politically active on the left. Research will be conducted by library work and interviews. It will place Freinet against his French background and explore the extent and significance of his international outreach, especially in Italy and Germany, and his failure to have any impact in the English speaking world. There is thus a comparative dimension to the work. A book is planned. Status: Individual research Date of Research: 1994-continuing KEYWORDS: comparative education; educational history; educational theories; progressive education 11/0633 Department of Education, PO Box 147, Liverpool L69 3BX 0151 7942000 Hamilton, D. Prof. Modernism and schooling Abstract: A study of European schooling in the period 1400–1700. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational history

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11/0634 Department of Education, PO Box 147, Liverpool L69 3BX 0151 794 2000 Hesford, L. Mrs; Supervisor: Harrop, S. Dr Women in the professions: their early education and training Abstract: This is an historical project, relating in the first instance to the late nineteenth and early twentieth centuries. The University of Liverpool provided education for female teachers in the nineteenth century. This was followed by education for female doctors, dentists, engineers, lawyers and architects in the twentieth century. This research project intends to ask such questions as: 1) Which young women opted to read for degrees in professional subjects? 2) From which areas and schools did they come? 3) What did they do with their training? 4) What was their role in the rise of the professional society? Comparative material will be sought from the University of Birmingham’s Leverhulme Project on its social and economic history, and from the libraries and archives of the relevant professional bodies. Contact will also be made with international scholars known to be working in this field. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational history; higher education; professional education; universities; womens education; women’s employment 11/0635 Department of Education, PO Box 147, Liverpool L69 3BX 0151 794 2000 Walsh, S. Ms; Supervisor: Martland, J. Mr Developing navigational skills project: phase II Abstract: The research is conducted on behalf of the British Orienteering Federation. The sport involves the use of maps to find a series of control points in forests or moorland terrain. At the elite level it is a demanding physical and mental challenge. A major problem is that the athlete chooses where and when to run and is not in contact with the coach during competition and training activities. The research is investigating the use of self-report/think-aloud verbal data, in conjunction with structured interviews, to provide coaches with appropriate sets of technique specific questions to improve post performance feedback. More specifically, it aims to develop a cueing model for training by investigating the cues and prompts given to the athlete prior to training and to establish the efficacy of such cues and prompts in the subsequent performance of the athlete. The sample of coaches and athletes is drawn from the British National Squad, 15–17 years of age. The analyses of the verbal data will use a variety of qualitative and quantitative methods. This in turn will be validated with post-event recall, structured interviews and video analysis. Phase II commenced April 1994 and results are not available at present. Published Material: MCNEILL, C., MARTLAND, J.R. & PALMER, P. (1992). Orienteering in the National Curriculum: a practical guide for teachers. Doune: Harvey

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Map Services.; MARTLAND, J.R. & WALSH, S.E. (1993). Developing navigational skills: using the Silva 7DNS Compass. Leeds: Sports Council, National Coaching Foundation.; WALSH, S.E. & MARTLAND, J.R. (1993). ‘The orientation and navigational skills of young children: the application of two intervention strategies’, Journal of Navigation, Vol 146, No 1, pp.63–68.; MARTLAND, J.R. (1994). ‘New thinking in mapping skills’. In: MARSDEN, W.E. & HUGHES, J. (Eds). Primary school geography. London: David Fulton. Status: Sponsored project Source of Grant: Sports Council: Sports Science Education Programme £116,000 Date of Research: 1994-continuing KEYWORDS: navigation; orientation; orienteering; outdoor pursuits; sports 11/0636 Department of Education, PO Box 147, Liverpool L69 3BX 0151 7942000 Gilbert, J. Ms Classroom action research: can young children understand modern artists’ concepts? Abstract: This is classroom action research that took place over a period of eight weeks. It involved three primary classes: a class of 5 year olds; a class of 7/8 year olds; and a class of 11 year olds. The research was carried out in two contrasting settings: inner-city Toxteth, Liverpool, with two classes of 5 and 11 year olds; and a leafy suburban setting in Cheshire, with one class of 7/8 year olds. The research sought answers to the questions: 1) Can young children understand the concepts that inform modern art? 2) Could that understanding be used to bring cognitive development in their own artwork? 3) How are the developmental differences between 5, 7/8, and 11 year olds exhibited? 4) Do inner-city children perform less well than suburban children in art? 5) Would working with artists’ concepts develop children’s ability to be more imaginative, expressive in art? 6) Could the researcher assess each child’s learning in art? Published Material: GILBERT, J. (1995). ‘Primary children’s understanding of early modern artists’ concepts’, The Journal of Art and Design, Vol 14, No 3, pp.233–249.; GILBERT, J. (1996). ‘Developing an assessment stance in primary art education in England’, Assessment in Education, Vol 3, No 1, pp.55–74. Status: Individual research Date of Research: 1993–1995 KEYWORDS: art activities; art appreciation; art education 11/0637 Department of Education, PO Box 147, Liverpool L69 3BX 0151 794 2000 Gilbert, J. Ms

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Through language the child moves from looking to seeing: primary PGCE students’ research into language as a tool to teach drawing Abstract: The paper reports on a piece of classroom action research, carried out in Liverpool, by 62 primary, Postgraduate Certificate in Education students, into three different strategies to teach primary children drawing, one of which employed language. The evidence gained by students is that language is a powerful tool to bring about cognitive development in drawing, in children aged 5–11 years and of all abilities. Status: Individual research Date of Research: 1988–1996 KEYWORDS: childrens art; drawing; language 11/0638 Department of Education, Centre for Research in Primary Science and Technology, PO Box 147, Liverpool L69 3BX 0151 7942000 Schilling, M. Dr; Roberts, D. Mr; Richardson, I. Mr; Supervisor: Russell, T. Prof. Development of National Curriculum standard tests in science for key stage 2 Abstract: The project team at the Centre for Research in Primary Science and Technology will undertake the design and production of standard tests in science for 11 year olds in England and Wales. Assessment items will be developed using a network of practising primary teachers. The core team will coordinate informal trials and national pre-testing arrangements. Analysis of children’s performance in the formal pre-testing, together with structured expert review, will lead to the production of tests covering levels 1–6 of the National Curriculum in science for 1996, 1997 and 1998. Test materials, evaluation reports and non-statutory materials are published with a School Curriculum and Assessment Authority (SCAA) copyright. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1995-continuing KEYWORDS: assessment; science education; science tests; standard assessment tasks 11/0639 Department of General Practice, PO Box 147, Liverpool L69 3BX 0151 794 2000 Al-Shehri, A. Dr; Supervisor: Derricott, R. Mr Learning by reflection in general practice Abstract: The most prevalent criticism of any professional educational programme is the diversity between theory and practice. This is true in the medical profession generally and in general practice particularly. For example, it has been recognised that continuing medical education (CME) for general practitioners (GPs) has little relevance to their daily experience. In order to bridge this gap between theory and practice, professional learning programmes need to be linked to daily experience. Experiential, or experience-based,

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learning seems to be the way forward. However, many educational without reflection. Reflection and reflective practice enable practitheorists maintain that experiential learaing cannot take place tioners to step back and examine their work critically so that they become more competent, professionally. Many methods and approaches have been used to promote reflection and reflective practice, but personal professional journals seem to be the most costeffective method. This study examines this notion of reflection and reflective practice by using personal professional journals in the context of medical general practice. Nineteen established general practitioners have been involved in pretest/post-test experimental design to determine whether there is any association between reflection and professional competence. Using a structured document devised by the researcher, GPs are asked to write their reflection daily for one week each month over six months. These documents will be analyzed to see development of reflection for each participant over the study period. Parameters such as learning approaches of GPs, referral and prescribing rates, are used to assess participants before and after the study to assess their competence and learning. Status: Individual research Date of Research: 1991–1995 KEYWORDS: critical thinking; experiential learning; medical education; professional continuing education; professional development; reflective teaching 11/0640 Department of Sociology, Social Policy and Social Work Studies, PO Box 147, Liverpool L69 3BX 0151 794 2000 Roberts, K. Prof. Economic change and young people in Poland Abstract: Studies of over 1800 young people and 100 employers in three regions of Poland. The aims are to examine the implications of ‘the reforms’ for young people, and their typical responses. Published Material: ROBERTS, K. & JUNG, B. (1995). Poland’s first postcommunist generation. Aldershot: Avebury. Status: Sponsored project Source of Grant: Economic and Social Research Council £70,000; ACE£81, 262 Date of Research: 1992–1995 KEYWORDS: economic change; educational needs; educational policy; Poland; social change; youth 11/0641 Department of Sociology, Social Policy and Social Work Studies, PO Box 147, Liverpool L69 3BX 0151 794 2000 Roberts, K. Prof.

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Young people in Armenia, Georgia and Ukraine Abstract: A set of investigations into the impact of economic and political changes among selected groups of young people. Status: Sponsored project Source of Grant: International association for the promotion of cooperation with scientists from the independent state of the former Soviet Union (INTAS) £31,262 Date of Research: 1994–1996 KEYWORDS: Armenia; Eastern Europe; Georgia; political issues; social change; Ukraine; youth 11/0642 Department of Sociology, Social Policy and Social Work Studies, PO Box 147, Liverpool L69 3BX 0151 794 2000 Roberts, K. Prof.; Goldson, B. Mr; Buchanan, J. Mr Employment training for ex-offenders Abstract: An evaluation of seven pilot projects for ex-offenders. The projects are part funded by the Home Office, and administered by Training and Enterprise Councils (TEC’s) in collaboration with the probation service and other partners. Status: Sponsored project Source of Grant: Home Office £40,000 Date of Research: 1995–1996 KEYWORDS: prisoners; rehabilitation; training; training and enterprise councils; vocational education

London Borough of Wandsworth 11/0643 Education Department, Franciscan Road, Tooting, London SW17 8HE 0181 682 3759 Strand, S.Dr Value added at National Curriculum key stage 1 Abstract: Wandsworth Local Education Authority (LEA) intro duced baseline assessment for every pupil starting full-time education in a reception class in a Wandsworth school in 1992/93. Baseline was designed to help teachers assess and record significant aspects of pupils’ development and skills on entry to school and thereby match early curriculum planning to the individual pupil’s learning needs. It provides data against which the later achievement of individual pupils in National Curriculum key stage 1 assessments can be compared. In addition, baseline assists in the early identification of pupils with special educational needs, including those who are exceptionally able. Baseline consists of a teacher completed checklist giving an assessment of attainment in English, mathematics

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and science, and the Linguistic Awareness for Reading Readiness (LARR) test of emergent literacy. Both assessments are completed by the classroom teacher at the end of the child’s first fulltime term in school. In the three years since its introduction, over 6,000 pupils have completed baseline assessment. Headteachers have noted the usefulness of baseline for the purposes of planning and school management. Baseline results contribute to school resourcing through the special needs element of the local management for schools formula. A small scale research project has established the validity of baseline in predicting pupils’ attainment in reading tests completed at age 6. The LEA will use baseline to explore value added analysis at the end of key stage 1 national tests for 7 year olds in Summer 1995. Published Material: STRAND, S. (1993). Baseline assessment results 1992/93. Research Report REU 31/93. London: Wandsworth Education Department.; STRAND, S. (1994). Baseline assessment results 1993/94. Research Report REU 39/94. London: Wandsworth Education Department.; STRAND, S. (1995). Baseline assessment results 1994/95. Research Report REU 46/95. London: Wandsworth Education Department.; STRAND, S. (1995). ‘Baseline assessment in Wandsworth’, Literacy Today, Vol 3, pp.8–9. Status: Sponsored project Source of Grant: Wandsworth Local Education Authority Date of Research: 1992–1996 KEYWORDS: academic achievement; assessment; baseline assessment; infant school pupils; pupil development; screening tests; standard assessment tasks 11/0644 Education Department, Franciscan Road, Tooting, London SW17 8HE 0181 682 3759 Strand, S. Dr The use of performance indicators for school improvement Abstract: The research investigates the development and application of performance indicators (PI) for Wandsworth schools. The development and operation of the key performance indicators (KPI) scheme is described. It was assumed that simply providing performance indicators (PIs) to schools would not of itself lead to school improvement: measurement of performance does not necessarily lead to improvement in performance. The research evaluates the way in which the KPI scheme is used to promote school improvement through: 1) a research programme explicitly investigating the relationships between PIs in order to generate targets for schools’ achievements appropriate to their particular contexts; and 2) the use of the PIs in the context of a programme of annual school reviews (ASR) completed by the Inspectorate. Preliminary results indicate that PIs can enhance the quality of education where they are embedded in a wider evaluative context and are viewed as a vehicle for raising questions rather than providing answers. Published Material: STRAND, S. (1995). ‘Key performance indicators for primary schools’. Paper presented to the European Conference on Educational Research, Bath, 14–17 September 1995. Status: Sponsored project

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Date of Research: 1994-continuing KEYWORDS: educational improvement; educational quality; performance indicators; school effectiveness

London University 11/0645 Birkbeck College, Department of Psychology, Malet Street, London WC1E 7HX 0171 580 6622 Stuart, M. Dr; Masterson, J. Dr; Quinlan, P. Dr; Dixon, M. Ms Development of printed word recognition and production during early primary education Abstract: The researchers have compiled a computerised database of the printed word vocabulary of five to seven year old children, which is being used as a source of wellcontrolled stimuli to investigate factors underlying successful development of word recognition skills. The present sample size is one hundred children, increasing to approximately one hundred and fifty children. To investigate word frequency effects, six year olds have been presented with words of varying frequency and with either regular or irregular spelling patteras. The good readers are more affected by regularity than by frequency, needing very few exposures before new words can be read correctly out of context, but more likely to read a word correctly if it has a regular spelling pattern. Thus, six year old good readers can use sublexical procedures in word recognition. Six year old poor readers show large frequency effects and no regularity effects. Thus they are relying on lexical (i.e. whole word) procedures. No significant differences in visual memory between good and poor readers were found. This cannot be the source of differences in their word recognition skills or strategies. Five year olds need many more exposures to printed words in order to learn them. Children with good phoneme segmentation skills and letter-sound knowledge learn words faster than other children. Nouns are easiest to learn. Words sometimes shown in isolation are learned faster than those always shown in context. The next experiment will explore children’s ability to infer grapheme-phoneme correspondences from their exposure to reading vocabulary, and factors underlying this; and the development of lexical procedures in spelling. Status: Sponsored project Source of Grant: Economic and Social Research Council £52,286 Date of Research: 1993–1996 KEYWORDS: reading skills; reading teaching; spelling; word recognition 11/0646 Birkbeck College, Department of Psychology, Malet Street, London WC1E 7HX 0171 580 6622 Van Der Lely, H. Dr

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A cognitive neuropsychological approach to specific language impairment in children: phase 3 Abstract: The investigation of specific language impairment (SLI) in children, which affects approximately half a million children in the UK, has important clinical and theoretical implications. SLI children suffer from speech and language impairments in the absence of hearing loss, mental handicap or physical or emotional disorder. These children are significantly impaired in communication abilities as well as reading and writing which seriously affects their education and later achievements. More appropriate remediation may be provided if the underlying nature and cause of their impairment is understood. The researcher is currently investigating a hypothesied ‘Representational Deficit for Dependent Relationships’ (RDDR) which can account for the pattern of comprehension and expression of language found in a sub-group of SLI children. The scope of this hypothesised deficit is an empirical issue, i.e. whether it is ‘domain specific’, affecting only linguistic processes, or ‘domain neutral’, affecting non-linguistic and linguistic cognitive processing. The hypothesis makes clear predictions in relation to syntactic impairments, more general language abilities and non-linguistic impairments. In Phases 1 and 2 of the current research, the researcher tested the predictions based on the domain specific RDDR view. Phase 1, the narrow domain specific view, investigates whether the deficit is specific to only grammatical/syntactic representations. Phase 2, the broader domain specific view, investigates whether the deficit is general to linguistic representations. The results of Phase 1 clearly support the hypothesis. Phase 2 is still in progress. The results provide the justification and theoretical basis for investigating the RDDR hypothesis further. Building on this work, this research aims to investigate the domain neutral view of the RDDR hypothesis. Support for the domain neutral RDDR hypothesis would indicate that the specific syntactic impairment found in SLI children in Phase 1 of the investigations is part of a general cognitive impairment (albeit of a specific nature). Rejection of the domain neutral RDDR hypothesis would provide strong support for the domain specificity of SLI in this sub-group of SLI children. The investigations of the domain neutral RDDR hypothesis will enable the full theoretical and clincial implications to be drawn from the linguistic investigations of the RDDR hypothesis. The findings from this research may also provide insight into the contentious issues of the modularity of language and the mechanisms of language acquisition as well as the underlying nature of SLI in children. The results will have clinical implications for the assessment and remediation of SLI in children. Published Material: VAN DER LELY, H.K.J. & DWART, M.H. (1986). ‘Sentence comprehension strategies in specifically language impaired children’, British Journal of Disorders of Communication, Vol 21, No 3, pp.291–306.; VAN DER LELY, H.K.J. (1992). ‘Theory meets therapy’, College of Speech and Language Therapy Bulletin, Vol 487, pp.9–12.; VAN DER LELY, H.K.J. (1993). ‘Specific language impairment in children: research findings and their therapeutic implications’, European Journal of Disorders of Communication, Vol 28, No 3, pp.247–261.; VAN DER LELY, H.K.J. (1993). ‘Specifically language impaired children and normally developing children: different patterns of sentence comprehension’. In: CLIBBENS, J. & PENDLETON, B. (Eds). Proceedings from the Child Language Seminar, University of Plymouth, Plymouth, 1993.; VAN DER LELY, H.K.J. (1995). ‘Language modularity and grammatically specific language impaired children’. In: ALDRIDGE, M. (Ed), Child

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Language: Proceedings from the Child Language Seminar, University of Wales, Bangor, 1994. Clevedon: Multilingual Matters. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: British Medical Research Council £72,000 Date of Research: 1993–1995 KEYWORDS: language handicaps; learning disabilities; speech handicaps 11/0647 Birkbeck College, Department of Psychology, Malet Street, London WC1E 7HX 0171 580 6622 Van Der Lely, H. Dr A cross-linguistic invesrigation into the underlying nature and cause of specific language impairment in children Abstract: Specifically language impaired (SLI) children suffer from language disorders in the absence of any other impairments. This project tests a hypothesis about the underlying deficit in SLI children based on previous findings from English and German children. Parallel experiments to those currently being undertaken to investigate English SLI children will be carried out to investigate German speaking SLI children. This will provide insight into the disorder which reflects the underlying characteristics rather than surface difficulties specific to a particular language. Status: Sponsored project Source of Grant: British Council: British-German Academic Research Collaboration Programme £12,700 Date of Research: 1995–1995 KEYWORDS: language handicaps; learning disabilities; speech handicaps 11/0648 Birkbeck College, Department of Psychology, Malet Street, London WCIE 7HX 0171 580 6622 University of the Witwatersrand, Johannesburg, Department of Psychology, Witwatersrand, South Africa 2050 00 2711 716 1111 Doctor, E. Dr A project to conduct ongoing empirical and applied studies in the fields of cognitive psychology, developmental psychology and multilingualism Abstract: This project is based in the University of Witwatersrand, South Africa. The aim of the current project was twofold: firstly, to design reading and spelling tests which are rooted in the current models of reading and spelling processes for children in English, Afrikaans and Pedi; and secondly, to collect normative data which could be used to assess multilingual literacy. Norms have now been collected for approximately 20 different tests in each language. They assess knowledge of phonology, semantics,

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orthography, syntax, morphology and spelling. The children, all average readers, ranged in age from 7 to 12 years and approximately 30 children were tested at each band in each language. They were significantly better at identifying high frequency words than low frequency words, and nonwords than words. Younger children showed a regularity effect in oral reading of unfamiliar words and there was an interaction between regularity and age. There was evidence of reading by analogy in older children. Frequency effects were found for all children on irregular words. The children showed main effects of imageability on the semantic tests, word class effects on the syntactic tests, and evidence of morphological knowledge improving with age. Spelling was also affected by regularity and frequency, and improved with age. The battery of tests may be used diagnostically for assessment of children suspected of having a reading or spelling problem, or as a research tool. Normative data has now been collected and tests which had previously been used as research tools can now be used to assess developmental dyslexia and dysgraphia. Published Material: DOCTOR, E.A. & KLEIN, D. (1992). ‘Phonological processing in bilingual word recognition’. In: HARRIS, R.J. (Ed). Cognitive processing in bilinguals. Amsterdam: Elsevier.; KLEIN, D. & DOCTOR, E.A. (1992). ‘Homophony and polysemy as factors in bilingual word recognition’, South African Journal of Psychology, Vol 22, pp.10–16.; KLEIN, D. & DOCTOR, E.A. (1992). ‘Phonological dyslexia in an English-Afrikaans bilingual child’, South African Journal of Linguistics, Vol 10, pp.254–257.; DOCTOR, E.A. & KNIGHT, Z. (1993). ‘Language and thought’. In: LOUW, D. & EDWARDS, D.J.A. (Eds). Psychology: an introduction for students in Southern Africa. Johannesburg: Lexicon Publishers.; BROOM, Y.M. & DOCTOR, E.A. (1995). Developmental phonological dyslexia: a case study of the efficacy of a remediation programme’, Cognitive Neuropsychology, Vol 12, pp.69–110. Status: Sponsored project Source of Grant: South Africa Institute for Research and Development £12,700 Date of Research: 1991–1995 KEYWORDS: diagnostic tests; dysgraphia; dyslexia; reading ability; reading tests; South Africa; spelling 11/0649 Goldsmiths College, Department of Psychology, New Cross, London SE14 6NW 0171 919 7171 Madsen, K. Ms; Supervisor: Smith, P. Prof. A follow-up of the Department for Education (DFE) Anti-Bullying Pack for schools: its use and the development of anti-bullying work in schools Abstract: From 1991–1992 an intervention project funded by the Department for Education (DFE) was carried out in 23 Sheffield schools to reduce school bullying and utilised curriculum work, playground interventions and ways of working with individuals and small groups of children involved in bully/victim problems. Results from this intervention were quite successful. Based largely on this project, the Pack and Video ‘Don’t Suffer in Silence: An Anti-Bullying Pack for Schools’ was produced in September 1994. The purpose of this Pack is to provide a concise, comprehensive and complete

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resource to help schools deal with bullying. Packs were made available free of charge to maintained schools in England. With funding from the Department for Education and Employment (DfEE) the researchers have evaluated the use of the Pack. In March 1996, questionnaires were sent out to 360 of the 19,000 schools nationwide who have to date received the pack. Schools were randomly chosen, but balanced in terms of age range of pupils and geographical area. The aim of the questionnaire is to obtain feedback on suitability and use of the Pack, and extent and nature of anti-bullying work being carried out. Results from this work will provide guidance for any revision of the Pack over the next few years and be able to assist the DfEE and the Office for Standards in Education (OFSTED) inspectors in helping schools with future bullying work. Status: Sponsored project Source of Grant: Department for Education and Employment £13,517 Date of Research: 1996–1996 KEYWORDS: antisocial behaviour; behaviour problems; bullying; discipline problems; educational materials 11/0650 Goldsmiths College, Department of Psychology, New Cross, London SE14 6NW 0171 919 7171 Myron-Wilson, R. Ms; Supervisor: Smith, P. Prof. Bullying: a family perspective. Transgenerational patterns of attachment and attitudes to bullymg Abstract: This research investigates the possible links between parental influence and children’s social behaviour in school. There are four main areas of measurement: 1) Attachment category and how the parent’s attachment (Adult Attachment Interview: George, Kaplan & Main 1985) relates to the child’s attachment (Separation Anxiety Test: Klagsbrun & Bowlby 1976). 2) Parental Style (Parental Styles Questionnaire: Smith et al 1996)) and how this may relate to bullying. 3) Attitudes to bullying (Parental Attitudes to Bullying Questionnnaire: Eslea 1995) and how these attitudes are understood by children (Provictim Scale: Rigby & Slee 1991). 4) Family structure and how both the parent and child perceive this (Family Systems Test: Gehring & Wyler 1986). Children will be categorised according to peer nomination regarding levels of bullying behaviour. The hypotheses are that transgenerational patterns of attachment and attitudes will be seen; that the attitudes children learn from their parents will be reflected in school behaviour, and hence in the nomination that the child receives in regards to bullying. Data is being collected on children aged 8–10 years. Status: Individual research Date of Research: 1995-continuing KEYWORDS: antisocial behaviour, attitudes; behaviour problems; bullying; family influence; parent attitudes; parent influence; pupil attitudes 11/0651 Goldsmiths College, Department of Psychology, New Cross, London SE14 6NW

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0171 919 7171 Sutton, J. Mr; Supervisor: Smith, P. Prof. Bullying and social cognitive skills in middle childhood Abstract: The research aims to investigate several aspects of social cognitive skills of 7– 10 year olds in relation to certain roles played in the bullying process, namely bully, reinforcer, assistant, defender, outsider and victim. It is proposed that the ‘theory of mind’—the capacity to represent the mental states of others—will be utilised to a differing degree in relation to these roles, sex, type of bullying and motivation to bully. Status: Individual research Date of Research: 1995-continuing KEYWORDS: antisocial behaviour, behaviour problems; bullying; cognitive processes; pupil attitudes; social behaviour, social cognition 11/0652 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Matthews, B. Mr Collaborative learning and equal opportunities Abstract: There has been an increasing emphasis on collaborative learning in all aspects of education. Within the National Curriculum, evaluation of pupils discussing and taking part in group work is now statutory. In particular, recent research projects have shown how important the discussion of ideas is to children learning about science and other subjects. The action research is to find ways of: studying interactions; finding strategies that will enable pupils to be aware of their interactions; finding strategies that will enable pupils to change the ways they discuss; encouraging greater learning of all pupils; encouraging girls and boys to see each other as full people, rather than to relate to each other through stereotypes; encouraging pupils from all ethnic backgrounds to see each other as full people, rather than to relate to each other through stereotypes. The project is focused on all curriculum areas in secondary schools, but will also apply to adults. As it is an action research project set in the classroom it is possible that local education authorities will be interested. Published Material: MATTHEWS, B. (1994). ‘Promoting equal opportunities: starting girls and boys communicating’, Journal of Teacher Development, Vol 3, No 3, pp.149–158. Status: Individual research Date of Research: 1991-continuing KEYWORDS: discussion; group work; interaction; interpersonal relationship; learning activities 11/0653 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171

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Jones, L. Ms Continuity in curriculum learning experience (CICLE) Abstract: This project is monitoring the progress of a group of children from Year 6 through to Year 7, focusing on mathematics, science and design technology. The children were selected from a number of ‘feeder’ primary schools, feeding into the comprehensive school which they presently attend. They keep a weekly diary, recording their curriculum experience and their personal observations. Teachers and children have been interviewed. The content of the curriculum experience will be analysed and categorised using a content analysis schedule. Record keeping systems will be analysed and data collected about the curriculum materials used in each school. Published Material: JONES, L. & JONES, L.P. (1992). ‘Spiralling upwards: progression across the interface’, British Journal of Curriculum and Assessment, Vol 3, No 1, pp.10–12.; JONES, L.P. & JONES, L. (1993). ‘Keeping up the momentum: improving continuity’, Education 3–13, Vol 21, No 3, pp.46–50.; GRIFFITHS, J. & JONES, L. (1994). ‘And you have to dissect frogs!’, Forum, Vol 36, No 3, pp.83–84.; JONES, L. (1995). ‘Continuity in the curriculum’, Forum, Vol 37, No 2, pp.44–46. Status: Sponsored project Source of Grant: University of London Central Research Fund Date of Research: 1991 -continuing KEYWORDS: curriculum development; developmental continuity; primary secondary education; primary to secondary transition 11/0654 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Blenkin, G. Ms; Whitehead, M. Ms; Hurst, V. Ms; Yue, N. Dr; Hutchin, C. Ms; Miranda, K. Ms Principles into practice: improving the quality of children’s early learning Abstract: The project is concerned with improving the quality of children’s early learning in schools, nurseries and other group settings. This is being achieved by focusing on the professional development of practitioners who are working with children under 8. It aims, firstly, to identify key aspects of professional ability crucial to the quality of children’s early learning; secondly, to generate guidelines for improving professional practice in the early years; and thirdly, to disseminate these guidelines and other findings to practitioners, trainers and policy-makers. The project is divided into three phases. Phase One was a major national survey which has produced information concerning both the nature and the quality of provision, the level of resourcing and the qualifications of those professionals and others who are working with young children in group settings. It has also elicited the views of early years practitioners concerning quality provision. In Phase Two, a series of case studies has been conducted to explore with practitioners their effectiveness in implementing what they regard as a high quality curriculum. This is involving the practitioners in action research to enable them to investigate and critically reflect upon aspects of their own practice. In Phase Three, research findings and

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guidelines will be disseminated to a variety of audiences and the effectiveness of these different strategies will be evaluated. The strategies include presentations, publications and inservice training. The project is near its completion of Phase Two and will begin Phase Three very shortly. Published Material: EDWARDS, G. & ROSE, J. (1994). ‘Stories from a research project: towards a narrative analysis of data’, Early Years, Vol 15, No 1, pp.23–29.; BLENKIN, G.M. & PAFFARD, F. (1994). ‘Telling Verona’s story: a search for principles in practice’, Early Years, Vol 15, No 1, pp.30–36.; BLENKIN, G.M. & YUE, N.Y.L. (1994). ‘Profiling early years practitioners: some first impressions from a national survey’, Early Years, Vol 15, No 1, pp. 13–22.; EDWARDS, G. & ROSE, J. (1994). ‘Promoting a quality curriculum in the early years through action research: a case study’, Early Years, Vol 15, No 1, pp.42–47.; BLENKIN, G.M., HURST, V.M., WHITEHEAD, M.R. & YUE, N.Y.L. (1995). Principles into practice: improving the quality of children’s early learning. Phase One report and interim report: year 2 (June 1994 to May 1995). London: London University, Goldsmiths College. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £260,000; London Borough of Croydon £19,960; London Borough of Hounslow £19,980; London Borough of Southwark £9,980; London Borough of Hillingdon £9,980; London Borough of Lewisham £5,000; London Borough of Lambeth £15,000; Hertfordshire County Council £9,980 Date of Research: 1993-continuing KEYWORDS: early childhood education; preschool education 11/0655 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 9197171 Barlow, C. Ms Black teachers’ mentoring scheme Abstract: The aims of the Goldsmiths’ Black Teachers’ Mentoring Scheme, supported by British Telecom PLC, under that body’s University Development Award Scheme, are to: 1) improve the take up of places in initial teacher training (ITT) from the black communities, especially school leavers, and thus to address under-representation of these communities in higher education (HE) in general and ITT in particular; 2) improve, via participation in the Scheme, the retention of black students, irrespective of entry route to HE; 3) address under-representation of black teachers; 4) improve retention rates of serving black teachers and enhance their opportunities for promotion; 5) create a support network of mentors/mentees to facilitate these aims; 6) evaluate these aims and foster good practice. The Scheme is divided into five phases: 1) information and consultation (including formation of steering and advisory groups); 2) development and implementation (including formation of networks); 3) evaluation and adaptation; 4) dissemination and information; 5) evaluation of phases 1 to 5. As it develops, the Scheme will make links with analogous, albeit different, conceptions of mentoring, e.g. school experience. Employing action research as the basic methodology, data collection, both

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qualitative and quantitative, will explore: issues relating to professional learning; the quality of mentor/mentee relations; good practice in the development of a mentoring scheme; the roles of steering and advisory committees; the roles of coordinators; issues relating to race in the professions; and the proportion of year cohorts entering higher education. The research also concerns itself with the efficacy of such schemes. Status: Sponsored project Source of Grant: British Telecom; Deptford City Challenge; London University, Goldsmiths College Date of Research: 1995-continuing KEYWORDS: Black teachers; mentors; preservice teacher education; teacher employment; teacher recruitment; teaching profession 11/0656 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 9197171 Jones, L. Ms; Farah, R. Ms Linking school and community numeracy practices: a family numeracy project in East London Abstract: The purpose of the project is to study the home numeracy practices of Somali families in Britain and the links which can be made with their mathematical experience in the primary classroom. The intention is to utilise the findings about current home numeracy practices as ‘building blocks’ for development of children’s understanding in school. Recent initiatives to involve parents in their children’s learning of mathematics offer school-type activities to be performed in the home (MERTTENS R. & VASS, J. (1990). Sharing mathematics cultures. London: Falmer Press) and work from the assumption that the home learning environment can be improved by the provision of additional materials and ideas. In contrast this research aims to look at ways in which data from the home context can be used to inform teachers and to enrich the school provision. There is, for instance, a method of finger counting which is commonly found in family practice of children of Asian background, in which the joints of the fingers are used, so that it is possible to count to fifteen on one hand (JONES, L. (1991). ‘All fingers and thumbs’. Child Education, June 1991). Traditional African board games depend on mathematical understanding which is different in nature from that required for traditional European board games (ZASLAVSKI, C. (1979). Africa counts. London: Lawrence Hill). Published Material: JONES, L. & FARAH, R. (1995). Linking school and community numeracy practices: a family numeracy project in London. London: University of London, Goldsmiths College. Status: Sponsored project Source of Grant: Paul Hamlyn Foundation £1,972 Date of Research: 1995–1996 KEYWORDS: early childhood education; ethnic groups; home school relationship; mathematics education; numeracy; parent participation

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11/0657 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Stiasny, M. Ms; Supervisor: Tomlinson, S. Prof. The academic/vocational divide: education of 14–16 year olds in the UK Abstract: The education of 14–16 year olds in the UK is in a state of development and change; examinations are changing. The research will examine, using a survey of schools and pupils, the question of the academic/vocational divide. Has there been a fundamental shift, or is there still the traditional gap? This will be given a comparative dimension with research on Europe. Status: Individual research Date of Research: 1993–1996 KEYWORDS: academic education; comparative education; educational change; examinations; secondary education; vocational education 11/0658 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Mallett, M. Dr Reflecrive writing from non-ficrion: primary years Abstract: This is a 12 month, small scale, action research project in which the director teaches two different primary school classes alongside the class teacher for part of the school year. The aim is to identify some successful strategies in supporting children’s writing from secondary sources. Discussion, drama and visual material will be used to enrich children’s written accounts. The final report will either be in the form of an article or a short work. Status: Sponsored project Source of Grant: London University, Goldsmiths College £1,077 Date of Research: 1994–1996 KEYWORDS: nonfiction; writing—composition; writing exercises 11/0659 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Coben, D. Dr; Thumpston, G. Ms An investigation of mature students’ mathematical experiences: the influence of these on career and learning opportunities Abstract: The project explores the ‘mathematical life histories’ of some mature students at Goldsmiths College, in order to gauge the influence of their experiences of mathematics on their perceptions of their career choices and learning opportunities.

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Published Material: COBEN, D. & THUMPSTON, D. (1995). ‘Getting personal: adults’ maths life histories’. Proceedings of Adults Learning Maths—A Research Forum Inaugural Conference, ALM-1, University of London, Goldsmiths College, 1995. Status: Sponsored project Source of Grant: Goldsmiths College Research Committee £1,700 Date of Research: 1994-continuing KEYWORDS: access to education; career choice; educational experience; mathematical ability; mathematics education; mature students; numeracy 11/0660 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 771 Gregory, E. Dr; Mace, J. Ms; Williams, A. Dr; Rashid, N. Ms Family literacy history and children’s learning strategies at home and at school Abstract: In the UK, considerable evidence points to the poor reading achievement of children from both indigenous and ethnic minority disadvantaged families. At the same time, data on the relationship between illiteracy in the adult population and unsatisfactory school experience suggests a mismatch between school literacy and uses of literacy outside the school environment. This research investigates literacy activities in the lives of 5 year old children from indigenous and Bangladeshi origin families living in East London. It also examines the histories of the families in learning to read in school, as well as the teachers’ own current literacy practices and reading histories. The second part of the project will focus particularly on the interaction over time between caregivers, teachers and children during different types of reading activities in the home and classroom. Analyses will be made using ethnographic (participant observation, interviews, case histories etc) and ethnomethodological (discourse analysis) approaches to identify and compare the reading progress of children from different cultural and literacy backgrounds in both in and out-of-school reading activities. Patterns of continuity and discontinuity between home and school practices, interaction between teacher or caregivers and children, and children’s interpretation of the reading task in different domains will be uncovered. Published Material: GREGORY, E. (1993). ‘Sweet and sour: learning to read in a British and Chinese school’, English and Education, Vol 27, No 3, pp.53–59.; GREGORY, E. (1993). ‘Reading between the lines’, Times Educational Supplement, No 4033, 15 September 1993, p.4.; GREGORY, E. (1994). ‘Cultural assumptions and early years’ pedagogy: the effect of the home culture on minority children’s interpretation of reading in school’, Language, Culture and Curriculum, Vol 7, No 2, pp. 111–124. Status: Sponsored project Source of Grant: Economic and Social Research Council £29,860 Date of Research: 1994–1996 KEYWORDS: adult literacy; disadvantaged environment; ethnic groups; home school relationship; literacy; parent participation; reading ability; reading teaching 11/0661

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Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Stiasny, M. Ms External evaluation and research into collaborative processes in Technical Vocational Educational loitiative (TVEI) in a local education authority Abstract: The Technical and Vocational Education Initiative (TVEI) began in Lewisham in 1991. The contracted external evaluation has led to a focus on collaborative processes throughout the structure, management and functioning of the programme. Through detailed research over five years, involving questionnaires, interviews, participant observation and report backs, the focus on collaborative processes has established patterns and models. Published Material: STIASNY, M. & HEXTALL, I. (1992). TVEI in Lewisham: 1992 interim report 1. Report for Lewisham LEA.; STIASNY, M. & HEXTALL, I. (1993). TVEI in Lewisham 1993 interim report 2. Report for Lewisham LEA.; STIASNY, M. (1994). TVEI in Lewisham: 1994 interim report 3333. Report for Lewisham LEA Status: Sponsored project Source of Grant: Lewisham Local Education Authority £20,000 Date of Research: 1991–1996 KEYWORDS: cooperation; TVEI 11/0662 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 Stiasny, M. Ms; Turner, N. Ms Teacher placements in the arts Abstract: This small-scale research project aims to evaluate the effectiveness, for curriculum change, of a programme of teacher placements in the arts. In order to focus on the impact on the curriculum of arts education and business experience, the placements and their effects are to be measured against the stated objectives of the key players, in terms of the programme’s outcomes. The methods will involve literature and documentation reviews, participant interviews, and follow-up discussion and observation. Status: Sponsored project Source of Grant: Arts Inform £5,000 Date of Research: 1994–1996 KEYWORDS: arts; placement; secondments; teacher development 11/0663 Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 919 7171 London University, Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 National Union of Teachers, Hamilton House, Mabledon Place, London WC1H 9BD 0171 388 6191 Green, A. Dr; Bangs, J. Mr; Baker, K. Ms; Supervisor: Tomlinson, S. Prof. Teachers’ views of 14–19 education Abstract: The aim of the project was to achieve a clearer picture of the views of teachers on the education of young people aged 14–19. Funding was made available by the National Union of Teachers for a pilot prqject and 42 teachers in 6 comprehensive schools were interviewed. The schools represented locational diversity—2 in the South of England, 2 in the North, 1 Midlands and 1 Welsh; the sample of teachers was skewed towards senior teachers. Teachers were asked what they considered a coherent 14–19 curriculum should encompass, what assessment techniques were most appropriate, how they perceived the academic-vocational divide, and how they viewed equal opportunity issues. The results indicated that teachers wanted a unified curriculum and assessment system 14–19—ideally a broad flexible modular curriculum for all students. They preferred a curriculum in which students could choose both academic, vocational and work-experience courses and there was scepticism as to how long A-levels and General National Vocational Qualification (GNVQ) courses could continue to be separated. Published Material: TOMLINSON, S. (1995). ‘Partnership should have priority now’, Times Educational Supplement, 1 September, No 4131, p.12.; NATIONAL UNION OF TEACHERS, GOLDSMITHS COLLEGE & INSTITUTE OF EDUCATION. (1995). Teachers’ views of 14–19 education: a pilot project. London: National Union of Teachers.; TOMLINSON, S. (Ed). 14–19 education: critical perspectives. London: Athlone Press. (in press). Status: Sponsored project Source of Grant: National Union of Teachers £3,550 Date of Research: 1994–1995 KEYWORDS: A level examinations; academic education; curriculum development; National Vocational Qualifications; secondary education; sixteen to nineteen education; teacher attitudes; vocational education 11/0664 Imperial College of Science, Technology and Medicine, Humanities Programme, Mechanical Engineering Building, Exhibition Road, London SW7 3AZ 0171 589 5111 Science Museum, Exhibition Road, London SW7 5BD 0171 938 8234 Mclvor, S. Ms; Supervisor: Goodlad, S. Dr Science interpretation project Abstract: Study Service gives students the opportunity to carry out work of direct practical social utility as part of their curriculum. As one form of study service, Imperial College students have, since 1975, acted as tutors in local schools, assisting teachers with

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the delivery of lessons in science, technology and mathematics. In 1994, with funding from the Nuffield Foundation, Imperial College started a joint project with the Science Museum to extend this idea, specifically to experiment with students as interpreters of science on the museum galleries. This project, which will enrich the education of students by encouraging them to make use of knowledge as they acquire it, has two primary objects: 1) To develop a programme of volunteer interpreters as a basis for assessing the feasibility of deploying volunteers in the interpretation and dissemination of science and technology in museums and heritage sites; 2) To help other museums and heritage set up schemes using models, procedures, and materials generated and tested in the project. Status: Sponsored project Source of Grant: Nuffield Foundation £50,000 Date of Research: 1994–1996 KEYWORDS: museums; science teaching centres; volunteers 11/0665 Institute of Child Health, 30 Guilford Street, London WC1N 1EH 0171 242 9789 Hohnen, B. Miss; Supervisor: Stevenson, J. Dr Genetic influences on language and early reading: a twin study Abstract: The main aim of the study is to investigate the influence of genetic factors on individual differences in language and early reading. This builds on earlier research which has shown a substantial genetic influence on literacy ability in children from age 8 years and upwards (Stevenson 1991; Olson et al 1989). It also builds on research in the field of developmental psychology which has shown a causal influence of language related abilities (such as phonological awareness) at the preschool age on early reading ability. The research design will allow the use of tools of behaviour genetics to test two models against each other; one which assumes that there are common genetic influences shared between phonological awareness and reading ability; and one that assumes that both abilities are determined by a general set of ‘language’ genes. This will be examined using a cross-sectional twin design comparing identical twins with non-identical twins on language and reading ability at two ages: 5 years and 7 years. Sixty pairs of twins will be tested in each age range: thirty identical pairs and thirty non-identical pairs. The battery of tests consists of measures of reading and spelling ability, general ability, phonological awareness, receptive language, expressive language, short-term memory and mathematics ability. Multivariate analysis will be carried out on latent variables using the structural equation modelling package EQS to fit behavioural genetics models. Published Material: STEVENSON, J. (1991). ‘Which aspects of processing text mediate genetic effects?’, Reading and Writing: An Interdisciplinary Journal, Vol 3, pp.249–269.; DEFRIES, J.C., STEVENSON, J. GILLIS, J.J. & WADSWORTH S.J. (1991). ‘Genetic etiology of spelling deficits in the Colorado and London twin studies of reading disability’, Reading and Writing: An Interdisciplinary Journal, Vol 3, pp.271– 283. Status: Individual research Date of Research: 1993–1996

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KEYWORDS: child development; child language; genetics; language acquisition; reading ability 11/0666 Institute of Education, Centre for Multicultural Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Gundara, J. Dr Teacher education and teachers of travellers Abstract: Travellers in the three states (Britain, Ireland and Netherlands) have a wide range of educational and training needs which are little understood and even more rarely met. This trinational pilot project identifies these needs in the specific area of teacher education and makes recommendations as to how these needs may best be met. It is envisaged that this pilot study of international teacher education will only attempt to paint a map of some issues and provision. Published Material: GUNDARA, J. & NORDLAND, S. (1994). Teacher education for teachers of travellers. London: University of London, Institute of Education. Status: Sponsored project Source of Grant: Centre de Recherches Tsiganes £2,708 Date of Research: 1994–1994 KEYWORDS: gypsies; preservice teacher education; travellers—itinerants 11/0667 Institute of Education, Centre for Multicultural Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Gundara, J. Dr; Bourne, R. Mr Commonwealth values io education Abstract: A three-year research and development project in human rights education at the secondary level, working with experimental schools in Botswana, India, Zimbabwe and Northern Ireland. The project is designed to provide teaching strategies and materials which can be used in more than one Commonwealth country. Status: Sponsored project Source of Grant: Overseas Development Administration £75,000 Date of Research: 1995-continuing KEYWORDS: Botswana; civil rights; human rights; India; moral education; Northern Ireland; values education; Zimbabwe 11/0668 Institute of Education, Centre for Research and Education on Gender, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 Leonard, D. Dr Gender as schooling: are boys now under-achieving? Abstract: This is a series of seminars which will aim to map the field in debates about gender-related school achievement, with particular emphasis on the achievement of boys. Status: Sponsored project Source of Grant: Economic and Social Research Council £7,040 Date of Research: 1995-continuing KEYWORDS: achievement; boys; sex differences; underachievement 11/0669 Institute of Education, Centre for Research and Education on Gender, 20 Bedford Way, London WC1H OAL 0171 580 1122 Birmingham University, School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Leonard, D. Dr; Daniels, H. Prof. Gender and special educational needs in mainstream schooling Abstract: A study of the processes involved in the diagnosis and provision of special educational needs (SEN) support within mainstream primary schools, focusing on gender (by race and class), which will throw light on general assessment procedures and classroom practices. Published Material: DANIELS, H., HEY, V., LEONARD, D. & SMITH, M. (1995). ‘Gendered practices in special educational needs’. In: HOLLAND, J. et al. (Eds). Debates and issues in feminist research and pedagogy. Equality and Difference: Gender Issues in Education Series. Clevedon: Multilingual Matters. Status: Sponsored project Source of Grant: Economic and Social Research Council £101,000 Date of Research: 1994–1996 KEYWORDS: equal education; mainstreaming; sex differences; special educational needs 11/0670 Institute of Education, Centre for Research and Education on Gender, 20 Bedford Way, London WC1H 0AL 0171 580 1122 University of Kent at Canterbury, Department of Sociology and Social Anthropology, Canterbury CT2 7NZ 01227 764000 Leonard, D. Dr; Adkins, L. Dr Family work of young people, their education and post-16 careers

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Abstract: This project explores the educational significance of children’s unpaid and paid work in the family. In particular it explores the hypothesis that family work is an important factor in explaining the cumulative academic, training and employment disadvantages of working class girls. Fieldwork will be carried out with young people (aged 9–16); their families, and their schools. Published Material: ADKINS, L. & LEONARD, D. (1994). ‘Family work and the educational careers of working class girls in England’. In: WULF, C. (Ed). Proceedings of the 3rd NESA Conference, Freie Universitat, Berlin, 1994.; ADKINS, L. & LEONARD, D. (1994). ‘Ethnic differences in the family work of boys and girls and the effects on the young people’s educational progress’. Papers to Ethnocentrism and Education Conference, Delphi, Greece, 1994 and to the Australia Women’s Studies Annual Conference, Deakin University, 1994. Status: Sponsored project Source of Grant: Economic and Social Research Council £29,210 Date of Research: 1994–1995 KEYWORDS: academic achievement; adolescents; child labour; employment; family influence; girls 11/0671 Institute of Education, Centre for Research in Education Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Parry, G. Mr Access course recognition and the Higher Education Quality Council: a review Abstract: A review of current arrangements operated through the Higher Education Quality Council for the recognition of Access courses in England, Wales and Northern Ireland. Status: Sponsored project Source of Grant: Higher Education Quality Council £20,000 Date of Research: 1995–1996 KEYWORDS: Accessprogrammes; access to education; accreditation—courses; higher education 11/0672 Institute of Education, Department of English, Media and Drama Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Kress, G. Prof.; Scott, M. Ms Academic writing in a tertiary context: a comparison between Hong Kong and UK students Abstract: The study aims to describe the strengths and weaknesses of Hong Kong students’ academic writing in a coherent multidimensional and grounded analysis, by

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comparing the writing of tertiary level students with English as a second language (L2) in Hong Kong, with that of the English as a first language (Ll) student counterparts in the UK. It will use a theoretical and methodological framework that draws on genre theory and systematic functional grammar. Status: Sponsored project Source of Grant: British Council; Hong Kong Research Grants Council Date of Research: 1994-continuing KEYWORDS: English—second language; grammar; Hong Kong; writing— composition; writing skills 11/0673 Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Cowan, R. Dr Children’s development of number competence Abstract: The research aims to develop an accurate account of how children’s understanding of number develops from 4 to 7 years. Studies have been conducted to refine tasks used to assess children’s understandings of number and procedures such as counting and sharing, to determine the causes of children’s nonconserving responses, to explore whether children with severe language disorders show a qualitatively different pattern of development, and to identify what experiences make children more likely to count. Published Material: COWAN, R. (1991). ‘The same number’. In: DURKIN, K. & SHIRE, B. (Eds). Language in mathematical education: research and practice. Milton Keynes: Open University Press.; A full list of publications is available from the researcher. Status: Individual research Date of Research: 1974-continuing KEYWORDS: arithmetic; cognitive development; numbers; numeracy; primary education 11/0674 Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Cowan, R. Dr Primary school children’s understanding of heat and temperature Abstract: Assessment of Performance Unit surveys suggest that few 11-year-olds understand much about heat and temperature and how to measure them. Studies have been conducted to assess children’s knowledge of temperature phenomena in connection with daily life; i.e. body temperature, ice cream and swimming pools. In addition, 9–11-

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year olds have been interviewed to assess their understanding of the two common temperature scales. Children between 7 and 12 have been tested on verbal and numerical versions of temperature prediction tasks. The researchers found confusion over temperature was common even when no reference to numerical temperatures was made. Published Material: COWAN, R. & SUTCLIFFE, N. (1991). ‘What children’s temperature predictions reveal of their understanding of temperature’, British Journal of Educational Psychology, Vol 61, Part 3, pp.300–309. Status: Individual research Date of Research: 1987-continuing KEYWORDS: cognitive development; comprehension; heat; primary education; science education; temperature 11/0675 Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H OAL 0171 580 1122 Bryant, B. Prof.; Nunes, T. Dr Development of orthographic and syntactic knowledge in children Abstract: A longitudinal study of children’s morphological and syntactic awareness and the development of spelling. Published Material: NUNES, T., BRYANT, P.E. & BINDMAN, M. (1994). ‘Is it “soft” or “sofed”?’. Biennial Meeting of International Society for the Study of Behavioural Development, Amsterdam, 1994. Status: Sponsored project Source of Grant: Medical Research Council £48,090 Date of Research: 1992–1995 KEYWORDS: grammar, morphology—languages; semantics; spelling; syntax 11/0676 Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Penn, H. Ms Making change happen: an action research programme to into how Diirsery provision can be developed and supported Abstract: A case study investigation into nurseries providing care and education for children aged 0–5. Research support for two additional integrated nurseries. Status: Sponsored project Source of Grant: Baring Foundation £200,000 Date of Research: 1994-continuing KEYWORDS: day care centres; early childhood education; nursery schools

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11/0677 Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Dockrell, J. Dr Sources of word finding problems in language impaired children Abstract: The project concerns language impaired children who experience word finding difficulties (WFDs). Despite our detailed knowledge of individual factors that influence normal lexical acquisition, little is known about how these factors interact during acquisition, or of the effects of different types of experiences during the recall of words. A number of explanations of WFDs exist, but there has been no attempt to: 1) contrast these competing explanations in children experiencing language problems alone; 2) compare the patterns of deficit experienced by the children; or 3) develop a model of lexical production that acknowledges the types of deficits experienced by these children which the project will address. Experiments will be undertaken which will serve as an important step in defining the nature of the difficulties experienced by these children and lead to the development of intervention techniques. These studies will contribute to a fuller model and understanding of lexical production in children. Status: Sponsored project Source of Grant: Wellcome Trust £51,209 Date of Research: 1996-continuing KEYWORDS: child language; language acquisition; language handicaps; vocabulary development 11/0678 Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Nunes, T. Dr Number signing and arithmetic in deaf children Abstract: This project will: 1) investigate the use of different systems of sign as mediators of deaf children’s thinking; and 2) analyse several predictors of deaf children’s mathematical achievements, including the degree of hearing loss, the teaching approach used in the school, and the particular mediators used by the children during problem solving. Through these means this project aims to discover why deaf children lag behind their hearing counterparts in mathematics achievement. Status: Sponsored project Source of Grant: Nuffield Foundation £20,255 Date of Research: 1995–1996 KEYWORDS: deafness; manual communication; mathematics achievement; mathematics education; numbers; sign language; special educational needs

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11/0679 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Lawton, D. Prof.; Coles, M. Mr National Council for Vocational Qualifications (NCVQ) Fellowship Abstract: This project is to examine impact and take-up of the new framework for National Vocational Qualifications (NVQs); it examines and supports the technical processes required to develop and implement NVQs as well as providing a critique of policy and strategy formation in vocational qualifications in the United Kingdom. Status: Sponsored project Source of Grant: National Council for Vocational Qualifications £216,669 Date of Research: 1990–1995 KEYWORDS: National Vocational Qualifications; qualifications; vocational education 11/0680 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H OAL 0171 580 1122 Sammons, P. Dr; Thomas, S. Dr; Mortimore, R. Prof; Hind, A. Ms Differential school effectiveness: departmental variations in GCSE attainment Abstract: This 30 month project, funded by the Economic and Social Research Council (ESRC), has investigated four crucial issues of differential secondary school effectiveness: 1) departmental differences at GCSE (in English, Mathematics, Science, History and French); 2) differential academic achievement of groups of pupils (by gender, SES, prior attainment and ethnic group); 3) stability over time of departmental and school effects on GCSE performance; and 4) school and departmental processes affecting GCSE attainment. The investigation analysed examination results for 94 secondary schools in eight London local education authorities (LEAs) over a 2 year period using multilevel modelling techniques. In addition, detailed qualitative case studies of six selected schools have been undertaken, and process information (collected by questionnaires for headteachers and heads of departments) analysed for a larger sample (55 schools). Published Material: SAMMONS, P., THOMAS, S., MORTIMORE, P., CAIRNS, R. & BAUSOR, J. (1994). ‘Understanding the processes of school and departmental effectiveness: initial results’. Paper presented at the Symposium of School Effectiveness and School Improvement: Bridging the Divide Annual Conference of the British Educational Research Association, 9 September, St Anne’s College, University of Oxford, Oxford.; THOMAS, S., SAMMONS, P., MORTIMORE, P & SMEES, R. (1995). ‘Differential secondary school effectiveness: examining the size, extent and consistency of school and departmental effects on GCSE outcomes for different groups of

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students over three years’. Paper presented at the European Conference on Educational Research/British Educational Research Association Annual Conference, University of Bath, September 14–17 1995.; SAMMONS, P. (1995). ‘Gender, ethnic and socioeconomic differences in attainment and progress: a longitudinal analysis of student achievement over 9 years’, British Educational Research Journal, Vol 21, No 4, pp.465– 485.; SAMMONS, P., THOMAS, S. & MORTIMORE, P. (1996). ‘Promoting school and departmental effectiveness’, Management in Education, Vol 10, No 1, pp.22–24.; SAMMONS, P., MORTIMORE, P. & THOMAS, S. ‘Do schools perform consistently across outcomes and areas?’. In: GRAY, J., REYNOLDS, D., FITZGIBBON, C. & JESSON, D. (Eds). Merging traditions: the future of research on school effectiveness and school improvement. London: Cassell. (in press). A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Economic and Social Research Council £122,870 Date of Research: 1993–1995 KEYWORDS: differential performance; ethnic groups; examination results; intellectual disciplines; outcomes of education; school effectiveness; secondary schools; sex differences 11/0681 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H OAL 0171 580 1122 Gipps, C. Prof. Study of teacher feedback to young children Abstract: This is a small-scale study investigating two questions: 1) What sort of feedback do teachers give to infant school children? 2) How do children interpret, understand and act on this feedback? The aim is to establish a grounded typology of teacher feedback with more explanatory power than current models. Status: Sponsored project Source of Grant: Economic and Social Research Council £101,600 Date of Research: 1993–1995 KEYWORDS: classroom communication; feedback; infant school education; infant school teachers; teacher pupil relationship; teacher response 11/0682 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Branson, J. Ms; Clarke, S. Ms Evaluation of National Curricultun key stage 2 pilot for moderation of teacher assessment

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Abstract: An evaluation of two models designed to moderate teacher assessment at National Curriculum key stage 2 and piloted by the School Curriculum and Assessment Authority (SCAA) in a sample of schools in Yorkshire, Humberside and Wales. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £28,350 Date of Research: 1994–1994 KEYWORDS: assessment; assessment by teachers; moderation– marking; school based assessment 11/0683 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Thomas, S. Dr; Mortimore, P. Prof. Analysis and presentation of GCSE data Abstract: The major aim of the project is to analyse the GCSE results of all schools in Lancashire Local Education Authority, against a variety of background variables (such as prior achievement and gender), to develop value added measures of school performance and to identify schools doing particularly well or badly. Published Material: THOMAS, S. (1995). ‘Considering primary school effectiveness: an analysis of 1992 key stage 1 results’, The Curriculum Journal, Vol 6, No 3, pp.279– 295.; THOMAS, S. & MORTIMORE, P. (1996). ‘Comparison of value-added models for secondary school effectiveness’, Research Papers in Education, Vol 11, No 1, pp.5–33. Status: Sponsored project Source of Grant: Lancashire County Council £56,644 Date of Research: 1993-continuing KEYWORDS: examination results; examinations; general certificate of secondary education; school effectiveness 11/0684 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Elwood, J. Ms Gender differences in examinations at 18+ Abstract: An investigation into the contribution that the structures within the A-level examination make to differences in male/female performance. It will include teachers’/students’ attitudes to, and perceptions of, ability and attainment at this level of schooling. The study will also try to account for the cross-over in performance patterns between 16+ and 18+ examinations. Status: Sponsored project Source of Grant: Nuffield Foundation £31,120

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Date of Research: 1994–1996 KEYWORDS: A level examinations; academic achievement; examination results; examinations; performance; sex differences; sixteen to nineteen education 11/0685 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Thomas, S. Dr Development of value added measures for Jersey secondary schools Abstract: The major aim of the project is to analyse the General Certificate of Secondary Education (GCSE) results of all schools in Jersey Local Education Authority, against a variety of background variables (such as prior achievement and gender), to develop value added measures of school performance and to identify schools doing particularly well or badly. Status: Sponsored project Source of Grant: Jersey Education £14,984 Date of Research: 1995-continuing KEYWORDS: educational quality; examination results; performance indicators; school effectiveness; secondary schools 11/0686 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Thomas, S. Dr Optimal multilevel models of school effectiveness: comparative analysis across regions Abstract: The project investigates three issues crucial to the development of school effectiveness research: 1) the specificiation of the optimal multilevel models for measuring secondary school effectiveness using a value added approach; 2) the extent of local area, regional and national differences in the size, consistency and stability of school effects and the impact of different student and school background factors on student outcomes; and 3) the nature of the underlying dimensions of school effectiveness. Status: Sponsored project Source of Grant: Economic and Social Research Council £72,030 Date of Research: 1995-continuing KEYWORDS: comparative analysis; educational quality; performance indicators; school effectiveness; secondary schools 11/0687

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Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Clarke, S. Ms Impact of the standard assessment arrangements at National Curriculum key stages 1, 2 and 3 Abstract: The project aims to gather teachers’ opinions on the impact of national tests at key stages 1, 2 and 3, since they began, on: a) the curriculum; b) teaching and learning; c) teachers’ own assessments. Questionnaires and interviews will gather information from 200 teachers at each key stage, and will include non-National Union of Teachers (NUT) members. Status: Sponsored project Source of Grant: National Union of Teachers £21,500 Date of Research: 1995–1995 KEYWORDS: assessment; National Curriculum; standard assessment tasks; teacher attitudes 11/0688 Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Greenwich University, School of Primary and Secondary Education, Avery Hill Campus, Mansion Site, Bexley Road, Eltham, London SE9 2PQ 0181 316 8000 Harland, L. Ms; Supervisor: Gipps, C. Prof. Supporting teachers, supporting children with special educational needs: an exploration of the partnership between class teachers and support teachers Abstract: The role of the support teacher is changing extensively. It is assumed that the move from withdrawing children with special educational needs from the classroom, towards working within the classroom, with the accompanying need to advise/consult the class teacher, has resulted in a qualitative improvement of educational provisions for these children. Questions are proposed which will explore the nature of the partnership between support teacher and class teachers. It is intended to uncover some of the tensions which accompany the work of the support teacher. So far there has been little evaluation of any possible improvement in educational provision for children with special educational needs which may have been accounted for by support teacher/class teacher collaboration. Status: Individual research Date of Research: 1986-continuing KEYWORDS: special educational needs; support teachers; teachers 11/0689

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Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H OAL 0171 580 1122 London University, King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Gipps, C. Prof.; Brown, M. Prof. National assessment in primary schools: phase two Abstract: This project is an evaluation of the introduction of national assessment focusing on teachers’ developing practices in relation to standard assessment tasks (SATs) and teacher assessment, and the interpretation and use of results by teachers, parents and local education authorities (LEAs). Published Material: GIPPS, C., McCALLUM, B., McALLISTER, S. & BROWN, M. (1991). ‘National assessment at seven: some emerging themes’. In: GIPPS, C. (Ed). Developing assessment for the National Curriculum, Bedford Way series. London: Kogan Page.; McCALLUM, B. (1991). ‘SATs and rites of passage’, British Journal of Curriculum and Assessment, Vol 2, No 1, pp.14–16.; GIPPS, C. et al. (1995). Intuition or evidence? Teachers and national assessment of seven year olds. Buckingham: Open University Press. Status: Sponsored project Source of Grant: Economic and Social Research Council £201,010 Date of Research: 1990–1996 KEYWORDS: assessment; National Curriculum; primary schools; standard assessment tasks 11/0690 Institute of Education, Department of Economics, Geography and Business Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Lines, D. Mr Economics and business studies education Abstract: To provide a comprehensive 16–19 curriculum package in economics and business studies, including teaching and learning aids and a post-16 assessment vehicle. Status: Sponsored project Source of Grant: Nuffield Foundation £110,157 Date of Research: 1991–1995 KEYWORDS: business education; curriculum development; economics education; sixteen to nineteen education 11/0691 Institute of Education, Department of Economics, Geography and Business Education, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 Job, D. Mr; Slater, F. Dr Schools network on air pollution Abstract: The Geography Section at the Institute of Education is coordinating a schools based investigation of air quality across London. Sixteen schools are monitoring nitrogen dioxide, carbon monoxide and acid rain. Status: Sponsored project Source of Grant: The Sainsbury Family Charitable Trusts £21,000 Date of Research: 1994–1995 KEYWORDS: air pollution; environmental education; field studies; geography; pollution 11/0692 Institute of Education, Department of Economics, Geography and Business Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Clarke, R. Mr; Wood, K. Mr Pilot research into the development of flexible distance mode MA/ M. Ed modules in economics/business Abstract: Development of two distance learning MA/M.Ed modules in business and economics: 1) teaching and learning; and 2) assessment. Status: Sponsored project Source of Grant: University of Manchester £3,000 Date of Research: 1995–1995 KEYWORDS: business education; distance education; economics education 11/0693 Institute of Education, Department of Education and International Development, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Carr-Hill, R. Prof.; Wolf, A. Prof. English language needs amongst linguistic minority populations Abstract: A survey of English language proficiency levels among foreign-born residents of the UK, including refugees. The survey uses assessment instruments relating to Adult Literacy and Basic Skills Unit (ALBSU) standards for literacy and will be used to evaluate the need for English language classes. The project is conducted in collaboration with MORI. Status: Sponsored project Source of Grant: Adult Literacy and Basic Skills Unit £134,500 Date of Research: 1994–1995

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KEYWORDS: adult education; adult literacy; English—second language; ethnic groups; second language learning 11/0694 Institute of Education, Department of Education and International Development, 20 Bedford Way, London WC1H 0AL 0171 5801122 Carr-Hill, R. Prof. Multi-level modelling of Health Education Authority data Abstract: Market and Opinion Research International (MORI) has been carrying out a series of health and lifestyle surveys for the Health Education Authority over the last few years. The prqject will carry out a series of secondary analyses focusing on the identification of possible area effects on health behaviour. Status: Sponsored project Source of Grant: Market and Opinion Research International £15,000 Date of Research: 1995–1995 KEYWORDS: health; health education; life style 11/0695 Institute of Education, Department of Education and International Development, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Unterhalter, E. Dr Tracer study of South African students Abstract: The project will attempt to trace a sample of 100 former students selected from the 750 funded as part of the Africa Education Trust’s programme for South Africa (1964–1994). It will investigate what work (paid and unpaid) these former students are now doing, and their perceptions of their higher education in the UK. Status: Sponsored project Source of Grant: Africa Educational Trust £22,000 Date of Research: 1995–1995 KEYWORDS: followup studies; graduate employment; graduate surveys; overseas students; South Africa 11/0696 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Haines, C. Dr Effect of perceptuo-motor difficulty on early handwriting, speech and reading

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Abstract: In an earlier study, children entering school routinely completed neurodevelopmental tasks in the entrant school medical examination. To study the effect of difficulties with these on later school activities in and around the classroom, teachers completed a questionnaire in final year infant and first year junior classes, and children copied a sentence from the blackboard. Some four thousand children were involved. Now the geometric shapes copied at school entry, and the sentence copied from the blackboard are being assessed in greater detail to test the effect of perceptuo-motor difficulties on early handwriting skills. Published Material: HAINES, C. (1992). ‘Young children’s difficulty with capital letters’, Handwriting Review, pp.44–54. Status: Sponsored project Source of Grant: Nuffield Foundation £2,560 Date of Research: 1992–1995 KEYWORDS: handwriting; motor development; perceptual motor coordination; reading; speech communication 11/0697 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Wedell, K. Prof.; Norwich, B. Prof. Developing policy in the field of special educational needs for the 1990s Abstract: The preparation and publication of policy papers on special educational needs provision. Status: Sponsored project Source of Grant: B & G Cadbury Trust; Economic and Social Research Council Date of Research: 1992–1995 KEYWORDS: educational policy; special educational needs 11/0698 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Henderson, S. Dr The development of a Japanese version of the Movement Assessment Battery for Children Abstract: The purpose of the project is to translate and standardise the Movement Assessment Battery for Children (Henderson and Sugden 1992). This assessment is designed for use with children with movement learning difficulties. Status: Sponsored project Source of Grant: The Diawa Anglo-Japanese Foundation £3,000 Date of Research: 1994–1995

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KEYWORDS: clumsy children; diagnostic tests; Japan; motor coordination; psychomotor skills 11/0699 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Henderson, S. Dr Improving the assessment of movement difficulties in children: two additions to the Movement Assessment Battery Abstract: ‘Clumsiness’ or poor motor coordination was not formally acknowledged as a developmental disorder until the early 1980’s. This increase in awareness has brought with it a growing demand from parents and teachers for proper assessment and intervention for these children. The present project is concerned with refmements to a well-established assessment and intervention package known as the Movement Assessment Battery for Children (Henderson and Sugden 1992). The objectives are: 1) To begin to develop, from the current battery, a teacher checklist for the preschool child. 2) To produce a comprehensive database incorporating all the data that has been used on nearly 7,000 children in different countries. Status: Sponsored project Source of Grant: Action Research £9,729 Date of Research: 1994–1995 KEYWORDS: clumsy children; diagnostic tests; motor coordination; preschool tests; psychomotor skills 11/0700 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Kambouri, M. Dr; Francis, H. Prof. Drop-out and progression from English for speakers of other languages (ESOL) provision Abstract: This prqject aims to: 1) Survey the incidence and patterns of drop-out and progression from local classes for adult speakers of other languages who are learning English. 2) Investigate the reasons given for drop-out and progression. 3) Explore the factors within provision which affect drop-out and progression. Status: Sponsored project Source of Grant: Adult Literacy and Basic Skills Unit £63,853 Date of Research: 1994–1995 KEYWORDS: achievement; adult education; dropouts; English—second language; second language learning

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11/0701 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Hallam, S. Dr Development and publication of an annotated bibliography on truancy Abstract: Current political concerns regarding accountability have led to increased interest in issues relating to school effectiveness, including attendance at school. Local education authorities (LEA’s) and schools have been required to publish attendance figures and this has led to considerable interest in improving school attendance. However, there has been little guidance as to how this might be achieved. To establish current effective practice, a survey was undertaken of all the LEA’s in England and Wales. Each LEA was asked to provide information regarding current and new initiatives and an estimate of their effectiveness in relation to the reduction of absenteeism in schools. The findings revealed three main approaches: a whole school approach; a focus on persistent absentees; and denial of a problem. Specific effective strategies for improving attendance were also identified. Published Material: COOPER, D., ROAF, C. & HALLAM, S. (1994). ‘Reducing truancy: what are schools and LEA’s doing?’. Paper presented at the BPS Education Section Conference, November 1994, Morecambe.; HALLAM, S. & ROOF, C. (1995). Here today, here tomorrow: helping schools to promote attendance. London: Calouste Gulbenkian Foundation.; HALLAM, S. Improving school attendance. London: Heinemann. (in press).; HALLAM, S. & ROOF, C. If it makes my life easier to have a policy on attendance. Bristol: Lame Duck Publishing. (in press). Status: Sponsored project Source of Grant: Calouste Gulbenkian Foundation £6,670 Date of Research: 1994–1995 KEYWORDS: attendance; local education authorities; truancy 11/0702 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Porter, J. Ms Curriculum access for deaf-blind children Abstract: The aim of this project is to investigate the strategies used by teachers with pupils who are deaf-blind to access the curriculum. The term ‘strategies’ is used here to include the communication modes and methods, teaching approaches, use of the environment, use of specialist resources, task presentation and organisation and any related aspects concerning the management of learning. The design of the study includes teacher questionnaire and log, completed over a one week period. The national sample of 50 teachers will include teachers with deaf-blind pupils in mainstream, in specialist

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sensory provision and in severe learning difficulties (SLD) schools. The sample is skewed to represent the proportion of children to be found in each of the three settings. Information will be collated on teachers’ decision-making to draw together information on teachers’ experience of the effectiveness of different strategies and the conditions of use. Status: Sponsored project Source of Grant: Department for Education and Employment £42,082 Date of Research: 1995–1996 KEYWORDS: deaf blind; learning disabilities; special educational needs; teaching methods 11/0703 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Blatchford, P. Dr Changes in breaktime in schools: effects on life in school and playground Abstract: Breaktime is an important part of school life for pupils and staff. Recently, however, there have been signs of widespread changes to breaktime, including a reduction in duration. The aim of this project is for the first time to collect basic and current information on the main features of breaktime and lunch, including timing and duration, supervision and facilities provided, and school policies and attitudes. Information will be collected on changes which have taken place in recent years. The study is in two stages: 1) A national postal questionnaire survey of primary and secondary schools. 2) A series of case studies of schools to document processes of change and effects on life in school and playground. Status: Sponsored project Source of Grant: Nuffield Foundation £34,338 Date of Research: 1995–1996 KEYWORDS: play; playground activities; recreation; school organisation; timetables—school 11/0704 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 5801122 Wedell, K. Prof.; Lunt, I. Ms; Norwich, B. Prof. Clusters project: follow-up and extension study Abstract: The project will follow-up two of the clusters of schools previously studied to see how changes in legislation have influenced collaboration between schools. It will extend the work by looking at additional forms of collaboration and make further

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assessment of the effectiveness of the cluster approach for pupils with special educational needs. Status: Sponsored project Source of Grant: Waldburg Foundation £20,000 Date of Research: 1993–1995 KEYWORDS: cluster grouping; cooperation; special educational needs; special schools 11/0705 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Henderson, S. Dr; Dubowitz, L. Dr Constructional difliculties in children: characteristics, course and consequences Abstract: This project focuses on a sub-group of children described as ‘clumsy’. These children have particular difficulty with tasks requiring the transformation of complex visual-spatial information into motor output (e.g. doing jigsaws, making models, handwriting). The aim is to study these children in depth focusing on the early signs and educational consequences of the deficit. Status: Sponsored project Source of Grant: Action Research £9,257 Date of Research: 1995–1995 KEYWORDS: clumsy children; dyspraxia; motor coordination; psychomotor skills 11/0706 Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Norwich, B. Prof. Provision of a teacher centred strategy for implementing the Special Educational Needs Code of Practice Abstract: This study investigates the processes and outcomes of teacher support teams (TSTs) in secondary schools. In particular, it considers how a school’s culture and support systems affect the implementation and outcomes of a TST. Moreover, the research looks at ways at TST can contribute to improving a school’s provision for special educational needs and its implementation of the Code of Practice. Status: Sponsored project Source of Grant: Department for Education and Employment £44,800 Date of Research: 1995-continuing KEYWORDS: educationalpolicy; mainstreaming; special educational needs; support services; support staff

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11/0707 Institute of Education, Department of English, Media and Drama Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Moss, G. Ms Negotiated literacies: how children make sense of texts in different Abstract: The project is designed to explore children’s informal literacies, i.e. the literary practices children develop outside of formal schooling and often associated with the ‘new’ technologies such as video, television and computers. Particular attention is given to the ways in which children negotiate and establish these practices through talk and how these practices are embedded in different social contexts. Status: Sponsored project Source of Grant: Economic and Social Research Council £74,480 Date of Research: 1993–1995 KEYWORDS: incidental learning; literacy; mass media; popular culture 11/0708 Institute of Education, Department of English, Media and Drama Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Buckingham, D. Mr Television literacy and the regulation of children’s viewing Abstract: An investigation of children’s responses to television material which they find distressing, and the ways in which they and their parents regulate viewing. The research uses small group interviews with children aged between 6 and 16. The major focus of analysis is on the inter-relationships between affective, cognitive and social dimensions of children’s talk, and on the significance of demographic variables such as gender, age and social class. Published Material: BUCKINGHAM, D. (1994). ‘Child’s play’, English and Media Magazine, No 30, pp.21–24.; BUCKINGHAM, D. (1996). Moving images: understanding children’s emotional responses to television. Manchester: Manchester University Press.; ALLERTON, M. ‘Emotions and coping: children’s negative responses to television’, Early Child Development and Care. (in press). Status: Sponsored project Source of Grant: Broadcasting Standards Council £55,218 Date of Research: 1993–1994 KEYWORDS: child language; childreris television; emotional response; television 11/0709 Institute of Education, Department of English for Speakers of Other Languages, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 Flavell, R. Dr Eastern Europe project Abstract: The project provides feedback on the development of the English One-to-One project, such that subsequent phases can be better planned and implemented in the light of results from earlier stages. The research is qualitative principally, concerned with the methodological techniques of programme writing. There is an element of assessment of impact for later stages of the project. Status: Sponsored project Source of Grant: British Broadcasting Corporation £13,050 Date of Research: 1994–1995 KEYWORDS: distance education; Eastern Europe; English—second language; radio; Russia; second language teaching 11/0710 Institute of Education, Department of English for Speakers of Other Languages, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Flavell, R. Dr The Radio English Direct Project Abstract: The project will investigate the various phases of the British Broadcasting Corporation (BBC) project in order to provide feedback for subsequent stages. It is also concerned with the achievement of overall objectives and the project’s impact. Status: Sponsored project Source of Grant: British Broadcasting Corporation £33,418 Date of Research: 1994–1995 KEYWORDS: educational radio; radio 11/0711 Institute of Education, Department of History, Humanities and Philosophy, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Dickinson, A. Mr; Lee, P. Mr Concepts of history and teaching approaches at National Curriculum key stages 2 & 3 Abstract: The project is concerned with the teaching and learning of history in National Curriculum key stages 2 and 3. The main aims of the project are to increase understanding of the progression of children’s second-order concepts of evidence and explanation in history (Phase 1), to destroy characterisation of teaching approaches specific to history (Phase II), and to explore the relationships between teaching

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approaches and leaving outcomes (Phase III). Enhancement funding has been granted for a study of the progression paths followed by children moving from Year 3 to Year 5. Status: Sponsored project Source of Grant: Economic and Social Research Council £71,127 Date of Research: 1991–1996 KEYWORDS: history; history studies; National Curriculum; teaching methods 11/0712 Institute of Education, Department of History, Humanities and Philosophy, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Lee, P. Mr Some aspects of historical understanding Abstract: The research undertakes an analysis of concepts involved in the idea of historical understanding (rationality, intentionality, practical inference) and of related ideas (imagination, empathy, sympathy, identification, intuition, fellow-feelings, tolerance). AJI attempt is made to show that imagination (as supposal) is criterial to understanding in history. There is a discussion of major accounts of historical explanation (covering-law, explanation by rationale, narrativist and Marxist accounts). The relation between explanation, understanding and interpretation in history is examined, with particular attention to notions of meaning and significance. The second part of the research is concerned to argue some implications of the earlier analysis for children’s thinking and, in particular, the development of their ideas (explicit and tacit) about the nature and status of history (i.e. the ideas in question are second-order as opposed to substantive). Possible consequences for teaching will also be discussed. Previous work is examined, both from wider psychological research and from the more specific research undertaken within education, bearing directly upon children’s abilities and thinking in history. The argument will draw upon empirical investigations performed by the author and by research projects in which he has been involved. It is anticipated that these will provide evidence bearing on children’s ideas at all ages between 7 years and 19 years. Status: Individual research Date of Research: 1977–1995 KEYWORDS: comprehension; explanation; historiography; history; imagination 11/0713 Institute of Education, Department of History, Humanities and Philosophy, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Aldrich, R. Dr Historical perspectives on educational issues in England Abstract: To establish a database of historical material—facts, bibliography and interpretations in respect of contemporary educational issues: e.g. the control of

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education; the training and profession of teachers; the National Curriculum. This will be assembled in computer-based and book form. Status: Sponsored project Source of Grant: Leverhulme Trust £23,680 Date of Research: 1993–1995 KEYWORDS: educational change; educational history; educational policy 11/0714 Institute of Education, Department of History, Humanities and Philosophy, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Cairns, J. Ms Research for quality in Jewish education Abstract: The project will investigate the quality and effectiveness of Jewish education in the UK and the impact of Jewish education on the developing identities of Jewish youth. Status: Sponsored project Source of Grant: Jewish Continuity £247,922 Date of Research: 1994–1996 KEYWORDS: educational quality; Jewish education; religious education 11/0715 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H OAL 0171 580 1122 Wolf, A. Prof. Evolution of GNVQs: enrolment and delivery patterns and their policy implications Abstract: A representative national survey of enrolment and delivery patterns for General National Vocational Qualifications (GNVQs) and of progression routes for a sample of GNVQ graduates. Published Material: FURTHER EDUCATION UNIT. (1994). GNVQs 1993–4: a national survey report, the first interim report of a joint project. London: FEU; FURTHER EDUCATION DEVELOPMENT AGENCY. (1995). GNVQs 1994–95: a national survey report, the second interim report of a joint project. London: FEDA. Status: Sponsored project Source of Grant: Further Education Unit; Nuffield Foundation, jointly£53,130 Date of Research: 1993–1995 KEYWORDS: employment qualifications; National Vocational Qualifications; sixteen to nineteen education; vocational education 11/0716

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Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H OAL 0171 580 1122 Hoyles, C. Prof. Visualisation, computers and learning Abstract: There is recognition that the status of the visual in both mathematics and mathematics education needs re-evaluation. Since the 1960s, there has been a decline in geometry and its replacement by numerical and algebraic approaches and more generally visualisation is assigned low priority within mathematics teaching and learning. Central to the effectiveness of advanced computer software is the use of graphic screen representations by which mathematical objects can be observed in dynamic relation. This project aims to investigate if and how computers with appropriate software can facilitate visualisation in mathematics and offer the prospect undertaken within carefully designed activities: to map the visualisation strategies of construction, justification and interpretation, to identify how links are made with symbolisation; and to analyse how both strategies and linkages are influenced by the media in which the mathematics is expressed, that is paper and pencil or computer. Status: Sponsored project Source of Grant: Economic and Social Research Council £112,940 Date of Research: 1993–1995 KEYWORDS: computer uses in education; educational software; information technology; mathematics education; symbols—mathematics; visual learning 11/0717 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Noss, R. Dr; Hoyles, C. Prof. Understanding the mathematics of banking Abstract: To understand how mathematical knowledge is mobilised in investment banking, and to produce materials which address the underlying mathematical concepts involved. Published Material: NOSS, R. & HOYLES, C. (1995). ‘The mathematics of banking: an approach through computational modelling’. In: Proceedings of the First European Conference for Research on the Psychology of Mathematics Education, Osnabruck, 1995. Status: Sponsored project Source of Grant: Swiss Bank Corporation £33,600 Date of Research: 1994–1995 KEYWORDS: banking; mathematical applications 11/0718

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Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Sutherland, R. Prof. The implication of changes in pre-university mathematics courses on the formation of graduate engineers Abstract: The aim of this project is to review the nature of the change in mathematical background of undergraduate engineers and the negative and positive effect of this change on the formation of graduate engineers. Published Material: SUTHERLAND, R. & POZZI, S. (1995). The changing mathematical background of undergraduate engineers: a review of the issues. London: The Engineering Council. Status: Sponsored project Source of Grant: The Engineering Council £8,900 Date of Research: 1994–1994 KEYWORDS: engineering education; mathematical ability; students 11/0719 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Sutherland, R. Prof. New technologies and learning mathematics: equal access for girls and boys Abstract: The aim of the project is to produce a collection of teaching materials for using Cabri Geometre in the secondary school mathematics classroom with a particular focus on the needs of girls. Published Material: SUTHERLAND, R., IPPOLITO, D., PORCARO, R. & HEALY, L. (1995). ‘Making sense of Cabri with A-level students’, Micromath, Vol 11, No 2, pp.25–29. Status: Sponsored project Source of Grant: European Union £6,200 Date of Research: 1993–1994 KEYWORDS: computer uses in education; educational software; girls; information technology; mathematics education 11/0720 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Wolf, A. Prof. Access to training and development for further education staff

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Abstract: A survey of current further education college provision of staff training and the implications for the likely take-up of occupational standards for futher education and standards-based qualifications. A report produced for the Training Enterprise and Education Directorate is available on request. Status: Sponsored prqject Source of Grant: Department of Employment £7,500 Date of Research: 1994–1995 KEYWORDS: colleges of further education; further education; teacher development 11/0721 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Wolf, A. Prof. Geometrical modelling and industrial statistics for engineering students Abstract: Identification of key requirements of technically advanced engineering firms for geometrical and statistical skills and development of experimental computer-based teaching materials for technician level students. Status: Sponsored project Source of Grant: Nuffield Foundation £39,501 Date of Research: 1995-continuing KEYWORDS: engineering education; higher education; mathematics education 11/0722 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Wolf, A. Prof.; Carr-Hill, R. Prof. Assessing the progress of adults in basic skills programmes: developing an instniment Abstract: Development of a test of literacy skills aimed at lowachieving adults and designed to identify small degrees of progression. Status: Sponsored project Source of Grant: Basic Skills Agency £32,063 Date of Research: 1995–1995 KEYWORDS: adult basic education; adult literacy; assessment; literacy education; tests 11/0723 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 Wolf, A. Prof. Improving the delivery of mathematics for post-16 vocational students: feasibility study and options Abstract: Improving the delivery of mathematics for post-16 vocational students. Status: Sponsored project Source of Grant: Department for Education and Employment £4,301 Date of Research: 1995–1995 KEYWORDS: mathematics education; sixteen to nineteen education; vocational education 11/0724 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Hoyles, C. Prof.; Healy, S. Ms Justifying and proving in school mathematics Abstract: This project will survey conceptions amongst high-attaining students of the validity of a range of modes of justification in geometry and in algebra, including formal mathematical proof. Following this survey, the researchers will design computerintegrated teaching experiments in these two areas of the mathematics curriculum and evaluate their influence on students’ conceptions of proof and the proving process. Status: Sponsored project Source of Grant: Economic and Social Research Council £199,390 Date of Research: 1995-continuing KEYWORDS: algebra; computer uses in education; geometry; information technology; mathematics education; proof—athematics 11/0725 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Noss, R. Dr Teaching and Learning Technology Programme (TLTP): Project 15 evaluation Abstract: To evaluate a newly developed computer based system at Imperial College and Leeds University based on “Mathematica”. Published Material: NOSS, R. (1995). Final report of the evaluation of the transitional mathematics and transmath projects for HEFCE. London: University of London, Institute of Education.; NOSS, R., KENT, R., RAMSDEN, P. & WOOD, J. ‘Recording and evaluating student interactions with Mathematica’, Mathematica in Education and Research. (in press).

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Status: Sponsored project Source of Grant: Imperial College £15,000 Date of Research: 1994–1995 KEYWORDS: computer uses in education; information technology; mathematics education 11/0726 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Noss, R. Dr; Hoyles, C. Prof. Towards a mathematical orientation through computational modelling Abstract: Every aspect of personal or professional life is becoming increasingly mathematised. A primary aim of this research is to analyse a broad range of mathematical situations as described by adults on the basis of their personal or professional functionality. Research suggests that for learners to mathematise successfully, they must do so in the context of situations which are meaningful to them, and that they must build their own mathematical models, which can happen in computational settings. The research will involve the design and construction of activities based on computational modelling, in which individuals have to express their understandings on the form of formal yet meaningful computer “programs”. These activities will serve simultaneously as a context in which to study the individual’s construction of mathematical meanings, and as a setting in which individuals might come to coordinate more effectively everyday and mathematical approaches. Status: Sponsored project Source of Grant: Economic and Social Research Council £89,520 Date of Research: 1996-continuing KEYWORDS: computer programming; mathematical models; mathematics achievement; mathematics education 11/0727 Institute of Education, Department of Mathematics, Statistics and Computing, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Bristol University, School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Wolf, A. Prof.; Goulden, D. Mr Evaluation of set assignments in General National Vocational Qualifications (GNVQs) Abstract: Evaluation of the use of new/experimental methods of assessing General National Vocational Qualifications (GNVQs) which are midway between internal and

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examination-based assessment, with the focus on: a) reliability and standards; and b) effects on classroom process. Status: Sponsored project Source of Grant: Training and Enterprise Directorate £70,451 Date of Research: 1994–1995 KEYWORDS: assessment; National Vocational Qualifications; vocational education 11/0728 Institute of Education, Department of Music Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Swanwick, K. Prof. Voices/Menuhin project Abstract: This project is an evaluation of a three year curriculum intervention in music in a primary school. A broad, sequenced and progressive music course will be supported by inservice work starting in September 1994. Two classes will be under observation in Oxford Gardens Primary School: Years 1 and 3. There are two main research questions: 1) What are the social and academic effects of this programme on the children taking part? 2) Does the programme result in the observable development of musical understanding? Status: Sponsored project Source of Grant: Voices Foundation £7,100 Date of Research: 1994–1995 KEYWORDS: music; music activities; singing 11/0729 Institute of Education, Department of Music Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Swanwick, K. Prof. Development of task and test materials for National Curriculum Music key stage 3 Abstract: The project will develop non-statutory National Curriculum key stage 3 materials across a range of abilities and provide for pupil assessment. These will cover the activities of composing, performing and appraising music. Status: Sponsored project Source of Grant: Curriculum and Assessment Authority for Wales £58,770 Date of Research: 1995–1996 KEYWORDS: achievement tests; assessment; curriculum development; educational materials; material development; music; music activities 11/0730

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Institute of Education, Department of Music Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Swanwick, K. Prof. South Bank Centre project Abstract: The project will study the effects of work at South Bank Centre on classes throughout National Cuniculum key stage 3. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £6,000 Date of Research: 1995-continuing KEYWORDS: music 11/0731 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Bendelow, G. Dr Young people and cancer—extension Abstract: This is a research study carried out in the Greater Manchester area to examine the beliefs and knowledge of primary school children aged 9–10 and secondary school children aged 15–16 in urban, suburban and rural areas, about health, illness and cancer. Status: Sponsored project Source of Grant: Women’s National Cancer Control Campaign £9,850 Date of Research: 1992–1995 KEYWORDS: cancer education; health education; pupil attitudes 11/0732 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Saran, R. Dr; Esp, D. Mr Effecrive governors for effecrive schools: roles and relationships Abstract: The study focuses on how the emerging relationships in school government, in particular between headteachers and chairs of governors, influence for better or worse the effectiveness of schools. Field work involves approximately 20 schools—primary, secondary, county, voluntary, and grant maintained. Published Material: ESP, D. & SARAN, R. (Eds). (1995). Effective governors for effective schools. London: Longman. Status: Sponsored project Source of Grant: British Education Management Abstract Service; Longman Publishers

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Date of Research: 1993–1995 KEYWORDS: educational administration; governance; governing bodies; head teachers; school governors 11/0733 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Oakley, A. Prof. Evaluation of NEWPIN and Home Start Abstract: An evaluation of a voluntary organisation set up to help people with parenting difficulties (and their children). A second phase of the project will provide further analysis of the 1992 data; detailed examination of the referral process; interviews with referrers, Newpin workers and users. A randomised controlled evaluation of Newpin, compared with routine statutory sector care, will be undertaken. Status: Sponsored project Source of Grant: Gatsby Charitable Foundation £102,500 Date of Research: 1993–1996 KEYWORDS: child rearing; parent education; parenthood education; parenting skills; voluntary agencies 11/0734 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr; Morris, A. Mr Development of performing arts education for people over 16 Abstract: Development of formal systems for recognising achievement in ‘informaP or ‘supplementary’ performing arts curriculum in post-16 education. Involves creation of modules (e.g. jazz dance, studio recording, performing arts workshop, careers in the arts) and of progression paths. Status: Sponsored project Source of Grant: Calouste Gulbenkian Foundation £10,000 Date of Research: 1993–1995 KEYWORDS: arts; dance; music; sixteen to nineteen education; theatre arts 11/0735 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr

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Unifled curriculum at 16+ development phase Abstract: The Hamlyn Post-16 Unified Curriculum Project has two overarching aims: 1) Raising levels of participation and achievement in post 16 education and training in the Hackney and Islington area. 2) Developing a national strategy for unifying the curriculum at 16+. Status: Sponsored prqject Source of Grant: Paul Hamlyn Foundation £88,163 Date of Research: 1993–1995 KEYWORDS: curriculum development; sixteen to nineteen education 11/0736 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Mayall, B. Dr; Oakley, A. Prof. Health in primary schools Abstract: A study of the status of health in primary schools, using a postal questionnaire and case studies. Status: Sponsored project Source of Grant: Economic and Social Research Council £162,020 Date of Research: 1993–1995 KEYWORDS: health education; primary education 11/0737 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Mauthner, M. Ms; Oakley, A. Prof.; Holland, J. Dr Family health project Abstract: A qualitative study of transmission processes and communication patteras in relation to health education information in families. Published Material: HOLLAND, J., HEY, V. & MAUTHNER, M. (1992). The family education project pilot. Interim and Final Reports to the Health Education Authority; HOLLAND, I, HEY, V. & MAUTHNER, M. (1993). ‘Behind closed doors: researching the family’. Paper given at the British Sociological Association Annual Conference, Essex University, 5–8 April 1993. Status: Sponsored project Source of Grant: Health Education Authority £83,553 Date of Research: 1994–1995 KEYWORDS: communication research; family involvement; health education 11/0738

Register of educational research in the United Kingdom

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Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Whitty, G. Prof.; Power, S. Dr; Youdell, D. Ms Homelessness and education Abstract: The research will explore the relationship between education and homelessness. Questionnaire surveys of local education authorities (LEA’s) and schools, and interviews with teachers and parents, will be used to investigate the impact which placing families in temporary accommodation has on a) pupil progress, and b) school provision. Published Material: POWER, S., WHITTY, G. & YOUDELL, D. (1995). No place to learn: homelessness and education. London: Shelter.; POWER, S., WHITTY, G. & YOUDELL, D. (1995). ‘School’s out for the homeless’, Roof, Sep/Oct, p.9. Status: Sponsored project Source of Grant: Shelter £19,965 Date of Research: 1994–1995 KEYWORDS: disadvantaged; educational needs; family problems; home school relationship; homeless people; housing 11/0739 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Williams, G. Prof. Review of funding options in higher education Abstract: A review and evaluation of current proposals for reform of the funding of higher education. Status: Sponsored project Source of Grant: Council for Industry and Higher Education £4,500 Date of Research: 1994–1995 KEYWORDS: economics education relationship; educational finance; higher education 11/0740 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Williams, G. Prof.; Loder, C. Ms “Dipstick” survey of postgraduate provision in higher education Abstract: A survey of postgraduate provision and postgraduate students in a sample of higher education institutions. Status: Sponsored project

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Source of Grant: Higher Education Funding Council £34,949 Date of Research: 1995–1995 KEYWORDS: graduate study; higher education 11/0741 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Barnett, M. Prof.; Young, M. Dr GNVQ science resource Abstract: This project will research the science-related skills and knowledge used by workers in the telecommunications industry. On the basis of this research, it will develop materials to support the delivery of General National Vocational Qualification (GNVQ) Science at Level II and III. Status: Sponsored project Source of Grant: British Telecommunications £44,300 Date of Research: 1995–1996 KEYWORDS: educational materials; material development; national vocational qualifications; science education; vocational education 11/0742 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Barnett, M. Prof.; Kent, A. Mr Remote sensing in the Geography National Curriculum: dissemination phase Abstract: This project involves the coordination and facilitation of a national programme of inservice teacher education (INSET) based on the materials of the Remote Sensory in Geography Project. The dissemination project will publicise these materials and train INSET providers. Status: Sponsored project Source of Grant: National Council for Educational Technology £15,000 Date of Research: 1994–1995 KEYWORDS: earth science; educational materials; geography; inservice teacher education; material development 11/0743 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Barnett, M. Prof.

Register of educational research in the United Kingdom

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Mathematics for technology and engineering Abstract: Evaluation of the Hamlyn/City and Inner London North Training and Enterprise Council (CILNTEC) ‘Maths for Engineering’ sub-project which is concerned with developing a foundation mathematics syllabus for post-16 students wishing to proceed to engineering courses in higher education. Status: Sponsored project Source of Grant: City and Islington College £4,000 Date of Research: 1995–1995 KEYWORDS: engineering education; mathematics education; sixteen to nineteen education 11/0744 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Gilborn, D. Dr Achievement and experience in GCSE English and Mathematics: setting and selection project Abstract: The project will examine the importance of ethnic background as a factor in pupils’ experience of, and performance in, GCSE Mathematics and English. Specifically it aims to: 1) investigate whether ethnic origin is related to pupils’ placement in teaching sets and differentiated (tiered) entry schemes; and 2) explore the significance of race as a factor in the school-based processes of teacher/pupil and pupil/pupil interaction that shape experience in teaching sets and influence fmal decisions about the most ‘appropriate’ level for GCSE entry. Status: Sponsored project Source of Grant: Nuffield Foundation £36,067 Date of Research: 1995-continuing KEYWORDS: achievement; ethnic groups; ethnicity; general certificate ofsecondary education 11/0745 Institute of Education, Department of Policy Studies, Centre for Post Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Green, A. Dr; Ainley, P. Dr An investigation into the reactions of schools and colleges to the revision of the National Education and Training Targets Abstract: Teachers, lecturers, students, curriculum managers, principals/headteachers and others in a sample of schools and further education colleges in different regions of England and Wales were interviewed to assess their reactions to the proposed revisions of the National Education and Training Targets.

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Published Material: GREEN, A. & AINLEY, R (1995). Progression and the targets in post-16 education and training. London: University of London, Institute of Education.; AINLEY, P. & GREEN, A. (1996). ‘Missing the targets: the new state of post-16 education and training’, Vocational Aspect of Education, Vol 37, No 3, pp.22–23. Status: Sponsored project Source of Grant: National Advisory Council for Education and Training Targets £19,119 Date of Research: 1994–1994 KEYWORDS: educational objectives; National Vocational Qualifications; training; training objectives; vocational education; work education relationship 11/0746 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Hawthorn, R. Ms Students’ perceptions of careers, education and guidance provision Abstract: To investigate how pupils in Years 12/13 think that the careers education and guidance offered in Years 9–11 can be improved. The pupils will be given questionnaires individually followed up by group discussion. Careers teachers will also be consulted. Status: Sponsored project Source of Grant: Careers Service Partnership £5,565 Date of Research: 1995–1995 KEYWORDS: career education; careers teachers; pupil attitudes; school to work transition; vocational guidance 11/0747 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr Individual action planning programme/work based leaming 1994–95 Abstract: The project involves an analysis of the human resource development issues for teachers in secondary and further education, arising from the introduction of individual action planning within the 14–19 curriculum. Status: Sponsored project Source of Grant: London East Training and Enterprise Council £28,900 Date of Research: 1994–1995 KEYWORDS: experiential learning; further education; individual action planning; individual needs; school to work transition; secondary education; vocational guidance; work experience

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11/0748 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr BP/CILNTEC Careers Education Project Abstract: The aim of the British Petroleum (BP)/City and Inner London North Training and Enterprise Council (CILNTEC) project is to develop new modules in careers education with a unified post-16 framework. Status: Sponsored project Source of Grant: City and Inner London North Training and Enterprise Council £5,000 Date of Research: 1994–1995 KEYWORDS: career education; school to work transition; sixteen to nineteen education 11/0749 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr Unifying academic and vocational learning: Scottish and English/ Welsh approaches Abstract: This project will draw on case studies in England and Scotland to examine a number of issues concerned with overcoming academic/vocational divisions. The main focus will be: conceptual issues (what is meant by unifying); design issues (what structures would be needed for a unifying system; and implementation issues (what might be the strategies for moving towards a unified system). Status: Sponsored project Source of Grant: Economic and Social Research Council £78,294 Date of Research: 1995-continuing KEYWORDS: academic education; sixteen to nineteen education; vocational education 11/0750 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr City and Inner London North Training and Enterprise Council (CILNTEC) evaluation

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Abstract: The evaluation of project work which relates to unified curriculum development work within Hackney Community College during 1994–95. Status: Sponsored project Source of Grant: City and Inner London North Training and Enterprise Council £4,000 Date of Research: 1994–1995 KEYWORDS: academic education; sixteen to nineteen education; vocational education 11/0751 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Hawthorn, R. Ms An evaluation strategy for work within the Individual Commitment to Learning Programme Abstract: The project will include evaluation of the Gateways to Learning extension and Access to Assessment. Status: Sponsored project Source of Grant: Greater Peterborough Training and Enterprise Council Date of Research: 1994–1996 KEYWORDS: learning; sixteen to nineteen education 11/0752 Institute of Education, Department of Policy Studies, Centre for Post-Sixteen Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Young, M. Dr Work based learning extension project on Training Credits Abstract: The project will look at the implementation of Training Credits and will examine: the quality of training experienced by trainees; the value of Action Plans. It will evaluate employers’ and training providers’ perceptions of the value of Training Credits. Status: Sponsored project Source of Grant: London East Training and Enterprise Council £15,000 Date of Research: 1995–1996 KEYWORDS: training; training credits; work based learning; work education relationship 11/0753 Institute of Education, Department of Policy Studies, Health and Education Research Unit, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 London University, Goldsmiths College, Faculty of Education, New Cross, London SE14 6NW 0171 9197171 Inman, S. Ms; Whitty, G. Prof. Promoting health in secondary schools Abstract: This project will assess the training needs in each of the eight new health regions in England and, in the light of this assessment, will facilitate the provision of relevant training for local trainers and those responsible for promoting health in secondary schools. These training activities will be evaluated and a training resource on the promotion of health in secondary schools will be produced and disseminated. Published Material: WHITTY, G., INMAN, S., & TOFT, M. (1995). Promoting health in secondary schools: final report. London: University of London, Institute of Education, Health and Education Research Unit.; TOFT, M., INMAN, S. & WHITTY, G. Healthy schools are effective schools: a resource for secondary whole school improvement. London: University of London, Institute of Education, Health and Education Research Unit. (in press). Status: Sponsored project Source of Grant: Health Education Authority £97,045 Date of Research: 1994–1995 KEYWORDS: health education; healthpromotion; secondary schools 11/0754 Institute of Education, Department of Policy Studies, Health and Education Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Whitty, G. Prof.; Warwick, I. Mr Sexual health, HIV and drugs education youth project Abstract: Training needs assessment with youth workers around sexual health, Human Immunodeficiency Virus (HIV), and drugs education and development of collaborative training. Published Material: PARKINSON, K., TOFT, M., WARWICK, I. & WHITTY, G. (1995). Sexual health, HIV and drugs education youth project. London: University of London, Institute of Education, Health and Education Research Unit. Status: Sponsored project Source of Grant: Lambeth, Southwark and Lewisham Health Commission £20,600 Date of Research: 1994–1995 KEYWORDS: acquired immune deficiency syndrome; drug education; health education; sex education; training; youth leaders 11/0755

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Institute of Education, Department of Policy Studies, Health and Education Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Newcastle upon Tyne University, Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Whitty, G. Prof.; Power, S. Dr; Edwards, A. Prof. Destined for success? Educational biographies of academically able children Abstract: The investigation will explore the different ways in which academically able children realise and experience educational opportunities. Based on retrospective accounts, it will look at the process through which different types of school shape and facilitate future ambitions and destinations. Status: Sponsored project Source of Grant: Economic and Social Research Council £126,140 Date of Research: 1994-continuing KEYWORDS: ability; academic aspiration; access to education; gifted; opportunities; outcomes ofeducation; private education; State schools 11/0756 Institute of Education, Department of Policy Studies, Health and Education Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Whitty, G. Prof.; Toft, M. Ms European Network of Health Promoting Schools: centralised support iniriative Abstract: This project will draw upon the experience of the ‘Promoting Health in Secondary Schools’ project to provide support to European Network Schools in working with parents and the local community and in responding to sensitive issues. Two workshops will be held and a report produced. Published Material: TOFT, M. (1995). Parental and community involvement in the health promoting school: feedback report. London: University of London, Institute of Education, Health and Education Research Unit; TOFT, M. (1995). Responding to sensitive issues in the health promoting school. London: University of London, Institute of Education, Health and Education Research Unit. Status: Sponsored project Source of Grant: Health Education Authority £22,800 Date of Research: 1995–1996 KEYWORDS: community involvement; Europe; health education; health promotion; international educational exchange; parent participation 11/0757 Institute of Education, Department of Policy Studies, Health and Education Research Unit, 20 Bedford Way, London WC1H 0AL

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0171 580 1122 Warwick, I. Mr; Whitty, G. Prof.; Youdcll, D. Ms Young people’s beliefs about sexual health and Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) education Abstract: This project aims to explore, compare and contrast young people’s beliefs about sexual health and Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) education with particular reference to joint and single gender work. The project will work closely with local youth workers in East Sussex in order to assist them in developing effective interventions. Where possible, and subject to negotiation with those who work in the formal education sector with young people, work will also be undertaken with pupils, teachers and parents. Status: Sponsored project Source of Grant: East Sussex Health Authority £26,000 Date of Research: 1995–1996 KEYWORDS: acquired immune deficiency syndrome; adolescent attitudes; health education; sex education; sexuality; sexually transmitted diseases; youth 11/0758 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Keele University, Department of Social Anthropology, Keele ST5 5BG 01782 62111 Mayall, B. Dr; Prout, A. Dr Childhood and society Abstract: A seminar group which holds regular day meetings to discuss issues in the sociology of childhood. Status: Sponsored project Source of Grant: Economic and Social Research Council £3,315 Date of Research: 1993–1995 KEYWORDS: children; sociology 11/0759 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H OAL 0171 580 1122 London University, Institute of Education, Department of Curriculum Studies, 20 Bedford Way, London WC1H 0AL Gillborn, D. Dr; Gipps, C. Prof. Review of recent research on achievement by minority ethnic pupils

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Abstract: A wide ranging review of recent research on the achievements and progress of ethnic minority pupils in England. A report will be published in 1996. Status: Sponsored project Source of Grant: Office for Standards in Education £9,350 Date of Research: 1994–1995 KEYWORDS: achievement; ethnic groups; ethnicity 11/0760 Institute of Education, Department of Policy Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Sheffield University, Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Bristol University, School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 Whitty, G. Prof.; Whiting, C. Dr; Barrett, E. Dr; Miles, S. Ms; Barton, L. Prof.; Furlong, J. Prof. Changing modes of professionalism? A case study of teacher education in transition Abstract: This project will build upon the earlier Modes of Teacher Education Project. Using baseline data from that project, it will explore the nature and impact of current changes in initial teacher education in England and Wales. The study will focus on the experience, outcomes and costs of teacher training in the new modes required by government policy. Analysis will focus on how far new forms of teacher education are fostering new conceptions of professionalism and professionality. Published Material: MILES, S., BARRETT, E., BARTON, L, FURLONG, J., GALVIN, C. & WHITTY, G. (1993). ‘Initial teacher education in England and Wales: a topography’, Research Papers in Education, Vol 8, No 3, pp.275–304.; FURLONG, J., WHITTY, G, BARRETT, E., BARTON, L. & MILES, S. (1994). ‘Integration and partnership in initial teacher education—dilemmas and possibilities’, Research Papers in Education, Vol 9, No 3, pp.281–30L; BARTON, L., BARRETT, E., WHITTY, G., MILES, S. & FURLONG, J. (1994). ‘Teacher education and teacher professionalism in England: some emerging issues’, British Journal of Sociology of Education, Vol 15, No 4, pp.529–543. Status: Sponsored project Source of Grant: Economic and Social Research Council £94,910 Date of Research: 1993–1996 KEYWORDS: preservice teacher education; school based teacher education; teaching profession 11/0761 Institute of Education, Department of Policy Studies, Social Science Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122

Register of educational research in the United Kingdom

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Holland, J. Dr; Oakley, A. Prof.; Fullerton, D. Ms Risk, knowledge and behaviour: the impact of HIV/AIDS education programmes Abstract: A systematic review of the methodologies and findings of research relevant to Human Immunodeficiency Virus (HIV)/ Acquired Immune Deficiency Syndrome (AIDS) knowledge and behaviour with particular reference to young people. Published Material: OAKLEY, A. & FULLERTON, D. (1994). ‘Risk, knowledge and behaviour: the impact of HIV/AIDS education programmes’. Report to North East Thames Regional Health Authority. Status: Sponsored project Source of Grant: North East Thames Regional Health Authority £15,000 Date of Research: 1994–1994 KEYWORDS: acquired immune deficiency syndrome; health education; prevention; sexually transmitted diseases; youth 11/0762 Institute of Education, Department of Policy Studies, Social Science Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Oakley, A. Prof.; Fullerton, D. Ms Young people and smoking: which approaches are effective? Abstract: This project is a systematic review of the methodologies and findings of research relevant to understanding young people’s smdking behaviour. The work includes a systematic review of reports of evaluations of interviews aimed at stopping and/or preventing young people smoking. Status: Sponsored project Source of Grant: North East Thames Regional Health Authority £15,000 Date of Research: 1994–1995 KEYWORDS: health education; prevention; smoking; youth 11/0763 Institute of Education, Department of Policy Studies, Social Science Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Holland, J. Dr; Oakley, A. Prof. Protective factors in adolescent smoking Abstract: The study will develop hypothesis about the social behavioural process involved in smoking cessation and particularly in protecting high risk teenagers from taking up smoking. There will be a literature review of health interventions and research in this area, plus data collection from young people aged 11–12 and 15–16 using questionnaires, interviews and focus groups. On the basis of the findings,

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recommendations will be made for future smoking cessation and prevention interventions with young people. Status: Sponsored project Source of Grant: Department of Health £135,517 Date of Research: 1994–1996 KEYWORDS: health education; prevention; smoking; youth 11/0764 Institute of Education, Department of Policy Studies, Social Science Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Alderson, P. Dr; Goodey, C. Mr Integrated education for children with physical and learning disabilities Abstract: Indepth interviews with disabled and other children, their parents, school governors, teachers and local authority members and officers. The research is sited in a mainly integrated inner city borough and segregated semi-rural borough. The main topic will be respondents’ views and experiences of integrated and segregated education. Published Material: GOODEY, C.F. (1991). Living in the real world: families speak about Down’s Syndrome. London: Twenty-one Press.; ALDERSON, P. (1994). ‘Researching children’s rights to integrity’. In: MAYALL, B. (Ed). Children’s childhoods: observed and experienced. London: Falmer Press. Status: Sponsored project Source of Grant: Gatsby Charitable Foundation £74,000 Date of Research: 1994–1996 KEYWORDS: emotional and behavioural difficulties; learning disabilities; mainstreaming; physical disabilities; special educational needs 11/0765 Institute of Education, Department of Policy Studies, Social Science Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Oakley, A. Prof. Randomised controlled trial of peer-led sex education in schools in North Thames Abstract: The risk of sexually transmitted disease and unwanted pregnancy are greatest in people aged 16–24 years. The need to reduce these unwanted sexual outcomes is emphasised in the government’s strategy for health in England. Peer-led sex education is an increasingly popular intervention that has been successfully implemented in a number of different secondary schools, but without long-term outcome evaluation. This project will be a pilot study of a randomised controlled trial of peer-led sex education in schools. The aims are to reduce sexual risk taking and the incidence of unwanted sexual outcomes and to promote health. Four schools will be sampled, two intervention and two control. The intervention, developed through extensive practical experience, will be delivered by

Register of educational research in the United Kingdom

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trained 16 year old “peers” to 13 year olds over two terms. A survey will be conducted at baseline and outcome assessment at three months post-intervention will include knowledge and attitudes about sexual behaviour and safer sex. Status: Sponsored project Source of Grant: Department of Health £51,675 Date of Research: 1995-continuing KEYWORDS: health education; peer teaching; sex education 11/0766 Institute of Education, Department of Policy Studies, Social Science Research Unit, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Oakley, A. Prof.; Mayall, B. Dr Children, parents and risk Abstract: An exploratory study of ways in which risks to children (aged 2, 9 and 12 years) in the home are managed by children and parents. Status: Sponsored project Source of Grant: Economic and Social Research Council £288,130 Date of Research: 1995–1996 KEYWORDS: accidents; children; home environment; parents; risk; safety 11/0767 Institute of Education, Department of Science Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Ogborn, J. Prof.; Boohan, D. Mr Teaching about why things change Abstract: To develop ways of teaching about energy and the reasons for change. Working initially with a few classes of children to develop the approach—then working with Postgraduate Certificate in Education (PGCE) students and a wider range of teachers to develop inservice education of teachers (INSET) materials. Published Material: BOOHAN, D. & OGBORN, J. (1996). Energy and change: introducing a new approach. Hatfield: Association for Science Education.; BOOHAN, D. & OGBORN, J. (1996). Energy and change: activities for the classroom. Hatfield: Association for Science Education.; BOOHAN, D. & OGBORN, J. (1996). Energy and change: background stories for teachers. Hatfield: Association for Science Education. Status: Sponsored project Source of Grant: Nuffield Foundation £97,523 Date of Research: 1992–1995 KEYWORDS: energy education; physics; science education 11/0768

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Institute of Education, Department of Science Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Ogborn, J. Prof.; Kress, G. Prof. Explanation in the science classroom Abstract: The project is an attempt to construct a language, theoretically and empirically based, to describe the various forms and effects of explanations in science classrooms. The approach is through the analysis of discourse. Status: Sponsored project Source of Grant: Economic and Social Research Council £113,430 Date of Research: 1994–1995 KEYWORDS: explanation; science education 11/0769 Institute of Education, Department of Science Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Turner, S. Dr; Kent, A. Mr National Curriculum review Abstract: A review of the Countryside Commission’s interest within the National Curriculum across subject and key stages, GCSE and A-level, to inform the development of educational materials. Status: Sponsored project Source of Grant: Countryside Commission £11,867 Date of Research: 1994–1995 KEYWORDS: educational materiah; environmental education; national curriculum 11/0770 Institute of Education, Department of Science Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Kress, G. Prof.; Ogborn, J. Prof. Visual communication in the learning of science Abstract: To analyse and document the variety of roles of visual communication used in science classrooms to provide a typology of kinds and functions of such images; to identify roles which form the grammar of such images; and to investigate methods of accessing knowledge and understanding in which visual imagery plays an essential role. Status: Sponsored project Source of Grant: Economic and Social Research Council £124,700 Date of Research: 1995-continuing KEYWORDS: imagery; science education; visual learning

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11/0771 Institute of Education, Department of Science Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 London University, King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Ogborn, J. Prof.; Bliss, J. Dr Empirical abstraction and concrete physical reasoning schemes Abstract: The project will seek to identify a number of concrete schemes abstracted from empirical experience which are widely used in natural reasoning about the physical world. Examples might be ‘container’ or ‘fluid’. The research will seek to test the existence of such schemes across different reasoning contexts, and to develop reliable and valid tasks for doing so, through generic types of task—for example, transformation, metaphoric, and instance-creation and recognition tasks. Status: Sponsored project Source of Grant: Economic and Social Research Council £97,440 Date of Research: 1995–1996 KEYWORDS: cognitive development; Piagetian theory; reasoning; schemata— cognition 11/0772 Institute of Education, The Directorate, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Mortimore, P. Prof.; Mortimore, J. Mrs; Thomas, H. Dr Innovatory staffing practices in City Technology Colleges Abstract: Recent changes in education (in particular, the introduction of the National Curriculum and Local Management of Schools) have accelerated the demand for posts to assist teachers in the provision of the curriculum and to support the management and administration of increasingly complex institutions. Building on earlier work on the innovative use of associate staffin the maintained sector, this study investigates some of its unanswered questions in the context of City Technology Colleges (CTC’s), institutions which were themselves created to be innovatory. The research team will collect information on the benefits and disbenefits of the innovatory associate staff posts, and their effect on the traditional boundaries of teachers’ roles, in a representative sample of CTC’s. The cost effectiveness of the posts will also be explored. In addition, the researchers will seek to evaluate and extend current theories of how change is implemented in educational settings. Status: Sponsored project Source of Grant: Economic and Social Research Council £104,230 Date of Research: 1993–1995 KEYWORDS: City Technology Colleges; support staff

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11/0773 Institute of Education, The Directorate, 20 Bedford Way, London WC1H OAL 0171 580 1122 Mortimore, J. Mrs; Mortimore, P. Prof. Associate staff (non-teaching) in schools: a follow-up study Abstract: The study, funded by the Office of Manpower Economics, on behalf of the School Teachers’ Pay Review Body, is a follow-up to a Department for Education (DfE)funded study on the innovative uses of non-teaching (associate) staff in primary and secondary schools. The purpose of the study is to establish background facts or changes in the position of associate staff (non-teaching) in schools, within the overall context of the Review Body’s continuing examination of teachers’ workloads. The original 25 schools plus an additional 35 (primary and secondary) will be asked to complete questionnaires on a total of 100 associate staffposts. Published Material: MORTIMORE, J., MORTIMORE, P. & WALKER, A. (1995). “Valued beyond rubits”. Associate (non-teaching) staff in primary and secondary schools: a follow-up study. Final report submitted to the School Teachers’ Pay Review Body. Status: Sponsored project Source of Grant: Office of Manpower Economics £15,051 Date of Research: 1995–1995 KEYWORDS: primary schools; secondary schools; support staff 11/0774 Institute of Education, The Directorate, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Strathclyde University, Centre for Research in Quality in Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Mortimore, P. Prof.; MacBeath, J. Prof. Improving school effectiveness Abstract: The project covers three related action research projects concerning school development planning, ethos, and teaching and learning. Sixty Scottish schools (twentyfour intervention, thirty-six comparison) will be involved. The project is a collaborative venture conducted with the University of Strathclyde and combines the traditions of school effectiveness and school improvement research. Two age cohorts (one primary, one secondary) will form the focus of a study of student outcomes over a two year period. Value added analyses using multilevel modelling techniques will be used to examine progress/change in academic and social/affective outcomes. In addition, detailed qualitative analyses of school and classroom process data will be conducted to investigate the improvement process. Published Material: MORTIMORE, P., BUDGE, D. & MACBEATH, J. (1994). ‘Quest for the secrets of success’, Times Educational Supplement, No 4056, March 25,

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p.14.; MACBEATH, J. & MORTIMORE, P. (1994). ‘Improving school effectiveness: a Scottish approach’. Paper presented at the British Educational Research Association, Oxford, September 1994. Status: Sponsored project Source of Grant: The Scottish Office Education Department £266,395 Date of Research: 1994–1996 KEYWORDS: development plans; educational improvement; educational quality; performance indicators; school effectiveness 11/0775 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Mooney, A. Ms; Munton, A. Dr; Rowland, L. Ms; Supervisor: McGurk, H. Prof. Quality in day care project Abstract: The aim of this project is to develop instruments and procedures that can contribute to the monitoring, evaluation, and enhancement of the quality of centre and family based (child-minding) childcare settings. The project is grounded in child development theory and informed by consideration of the perspectives and needs of parents, child care workers, and service providers. The project is being conducted in five successive phases: an instrument development phase; a pilot phase; a validation phase; an intervention phase in which selected settings participate in a study of quality enhancement; and a dissemination phase. It is intended that, in addition to their research value, the instruments and procedures developed should be usable by those involved directly in the provision of child care, by the trainers of child care workers, and those with responsibility for monitoring and evaluating the quality of child care. Published Material: MUNTON, A.G, MOONEY, A. & ROWLAND, L. (1995). ‘Deconstructing quality: a conceptual framework for the new paradigm in day care provision for the under eights’, Early Child Development and Care, Vol 114, pp.11–23. Status: Sponsored project Source of Grant: Department of Health £209,716 Date of Research: 1992–1995 KEYWORDS: child caregivers; child minding; day care; day care centres; preschool children; quality control 11/0776 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Doxford, P. Ms; Fox-Lee, L. Ms; Kennedy, B. Ms; Mirelman, H. Ms; Zuke, L. Ms; Supervisor: Sylva, K. Prof.; Hurry, J. Dr

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Early intervention in children with reading difficulties: a comparison of local education authority (LEA) programmes Abstract: The study will compare the progress of children in the Reading Recovery Programme with children of similar ability receiving a sophisticated phonological programme which offers a less intensive, highly focused intervention. Both groups will be compared to a control group with no formal intervention. It will address not only the effects of the interventions on reading, but also on behaviour problems and progress in other areas of the curriculum. The attitudes of school staff to the interventions and changes in policy and practice in the teaching of reading will be monitored. In addition, careful records will be kept of the full cost of the two interventions so that the outcome (in terms of gains in reading scores and other measures) may be examined in light of the cost (per child) to the local education authority (LEA) of providing the service. Status: Sponsored project Source of Grant: National Curriculum Council £278,000 Date of Research: 1992–1995 KEYWORDS: phonics; reading difficulties; reading teaching; remedial programmes; remedial reading 11/0777 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Statham, J. Dr Linked study of local authority implementation of the Children Act 1989 in Wales Abstract: The aim of this project was to monitor and evaluate the implementation of the provisions of the Children Act 1989 on Daycare and Preschool Education in all eight local authorities in Wales. It is linked to a parallel study in England funded by the Department of Health. Published Material: STATHAM, J. (1993). The Children Act and under 8s in Wales: Report of the first stage of the Thomas Coram Research Unit project for the Welsh Office. London: Thomas Coram Research Unit; BULL, J. et al. (1995). Implementing the Children Act for children under 8. London: HMSO.; MOSS, P., OWEN, C, STATHAM, J. & BULL, J. (1995). Survey of day care providers in England and Wales: a working paper from the Thomas Coram Resarch Unit. London: Thomas Coram Research Unit.; STATHAM, J. (1996). ‘Local planning of services for young children: the role of the Section 19 Day Care Reviews in Wales’. In: COHEN, B. & HAGEN, U. (Eds). Children’s services: shaping up for the millennium—supporting children in the UK and Scandinavia. Edinburgh: HMSO. Status: Sponsored project Source of Grant: Department of Health £153,268 Date of Research: 1992–1995 KEYWORDS: child welfare; Children Act 1989; day care; legislation; local education authorities; local government; preschool education; social services

Register of educational research in the United Kingdom

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11/0778 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Hurry, J. Dr Use of educational approaches by Drug Prevention Initiative Abstract: The Home Office began a Drug Prevention Initiative in 1990/91. This involved setting up 20 Drug Prevention Teams in different areas throughout England, Wales and Scotland. The teams were to stimulate local drug prevention initiatives. The purpose of the present project is to analyse that aspect of the work involving education and training in 5 of these teams. Status: Sponsored project Source of Grant: Home Office £9,920 Date of Research: 1994–1995 KEYWORDS: drug education; health education 11/0779 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Moss, P. Mr; Owen, C. Mr Local authority implementation of the provisions of the Children Act 1989 Abstract: The project monitors the implementation by English local authorities of the provisions of the Children Act 1989 on day care services for children under 8 years of age and preschool education, and evaluates the impact of that implementation. A sample of approximately 1 in 6 local authorities was selected. During the first visit to the authorities, interviews were conducted with a range of policy makers, managers and local authority staff. The results of this stage were fed back to all local authorities through conferences and workshops, and a report has been published by HMSO. A survey of over 400 day care providers—child minders, playgroups and day nurseries—has been conducted, and local surveys of parents are being collated. A second visit to each of the sample authorities will include re-interviews with key local authority officers, Interviews are supplemented by analysis of documents prepared by each local authority and by the secondary analysis of national data on supply and funding. Status: Sponsored project Source of Grant: Department of Health £365,427 Date of Research: 1992–1995 KEYWORDS: child welfare; Children Act 1989; day care; early childhood education; legislation; local government; preschool education; social services 11/0780

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Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Hurry, J. Dr A follow-up evaluation of Project Charlie: a life-skills drug prevention package for primary school children Abstract: Project Charlie is a drug prevention package of the life-skills model which was developed in the USA during the 1980s. In 1992/93 it was piloted and evaluated on a small scale in a London borough. The results demonstrated an improvement on children’s knowledge of the effects of drugs and also their ability to make decisions and to resist peer pressure to commit antisocial acts. The children involved were 8–12 years old and therefore the effects of drug use were not demonstrated. This project will investigate the impact of Project Charlie on the children seen during 1992/93 now that they are older, some being in the age group where drug taking is more prevalent. The older children (aged 13–14), both those who received Project Charlie and their controls, are followed up to determine their current drug use, their attitudes towards drugs, their intentions to use drugs, their knowledge of drugs and their ability to make decisions and resist negative peer pressure. Status: Sponsored project Source of Grant: Home Office £13,045 Date of Research: 1995–1996 KEYWOKDS: adolescent attitudes; drug education; followup studies; health education; life skills 11/0781 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Hurry, J. Dr Deliberate self-harm among young people Abstract: The aims of the project are to identify: 1) on a national basis, hospital policy, guidelines and staff training for the treatment of adolescents and young adults who have made a suicide attempt; 2) in a sub-sample, the range of procedures employed, with regard to assessment and referral/disposition for this patient group and the availability of specially trained sta00ff in hospital accident and emergency departments; 3) the relationship between the treatment of a sub-sample of adolescents and: a) local policy and service provision and b) characteristics of the individual; 4) the factors involved in the adoption of service provision of a high standard (or the lack of such provision) for this group of patients. Status: Sponsored project Source of Grant: Department of Health £36,163 Date of Research: 1995–1996

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KEYWORDS: emotional and behavioural difficulties; hospitals; self mutilation; suicide 11/0782 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Aggleton, P. Prof. Young people and mental health Abstract: This is a project to examine factors as perceived as contributing to, and protecting against, psychological problems and disorders among men, aged 16–20, including drug and alcohol misuse, aggressive and serious antisocial behaviour, self-harm and suicide. Published Material: AGGLETON, P.J., MCCLEAN, C., TAYLOR-LAYBOURN, A. WALLER, D. et al. (1995). Young men speaking out. London: Health Education Authority. Status: Sponsored project Source of Grant: Health Education Authority £30,000 Date of Research: 1995–1995 KEYWORDS: antisocial behaviour; depression—psychology; emotional and behavioural difficulties; mental health; self mutilation; suicide; youth 11/0783 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Owen, C. Mr; Moss, P. Mr; McGurk, H. Prof. Quality of family life and quality of day care as influences on the development of five year old children Abstract: Comparing and contrasting quality of parental and non-parental care of preschool children. Status: Sponsored project Source of Grant: European Commission £70,842 Date of Research: 1994–1995 KEYWORDS: child caregivers; child development; day care; early experience; family life; parents; young children 11/0784 Institute of Education, Thomas Coram Research Unit, 27–28 Wobura Square, London WC1H 0AA 0171 612 6957

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Mooney, A. Ms; McGurk, H. Prof. Anglo-Hungarian day care project Abstract: This collaboration will capitalise on the similarities and differences in the promotion of child and family welfare in the UK and Hungary by means of day care services, and make it possible to test new instruments and procedures for assessing quality in day care, being developed in the Thomas Coram Research Unit, in a wider range of settings than those available in the UK. Status: Sponsored project Source of Grant: British Council £14,480 Date of Research: 1992-continuing KEYWORDS: child caregivers; day care; Hungary 11/0785 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Brophy, J. Dr Guardians ad Litem, expert evidence and child care proceedings Abstract: The aims of the project are: 1) To examine the policy and practice of Guardians ad Litem (GsAL) with regard to the use of expert evidence in child care and related proceedings. 2) To investigate new court practices and procedures beginning with an examination of the role of “directions appointments” as a legal mechanism for the early identification of contentious issues and need for expert evidence. 3) To examine the role of the professionals (Justices’ Clerks, Legal Advisers and experts) working in the legal arena, where medical, psychiatric and other assessments are sought. Status: Sponsored project Source of Grant: Department of Health £310,308 Date of Research: 1992–1996 KEYWORDS: child advocacy; child welfare; childreris rights 11/0786 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Hurry, J. Dr; Sylva, K. Prof. A critical review of standardised tests for assessing literacy in children 4–11 years Abstract: This survey will sample approximately 120 primary schools to find out: 1) Which standardised tests do they use for reading and spelling. 2) Which children are tested (age, etc). 3) How are the results used? Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £19,966

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Date of Research: 1995–1995 KEYWORDS: assessment; attainment tests; literacy; reading ability; spelling; tests 11/0787 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Petrie, R. Dr Users’ satisfaction with play and care services out-of-school Abstract: Two projects which are jointly funded. One looks at parents’ and children’s satisfaction with services and how this compares with the meaning they give to ‘childhood’. It includes children with disability and children from different ethnic groups. The second draws on this and involves the production of an evaluation instrument. Status: Sponsored project Source of Grant: Department of Health £245,472 Date of Research: 1994-continuing KEYWORDS: child caregivers; clubs; holidays; parent attitudes; play; pupil attitudes; recreation; recreational activities 11/0788 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Petrie, P. Dr The satisfaction of young people aged 10–13, and of their parents with out-of-school care and recreational provision Abstract: The aim of this project is to study the satisfaction of the users of care and recreational facilities such as after-school clubs and holiday play schemes known as School-age Childcare on out-of-school provision. The focus is on 10–13 year olds. Status: Sponsored project Source of Grant: Johann Jacobs Foundation £65,439 Date of Research: 1996-continuing KEYWORDS: child caregivers; clubs; holidays; parent attitudes; play; pupil attitudes; recreation; recreational activities 11/0789 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Brannen, J. Dr; Storey, P. Dr

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Child health care and parental employment Abstract: This is a two-stage project concerned with health responsibility and health related behaviour. A self-completion questionnaire administered to Year 7 pupils in 3 West London comprehensive schools was followed by intensive interviews of a sample of 31 households consisting of 11/12 year old children and their parents. Published Material: BRANNEN, I & STOREY, P. Child health in social context. London: Health Education Authority. (in press). Status: Sponsored project Source of Grant: Health Education Authority £61,950 Date of Research: 1993–1995 KEYWORDS: eating habits; family life; health; home environment; life style; parents; sex education; smoking 11/0790 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Aggleton, P. Prof. Evidence on Acquired Immune Deficiency Syndrome (AIDS)—questions and answers Abstract: This project will develop a series of information sheets/ cards on commonly asked questions about Human Immunodeficiency Virus (HIV)-related prevention. The major emphasis will be on: identifying interventions which have proved successful in bringing about desired changes; limitations of particular approaches to HIV and Acquired Immune Deficiency Syndrome (AIDS) health promotion; current controversies and debates. Status: Sponsored project Source of Grant: AIDS Education and Research Trust £10,823 Date of Research: 1995–1995 KEYWORDS: acquired immune deficiency syndrome; health education; health promotion; sex education; sexually transmitted diseases 11/0791 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Aggleton, P. Prof.; Warwick, I. Mr Family planning services for young people promoting sexual health Abstract: This is a project to prepare a compendium of family planning service provisions for young people in England. It will detail for each health region 6–8 instances of available, accessible and appropriate provisions, and wili highlight the principles underlying such service provisions.

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Status: Sponsored project Source of Grant: Health Education Authority £25,354 Date of Research: 1995–1995 KEYWORDS: family planning; health promotion; sex education; sexuality; youth 11/0792 Institute of Education, Thomas Coram Research Unit, 27–28 Woburn Square, London WC1H 0AA 0171 612 6957 Aggleton, P. Prof.; Whitty, G. Prof. Promoting young people’s health Abstract: This is a project to examine young people’s beliefs about health and health risks as well as their health education and health promotion concerns. Information is being collected from young people aged 8–10, 11–14, and 15–17 via semi-structured and open-ended interviews. Complementary data is also being collected from health professionals to examine the views they hold about young people’s health. Status: Sponsored project Source of Grant: Health Education Authority £64,834 Date of Research: 1995–1996 KEYWORDS: adolescent attitudes; childhood attitudes; health; health education; health personnel; health promotion 11/0793 King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Johnson, D. Prof.; Shayer, M. Dr; Adhami, M. Mr Cognitive acceleration in mathematics education (CAME) Abstract: It is well documented that many pupils ‘mark time’ in secondary school mathematics—and research has identified many misconceptions held, and errors made, by large number of pupils in the age range 11–16. Recent work in science education (the Cognitive Acceleration in Science Education (CASE) project) has demonstrated the potential for addressing the problems through changes in teaching which focus on developing pupils’ ability to think. The main aim of the present project, Cognitive Acceleration in Mathematics Education (CAME) is to develop exemplary lessons in mathematics, embodying teaching and class-management skills which include a focus on intervention (learning activity aimed at increasing, or accelerating, intellectual development), as distinguished from instruction (utilising pupils’ present competence to process mathematical concepts and procedures). The work seeks to embed the psychological principles of Concrete Preparation, Cognitive Conflict, Metacognition, Bridging and Zone of Proximal Development (ZPD) in planned/structured tasks which also facilitate pupil-pupil interaction, within the context of school mathematics in Years 7

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and 8. Hence, this research represents a validation and implementation study of the feasibility of integrating in practice, recent developments in the fields of cognitive psychology, mathematics education research, and social psychology. Development work is being carried out with four teachers/classes in four schools in the London and Cambridge areas. Data collection is both quantitative, e.g. pre- and post-tests (of a larger cohort), and qualitative, e.g. detailed observation notes of CAME lessons. Status: Sponsored project Source of Grant: Leverhulme Trust £108,890 Date of Research: 1993-continuing KEYWORDS: cognitive ability; intervention; learning strategies; mathematics education; secondary education; teaching methods 11/0794 King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Brown, M. Prof.; Simon, S. Dr Primary science and mathematics tasks: pupils’ perceptions and performance Abstract: The implementation of the National Curriculum has stimulated the debate about what constitutes good classroom practice in primary schools. One argument is that good practice involves children having clear perceptions of the purposes and demands of the tasks they are set. There is now considerable insight into what goes on inside primary classrooms, but limited understanding of how children perceive the purposes and demands of tasks, particularly tasks within certain subjects. The move towards more subject specific teaching in primary schools raises questions about how teachers’ subject knowledge influences their intentions and expectations, and how such intentions and expectations are communicated to children. This project aims to carry out a detailed classroom study in the context of primary science and mathematics. Through interviews and observations of teachers and children, the research will illuminate factors influencing children’s performance of science and mathematics tasks. The study will focus on teachers’ intentions and children’s perceptions with respect to a range of tasks, on related aspects of teachers’ subject knowledge in the two areas, and on how meaning is communicated between teachers and children. The study will be set against background features of curriculum organisation, teaching methods and assessment systems. Status: Sponsored project Source of Grant: Economic and Social Research Council £104,450 Date of Research: 1994–1996 KEYWORDS: dassroom research; learning activities; mathematics education; primary education; primary school pupils; pupil attitudes; science education; teaching methods 11/0795

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King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Barry, C. Ms; Funston, T. Ms; Supervisor: Squires, D. Dr The use of information technology (IT) assisted information systems in academic research Abstract: Access to a personal information technology (IT) based information environment comprised of tools with which to search literature (such as library open public access catalogues (OPAC), CD-ROM’s, on-line databases, and various Internet resources), to communicate information (such as e-mail and file transfer software), and software to collate and manage references is becoming commonplace. The research recorded here aims to: 1) establish appropriate research methodologies; and 2) identify basic issues and concepts in this area. The research is notable for breaking new ground in a methodological sense. In spite of many user studies in the 1970’s and 1980’s, calling for a more qualitative approach, library research has continued typically to adopt a quantitative approach, focusing on observable facets of behaviour, specific aspects of use, and employing quantitative methods. This approach fails to capture a holistic view of the way a practising researcher uses IT; the research environment is far too complex to be adequately reflected by the sum of a set of unrelated and constrained statistical studies. In contrast this research project has adopted a qualitative research methodology, based on an ethnographic approach. This makes an innovative contribution to research in this area, enabling an identification of the critical features associated with the use of IT assisted information systems in research and, more importantly, the interaction between these features. At the end of the research, the researchers will be able to comment on the optimum conditions relating to the uptake of IT assisted information systems in a research context. Published Material: SQUIRES, D. (1993). ‘The use of information technology to support information access in research’. In: JOHNSON, D.C. & SAMWAYS, B. (Eds). Informatics and changes in learning. Amsterdam: Elsevier Science B.V. Status: Sponsored project Source of Grant: King’s College Research Strategy Fund £35,000; British Library Research and Development Department £180,000 Date of Research: 1992–1996 KEYWORDS: information sources; information technology; research 11/0796 King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Ball, S. Prof.; Bowe, R. Mr; Gewirtz, S. Ms The operation and effects of markets in secondary education Abstract: The study aimed to explore the workings and effects of the new market framework for schooling established by the Education Reform Act 1988. Interviews with

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parents and case-study work with schools provided the basis for an ethnographic analysis of consumer and producer behaviour. The research highlighted the importance of social class and ethnicity as factors which inflect and constrain choice. The emphasis on choice as a process rather than an event has generated useful insights into the complexity, stress and uncertainty of choice making. Indepth perspective on choice offered a basis for a methodological critique of other techniques of choice analysis in the research literature. In relating together parental choices and school statuses and reputations, the researchers identified ‘circuits of schooling’ which operate in particular localities. The researchers identified a set of factors associated with local social geography, local education authority (LEA) policies, and histories and school management approaches which give rise to particular local market relations and begin to explain the responses of different schools. Within schools the researchers observed: the development of new forms of management; new kinds of management-teacher relations; a shift in relations between schools; an increasing managerial emphasis on budget-led decision-making and image management; competition between schools for highly valued students (‘high ability’ pupils, girls, pupils with ‘motivated’ parents); a shift of emphasis and resources away from pupils with special educational needs towards the ‘more able’; and changes in values, that is away from the priorities of ‘comprehensivism’ towards values associated with ‘the market’. Published Material: BALL, S.J., BOWE, R. & GEWIRTZ, S. (1994). ‘Market forces and parental choice’. In: TOMLINSON, S. (Ed). Education reform and its consequences. London: Rivers-Oram Press.; GEWIRTZ, S., BALL, S.J. & BOWE, R. (1994). ‘Captured by the discourse? Issues and concerns arising from researching “parental choice”’, British Journal of Sociology of Education, Vol 15, No 1, pp.63–78.; BOWE, R., BALL, S.J. & GEWIRTZ, S. (1994). ‘Parental choice, consumption and social theory’, British Jouraal of Educational Studies, Vol 42, No 1, pp.38–52.; BALL, S.J., BOWE, R. & GEWIRTZ, S. (1994). ‘Parents, privilege and the education market place’, Research Papers in Education, Vol 9, No 1, pp.3–29.; GEWIRTZ, S., BALL, S. & BOWE, R. (1995). Markets, choice and equity in education. Buckingham: Open University Press. Status: Sponsored project Source of Grant: Economic and Social Research Council £150,000 Date of Research: 1990–1994 KEYWORDS: access to education; admission criteria; competition; Education Reform Act 1988; educational change; parent choice; secondary schools 11/0797 King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Gewirtz, S. Ms; Ball, S. Prof. Schools, cultures and values: the impact of the Education Reform Act 1988 and the Education Act 1993 Abstract: The project aims to explore whether the new policy environment of market forces and devolved fmancial management is leading to a shift in the dominant values of

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secondary schooling from a ‘public service’ to a ‘business’ orientation. It focuses on four aspects of cultural adaptation: the languages of school organisations; management practices and roles and social relationships within schools; the influences upon and outcomes of specific examples of school policy setting and decision-making; and teachers’ pe-rceptions of changes in their own practice. The research consists of intensive ethnographic studies of four schools. Data collection consists of: interviews with staff and governors about their ‘Vision’; their practice; social relationships within the schools; their concerns about the organisation; observation and shadowing of key decision makers and a selection of other members of staff; and collection of school documentation. The data will be analysed with a view to exploring the languages of school organisations and the linkages between key conceptual frameworks and discourses. As the research progresses, data collection will focus on specific ‘critical decision-making events’, i.e. decision-making activities around particular issues which are likely to constitute a focus for value conflicts and value dilemmas in the school. The trajectories of these decisions will be observed and analysed to identify the perspectives, priorities and constraints which frame and inform the making of decisions. The intended outcomes will be a substantive account of changes in school cultures and values, and a grounded theory of school management, decision-making and culture in transition. Status: Sponsored project Source of Grant: Economic and Social Research Council £86,000 Date of Research: 1994–1996 KEYWORDS: educational change; educational environment; management in education; organisational climate; school based management; school organisation; secondary schools; values 11/0798 King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Ball, S. Prof.; Maguire, M. Dr; Macrae, S. Dr Education markets in the post-16 sector of one urban locale Abstract: The research focuses on the post-16 transition in one inner-city education and training market. It explores the market behaviours of producers (schools, colleges, employers etc), the choice making of consumers (student, parents) and the processes of transition and distribution of destinations. The study will focus on a single cohort of Year 11 school students and a group from a pupil referral unit (90 students). All local providers and a sub-set of parents, careers officers etc will be interviewed in order to explore and begin to explain choice making. The study is ethnographic in design. This project is part of the ‘Learning Society’ research programme (Economic and Social Research Council). As such, the intention is to identify and trace different kinds of student engagement and outcomes (participation /non-participation in the learning society). It will also begin to examine the experiences of those young people who participate in an ‘informal’ learning society. Status: Sponsored project

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Source of Grant: Economic and Social Research Council £100,225 Date of Research: 1995-continuing KEYWORDS: career choice; labour market; school leavers; school to work transition; sixteen to nineteen education; training 11/0799 King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Maguire, M. Dr; Jones, C. Ms An investigation into the school experience of ethnic minority student teachers Abstract: The investigation will provide an account of the in-school experiences of student teachers from black and other ethnic minority heritages during their Postgraduate Certificate in Education (PGCE) course. The project intends to explore the task of schoolbased mentoring as this constitutes a critical element in the successful passage through the training course. The study is ethnographic in design. A sample of students will be interviewed (6 white and 12 ethnic minority students will become key informants). Questionnaire data will be elicited from the whole cohort at 2 key points in the course. School teacher mentors will also be interviewed. The objectives of this research are: to accumulate data relating to the in-school experiences of ethnic minority student teachers in the new school focused courses; to contribute to knowledge and understanding in the areas of teacher ‘race’ relations and contemporary teacher education; as well as to consider the complexities involved in policy enactment (teacher education reforms and the drive to recruit ethnic minority teachers). Status: Sponsored project Source of Grant: Economic and Social Research Council £29,197 Date of Research: 1995-continuing KEYWORDS: Black students; Black teachers; ethnic groups; mentors; preservice teacher education; school based teacher education; student experience; student teachers 11/0800 King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Bibby, T. Ms; Supervisor: Brown, M. Prof.; Askew, M. Mr Raising attainment in numeracy Abstract: The Raising Attainment in Numeracy project aims to trial and systematically evaluate a model for a feasible national ‘numeracy recovery programme’ aimed at improving standards in numeracy at National Curriculum key stage 2 and beyond. The programme targets low attaining pupils in Year 3 through their class teachers and has similarities with the successful ‘reading recovery’ programme. The sample consists of twelve Year 3 classes in six project and six control schools. For the teachers in the project

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schools, participation includes a twenty-day style course. It is envisaged that the techniques and strategies developed by the teachers will transfer to their classroom practice and have the wider effect of raising attainment generally as well as specifically among the targeted pupils. The teaching approaches being developed arise out of previous research findings that draw attention to the need to: 1) recognise mental strategies as central to becoming fully numerate; 2) acknowledge the difficulty that many pupils have in ‘abstracting’ mathematics from teaching activities; 3) build links between problem solving and number concepts; 4) acknowledge the importance of careful assessment of what pupils can do. Methods used include: 1) use of a diagnostic interview; 2) developing individualised schemes of work and teaching programmes based on an understanding gathered from the diagnostic interview; 3) monitoring the achievement of targeted pupils over the course of the year using key stage 1 standard assessment task (SAT) and interview results, and assessing the achievement of the whole class over the year; 4) observation of teaching; and 5) developing strategies for use with children though the use of one-way mirror teaching rooms. Status: Sponsored project Source of Grant: The Nuffield Foundation £56,531 Date of Research: 1995–1996 KEYWORDS: intervention; mathematics achievement; mathematics education; numeracy; primary education; pupil improvement; underachievement 11/0801 King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Rhodes, V. Mrs; Supervisor: Askew, M. Mr; Brown, M. Prof.; Johnson, D. Prof. Effective teachers of numeracy Abstract: The Effective Teachers of Numeracy Project is a national project which aims to identify the subject knowledge, understanding and practices of teachers who are most effective in helping pupils aged from 5 to 11 become numerate. The research will have 3 strands: 1) The measurement of standards of numeracy through pupil achievement; 2) Case study profiles of effective teachers’ subject knowledge, beliefs, understanding and practice through interview and observation. 3) Validation studies to examine the extent to which the findings apply to teachers in schools other than the case study schools. Expected outcomes from the project include a greater understanding of effective teachers’ subject knowledge, beliefs, understanding and practices. Recommended strategies for the dissemination of effective practice will be used to support schools and inform policy for teacher training. The project will be working with 11 schools in three local education authorities and the independent sector. Three teachers in each school will be selected for indepth investigation. Children (Years 2 to 6) will be assessed in the Autumn term and at the end of the Spring term (Years 1 to 6). The project will use a combination of qualitative and quantitative methods. These include a questionnaire survey of teachers’ indepth interviews with the headteacher and focus teachers; personal

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construct and concept mapping techniques; a specially developed mathematical assessment will be administered to pupils in Years 1 to 6. Status: Sponsored project Source of Grant: Teacher Training Agency £99,636 Date of Research: 1995–1996 KEYWORDS: mathematics education; numeracy; primary school teachers; teacher effectiveness 11/0802 London School of Economics and Political Science, Centre for Educational Research, Houghton Street, London WC2A 2AE 0171 405 7686 West, A. Dr; Sammons, P. Dr Teaching and learning processes in inner-city infant schools Abstract: This project is concerned with teaching and learning processes in inner-city infant schools. The first phase involves a detailed investigation of teaching and learaing processes of Year 2 pupils in a small number of inner London primary schools, whilst the second phase involves a larger sample of schools. This larger sample will be used for the investigation of the learning outcomes of Year 2 pupils who have experiened different approaches to teaching and learning. There are five main aims of the project: 1) Examine and describe the teaching approaches experienced by pupils in different classes and schools and to establish how the National Curriculum and assessment are being implemented in inner-city schools, with different kinds of pupil intake. 2) Examine how Teacher Assessments (TA’s) and standard assessment tasks (SAT’s) in English, mathematics and science are being carried out to assess bilingual children and children with special educational needs. 3) Compare the learning outcomes of pupils in inner-city schools with different kinds of pupil intakes and examine how such outcomes are related to background factors at the level of the individual pupil. 4) Investigate the equal opportunities implications of different approaches to teaching and learning, and establish whether, over and above any differences related to background, there is any evidence that particular teaching and learning approaches benefit certain kinds of learning outcomes and/or particular groups of children. 5) Examine pupils’ attitudes towards teaching and learning; to establish whether such attitudes are affected by background factors and/or different teaching and learning approaches. Published Material: WEST, A., SAMMONS, P., HAILES, J. & NUTTALL, D. (1994). ‘The standard assessment tasks and the boycott at key stage 1: teachers’ and headteachers’ views in six innercity schools’, Research Papers in Education, Vol 9, No 3, pp.321–337.; WEST, A., HAILES, J. & SAMMONS, P. (1995). ‘Classroom organisation and teaching approaches at key stage one in five inner city schools: children with and without additional educational needs’, Educational Studies, Vol 21, No 1, pp.99–117.; WEST, A. & SAMMONS, P. ‘Teaching and learaing processes in inner city infant schools: meeting the needs of children with and without additional educational needs’, British Educational Research Journal. (in press). Status: Sponsored project

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Source of Grant: Economic and Social Research Council Date of Research: 1993–1996 KEYWORDS: assessment; infant school education; learning strategies; national curriculum; primary schools; teaching methods; urban schools 11/0803 London School of Economics and Political Science, Centre for Educational Research, Houghton Street, London WC2A 2AE 0171 405 7686 South Bank University, School of Education, Politics and Social Science, 103 Borough Road, London SE1 0AA 0171 928 8989 West, A. Dr; David, M. Prof. Parental choice, involvement and expectations of achievement in school Abstract: The focus of this research is the relationship between parental choice of school, parental involvement and parental expectations of achievement. The aims are to examine: 1) how choice of primary school differs from that of secondary school; 2) why some parents choose private schooling at the primary stage, whilst others opt for it at the secondary stage; 3) how choice of schools differs for boys and girls; 4) how parental expectations affect the way in which parents make choices; 5) how children’s wishes affect the choice of school; 6) how parents from different ethnic and religious groups make choices; 7) how choices are made in different family situations; 8) how parents are involved in their child’s education and how this affects the way parents make choices; 9) the relationship between parental involvement and expectations about achievement; and 10) the relationship between the school’s policy on homework, reading programmes, and parents’ actual experience of and involvement in these activities. Two separate, but related, studies will be carried out, the first focusing on choice at the primary stage and the second involving choice at the secondary stage. It is envisaged that around one hundred and twenty interviews will be carried out in each study. Data will be analysed both qualitatively and quantitatively. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1993–1996 KEYWORDS: educational objectives; expectation; parent choice; parent participation; parent school relationship 11/0804 London School of Economics and Political Science, Department of Social Policy and Administration, Houghton Street, London WC2A 2AE 0171 405 7686 London University, King’s College, Centre for Educational Studies, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454

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Marques Cardoso, C. Ms; Supervisor: Mangen, S. Dr; Ball, S. Prof. Social policy-making in the European Union: the Portuguese and the English school education reforms compared. Autonomy, decentralisation and devolution in two most different countries Abstract: This is a study of long-term national policy priorities, its implications for the distribution of responsibilities, decision-making power and power to change within the political system of policy-making. It sets its limits beyond policy evaluation exercises. Ultimately, it aims at analysing the nature and the levels of autonomy and participation in the decision-making process, the extent of policy actors’ exclusion from the policy process, and the mechanisms, motivations and effects of such exclusion. It takes as its departure point, the changes produced by legislation which reformed the statutory responsibilities, obligations and levels of accountability at the various levels of educational decision-making and school organisation, management and governance. In England, policies analysed are those produced as a result of the Education Acts of 1986 and 1993, and the Education Reform Act 1988, and in Portugal, those produced as a result of the Lei de Bases do Sistema Educativo (Act) 1986. It proposes to be a contribution to the studies on: 1) the changed priorities of social policy across the European Union (EU) countries and the role of the State in social development; 2) the impact of centralised devolution, and specifically its impact on school education provision; 3) the policy trends across the EU and the positioning of national agendas and developments in relation to the EU’s agenda; 4) comparative policy analysis emphasising the need to analyse beyond the traditional boundaries of comparative analysis and the traditional clusters of countries (big/small; developed/developing) and to warn against rationalist policy solutions which do not take into account social complexity and the diversity of people’s lives. Sources and methods include: official and semi-offical policy documents from schools, local education authorities, Regional Education Services (Portugal), Ministries and Department Ministries, parliamentary papers and minutes, reports; statistical data; and semi-structured interviews of senior institutional representatives at the central, local and school levels. Status: Individual research Date of Research: 1993–1996 KEYWORDS: comparative education; educational change; educational policy; politics education relationship; Portugal 11/0805 Royal Holloway, Department of Psychology, Egham Hill, Egham TW20 0EX 01784 434455 Wilding, J. Dr; Tickle, S. Mrs Learning styles and other factors associated with student performance Abstract: Measures of students’ approaches to learning, and various personality factors, are being collected in a longitudinal study of the relation of such measures to academic performance, and the nature of changes over the undergraduate course in approaches and performances.

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Published Material: WILDING, J. & VALENTINE, E. (1992). ‘Factors predicting success and failure in the first year examinations of medical and dental courses’, Applied Cognitive Psychology, Vol 6, No 3, pp.247–261.; WILDING, J. & HAYES, S. (1992). ‘Relations between approaches to studying and note-taking behaviour in lectures’. Applied Cognitive Psychology, Vol 6, No 3, pp.233–246. Status: Individual research Date of Research: 1988-continuing KEYWORDS: learning strategies; study skills 11/0806 Royal Holloway, Department of Psychology, Egham Hill, Egham TW20 0EX 01784 434455 Wilding, J. Dr; Valentine, E. Dr; Marshall, P. Mr Memory ability Abstract: A study is in progress on a gifted teenage sample examining the relation between memory ability and other cognitive abilities. A wide range of memory tasks is being employed in order to identify individual variation in specific and general memory abilities and the relation of these to aspects of imagery and to verbal and non-verbal I.Q. Memory ability of near relatives will also be examined and the relevance of early experiences to the development of memory ability will be explored. Published Material: WILDING, J. & VALENTINE, E. (1991). ‘Superior memory ability’. In: WEINMAN, J. & HUNTER, J. (Eds). Memory: neurochemical and abnormal perspectives. London: Harwood Academic Publishers.; WILDING, J. & VALENTINE, E. (1994). ‘Memory champions’, British Journal of Psychology, Vol 85, No 2, pp.231– 244.; WILDING, J. & VALENTINE, E. (1994). ‘Mnemonic wizardry with the telephone directory—but stories are another story’, British Journal of Psychology, Vol 85, No 4, pp.501–509. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1984-continuing KEYWORDS: cognitive ability; gifted; memory 11/0807 Royal Holloway, Department of Psychology, Egham Hill, Egham TW20 0EX 01784 434455 Wilding, J. Dr Attentional problems in children Abstract: The research aims to identify information processing weaknesses in children rated by teachers as having poor attention. Subjects are shown four colours briefly and simultaneously, then probed by a location cue for recall of one of them. Children rated as having poor attention performed significantly worse than a control group. It is suggested that they may have difficulty in processing several locations in parallel. Ability to focus

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on one location following a warning signal and to maintain such focus is being explored. A computerised set of tests for other aspects of attention is under construction. Published Material: GIANNOULIS, K. & WILDING, J. (1992). ‘A deficit of iconic memory in children with attentional problems assigned to nurture groups’, British Journal of Developmental Psychology, Vol 10, No 2, pp.199–201.; WILDING, J. (1994). ‘Attentional problems in the classroom and parallel processing ability’, British Journal of Developmental Psychology, Vol 12, No 4, pp.539–553. Status: Individual research Date of Research: 1992-continuing KEYWORDS: attention; attention deficit disorders; concentration; hyperactivity 11/0808 Royal Holloway, Department of Psychology, Egham Hill, Egham TW20 0EX 01784 434455 Wilding, J. Dr; Saeedi, N. Mrs; Pollicina, C. Mr Use of computers with learning-disabled subjects Abstract: (A) Tasks are being developed on BBC and Archimedes computers which are appropriate for different levels of handicap, using concept keyboards and touch screens for response. These enable measurement of ability, training in interaction with the computer and eventually use of the computer for other types of training and activity. (B) In cooperation with Anni Verdi in Rome, a program has been developed to measure and stimulate operational thinking. Performance by normal children aged 5–10 years has been assessed and baseline performance and improvement following training is being tested in a group of handicapped adults. Methods to assess memory ability and conceptual thought are also being developed. Status: Individual research Date of Research: 1990-continuing KEYWORDS: computer assisted learning; computer uses in education; concept keyboards; human computer interaction; information technology; learning disabilities; special educational needs; touch screens 11/0809 Royal Holloway, Department of Psychology, Egham Hill, Egham TW20 0EX 01784 434455 Crowley, K. Mr; Wilding, J. Dr Relations between musical ability and reading ability in children Abstract: A number of measures of musical ability and phonological competence are being collected from pre-readers in order to explore whether common underlying mechanisms exist. Follow-up measures of progress in reading will be collected and further tests are being devised to investigate communalities between the two areas of ability within a framework derived from the Working Memory Model of Baddeley and Hitch.

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Published Material: BARWICK, J., VALENTINE, E., WEST, J. & WILDING, J. (1989). ‘Relations between reading and musical abilities’, British Journal of Educational Psychology, Vol 59, pp.253–257. Status: Individual research Date of Research: 1992-continuing KEYWORDS: musical ability; phonology; reading ability 11/0810 Royal Holloway, Department of Psychology, Egham Hill, Egham TW20 0EX 01784 434455 Lancaster University, Department of Psychology, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Hutton, U. Ms; Supervisor: Towse, J. Dr; Hitch, G. Prof. Strategic use of working memory resources in children and adults Abstract: The developmental increase in children’s thinking (particularly during the primary school years) is self-evident. Not just in terms of the knowledge they possess, but in the style and capacity of their reasoning and thoughts. However, while the development itself is apparent, the psychological mechanisms—the cognitive strategies— underlying it are not fully understood. Previously, some researchers have argued that cognitive development can be characterised in terms of a working memory system with a relatively fixed processing capacity; the utilization of this capacity changes as mental operations become more efficient, so that tasks consume a smaller proportion of the total available resources which are freed for other purposes. However, there are alternative processing strategies which may be responsible for development; these theoretical positions deny that a single system is ubiquitously used, and place greater emphasis on the temporal dynamics of tasks in order to explain performance. By drawing upon and extending existing psychological measures of information processing, our work will attempt to discriminate between these competing theories, and provide experimental studies to compare them. Testing young children (and for comparison, adults) on different tasks will also help to reveal the similarities and differences in the processing of information related to skills such as reading and arithmetic. Status: Sponsored project Source of Grant: Economic and Social Research Council £98,570 Date of Research: 1995-continuing KEYWORDS: cognitive development; memory 11/0811 University College London, Department of Psychology, Gower Street, London WC1E 6BT 0171 387 7050 London University, University College London, Medical

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Research Council, Cognitive Development Unit, 4 Taviton Street, London WC1H 0BT 0171 387 4692 Manchester University, School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Frederickson, N. Dr; Frith, U. Prof.; Gallagher, A. Dr; Reason, R. Dr Phonological skills, reading development and reading difficulty Abstract: The research aimed to develop tests of phonological processing skills in children and to explore the relationship between scores on these tests and the development of literacy skills. Following trialling and piloting of research instruments, a battery of 5 tests was developed, based on Frith’s causal model of reading development and dyslexia. A small-scale study with 40 children indicated satisfactory test-retest reliability of the Phonological Assessment Battery (PhAB) tests over a one week period. The PhAB tests were administered to 244 primary aged children, together with measures of non-word reading, reading, spelling and general intellectual ability. Signficant correlations were found between the phonological tests and tests of reading and spelling. Significant differences were found between average readers and poor readers in each of 3 age groups. These differences remained when general intellectual ability was controlled for. It was concluded that the PhAB tests could be of value in diagnosing specific reading difficulties and in planning educational programmes. Published Material: FREDERICKSON, N. (Ed). (1995). PhAB: Phonological Assessment Battery. London: Educational Psychology Publishing.; FREDERICKSON, N. & REASON, R. (1995). ‘Discrepancy definitions of specific learning difficulties’, Educational Psychology in Practice, Vol 10, No 4, pp. 195–205.; FRITH, U. (1995). ‘Dyslexia: can we have a shared theoretical framework?’, Educational and Child Psychology, Vol 12, No 1, pp.6–17.; GALLAGHER, A. & FREDERICKSON, N. (1995). ‘The phonological assessment battery (PhAB): an initial assessment of its theoretical and practical utility’, Educational and Child Psychology, Vol 12, No 1, pp.53–67.; WILSON, J. & FREDERICKSON, N. (1995). ‘Phonological awareness training: an evaluation’, Educational and Child Psychology, Vol 12, No 1, pp.68–79. Status: Sponsored project Source of Grant: University College London Date of Research: 1992–1996 KEYWORDS: diagnostic tests; dyslexia; phonology; reading ability; reading difficulties

Loughborough University of Technology 11/0812 Centre for Hazard and Risk Management, Loughborough LE11 3TU 01509 263171 Barker, J. Mr; Stevenson, N. Dr

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Pre-registration pharmacists’ inter-personal skills training programme: an evaluation Abstract: Between graduation and acceptance onto the Register of the Royal Pharmaceutical Society, pharmacists have to successfully complete a pre-registration year. This year is structured according to a competence-based training programme issued by the Royal Pharmaceutical Society and incorporates many aspects of interpersonal skills. The Trent Regional Health Authority provides for the trainee pharmacists within its area, a programme of interpersonal skills training via a series of residential short courses. The objectives of the research are to assess the effectiveness of this interpersonal skills training and, secondly, to attempt to identify a costeffective method, or combination of methods, for evaluating this type of training generally. The trainees, of the 1994–95 cohort, number 30. Of these, 24 have hospital placements and 2 have their training split between hospital and industry. The remainder are students whose training is included within their degree course. Research methods include: session appraisals; monitoring changes in attitude profiles; monitoring changes in inter-personal skills understanding and competence; and critical incidence sheets. The related documents are completed by the trainees. A pre—and post-test video has also been created and administered to test and comparator groups, in addition to the trainees, in order to simulate interactions in the workplace and record their responses. Tutors’ appraisals of the trainees are also being used to gather data, together with interviews with the tutors to obtain their perceptions of the effectiveness of the training. Questionnaires are also being given to the 1993–94 and 1995–96 cohorts to provide comparative data. Status: Sponsored project Source of Grant: Trent Regional Health Authority £20,000 Date of Research: 1994–1995 KEYWORDS: health personnel; interpersonal competence; pharmacists; programme evaluation 11/0813 Department of Education, Loughborough LE11 3TU 01509 263171 Thomas, J. Dr History of educational psychology in Britain with special reference to university departments of education Abstract: This project includes the development of bibliographies on individual psychologists of education and case studies of individual university departments of education. It involves the use of primary and secondary historical services. The long term aim is a monograph on the history of educational psychology in Britain, including its clinical practice. Published Material: THOMAS, J.B. (1982). ‘J.A. Green, educational psychology and the Journal of Experimental Pedagogy’, History of Education Society Bulletin, No 29, pp.41–45. Status: Individual research Date of Research: 1982-continuing

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KEYWORDS: educational history; educational psychology; teacher education 11/0814 Department of Education, Loughborough LE11 3TU 01509 263171 Thomas, J. Dr Studies of teacher education in the Victorian day training college Abstract: The project aims to describe and analyse the work of education departments in universities from 1890 to 1918. It consists of case studies of individual institutions, biographical studies and investigations of related areas, for example, the development of the academic study of education and the greater opportunities for the professional education of women. Published Material: THOMAS, J.B. (1986). ‘Amos Henderson and the Nottingham Day Training College’, Journal of Educational Administration and History, Vol 18, No 2, pp.24–33.; THOMAS, J.B. (1986). ‘University College, London, and the training of teachers’, History of Education Society Bulletin, Vol 37, pp.44–49.; THOMAS, J.B. (1986). ‘Students, staff and curriculum in a day training college (Cardiff)’, Collected Original Resources in Education, Vol 10, No 3, Fiche 1 A04.; THOMAS, J.B. (1988). ‘University College, Bristol: pioneering teacher training for women’, History of Education, Vol. 17, No 1, pp.55–70.; THOMAS, J.B. (Ed). (1990). British universities and teacher education: a century of change. London: Falmer Press. Status: Individual research Date of Research: 1978-continuing KEYWORDS: educational history; preservice teacher education 11/0815 Department of Education, Loughborough LE11 3TU 01509 263171 Demaine, J. Dr The future of labour party education policy Abstract: A study of the British Labour Party’s education policy and recommendations for future policy. Published Material: DEMAINE, J. (1992). ‘The Labour Party and education policy’, British Journal of Educational Studies, Vol 40, No 3, pp.239–247. Status: Individual research Date of Research: 1991–1995 KEYWORDS: educational policy; politics education relationship 11/0816 Department of Education, Loughborough LE11 3TU 01509 263171

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Demaine, J. Dr Problems with right wing education policy Abstract: The research examines right wing arguments on educational provision, including the notion of a voucher scheme and the introduction of elements of a ‘free market’ into public sector education. It examines right wing argument on ‘gradualism’ as a means of securing educational reform. The research examines arguments put forward by the Right on the idea of a General Teaching Council, on the teacher labour market, and on the status of teachers. Published Material: DEMAINE, J. (1988). ‘Teachers’ work, curriculum and the New Right’, British Journal of Sociology of Education, Vol 9, No 3, pp.247–264.; DEMAINE, I (1989). ‘Privatisation by stealth: new right education policy’, ACE Bulletin, No 28, pp.5–7.; DEMAINE, J. (1989). ‘A General Teaching Council and the status of teachers’, ACE Bulletin, No 32, pp.3–5.; DEMAINE, J. (1990). ‘The reform of secondary education’. In: HINDESS, B. (Ed). Reactions to the right. London: Routledge. Status: Individual research Date of Research: 1987–1995 KEYWORDS: education vouchers; educational change; educational policy; politics education relationship 11/0817 Department of Education, Loughborough LE11 3TU 01509 263171 Demaine, J. Dr Racism and multicultural education Abstract: The research examines the arguments surrounding the notions of multicultural and antiracist education with particular reference to the pedagogic practice. The research is also concerned with the ways in which terms and categories are deployed in analyses, and discussion of differences in educational achievement between social groups whose identity is usually specified in terms of ‘race’ or ‘ethnicity’. Published Material: DEMAINE, J. & KADOWALA, D. (1988). ‘Multicultural and antiracist education: the unnecessary divide’, Curriculum, Vol 9, No 2, pp.99–102.; DEMAINE, J. (1989). ‘Race, categorisation and educational achievement’, British Journal of Sociology of Education, Vol 10, No 2, pp. 195–214.; DEMAINE, J. (1993). ‘Racism, ideology and education: the last word on the Honeyford affair?’, British Journal of Sociology of Education, Vol 14, No 4, pp.409–414. Status: Individual research Date of Research: 1988–1995 KEYWORDS: antiracism education; ethnic groups; multicultural education 11/0818 Department of Education, Loughborough LE11 3TU 01509 263171

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Simmons, C. Mr A comparative study of adolescent values in England, the United States and Saudi Arabia Abstract: This research compares the results of three surveys. The subjects comprise 96 adolescents in an English comprehensive school, 125 adolescents in a private school in Virginia, USA, and 89 adolescents in two schools in Saudi Arabia. The subjects have a modal age of 14 years. The open-ended questionnaire comprised ten prompts designed to elicit responses concerning ideals and least ideals, most and least preferred companions, use of solitude, summum bonum, most and least desired outcomes to life and nascent philosophies. Two methods of analysis were used. First, references to dominant themes were totalled; secondly, responses were assigned to six categories according to the dominant values expressed from materialistic to altruistic. Similarities, but also significant differences, were found in the dominant themes and significant differences were also apparent in the values that were expressed. Most marked was the high value placed on parents and friendship by the English young people, the importance of being well adjusted and feeling good about themselves in the American group and the prominence given to Islam by the Saudi-Arabian adolescents. Published Material: SIMMONS, C. & SIMMONS, C. (1994). ‘Personal and moral adolescent values in England and Saudi Arabia’, Journal of Moral Education, Vol 23, No 1, pp.3–16.; SIMMONS, C. & SIMMONS, C. (1994). ‘A comparative study of English and Muslim adolescent values’, Muslim Education Quarterly, Vol 12, No 1, pp. 16–28. Status: Individual research Date of Research: 1992-continuing KEYWORDS: adolescents; aspiration; attitudes; cross cultural studies; pupil attitudes; Saudi Arabia; United States of America; values 11/0819 Department of Education, Loughborough LE11 3TU 01509 263171 Rovira-Garza, N. Miss; Supervisor: Hinton, R. Dr Factors influencing the successful integration of children with Down’s Syndrome in mainstream education Abstract: A study of the factors influencing successful integration of children with Down’s Syndrome into mainstream classes, and in particular the influence of the teacher’s attitude to the child and the quality and appropriateness of the pedagogic strategies. Status: Sponsored project Source of Grant: National Mental Health Foundation Date of Research: 1991–1996 KEYWORDS: Down’s syndrome; mainstreaming; special educational needs 11/0820

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Department of Education, Loughborough LE11 3TU 01509 263171 Thomas, J. Dr The development of teacher education in British universities, including the development of education as an academic subject Abstract: This is research using archive and secondary sources which will examine case studies of university departments, produce biographical data, and provide specific studies of special topics, e.g. the history of educational psychology. Published Material: THOMAS, J.B. (Ed). (1990). British universities and teacher education: a century of change. London: Falmer Press.; THOMAS, J.B. (Ed). (1991). ‘Educational research in the university of Wales: the half century to 1940’, Welsh Journal of Education, Vol 3, No 1, pp.10–21.; THOMAS, J.B. (Ed). (1992). ‘Birmingham university and teacher training: day training college to department of education’, History of Education, Vol 21, No 3, pp.307–321.; A full list of publications is available from the researcher. Status: Individual research Date of Research: 1978-continuing KEYWORDS: teacher education; universities 11/0821 Department of Education, Loughborough LE11 3TU 01509 263171 Clowes, P. Mr; Supervisor: Busher, H. Dr Managing professionals inside and outside education Abstract: This research project asks: 1) What are the questions and paradoxes of managing professionals in institutions? 2) What does the term ‘professional’ mean? 3) Who are the professional workers in education? 4) Are the terms ‘professional’ and ‘management’ compatible, and what are the key issues involved in this nexus? 5) Who are the people involved in management in education and what form does the management function take in schools? Status: Individual research Date of Research: 1992-continuing KEYWORDS: management in education; professional personnel 11/0822 Department of Education, Loughborough LE11 3TU 01509 263171 Abdullah, S. Mr; Supervisor: Wild, P. Dr The use of expert systems in assessment and testing in school science Abstract: This project continues work started at the University Technology of Malaysia to integrate microcomputers in the field of testing, measurement and evaluation. It is

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hypothesised that expert system software could be used to improve computerized testing. The study will: 1) design a prototype system of intelligent computerized testing by using an expert system shell (Leonardo); 2) develop a database of items or questions in science, initially mainly physics based; 3) validate the prototype intelligent computerized testing system; 4) investigate the efficiency and effectiveness of the system by trials in schools. Published Material: ABDULLAH, W.S. & WILD, P. (1994). ‘Expert systems used in the identification of misconceptions and assessment in school science: a review and proposed development’, British Journal of Educational Technology, Vol 25, No 1, pp.29– 40.; ABDULLAH, W.S. & WILD, P. (1995). ‘A prototype design for an expert system to identify pupils’ misconceptions in science’. In: TINSLEY, J.D. & VAN WEERT, T.J. (Eds). World Conference on Computers in Education VI. London: Chapman and Hall. Status: Sponsored project Source of Grant: British Council £12,000 Date of Research: 1992–1996 KEYWORDS: assessment; data processing; expert systems 11/0823 Department of Education, Loughborough LE11 3TU 01509 263171 Irving, B. Mr; Supervisor: Demaine, J. Dr TVEI and equality of opportunity Abstract: A study of the Technical and Vocational Education Initiative (TVEI) in respect to equality of opportunity. Status: Individual research Date of Research: 1992–1995 KEYWORDS: equal education; TVEI 11/0824 Department of Education, Loughborough LE11 3TU 01509 263171 Demaine, J. Dr Governors’ responses to Local Management of Schools (LMS) and other aspects of education reform Abstract: A study of effects of education reform on the attitudes of governors in a select group of English schools. Status: Individual research Date of Research: 1991–1995 KEYWORDS: educational change; governing bodies; Local Management of Schools; school based management; school governors 11/0825

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Department of Education, Loughborough LE11 3TU 01509 263171 Hough, J. Prof. Cost-effectiveness study of higher education links Abstract: This study is reviewing higher education links between UK universities and overseas universities funded by the Overseas Development Administration (ODA), totalling 600 worldwide, from the standpoint of cost-effectiveness. Status: Sponsored project Source of Grant: Overseas Development Administration Date of Research: 1993–1996 KEYWORDS: cooperative programmes; cost effectiveness; higher education; international educational exchange; universities 11/0826 Department of Education, Loughborough LE11 3TU 01509 263171 Busher, H. Dr; Foreman, K. Mr The impact of the National Curriculum on the management of staff in schools Abstract: A survey of 300 teachers in primary and secondary schools, supported by semistructured interviews, to find out in what ways teachers claim the National Curriculum has affected their work and the management of themselves. Published Material: FOREMAN, K. (1995). ‘The impact of the National Curriculum on teacher professionality’. In: BUSHER, H. & SARAN, R. (Eds). Managing teachers as professionals in schools. London: Kogan Page. Status: Sponsored project Source of Grant: Higher Education Funding Council via Loughborough University £4,000 Date of Research: 1994–1995 KEYWORDS: educational administration; National Curriculwn; teacher attitudes; teacher workload; teaching load; teaching profession 11/0827 Department of Education, Loughborough LE11 3TU 01509 263171 Bettinelli, B. Mrs; Supervisor: Hamilton, S. Mrs An analysis of the training of non-native English speaking teachers of English as a foreign language in Italy and the UK Abstract: The research will aim to bring together the best aspects of two approaches to training teachers of English language—nonnative speakers of English, and native speakers of English—in the contexts of Italy and the United Kingdom (UK). It will also attempt to establish links with foreign language training and first language teaching in the

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UK. The programme of research will be: a) Literature survey, concentrating on UK and Italian publications on training non-native speaking teachers of English as a foreign language. b) Analysis of teacher training methodologies in the UK and Italy through contacts with educational and statutory bodies in both countries. c) Survey of teachers’ attitudes to training in the UK and Italy. d) Recommendations and dissemination of results. Status: Individual research Date of Research: 1993–1996 KEYWORDS: bilingual teachers; comparative education; English—second language; Italy; second language teaching; teacher education 11/0828 Department of Education, Loughborough LE11 3TU 01509 263171 Gatt, W. Mr; Supervisor: Wild, P. Dr The development of information technology in Maltese schools Abstract: The development of information technology (IT) in Maltese schools is at an early stage. This project will investigate the position of Malta relative to the international IT scene, and within the political context of Malta in its recent past. An initial survey of secondary schools has already been carried out and a longitudinal study of developments will continue for the next three years. Status: Individual research Date of Research: 1994-continuing KEYWORDS: computer uses in education; information technology; Malta 11/0829 Department of Education, Loughborough LE11 3TU 01509 263171 Lever, D. Mr; Supervisor: Blease, D. Mr What primary school headteachers do Abstract: A group of primary school headteachers have kept diaries of everything they do for a whole year. Analysis includes a comparison of what their expectations are for their role and what they actually do. Status: Individual research Date of Research: 1992–1995 KEYWORDS: educational administrators; head teachers; primary school teachers; primary schools; school organisation; teacher work-load; teaching load 11/0830 Department of Education, Loughborough LE11 3TU 01509 263171

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Harrison, D. Miss; Supervisor: Busher, H. Dr Small schools and Local Management of Schools (LMS) Abstract: The aim of the research is to find out the impact of Local Management of Schools (LMS) on small rural schools. The work will include a questionnaire, semistructured interviews, and casestudies of 150 schools in 3 local education authorities. Published Material: HARRISON, D. & BUSHER, H. (1995). ‘Small schools, big ideas: primary education in rural areas’, British Journal of Educational Studies, Vol 43, No 4, pp.384–397. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational administration; Local Management of Schools; rural schools; school based management; school size; small schools 11/0831 Department of Education, Loughborough LE11 3TU 01509 263171 Jones, B. Mr; Supervisor: Tyler, K. Mr A study of the ecosystemic approach to changing problem behaviour in schools Abstract: The research relates to a new approach for dealing with problem behaviour in schools. The techniques were developed in the United States but, as yet, no work has been done in this country, apart from a small pilot study undertaken by the proposed research assistant. The ecosystemic approach is based on a phenomenological systems theory derived from the work of Gregory Bateson and systemic family therapy. The overall research strategy will be to involve two groups of primary teachers in a series of four conferences which will introduce the theoretical ideas and particular techniques for changing problem behaviour. Teachers will be asked to try the techniques in their classrooms and to complete a series of questionnaires. They will also be involved in group interviews and focus groups. Because of the practical importance of these techniques, it was decided to use an action research approach; this is the most widely used and accepted method in the field of education, both in general terms (the professional development of teachers, and the introduction of new approaches into the classroom and the participatory nature of this type of research) and specifically in relation to training teachers in techniques of behaviour management. Action research is a situational procedure concerned with diagnosing a problem in a specific context and attempting to solve it in that context; this is ideally suited to the current proposal which is concerned with teachers changing problem behaviour in their classrooms. Status: Sponsored project Source of Grant: Economic and Social Research Council £17,590 Date of Research: 1995–1996 KEYWORDS: behaviour problems; classroom discipline; classroom management; pupil problems 11/0832

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Department of Education, Loughborough LE11 3TU 01509 263171 Blease, D. Mr; Busher, H. Dr Decision-makiog by teachers and technicians in secondary school science departments Abstract: The project is designed to explore how decisions are taken in secondary school science departments and in particular how the work of technicians affects and is organised by heads of departments. Confined in the first instance to schools in the East Midlands, data is being collected using semi-structured interviews with technicians, heads of science departments and headteachers, and includes working shadowing of technicians for up to 3 full days at a time. Much of the fieldwork is being undertaken by a part-time research assistant and the first results are expected to be reported sometime during the summer of 1996. Status: Sponsored project Source of Grant: Loughborough University £10,000 Date of Research: 1995-continuing KEYWORDS: decision making; laboratory technicians; paraprofessional personnel; science education; science laboratories; science teachers 11/0833 Department of Education, Loughborough LE11 3TU 01509 263171 Baptist University, Kowloon, Hong Kong 010 852 23397210 University of Twente, Department of Educational Administration, Netherlands 00 31 53893609 Wild, P. Dr; Fung, A. Dr; Visscher, A. Dr Evaluation of information technology systems used to support administration in schools Abstract: A consequence of the Education Reform Act 1988 (ERA) is the need for information technology (IT) systems to support the Local Management of Schools (LMS). It is well known from research in the commercial and industrial sectors that the success rate for the implementation of such systems is as low as 20%. If the IT systems being installed in schools are to achieve their potential in helping to administer, or, more importantly, manage the working of the school then it is essential that some evaluation of the systems is carried out. A methodology developed at the Human Sciences and Advanced Technology (HUSAT) Research Institute at Loughborough University, called the User Acceptance Audit, is being modified for the school environment. A detailed task analysis is required of the management and administration within the schools so that the evaluation tool developed by HUSAT can be made context sensitive. This research is now being developed in the context of the Hong Kong School Administration and Management System (SAMS).

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Published Material: WILD, P., SCIVIER, J.E. & RICHARDSON, S.J. (1992). ‘Evaluating information technology-supported Local Management of Schools: the User Acceptability Audit’, Education Management and Administration, Vol 20, No1, pp.40– 48.; WILD, P. (1995). ‘The use of task analysis and user acceptability audits in implementing information technology systems in schools’. In: BARTA, B-Z., TELEM, M. & GEV, Y. (Eds). Information technology in education management. London: Chapman and Hall.; VISSCHER, A. & WILD, R. (1995). ‘Future directions for research on information technology in educational management’. In: TINSLEY, J.D. & VAN WEERT, T.J. (Eds). World Conference on Computers in Education VI. London: Chapman and Hall. Status: Sponsored project Source of Grant: Baptist University, Hong Kong; Hong Kong Education Department Date of Research: 1994-continuing KEYWORDS: computer uses in education; educational administration; information technology; Local Management of Schools; management information systems; management systems; school based management 11/0834 Department of Education, Loughborough LE11 3TU 01509 263171 London University, Institute of Education, Centre for Administrative Studies, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Busher, H. Dr; Saran, R. Dr Managing staff in schools: relations between teaching and support Abstract: The aim of the research is to look at how Local Management of Schools (LMS) and other changes have affected the management of staff in schools. The work will include semistructured interviews with staff at different levels in various institutions. A questionnaire may be used for background institutional information. Published Material: BUSHER, H. & SARAN, R. (1995). ‘Managing with support staff’. In: BUSHER, H. & SARAN, R. (Eds). Managing teachers as professionals in schools. London: Kogan Page.; BUSHER, H. & SARAN, R. (1995). ‘Support staff: an underresearched underclass in schools’. Paper given at the European Conference on Educational Research (ECER 95), University of Bath, Bath, 14–17 September, 1995. Status: Sponsored project Source of Grant: Higher Education Funding Council via Loughborough University £4,500 Date of Research: 1994–1995 KEYWORDS: educational administration; management in education; personnel management; staff school relationship; support staff; teachers 11/0835 Department of European Studies, Loughborough LE11 3TU

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01509 263171 Hantrais, L. Prof. Education and training as a social policy area for the European Union Abstract: When the European Economic Community was established in 1957, member states were concerned with social provisions only in so far as differences in national systems might impede freedom of movement for workers within the Community or distort competition. Attention was therefore confined to recognition of qualifications and cooperation in vocational training, rather than attempting to harmonise educational systems. As the Community’s social remit was extended, education became an area where the Union developed its own policy agenda by formulating an agreed set of objectives and organising administrative measures for their implementation. In this project the place of education and training is located within the wider context of European social policy, and with reference to the process of negotiation leading to the mutual recognition of directives. Union initiatives on education are examined, and arrangements for education and training are compared across member states, using European Commission documentation and secondary analysis of European data and research. The study suggests that the Commission has developed a social policy competence in the area of education and training, but that mobility has not increased to the extent anticipated. Recognition of qualifications may not therefore be a key factor in relocation of labour. Some convergence of concepts may have occurred, and a consensus has developed over the need for greater coordination between national education and vocational training systems. Published Material: HANTRAIS, L. (1995). ‘Education and training’. In: HANTRAIS, L. Social policy in the European Union. London: Macmillan. Status: Individual research Date of Research: 1993–1995 KEYWORDS: educational policy; European Union; social policy; training; vocational education 11/0836 Department of Information and Library Studies, LoughboroughLE11 3TU 01509 263171 Evans, M. Prof.; Heeks, P. Dr Learning and library support for students with special needs Abstract: A study of the role of the secondary school library in forwarding the work of learning support departments, carried out by a combination of case studies and action research. The initial focus will be on National Curriculum key stage 3 students (ages 12– 14) who have a reading age at least 2 years below their chronological age. Published Material: HEEKS, P. & KINNELL, M. Potential for progress: learning support for special educational needs. London: British Library. (in press). Status: Sponsored project Source of Grant: The British Library Research and Development Department £33,765

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Date of Research: 1994–1995 KEYWORDS: school libraries; special educational needs; support 11/0837 Department of Physical Education, Sports Science and Recreation, Management Loughborough LE11 3TU 01509 263171 Evans, J. Prof.; Penney, D. Dr The impact of the National Curriculum and Local Management of Schools (LMS) on the provision of sport and physical education in schools Abstract: The research is monitoring the impact of the National Curriculum and Local Management of Schools (LMS) on the provision of sport and physical education (PE) in schools in England and Wales. The study is employing both qualitative and quantitative methodologies to monitor the effects of LMS and a National Curriculum for PE on processes of teaching and learning in PE and sport in schools. Status: Sponsored project Source of Grant: Leverhulme Trust; Economic and Social Research Council Date of Research: 1990-continuing KEYWORDS: educational change; Local Management of Schools; national curriculum; physical education; sports 11/0838 Department of Physical Education, Sports Science and Recreation, Management Loughborough LE11 3TU 01509 263171 Harris, J. Ms; Supervisor: Almond, L. Mr The implementation of health related exercise in the National Curriculum in secondary schools Abstract: The research objective is to establish approaches to the teaching of health related exercise (HRE) in the National Curriculum in secondary schools and to explore the rationale for such approaches. The methodology has comprised both quantitative and qualitative approaches. A national survey of 1,000 secondary schools in England was carried out in the latter part of 1993 involving the completion of a detailed questionnaire by heads of physical education (PE) departments. The response rate was 72.8%. Case studies were completed in July 1995 in 3 mixed gender State schools in the South, Midlands and North of England. Results of the survey and case study research indicated that most secondary schools, in addressing the teaching of HRE, have adopted a combination of approaches involving permeation through the activity areas and focused teaching units within PE and/or in other curriculum areas. Differences have emerged between the state and independent sector in their approach to, and focus within, health related aspects of the PE curriculum. Gender differences are evident in terms of the form of HRE that is selected by female and male teachers, and that which is delivered to girls

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and boys. Much of the teaching of HRE through the activity areas is unstructured and that which is delivered in focused units varies in its emphasis on activity, fitness, health and exercise promotion. The research findings suggest some degree of conceptual confusion regarding the relationship between PE and health, and the expression of this in terms of curriculum content and delivery. Published Material: HARRIS, J. (1993). ‘Physical education in the National Curriculum: results of a pilot study in secondary schools’, British Journal of Physical Education, Vol 24, No 4, pp.36–40.; HARRIS, J. & CALE, L. (1993). ‘Exercise recommendations for children and young people’, Physical Education Review, Vol 16, No 2, pp.89–98.; HARRIS, J. (1994). ‘Thysical education in the National Curriculum: is there enough time to be effective?’, British Journal of Physical Education, Vol 25, No 4, pp.34–38.; HARRIS, J. (1994). ‘Health related exercise in the National Curriculum: results of a pilot study in secondary schools’, British Journal of Physical Education Research Supplement, No 14, pp.6–11, in British Journal of Physical Education, Vol 25, No 2.; HARRIS, J. (1995). ‘Physical education: a picture of health?’, British Journal of Physical Education, Vol 26, No 4, pp.25–32. Status: Individual research Date of Research: 1993-continuing KEYWORDS: health; health promotion; National Curriculum; physical activities; physical education; secondary schools 11/0839 Department of Physical Education, Sports Science and Recreation, Management Loughborough LE11 3TU 01509 263171 Luke, I. Mr; Supervisor: Hardy, C. Dr The development of metacognitive ability and of learning strategies in physical education Abstract: It has been argued that the learner and the learning processes are as important as the teacher and the teaching processes in influencing the quantity, quality and type of learning that occurs (Weinstein & Mayer, 1986). Unfortunately, research into the learner and the learning processes is in its infancy in physical education (Mawer, 1995). However, through research into classroom learning, the concepts of learning styles, learning strategies and metacognition have emerged as being significant in improving and developing the learning processes (e.g. Dunn & Dunn, 1978, Weinstein & Mayer, 1986, Garofalo, 1987). The aim of the study is to utilise some of the research findings concerning learning styles, learning strategies and metacognition, and to examine the potential benefits of developing these areas with physical education classes. Status: Sponsored project Source of Grant: British Gas PLC Date of Research: 1994-continuing KEYWORDS: learning strategies; metacognition; physical education

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LSU College of Higher Education 11/0840 The Avenue, Southampton SO17 1BG 01703 228761 Morley, F. Mrs Curriculum organisation and classroom management: Years 5 and 6 Abstract: The background to this project is Hampshire Education Committee’s development plan for 1994–1996 which states, at point 1.2, “to advise on curriculum organisation and classroom management, focusing on Years 5 and 6”. The aims of the project are: 1) To collect and analyse data from case study schools within Hampshire to provide details of current practices related to core subject teaching in particular, and the role and use of the subject specialist. 2) To examine the ways in which a selected sample of primary school teachers organise and manage the teaching of Mathematics, English and Science. Particular reference will be made to: a) the role of subject specialists, including consultants and coordinators, in the planning and teaching of topic work; b) the role of generalist teachers in this process; c) school management and organisation for subject and subject specialist teaching in the classroom; d) teacher’s perceptions of the links within and between topics with particular regard to the core subjects, Mathematics, English and Science. 3) To contribute to the practical understandings of the ways schools organise learaing and of the impact on the subject specialist in the classroom. 4) To analyse the roles of the curriculum coordinators and subject specialists in the case study schools and provide models of good practice. 5) To submit and publish journal articles concerning the main findings of the study, culminating in a full review of the methodology and findings at the conclusion of the project. Data is being gathered by means of questionnaires and taped interviews and supported by analysis of planning documents. A total of 29 schools have agreed to take part in the research. Some have offered themselves as databases, but several have teachers wishing to be more actively involved who have become coresearchers. The schools constitute a varied cross-section in terms of location, size and type. Approximately 110 teachers of classes in the study age range, Years 5 and 6, are involved plus the headteachers of each school, about 140 people in total. Status: Sponsored project Source of Grant: Hampshire County Council £5,000; LSU College of Higher Education £5,000; ASPE £1,000 Date of Research: 1994–1995 KEYWORDS: class organisation; curriculum development; National Curriculum; primary education 11/0841 The Avenue, Southampton SO17 1BG 01703 228761 Southampton University, Faculty of Educational Studies,

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School of Education, Highfield, Southampton S09 5NH 01703 595000 Foskett, R. Ms; Supervisor: Simons, H. Prof. Organisational change in primary schools in response to a client focused environment and increasing managerial autonomy Abstract: The main aim of the project focuses on the extent to which the management structures within primary schools have changed in response to a client-focused approach to the provision of education services. It considers how the legislative environment of competition, Local Management of Schools (LMS), corporate identity, customer charters etc have stimulated changes which have affected the structure, function and culture of the management of primary schools. The environment of operation of primary schools has undergone a series of major upheavals since the Education Reform Act 1988. The study is investigating the nature of these changes and how the ‘business-culture’ is influencing the collegiality of the schools. The nature of the research is exploratory and based on empirical evidence. It is a T-shaped study, with a broad survey being backed up by more detailed case study work. The study is taking a representative sample of primary schools in Hampshire and a contrasting area. The sample is approximately 100 schools, stratified on the following characteristics: All-through Primary schools/Junior Schools; Male Headteachers/Female Headteachers; Young Headteachers/Old Headteachers; Urban Catchment/Rural Catchment. The questionnaire study will identify specific issues to be further researched and clarified during the case study phase. Certainly questions involving the ‘culture’ of the school, perceptions versus reality, and inter-relationships will need to be supplemented by more qualitative research. A number of the schools sampled by questionnaire will be selected, from each of the categories in the stratified sample, for more detailed work. Status: Individual research Date of Research: 1995-continuing KEYWORDS: educational administration; head teachers; management in education; primary schools

Luton University 11/0842 Department of Professional Development and Training, Park Square, Luton LU1 3JU 01582 34111 International Centre for Educational Leadership and Management, Welton House, Lime Kiln Lane, Greetwell Road, Lincoln LN2 4UW Weller, G. Mr; Supervisor: Crystal, L. Dr; Assiter, A. Dr; Thody, A. Dr A study of the criteria for designing schemes of work based learning as perceived by the stakeholders; with particular reference to work based learning at degree level, in specified degree fields

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Abstract: This investigation has been stimulated through issues which have arisen from Employment Department projects in the field of work based learning, for example, in projects based at the University of North London, University of Huddersfield, University of Portsmouth, and others as defined by Duckenfield & Stirner 1992. This study will consider the needs of the individual stakeholders by assessing the work based learning process using soft systems methodology, as developed by Checkland (1981). The criteria which may emerge from this investigation will be based on the main properties of a system for work based learning, which have been applied to the real world. This research will build on the current body of knowledge available in the field of work based learning for degree level study, much of which has been supported by the Employment Department, and the Council for National Academic Awards (CNAA) through the Association of Sandwich Education and Training (ASET). Central to this investigation is the hypothesis that there exists certain commonality of criteria for the design and assessment of schemes of work based learning, within specified degree fields. If these criteria were understood, then the future design and assessment of schemes of work based learning would become easier to develop, and better meet the needs of all stakeholders. Published Material: WELLER, G. (1993). ‘Modes of employer participation in negotiated work based learning for academic and vocational credit’. Proceedings of the British Education Management and Administration Society Conference on ‘Partnerships in Education: Successes and Stresses’, 1993.; WELLER, G. (1994). The work based learning project at the University of Luton. Luton: University of Luton Press.; WELLER, G. (1995). ‘Degree programmes by WBL study mode: issues on planning, delivery and partnership’. In: Proceedings of “Towards a Learning Workforce” Conference, Lancaster University, September 1995.; WELLER, G. (1995). ‘Work based learning in higher education: recognising new styles of partnership’. In: Proceedings of Middlesex University/CBI Conference on Work Based Learning Partnership, June 1995. Status: Sponsored project Source of Grant: Department for Education and Employment; Bedfordshire Training and Enterprise Council Date of Research: 1994-continuing KEYWORDS: experiential learning; flexible learning; higher education; industry higher education relationship; on the job training; work education relationship 11/0843 Department of Psychology, Park Square, Luton LU1 3JU 01582 34111 Soutter, A. Ms; Bacova, V. Dr; Ellis, P. Dr Cross-cultural comparison of children’s drawings Abstract: Having established that house-tree-person drawings of 10 year-old children do not differ throughout the world wherever Western images are available, the project now seeks to look at the three elements of the drawings in more detail. Person drawings have been collected from Slovak and English 10 year-olds to compare the use of gender markers. Independent raters are being used to blind rate the drawings. Separate tree and house drawings have also been collected and will be compared cross-culturally.

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Published Material: SOUTTER, A. (1994). ‘A comparison of children’s drawings from Ireland and Oman’, The Irish Journal of Psychology, Vol 15, No 4, pp.587–594. Date of Research: 1992-continuing KEYWORDS: children’s art; cross cultural studies; drawing 11/0844 Department of Psychology, Park Square, Luton LU1 3JU 01582 34111 Soutter, A. Ms; Rivers, I. Mr Bullying and school ethos Abstract: Many authors have felt that the personality of the victim is one of the determinants of bullying. This study seeks to show that the amount of bullying is largely a function of the social and moral climate of the school and particularly affected by relationships between teachers. To this end, pupils are being interviewed in Waldorf schools in the UK and Australia to establish the extent of both direct and indirect bullying. A comparison between the schools is being made, highlighting the differences made by small variations in the way the staff work together. Preliminary results show a much lower rate of bullying than in State schools and that most pupils who come to Steiner schools as a direct result of bullying elsewhere are not victimised in the new setting. It seems that the more hierarchical the organisation of the school, the more bullying is found. Published Material: A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Steiner Schools Fellowship Date of Research: 1994-continuing KEYWORDS: bullying; educational environment; pupil behaviour, pupil school relationship; school organisation; Steiner Waldorf schools 11/0845 Educational Services Unit, Park Square, Luton LU1 3JU 01582 34111 Fallows, S. Dr Introductioo of open learning into mainstream higher education Abstract: Open learning is seen as one possible solution to increased student numbers in higher education without increased resources. This research project seeks to increase understanding of the implementation of open learaing in a mainstream higher education institution. The key points of interest are the implications of the use of open learning in different educational situations and with students from different backgrounds (such as younger/older; different ethnic backgrounds; first year/final year etc). The intention is to utilise the University of Luton as an initial ‘test bed’ with the aim of both informing the Luton situation and contributing to the wider debate.

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Published Material: FALLOWS, S.J. (1994). ‘Integration of open learning into mainstream higher education’. In: KNIGHT, P. University-wide change, staff and curriculum development. Birmingham: SEDA Publications. Status: Sponsored project Source of Grant: Luton University Date of Research: 1993-continuing KEYWORDS: higher education; open education 11/0846 Educational Services Unit, Park Square, Luton LU1 3JU 01582 34111 Guest, K. Mr; Supervisor: Fallows, S. Dr; Van den Brink Budgen, R. Dr; Dillon, M. Mr Evaluation of critical writing assessment tests as predictions of performance in higher education Abstract: This research stems from the development of aptitude profiling tests by the University of Cambridge Local Examination Syndicate (The MENO project), in particular those sections concerned with Critical Thinking, Communications and Literacy. The researcher has been involved in the development of these tests for 3 years; producing and evaluating materials, establishing marking criteria, and piloting the tests in institutions across the UK and abroad. This specific research project seeks to address the problems of: 1) how to assess the suitability of mature, non-standard entry students (i.e. those without conventional academic qualifications) able to benefit from a degree course; and 2) what makes a successful student (i.e. the required qualities and competences, generic skills, character traits, experiential or prior learning). It includes a critical review of approaches tried so far and what is currently available—practicality, strengths and limitations—and investigates the conceptual base of MENO, the design and testing of the experimental programme (with results and analysis), and discussion of future development of aptitude profiling as a diagnostic tool. Published Material: GUEST, K. (1992). Study skills booklet. Luton: University of Luton. Status: Individual research Date of Research: 1991–1996 KEYWORDS: aptitude; assessment; critical thinking; higher education; mature students; prediction; selection; students 11/0847 Educational Services Unit, Park Square, Luton LU1 3JU 01582 34111 Nene College of Higher Education, Department of Built Environment, St Georges Avenue, Northampton NN1 6JD 01604 720636 Fallows, S. Dr; Harvey, R. Dr; Ashworth, A. Mr

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Evaluating and improving quality in higher education Abstract: To develop an intelligent knowledge base system (IKBS) which is designed to provide a self-inspection system to evaluate and enhance activities and facilities, i.e. teaching and learning; accommodation; equipment and resources; staffing; staff development; curriculum; standards; quality control; students and their support; liaison and marketing; management and finance, existing and operating in higher education (HE) institutions. The knowledge base will be centred upon well established national inspection procedures; the response of the IKBS will be reactive and proactive. It will diagnose shortcomings whilst seeking to advise on improvements that could be advantageously implemented to improve the activities and facilities. In short, the IKBS provides the means by which the activities and facilities that influence quality can be inspected; it suggests improvements that will correspondingly provide further improvements to impact on the students’ experience and standards of work. It will draw conclusions as to the effectiveness of the quality assurance system that operates in an HE institution and suggest strategies by which it might be improved. Upon completion of the project, the IKBS software and handbook containing the knowledge based will be available to all HE institutions. Demonstrations/seminars will be undertaken and conference presentations made. It is judged that debate during and after implementation of the knowledge base, with the opportunity to revise and/or add to it, will generate substantial staff development on the maintenance and improvement of quality and impact upon the development of HE institutions. Persons requiring demonstrations, copies of the software and handbook, or any further information should contact Dr S. Fallows. Beta test versions are now available. Published Material: ASHWORTH, A. & HARVEY, R. (1993). Assessing quality in further and higher education. Higher Education Policy Series No 24. London: Jessica Kingsley.; HARVEY, R.C. & ASHWORTH, A. (1994). ‘Indicators of quality: recommendations for the self-assessment of institutions of higher education’. First National Conference on Total Quality Management in Higher Education, York, 1994. Status: Sponsored project Source of Grant: Higher Education Funding Council £25,000 Date of Research: 1992–1996 KEYWORDS: computer software; computer uses in education; higher education; information technology; performance indicators; quality control 11/0848 Faculty of Business, Park Square, Luton LU1 3JU 01582 34111 International Centre for Educational Leadership and Management, Lincoln University Campus, Brayford Pool, Lincoln LN6 7TS 01522 886071 Newcastle upon Tyne University, Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Scott, M. Mr; Supervisor: Thody, A. Dr; Cole, T. Mr; Dennison, W. Dr

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An investigarion into the effectiveness of marketing techniques used by secondary schools Abstract: The aim of this research is to: 1) investigate the marketing techniques being used by a sample of secondary schools in Hertfordshire and Bedfordshire; 2) devise an appropriate model to test marketing effectiveness; 3) use the model to test the effectiveness of the marketing techniques used by the sample of schools; and 4) draw appropriate conclusions. Status: Individual research Date of Research: 1995-continuing KEYWORDS: marketing; recruitment; secondary schools 11/0849 Faculty of Health Care and Social Studies, John Matthews Building, 24 Crawley Green Road, Luton LU1 3LF 01582 456843 York University, Department of Social Policy and Social Work, Heslington, York YO1 5DD 01904 430000 Brodie, I. Ms; Supervisor: Berridge, D. Prof.; Sinclair, I. Prof. The exclusion from school of children looked after by local authorities Abstract: Exclusion from school has emerged as a prominent issue in recent years, with a dramatic increase in the numbers of exclusions being reported nationally. This has serious implications for children looked after by local authorities (‘in care’). Looked after young people frequently encounter educational difficulties and have been identified as a group which experiences a high level of exclusion. This study focuses on young people looked after in residential accommodation. It aims to understand more about the way in which the exclusion process operates, by examining the interactions between, and the views of, the different individuals involved in this process—young people, teachers, social workers, carers, educational welfare officers and educational psychologists. The research investigates the factors which contribute to an exclusion taking place and influence the way in which it is experienced, including liaison between services. It also examines the way in which the exclusion process operates in the light of current legislation and guidance relating to the education of children looked after by the local authorities. The research is being carried out in two local authorities. Ten cases of permanent exclusion are being identified via children’s homes in each authority. Cases include children of both primary and secondary school age. Interviews are then carried out with the range of individuals involved in each case. Case files are also examined. Published Material: BRODIE, I. Exclusion from school. Highlight Series No 136. London: National Children’s Bureau.; BERRIDGE, D. & BRODIE, I. ‘Residential child care in England and Wales: the enquiries and after’. In: HILL, M. & ALDGATE, J. (Eds). Developments in child care: law, policy and practice. London: Jessica Kingsley. Status: Individual research Date of Research: 1994-continuing

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KEYWORDS: child welfare; expulsion; problem children; residential care; social services; supervision; suspension 11/0850 Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 Thody, A. Dr Nineteenth century school management Abstract: This research has commenced with the recreation of a day in the life of a headmaster in 1887. This introduces the themes which will be developed in the course of the project. These are planning physical resources and staff management, classification and admissions, home-school relations and reputation management, financial management, initial teacher training, quality assurance and inspections, relations with school managers, managing change and defining management. In addition, the research will review sources for this topic, and reflect on the value of history in the training of school leaders today. A comparative perspective will be pursued from Australian literature to see how English and Irish ideas penetrated a related culture. Victorian school management has not previously been researched. Published Material: THODY, A. (1994). ‘Persistent dilemmas: persistent solutions— an investigation in 19th century school leadership’. Paper presented at the International Intervisitation Programme for Educational Administrators, Toronto, May 1994.; THODY, A. (1994). ‘School management in nineteenth century elementary schools: a day in the life of a headteacher’, History of Education, Vol 23, No 4, pp.355–373. Status: Sponsored project Source of Grant: Luton University Date of Research: 1994–1995 KEYWORDS: educational administration; educational history; management in education 11/0851 Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 Thody, A. Dr Public sector executives: a longitudinal study of Chief Education Officers, 1986– 1995 Abstract: This research reports the observed behaviour of public sector chief executives in strategic change processes set contextually and temporally. Its central methodology of direct observation offers time series data describing and analysing the daily activities of a cohort of chief education officers at two periods, 1986–88, and 1994–95, which span major developments in the public sector. This holistic documentation arises within a

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period of major organisational, political and functional change for local authorities and aims to provide unique and rich data to illuminate theoretical conceptualisations of strategic management. The research will include: 1) A review of the literature on chief executives in public sector management and on chief education officers; 2) Analysis of observation data, collected between 1986–88, from 25 days’ shadowing of five chief education officers in four local education authorities; 3) Observing recording and analysing 25 days’ activities of five chief education officers, 1994–95, in the same local education authorities; 4) Comparing the two periods, relating data to literature; 5) Assessing the value of this style of empirical field study in providing evidence for theoretical analyses of strategic management, particularly contextual, processual and historical interpretations; and 6) Offering researchers of strategic management, new data on chief executive roles which can be used for studies of management styles, models and effectiveness. Published Material: THODY, A. Strategic leadership in education. London: Cassell. (in press). Status: Individual research Date of Research: 1986–1995 KEYWORDS: educational administration; educational administrators; local education authorities; management in education 11/0852 Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 Thody, A. Dr; Crystal, L. Dr Mentoring in education and employment Abstract: The aims of the project are: 1) To investigate the effectiveness of co-mentoring by senior managers in the private and public sectors with senior academics with management responsibilities, and to evaluate the effectiveness of mentoring as a management development tool. 2) To investigate the value to final year students of being mentored by a local employer, and to assess the value of this as support for job seeking. A sample of six senior academics and six senior managers from a range of companies will co-mentor for a minimum period of six months. Six junior managers will mentor six final year students for a minimum of six months. All participants received an introduction to mentoring skills. The programme will be evaluated through questionnaires and interviews and written up as a case study with recommendations for future practice. Status: Sponsored project Source of Grant: Department of Employment £8,000 Date of Research: 1993–1995 KEYWORDS: industry education relationship, management development; mentors; work education relationship 11/0853

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Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 Churcher, J. Mr Democratising Lithuanian schools Abstract: Social, political and economic changes are desired by the Lithuanian government and people alike. However, owing to the legacy of 50 years of Soviet control, it appears to be less likely that these changes will be as rapid as people anticipate. The focus of this study will be the effective way to bring about real and lasting fundamental change through the impact of: a) teachers and school leaders, introducing children to the reality and possibility of democracy; b) partnership programmes with educationalists from Western democratic countries. Much of the researcher’s thinking around this subject results from partnership training visits to Lithuanian schools and political involvement within educational and party politics in the UK. First-hand observations and discussions in Lithuania (with school leaders, local authority officials and colleages in inservice provision) some three years after the ending of the Soviet period, show that many people still resist change, and for others, the benefits of democratisation and modernisation will still have to be worked upon and struggled over for many years. The following questions and comments, which may be included in the research are: a) To what extent are school leaders and teachers afraid of or reluctant to embark upon the democratisation of schools? b) To what extent are the expectations of some of the Lithuanian school leaders that the changes in educational direction and benefits of democratisation and modernisation will accrue to them almost overnight? c) Before there is a lasting national change, to what extent will there have to be a fundamental change in the nation’s value system whereby hearts and minds are influenced, leading to a major change in the culture of society—and how can education contribute to the process? d) What are the similarities and differences between the concept of ‘democracy’ from both a liberal Western approach and from a Lithuanian post-Soviet standpoint? e) To what extent do Lithuanian school leaders and teachers see democracy being unbridled freedom for the individual or a right to be responsibly exercised within a social context, and how this may have an impact upon the curriculum and pedagogy of the schools? Status: Individual research Date of Research: 1994-continuing KEYWORDS: democracy; Eastern Europe; Lithuania; politics education relationship; social change 11/0854 Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 Foulkes, P. Mrs Competences for specialist teacher assistants

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Abstract: The aim of the research is to devise a framework of competences appropriate to the role of the specialist teacher assistant. Using the group of specialist teacher assistants on the University of Luton’s pilot, Department for Education and Employment (DfEE) funded programme, and in consultation with sponsoring schools, a framework of competences is currently being developed and will be applied during the course (academic year 1995–96) to provide a Specialist Teacher Assistanfs Record of Achievement (STAR). Issues relating to the roles and responsibilities of non-teaching assistants form the focus of the research and the specification and assessment of competences are being explored. Status: Individual research Date of Research: 1995-continuing KEYWORDS: competency based education; staff development; support staff 11/0855 Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 International Centre for Educational Leadership and Management, Lincoln University Campus, Brayford Pool, Lincoln LN6 7TS 01522 886071 Smith, A. Mr; Supervisor: Thody, A. Dr A day in the life of a course manager: a five year comparative study which identifies the activities carried out by a typical certificate in education (post-compulsory education) course manager and which charts changes of emphasis Abstract: Using a modified version of the schedule developed for a National Foundation for Educational Research project, described in ‘The Teacher’s Day (HILSUM, S. & CANE, B. (1971). The teacher’s day. Slough: NFER), the activities of a Certificate in Education (Post-Compulsory Education) Course Manager were recorded for periods of twenty-four hours and then again after a five-year interval. It was found that the total hours worked were not significantly more, but that the emphasis had changed—more time was devoted to teaching, course administration, and assessment, and less to preparation and the miscellaneous activities which help foster a good working relationship with colleagues and students. If a comparable record of activities was made of other course managers’ working days, the useful data would be available for departmental heads and other interested parties to determine workloads, what are significant and non-significant activities, and how procedures might be more effectively and efficiently conducted. Status: Individual research Date of Research: 1994–1995 KEYWORDS: further education; teacher role; teacher workload; teachers; teaching load; time management 11/0856

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Faculty of Management, Putteridge Bury Management Centre, Hitchin Road, Luton LU2 8LE 01582 482555 International Centre for Educational Leadership and Management, Lincoln University Campus, Brayford Pool, Lincoln LN6 7TS 01522 886071 Glasgow University, Department of Education, Glasgow G12 8QQ 0141 339 8855 Punter, A. Mrs; Supervisor: Thody, A. Dr; Adams, R. Dr; Macbeth, A. Dr School governors from the business and industry community Abstract: No study has assessed the impact of legislation since 1986 requiring there to be representatives from the business and industry community on school governing bodies. This study aims to investigate the current business and industry sector role in school governance and the ways in which schools and business/industries interact in the context of school governance. The first phase of the work has featured a questionnaire survey to gather data from all the school governors employed by the sample of twelve national companies which are members of the collaborating establishment, Industry in Education. Frequency and pattern analyses of governors from the sample companies have been carried out. Interviews of a representative sample of managers from the twelve companies were carried out to provide the management’s perspective on the current and possible future role of governors from the business and industry community. The results and conclusions from this first phase of the study have been presented to the collaborating establishment and will form part of their report, to be published in Spring 1995. The results have also informed the next phase of the research, through a number of case studies, which will be an indepth study of the role of governors from the business community. Published Material: PUNTER, A. (1994). ‘Collaborating with the business community’. Proceedings of the British Educational Management and Administration Society Conference, University of Manchester Institute of Science and Technology, September 1994.; PUNTER, A. (1995). ‘Issues in administration from the Commonwealth: school governance’. Proceedings of the American Educational Research Association Conference, San Francisco, April 1995.; PUNTER, A. (1995). ‘Leaders and leadership in schools and colleges’. Proceedings of the British Educational Management and Administration Society Conference, Balliol College, Oxford, September 1995.; PUNTER, A. (1996). ‘Partners in change’. To be presented at the British Educational Management and Administration Society Conference, Robinson College, Cambridge, March 1996. Status: Collaborative Source of Grant: Industry in Education £20,000 Date of Research: 1993-continuing KEYWORDS: educational administration; governing bodies; industry education relationship; school governors

Manchester Metropolitan University

Register of educational research in the United Kingdom

498

11/0857 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Keating, I. Ms; Supervisor: Robertson, A. Dr The impact of participation in a nursery on a group of socially and econoraically disadvantaged mothers Abstract: The research will consider the impact of participation in a nursery on a group of socially and economically disadvantaged mothers. From background reading, it is clear that early years at schooling play a particularly significant part in child development and attitudes towards schooling. It is accepted that fathers (and other members of the community) become involved in school but it is argued that the role of mothers is particularly significant. The researcher does not intend to reiterate the debate about the value and importance of parental involvement and its impact on children, but to focus on its impact on the mothers who have become involved. The research focus is two-fold: 1) The impact of parental involvement on mothers. 2) Which forms of parental involvement are most valued by different interest groups in a nursery. The research will take place in a nursery with the research subjects identified as mothers, staff and children. It is hoped to construct cost-benefit analyses from these three distinct perspectives. The research methods are essentially interpretative ethnographic. The researcher is anxious to disassociate herself from any possibility of exploiting the women she contacts for the purpose of her research. It is hoped that advantages should arise out of the research for the women (and in particular the mothers) involved in it. Status: Individual research Date of Research: 1991-continuing KEYWORDS: early childhood education; mothers; nursery schools; parent participation 11/0858 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Woodrow, D. Prof. Choices to study mathematics/science by students of different ethnic origin Abstract: The current study is a pilot project designed to explore the views of learning and career success held by students who choose to study mathematics and science, (in particular) focusing on whether these differ amongst students of different ethnic origin. There may be factors related to these views which account for the very different proportions of students attracted to study mathematics and science from the different ethnic groups. Status: Sponsored project Source of Grant: Manchester Metropolitan University £6,000

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Date of Research: 1993–1996 KEYWORDS: choice of subjects; course selection—students; ethnic groups; higher education; mathematics education; science education; student attitudes 11/0859 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Keating, I. Ms; Robertson, C. Mrs; Roberts, I. Mrs; Shenton, L. Mrs The place and purpose of policy documents in the primary school Abstract: As primary language tutors within the Department of Education at Manchester Metropolitan University, the researchers have become increasingly aware of the seeming reluctance, recently, of schools to provide students with access to policy documents. This apparent change in attitude towards the place, purpose and nature of such documents was, therefore, investigated. The research was undertaken in nine schools, in three different counties, with structured interviews carried out with the headteacher and language/English coordinator in each school. Copies of any relevant documents were also requested. The findings revealed that the ‘policy’ still has a very high profile within schools, ensuring commonality of approach and a means of communicating philosophy and curriculum content. The significance of ‘ownership’ was a key issue for both coordinators and headteachers, although achieved with varying degrees of success. Accountability and ‘getting it right’ on paper became increasingly evident as issues and hence the ‘draft’ nature of many documents leading to their unavailability for distribution. Teacher confidence and anxiety seemed to be underlying factors here, reflecting the low morale of many teachers brought about by external pressures. The research indicated that the way forward would be to give evidence to the process itself, acknowledging its true value, whilst attributing validity to the documentation reflecting each stage achieved. Thus, students and colleagues could benefit significantly from observing the developmental process in action, a resource unavailable elsewhere, whilst obtaining the necessary information to enable them to work effectively within the whole school policy. Status: Team research Date of Research: 1994–1995 KEYWORDS: documentation; policy formation; primary schools; school policy; whole school approach 11/0860 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Hodkinson, R. Mr; Hodkinson, H. Mrs Student learning in school-based initial teacher education

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Abstract: The aim of the project is to explore student learning on a secondary schoolbased programme. The researchers are working entirely within the scheme developed by the Department of Education at Manchester Metropolitan University. The research is designed to follow a small number of students through the scheme for two years. Each student forms the focus on a network of mentors, both in the Department and University. All the members of each network are interviewed five times over the two year period, exploring inter-relationships, roles and perceptions of student progress and learning. The researchers will also follow a small number of schools for two years, exploring the ways in which their practice develops and student experience changes, as the scheme develops. The approach is qualitative; interviews are semi-strutured and tape recorded. Analysis will begin by identifying categories of meaning for each respondent, which will be built into stories of student progress and pictures of different mentoring roles. Extensive use will be made of relevant literature, to enable theory building about student learning, and the identification of policy implications for initial teacher training. Status: Sponsored project Source of Grant: Manchester Metropolitan University £16,000 Date of Research: 1994–1996 KEYWORDS: learning processes; mentors; preservice teacher education; school based teacher education; student teachers 11/0861 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Robertson, C. Mrs; Keating, I. Ms; Roberts, I. Mrs; Shenton, L. Mrs Everyone Reads in Class (ERIC)/Uninterrupted, Sustained, Silent Reading (USSR) Abstract: The aim of the research was to discover whether the rhetoric of ‘Everyone Reads in Class’ (ERIC) and ‘Uninterrupted, Sustained, Silent Reading’ (USSR) was evident in the primary classrooms where the practice was professed to operate. Nine primary schools in three different counties were surveyed, and the sample included both urban and rural schools. Structured interviews were undertaken with the headteacher and two members of staff in each school, and the classroom practice in the two classrooms was then observed, focusing on ‘what do teachers do in practice during ERIC and USSR?’ From both the interviews and observations, it was evident that teacher interpretation of how the sessions should be organised and managed was not widely that of the rhetoric, with only one school following the prescribed model closely. Whilst acknowledging the small number of schools in the sample, differences in practice were not related to location within particular counties or to size of school. Similarly, teacher experience appeared to have no correlation with practice observed or stated philosophy. One teacher’s interpretation may be widely different from that of another teacher, even within the same school, which poses questions about consistency, relative effectiveness and about the lack of common understanding of the terms ERIC and USSR. Individual teachers recognised the value of a reading time when quietness prevailed and much good practice was observed during these sessions, although not that of the rhetoric. It would

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appear that under the guise of ERIC or USSR many models operate governed by teacher preference or pupil need. Status: Team research Date of Research: 1994–1995 KEYWORDS: primary education; reading; silent reading; sustained silent reading 11/0862 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Birmingham University, School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Burton, D. Ms; Supervisor: Riding, R. Dr Cognitive style and personality Abstract: Research into cognitive style has yielded many different labels which, it is suggested, are different conceptions of the same dimensions. Dr Riding points to two principal cognitive styles: the Wholist-Analytic and Verbal-Imagery dimensions; and has developed a computer-presented Cognitive Styles Analysis (CSA) which measures one individual’s position on these two dimensions. It has been found that cognitive style is related to aspects of personality with Verbalisers exhibiting extrovert behaviour and Imagers introvert behaviour. The aim of this study was to investigate the relationship between cognitive style, and outwardly manifested personality characteristics. One hundred and seventy-four 12 year old boys and girls were asked to rate the pupils in their tutor group on seven personality characteristics—humorous, shy, outgoing, patient, quiet, lively and serious. They were also given the CSA to determine each pupiFs position on the two dimensions of VerbalImagery and Wholist-Analytic. A factor analysis indicates that the seven characteristics could be viewed as three groupings—lively, quiet and serious. A significant interaction was found between Verbal-Imagery style and characteristic grouping. The rating of Lively decreased from Verbaliser to Imager, Quiet was highest for the Intermediate Position of Bimodal, and Serious increased from Verbaliser to Imager. There was also a significant interaction of sex and characteristics grouping with the girls being higher on Quiet and Serious and the boys on Lively. A clear relationship between cognitive style and outwardly observable personality characteristics was shown. Further work is continuing using self-report measures. Status: Individual researeh Date of Research: 1991-continuing KEYWORDS: cognitive style; personality; sex differences 11/0863 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000

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Manchester University, School of Education, Centre for Formative Assessment Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Ellis, S. Mr; Supervisor: Christie, T. Prof. National Curriculum assessment in the 1990s: a critical review of the literature Abstract: The Education Reform Act 1988 has created an unprecedented climate of rapid curricular change in both primary and secondary schools. The management of change will be crucial if the reforms are to benefit all concerned; schools will need to increasingly involve themselves in review and evaluation at wholeschool level. The role of research in this area has been largely ignored especially National Curriculum assessment monitoring and evaluation. There is a need to develop our understanding of assessment theory and to move towards a national system which is not just concerned with the ‘products’ of assessment, but also seeks to explore the underlying ‘process’ rationale. The central tension and ‘dilemma’ is the distinction between formative (classroom-based) and summative (external) national assessment. The way in which both primary and secondary schools are managing this conflict forms the broad rationale for this research. The main style of research is pluralistic evaluation as a multi-method approach (triangulation). The collection of data falls into two contexts: 1) Broad context: The focus is 2/3 tier educational institutions exploring the development, monitoring and evaluation of whole school approaches to curricular and assessment implementation. 2) Specific context: This context aims to narrow the field and includes the interlocking variables of continuity and progression, experience of the individual child and the foundation subject geography. The outcomes of the research will provide an examination of the ‘state of the art’ re-assessment in the National Curriculum. Furthermore, it will provide guidelines for ‘good practice’ re whole-school assessment issues. Issues of progression and continuity in assessment from the child’s perspective are also addressed. Status: Individual research Date of Research: 1993-continuing KEYWORDS: assessment; National Curriculum 11/0864 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Manchester University, School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Baraes, E. Mrs; Supervisor: Pumfrey, P. Prof. A longitudinal study of the development of automaticity in children’s free writing during National Curriculum key stage 1 Abstract: This longitudinal study into the teaching and learning of spelling during National Curriculum key stage 1 is set within the theoretical context of automaticity in early literacy. In particular it aims to examine children’s orthographical development in relation to several popular theories of spelling development, and to examine the

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development of automaticity. It will also consider the development of children’s spelling ability in relation to the teaching methods adopted. The research is based upon an acknowledgement that pedagogy derives, in part, from the view held by schools as institutions, and by teachers as individuals, of the nature of pupils’ learning and its relationship with teaching methods. A teacher’s philosophy of education, whether implicit or explicit, will directly influence the teaching and learning approaches within the classroom. This is true of pedagogy in general, and of the approaches to the teaching of writing in particular. During the last few decades there has been an increase in the number of studies relating to the teaching of writing, and a further consideration of the teaching and learning of spelling. This present study aims to build upon the work recently undertaken, in an attempt to offer further insights into how classroom practice might best support the teaching and learaing of spelling. The research is focused in schools which: 1) could identify their overall approach to the teaching and learning of writing; and 2) have a written policy statement reflecting their approach. A random selection of schools was identified, two schools favouring a traditional approach, two a developmental approach and two an eclectic approach. In total some 200 children form the cohort for the study, representing the total Reception year group intake of the selected schools during the academic year 1991–92. A sample of free writing will be obtained termly from each child by the researcher, and this will be analysed using the CHILDES program. In addition, the children’s knowledge of letter sounds and letter names will be assessed. Data collection will take place between September 1991 and July 1994. Status: Individual research Date of Research: 1990–1996 KEYWORDS: spelling; writing skills; writing teaching 11/0865 Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Worcester College of Higher Education, Henwick Grove, Worcester WR2 6AJ 01905 855000 Nottingham University, School of Education, University Park, Nottingham NG7 2RD 01159 515151 Fabian, H. Ms; Supervisor: Pascal, C. Prof.; Gammage, P. Prof. Managing the admission and induction of children into school Abstract: The study aims to: 1) investigate the management of the admission and induction of children into school; 2) explore ways in which the transition from pre-school and home to school, and the first days in school, are managed; 3) identify how children are settled into school; 4) discuss how the nature of the transition may have influenced attitudes and learning behaviour. The study will ask: 1) What are the implications for practice or admission policies? 2) What strategies are employed which might make the transition, and first days in school, a stress-free experience? 3) How does the parents’ attitudes and involvement affect the way in which children settle? 4) What are the children’s perceptions of school? Approaches to the methodology will be located in

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sociological and ethnographical theory and will follow a naturalistic model of inquiry. In order to demonstrate the general features of induction in the locality a survey has been conducted, by means of a questionnaire, of 26 infant and primary schools in a town in the Midlands. Case studies are taking place in two schools in the area (one infant, one primary), with similar catchment areas but with different practice. A sample of 60 children who entered school during the academic year 1994/95 are being studied, together with their parents and teachers. Research methods include interviews, partipant and non-participant observation which will result in both qualitative and quantitative data. Status: Individual research Date of Research: 1993-continuing KEYWORDS: early childhood education; home school relationship; infant school education; pupil school relationship; reception classes; school entrance age; young children 11/0866 Crewe and Alsager Faculty, Post-16 Research and Development Centre, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Robinson, J. Mr; Burke, C. Mr Sixth form colleges in the market place Abstract: An investigation into the consequence of the Further and Higher Education Act 1992 on sixth form colleges. Specific focus is how the traditions, culture and ethos of sixth form colleges act as an impediment to the changes which are a consequence of the Act for post-16 education. The researcher included semi-structured interviews with lecturers and principals and a Further Education Funding Council representative, and interviews with fifteen college principals and forty-two lecturers. A further aim is to investigate a merger between two sixth form colleges by interviewing a sample of senior managers and staff from both colleges, together with policy makers. So far, outcomes have included two working papers available from the Post-16 Research and Develoment Centre at Manchester Metropolitan University, and a research seminar for invited sixth form college principals and academics. Conclusions, tentatively, include an attempt to conceptualise the nature of sixth form college ethos and an attempt to explore the nature of their survival in a market-led post-16 education topography. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993–1995 KEYWORDS: educational change; further and higher education act 1992; sixteen to nineteen education; sixth form colleges; tertiary colleges 11/0867 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000

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Johnson, P. Dr The Book Art Project Abstract: The Book Art Project was inaugurated by a Crafts Council grant of £400 in 1986, and further funding was provided by the Gulbenkian Foundation in 1990 (£5,000). The main aims of the project are to: (1) further the literacy development of children through the book arts; (2) encourage the interrelationship of verbal and visual modes of communication in the curriculum; (3) enhance the role of the book arts as a crosscurricular model of processing information in education; (4) increase children’s awareness of the cultural heritage of the book concept and their place in that tradition. This research programme is conducted entirely by the project director and involves medium to long term school-based skills through the book arts. Results and conclusions are published periodically. Project publications include Book Pack 1 (1990). Structures and authorship; Book Pack 2 (1992). Books across the curriculum; Book Pack 3 (1993). Introducing illustration to children; INSET video (1992). Children making their own books. The Children’s Press was established in 1992. The aim of the press is to encourage children to write and illustrate their own books by publishing a selection of titles each year. Published Material: JOHNSON, P. (1992). Pop-up paper engineering: cross-curricular activities in design engineering technology, English and art. London: Falmer Press.; JOHNSON, P. (1993). ‘Book art and the road to literacy’, Primary English, No 3, pp.23– 26.; JOHNSON, P. (1993). Literacy through the book arts’. London: Hodder & Stoughton.; JOHNSON, P. (1993). ‘The Japanese connection’, Language and Learning, Vol 15, No 2, pp.31–36.; JOHNSON, P. (1995). Children making books. Reading: University of Reading, Reading and Language Information Centre. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: Gulbenkian Foundation £5,000 Date of Research: 1990-continuing KEYWORDS: art education; books; children as writers; childreris art; childreris literature; literacy; picture books 11/0868 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Harnor, M. Mr Higher education students with epilepsy Abstract: It might be possible that public attitudes and expectations concerning people with epilepsy are less likely to be negative if individuals with the condition can increasingly establish themselves in occupations requiring graduate and post-graduate qualifications. University level institutions generally maintain that they have equal opportunities policies. This study is concerned with students’ perceptions of their own epilepsy and a range of personal, social and educational consequences whilst they are in higher education. A sample of 40 students so far has been reached through advertisement.

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Each received a suitably designed and trialled questionnaire concerned with 38 variables and a sub-sample was interviewed. Many wrote substantial correspondence highlighting the need for this research. Those who answered received a brochure previously co-written for students and institutions. The personal and idiosyncratic nature of epilepsy and its treatment makes suitable multivariant analysis difficult although this is being attempted. Examples of some of the many findings are given by: 60% of those who had initial attacks under 19 years doing so at or near key school examination dates. Of those having attacks during an examination or within 24 hours either way, 37% had references made to the examiners; 43% had initial attacks post 18 years; 41% of those in college accommodation had been given priority; 86% felt people regarded them as different. Drugs worried many; 83% felt that these affected their academic performance. 77% felt the brochure would have been valuable to them. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1990-continuing KEYWORDS: epilepsy; higher education; student attitudes; student health and welfare 11/0869 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Hall, N. Mr; Robinson, A. Mrs Using letter writing to develop young children’s non-chronological writing Abstract: This project aims to provide experiences in relation to socio-dramatic play situations where children are required to write letters which contain non-chronological text. The children involved will be aged 5–7. Within each project setting opportunities will be created where the writing of a particular text form will become a reasonable and natural thing to do. In each setting the researchers will provide real responders to the children’s letters. These replies will aim to draw out the children in a variety of textual forms. The textual forms the project will aim to introduce to the children will be: (1) persuasive/argumentative (subsuming apologies, complaints and application); (2) procedural (subsuming directions, rules and instructions; (3) explanatory; (4) descriptive. Two principal kinds of data will be recorded: (1) Transcriptions of teaching undertaken by the teacher or project workers in respect of the textual forms. Thus any discussions or explanations will be recorded and analysed. This will be done in order to identify the most useful teaching points; (2) The letters written by the children. Each group of children’s letters will be analysed for appropriate use of the correct textual form. The analysis will be primarily linguistic, looking at genre form and the children’s use of register. Published Material: HALL, N. & ROBINSON, A. (1995). Exploring writing and play in the early years. Manchester Metropolitan University Education Series. London: Fulton. Status: Sponsored project Source of Grant: Royal Mail £7,000; Arjo Wiggins £7,000 Date of Research: 1993-continuing

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KEYWORDS: letters—correspondence; writing—composition; writing exercises; writing skills 11/0870 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Arthur, C. Ms; Supervisor: Hall, N. Mr An investigation into the concepts of punctuation held by children between the ages of 6 and 8 Abstract: The intended research will focus on children’s own observations of punctuation in the processes of reading, adding punctuation to existing text, and writing. It is hoped thereby to ascertain the children’s concepts and understanding of punctuation, as much as possible, from the children’s own statements. The difficulties with this are mainly to do with eliciting from children their knowledge about a subject which is of little significance to them, which they would not naturally talk about at all, which is inevitably extremely complex, and which requires a metalanguage of which children are largely ignorant or confused. In an attempt to alleviate some of these problems the experimental procedure will involve children working in pairs on one task. It is hoped that this will ‘force’ children to be explicit about many of the things that are normally simply thought about. The pairs of children will undertake a variety of tasks. They will: (1) read and respond to passages with and without punctuation; (2) place punctuation in an unpunctuated passage; (3) engage in free writing during which the punctuation of texts will be observed and will be discussed immediately afterwards; (4) discuss or explain in interviews their use or understanding of punctuation. The children will be selected from Year 2 classes (preNational Curriculum assessment) and Year 3 classes (post-National Curriculum assessment). For each pair of children a set of data will be collected, allowing comparison between the results of the various tasks set, and across age groups. Analysis of the data will be in terms of the underlying linguistic strategies revealed by the children’s statements, reading responses, and writing. Published Material: HALL, N. & ROBINSON, A. (1996). Learning about punctuation. Language and Education Library No 9. Clevedon: Multilingual Matters. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1992-continuing KEYWORDS: comprehension; punctuation; writing skills 11/0871 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Rainer, J. Mr; Johnson, M. Mr; Black, M. Ms

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Research into ways in which drama teaching in primary schools may have an impact on general classroom learning and interpersonal behaviour Abstract: The aims of the project are to: a) find whether drama teaching in primary schools has an effect on classroom behaviours and ethos; b) fmd whether such effects might be measured; c) find whether particular kinds of drama activity might have more effect than others; and d) devise an instrument which might measure (c). The project will use 8 teacher-researchers recruited from 5 primary schools across Greater Manchester/Cheshire to administer Professor B.Fraser’s “My Class Inventory”—an instrument designed to quantify changes in classroom behaviour and ethos—before and after a programme of monitored drama activity In addition, a research group will be set up with the task of designing an instrument which might quantify drama activity in order to assist more detailed classroom observation. Status: Sponsored project Source of Grant: Manchester Metropolitan University; Higher Education Funding Council Date of Research: 1993-continuing KEYWORDS: classroom environment; classroom management; drama; primary schools; pupil behaviour 11/0872 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Wood, D. Mr; Supervisor: Goodwin, A. Mr; Langrish, J. Dr Influences of increased school-based training in developing science teaching competences Abstract: A case study of the influence of increasing school-based teacher training on the development of science student teacher competences. The project will look at a range of influencing factors on student development in one university department of education in the United Kingdom. The influence of course input, school experience (including mentoring), previous experience and peer relationships will all be explored using observation, interview, questionnaire and document analysis. A longitudinal comparison spanning the implementation period of the British government’s reforms to secondary teacher training (1992), will be made by collecting data from courses throughout this period of change (2–3 years). The sample size will be approximately 70 students per year in each year of the study, which will run for 2–3 years in all. The whole course will be sampled using questionnaires, but smaller samples will be selected for interview and observation. Status: Individual research Date of Research: 1993-contimring KEYWORDS: preservice teacher education; school based teacher education; science education; science teachers; student teachers 11/0873

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Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Gutteridge, K. Dr; Edgar, B. Ms; Phillips, S. Mrs The idenrification of an appropriate curriculum for low attaining pupils at National Curriculum key stage 4 Abstract: This three year project will include: 1) a survey of secondary and special schools to identify any changes in curriculum provision since the introduction of the National Curriculum; review notions of ‘alternative curricula’ and where they are now in relation to low attaining pupils; 2) a review of the notions of ‘alternative curricula’ in relation to the National Curriculum; 3) an action research project involving Parklands (a special school for pupils with mild learning disabilities), a cluster of its local secondary mainstream schools, and local industry, in the development of an appropriate curriculum for poor attainers at key stage 4. Published Material: GUTTERIDGE, K.G & EDGAR, B. (1996). ‘Curricular provision for the low-attainer: lessons to be learned from developments in England and Wales’, Bridges, Vol 3, No 2, pp.34–35. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993–1996 KEYWORDS: curriculum development; learning disabilities; low achievement; special educational needs; underachievement 11/0874 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Macrory, G. Ms Teaching and learning styles: the use of video to teach language acquisition Abstract: The research will include collecting and editing video film which will be used to teach different aspects of language acquisition in a more coherent and holistic way, and to encourage more participative and analytic learning. Student responses will be evaluated, via observation, interview and/or questionnaire. The data on language acquisition collected by these means will be valuable for subsequent research into language acquisition itself. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993–1996 KEYWORDS: audiovisual aids; educational media; language acquisition; second language teaching; teaching methods; videotape recordings 11/0875 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000

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Naylor, S. Mr; Keogh, B. Ms Cartoons as a teaching and learning approach in science Abstract: The research involves the use of simple pictorial representations of scientific ideas. These ‘cartoons’ present alternative viewpoints about everyday situations. The cartoons have been trialled by teachers in primary, secondary and higher education settings. The aim of the research is to explore the effectiveness of the cartoons in motivating learners, in eliciting their ideas, in restructuring their ideas, and in drawing together the elicitation and restructuring phases of the constructivist teaching sequence. Data from teachers indicates that the cartoons are effective in all of these respects. Published Material: KEOGH, B. & NAYLOR, S. (1993). ‘Learning in science: another way’, Primary Science Review, No 26, pp.22–23.; KEOGH, B. & NAYLOR, S. (1996). Scientists and primary schools: a practical guide. Sandbach: Millgate House. Status: Sponsored project Source of Grant: Higher Education Funding Council for England Date of Research: 1993-continuing KEYWORDS: cartoons; educational materials; science education 11/0876 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Procter, R. Mrs; Walker, K. Mr; Brake, J. Ms Photography education Abstract: The investigation focuses on developmental work in photography education over a three year period. The key features of the work are: 1) To develop awareness of photography as an art form with broad applications and relevance across all phases of education. 2) To establish working relationships with teachers, students and children and develop school and community based photography projects and initiatives. 3) To use photography and digital media to produce educational resources and teaching materials relating to the National Curriculum Orders General Certificate of Education (GCSE) and inservice teacher education (INSET) needs. In collaboration with Viewpoint Photography Gallery, Salford, Oldham Art Gallery and targeted schools, a number of high profile projects will be coordinated and documented which will demonstrate the range of possibilities and the educational potential of photography in enhancing visual literacy. Central to the work will be issues of media representation, ways of broadening cultural enfranchisement, access and critical perspectives. The results of the work will be disseminated through contextualised exhibitions at a number of national venues and by CD ROM and/or video. Throughout the period of investigation a range of educational resources and publications will be produced to ensure national dissemination. Status: Sponsored project Source of Grant: Manchester Metropolitan University; Higher Education Funding Council; Arts Council; North West Arts Board Date of Research: 1994-continuing KEYWORDS: art education; photography; visual arts

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11/0877 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Kelly, M. Mr; ApThomas, J. Mr; Naftalin, I. Ms Matching management training and development provision to the needs of school managers through profiling instrumentation Abstract: The research aims to define components of education management competences for middle and senior managers in schools, and their possible usage in training and development programmes in higher education institutional courses, and in school development programmes. Status: Sponsored project Source of Grant: Manchester Metropolitan University; Higher Education Funding Council Date of Research: 1993–1995 KEYWORDS: administrators; educational administration; head teachers; management development; management in education 11/0878 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Steiner, M. Ms Educating for global citizenship: a world studies approach for teacher educators Abstract: The objective of this research is to identify the ways in which courses and modules in initial teacher education can enable new teachers to bring a global dimension into their classroom work. The global dimension is defined as learning experiences to do with human rights, development, citizenship, environment, and equal opportunities. It also pertains to appropriate teaching and learning styles and teacher education in England and Wales. The research will focus upon definitions, materials and practices. It will be collaborative and cross-disciplinary. This project is working in partnership with a similar Europe-wide initiative funded by ERASMUS. There are thirteen member institutions in England and Wales and thirteen countries involved in the parallel European exercise. Published Material: STEINER, M. (1993). Learning from experience: cooperative learning and global education: world studies in the primary curriculum. Stoke on Trent: Trentham Books.; STEINER, M. (1995). ‘Matching practice and vision: evaluating global education’. In: WILLIAMS, M. (Ed). Understanding geographical and environmental education: the role of research. Cassell Education Series. London: Cassell. Status: Sponsored project Source of Grant: Oxfam £24,000; Christian Aid £10,000; UNICEF £5,000; Save the Children Fund £8,000; CAFOD £6,000 Date of Research: 1993–1995 KEYWORDS: citizenship education; English; global approach; science education; teacher education

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11/0879 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Griffin, B. Ms; Ackers, J. Ms; Marsch, C. Ms; Supervisor: Abbott, L. Ms Quality experiences for children under three Abstract: This is a research project designed to identify factors, in a range of settings, which contribute to quality experiences for children under three years of age. Current thinking, supported by national research evidence, argues that the experiences of parents, children and professionals at the pre-three stage have a marked effect on the post-three experience. Therefore, this area warrants further investigation. Whilst the aim of the project is to gather information on a range of issues relating to the educare of children under three years of age, there are four main areas on which the research will concentrate: 1) the ways in which children are helped to develop a personal identity; 2) what constitutes a curriculum for under threes; 3) the ways in which children’s learning and development are assessed; 4) the quality and range of interaction between adults and children; and the extent to which this influences provision. Places and organisations to be included in the investigation are: child-minders’ homes; nursery schools and classes; community nursery centres; private nursery provision; hospitals; social services; day nurseries; special schools; playgroups; kindergartens; and children’s centres. Most of the information will be gathered in the UK. An international dimension will be introduced via involvement of Manchester Metropolitan University third year B.Ed. (Hons) students who will spend 3 months in Sweden, Denmark, Spain, France, Holland and Eire. Published Material: ABBOTT, L. & RODGER, R. (Eds). (1994). Quality education in the early years. Buckingham: Open University Press.; GRIFFIN, B. (1994). ‘Look at me Fm only two’. In: ABBOTT, L. & RODGER, R. (Eds). Quality education in the early years. Buckingham: Open University Press.; A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust Date of Research: 1994–1996 KEYWORDS: child caregivers; early childhood education; early experience; educational quality; preschool education; young children 11/0880 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Roberson, J. Mrs; Supervisor: Johnson, M. Mr Hemisphere stimulation with L & P type dyslexic pupils Abstract: The aim of the research is to perform a clinical study to test the use of hemispheric stimulation by computer of secondary school pupils who have L or P type dyslexic symptoms. The study will investigate: the management issues in school; the progress of the pupils; and the use of Neale Analysis in identifying and monitoring the

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pupils. There may be an extension of the project to the use of brain scanning with a very small number of pupils. Two schools are involved initially. If the intervention proves effective the study will be extended to further groups in other schools. Status: Sponsored project Date of Research: 1994–1995 KEYWORDS: computer uses in education; dyslexia; intervention; learning disabilities; special educational needs; stimulation 11/0881 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Hatch, G. Mrs; Binns, B. Ms; Eade, F. Mr; Andrews, P. Mr; Luckley, P. Mr Innovative teaching in mathematics Abstract: The project looks at various forms of innovative teaching in the classroom. The teaching may be innovative in two main ways: a) by approaches which use, for example, information technology, problem solving, investigative methods, games; b) the project studies the effect of a group of approximately 10 student teachers working in a school, accompanied by a lecturer, and using innovative approaches, and the subsequent development of these student teachers. Their work in school involves joint planning and delivery and allows secure experimentation. The research methods used involve personal diaries, direct observation, audio and video tape recording. For one year of the project the student group also involved Hungarian teacher trainees. Therefore some comparative work has been done between the systems in two countries. Published Material: ANDREWS, P. (1994). ‘A snapshot of Hungarian teacher training’, Mathematics Teaching, No 149, pp.20–22.; TAHTA, D., POPE, S., WINTER, J., PINAL, A., KNIGHTS, G., GORMON, M., HATCH, G. & WELLS, B. (1994). ‘Coming up to Russian expectations’, Mathematics Teaching, No 146, pp.25–36.; ANDREWS, P. (1994). ‘Different approaches’, MicroMath, Vol 10, No 1, pp.31–34.; ANDREWS, P. (1995). ‘Return to Budapest’, Mathematics Teaching, No 151, pp.23–25. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993-continuing KEYWORDS: innovation; learning activities; mathematical enrichment; mathematics education; preservice teacher education; student teachers; teaching methods; teaching practice 11/0882 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Hustler, D. Prof.; Goodwin, A. Mr; Roden, M. Mr; Stone, V. Ms; Timmis, M. Ms The role of the lay inspector

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Abstract: The research is designed to investigate the role of lay inspectors within the Office for Standards in Education (OFSTED) inspection process. Focusing on lay inspectors trained in the north west of England, the initial emphasis is on the perceptions and activities of lay inspectors themselves, through questionnaire and interview processes. The research is also investigating the perceptions of other stakeholders: registered inspectors, headteachers and governors. Published Material: TIMMIS, M. (1994). ‘Have framework will travel’, Perspective, No 30, p.8. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993–1996 KEYWORDS: inspection; inspectors—of schools 11/0883 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Campbell, A. Ms; Kane, I. Mr; Moylett, H. Ms; Hustler, D. Prof.; Craig, B. Ms Mentoring in schools Abstract: This is part of a national project working with the Universities of Oxford, Leicester, Swansea, Sussex and Keele. The Manchester research project ‘mentoring in schools’ is conceraed with the systematic investigation of the role of the mentor focusing on: 1) the learning of mentoring skills to enhance initial teacher education; 2) continuous professional development for teacher mentors; 3) institutional changes in schools and higher education as a result of implementation of school-based teacher education; 4) the use of learning contracts as a possible framework for the development of professional competences; 5) common mentoring issues across primary and secondary schools; 6) mentoring in the whole school context with reference to primary schools. Data has been gathered via interview, questionnaire, diary, mentor’s log and discussions and this has enabled the construction of case studies from which the following issues emerged as significant: 1) Primary school culture and mentoring: whole school approaches. 2) Challenges and conflicts posed by mentoring and the concepts of objectivity, confidentiality and trust. 3) Parents’ and governors’ views on school-based teacher education. 4) Differences and similarities between primary and secondary schools. 5) Varieties of mentoring depending on context. There are five interim reports which are available from Manchester Metropolitan University: 1) ‘Similarities and differences’ by I.S. Kane & B. Craig; 2) Tutors’ views’ by M. Whiteley; 3) ‘Mentors and mentoring’ by A. Campbell; 4) ‘Parents and governors’ by I.S. Kane; 5) ‘Headteachers talking’ by A. Campbell. Published Material: CAMPBELL, A. (1995). ‘The mentoring school: some aspects of mentoring causing tensions and dilemmas for primary schools’, Mentoring and Tutoring, Vol 2, No 3, pp.1–8.; CAMPBELL, A. & KANE, I. ‘Chapter mentoring in primary schools: tensions, dilemmas, problems and success’. In: MCINTYRE, D. & HAGGER, H. (Eds). Mentoring in schools: developing the profession of teaching. London: David Fulton Publishers.

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Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £35,000 Date of Research: 1993-continuing KEYWORDS: mentors; preservice teacher education; school based teacher education; student teacher supervisors 11/0884 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Harnor, M. Mr Teachers with epilepsy Abstract: This study is concerned with teachers’ perceptions of their own epilepsy and a range of possible personal, social and professional consequences. A sample of teachers (n=20) was reached, mainly through advertisement in the Epilepsy Press. Each was sent a questionnaire and all who responded (n=19) volunteered their telephone number, enabling further sample interviewing. Specific items concerned: seizure frequency and type; drug regimes; perceived effects of epilepsy and/or medication upon job performance; attack locations; headteacher, teacher and pupil awareness; restrictions upon teaching particular items; career impact; disclosure to employing authorities’ medical services; disclosure to head-teachers upon appointment or before; interviews; any suspension or discharge due to epilepsy; reinstatement and procedures; awareness of regulations or recommendations concerning teachers with epilepsy; awareness of any other teachers with epilepsy before this study. Status: Individual research Date of Research: 1993-continuing KEYWORDS: epilepsy; health; teachers 11/0885 Didsbury School of Education, 799 Wiimslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Goodwin, A. Mr; Kelly, M. Mr; Cockett, M. Mr; Carter, K. Ms; Rodger, R. Ms; Green, J. Ms; Supervisor: Halsall, R. Mr A study of the use of action research projects as a school improvement strategy Abstract: The North West Consortium for the Study of Effective Urban Schools has been recently established by the Didsbury School of Education at Manchester Metropolitan University, the Education Department at Manchester Victoria University, Manchester Local Education Authority and Salford Local Education Authority. Its aim is to encourage and support action research/development projects in schools, and consortium of schools, which are aimed at improving school effectiveness. A number of action research projects will, therefore, be undertaken. This particular study aims to oversee them with a view to ‘evaluating’ the impact of such projects on school improvement. In one sense, then, the focus is on action research as an improvement strategy. The exact

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number of action research projects is not yet finally determined but will probably be about 15–20 in total, each with a focus on a particular theme (e.g. parental involvement, baseline assessment, literacy, raising motivation). The ‘overarching’ evaluative study will involve participant observation, the use of pre- and post-project indicators regarding outcomes, and interviewing of school staff. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1995-continuing KEYWORDS: action research; educational improvement; educational quality; school effectiveness 11/0886 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Hustler, D. Prof.; Bocock, J. Ms; Carter, K. Ms; Halsall, R. Mr; Hodkinson, P. Mr; McNeill, J. Ms Evaluation of the Department of Employment’s ‘guidance and learner autonomy’ theme in higher education Abstract: The Manchester Metropolitan University is contracted by the Department of Employment to evaluate work undertaken by six funded projects on guidance and learner autonomy. Seven higher education institutions are involved, including newer and older, larger and smaller universities. The emphasis of the evaluation work is formative. The evaluation team has six members, each of whom is attached to one or more of the projects. Methods include: an extensive interviewing programme with project participants, including vice-chancellors; observation and participation in project meetings and activities; analysis of project documentation. Published Material: HUSTLER, D. et al. (1994). Interim evaluation report: guidance and learner autonomy. Manchester: Manchester Metropolitan University, Didsbury School of Education. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1994–1996 KEYWORDS: guidance; higher education; independent study; personal autonomy 11/0887 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Hall, N. Mr Learning to punctuate: an ecological and conceptual investigation Abstract: The overall aim of this project is to develop an account of children’s developing beliefs about punctuation and to consider classroom influences on children’s thinking about punctuation. It is an initial study and should raise a number of issues that

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could be the subject of later, more extended study. The objectives are: 1) To investigate the existence of a stage-developmental progression in young children’s understanding of punctuation. 2) To investigate the relationship between developmental changes and classroom experiences. It is an essential criterion of the methodology that the above objectives are investigated within the normal classroom context. Such an investigation, with its need for comprehensive situational data, necessitates an intensive study of one group of children in their normal classroom environment through a qualitative approach. The project will locate itself in one classroom for a one year period. The children would be followed across a one year period while they are in Year 1 (approximately 6 years of age). Initial data will be collected about the knowledge of punctuation by the children in the class, their general ability with writing, and the teaching styles to which they have been exposed. Status: Sponsored project Source of Grant: Economic and Social Research Council £29,000 Date of Research: 1994-continuing KEYWORDS: classroom observation techniques; punctuation; writing skills; young children 11/0888 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Cockett, M. Mr; Phillips, S. Mrs; Palmer, J. Ms The effects of strategies for reducing the levels of truancy in the Manchester schools participating in a Department for Education project Abstract: The current government concerns for truancy and related matters has led to the funding of a range of projects by the Department for Education (DFE) aimed at finding strategies to overcome the problem. This research aims to assess the effectiveness of strategies employed in the Manchester project which was funded by the DFE from April 1993 to March 1994 and to assess the effectiveness of the strategies once external funding has been withdrawn. Stage 1 of the research involved a description and classification of the strategies and their relation to existing research. Stage 2 involved a detailed study of selected strategies, chosen as significant aspects of the Manchester programme. The main research method is the structured interview. Pupils, parents, teachers and support staff were interviewed, attendance data collated from school registers, and a target group of poor attenders has been tracked over a period of eighteen months. The research will illustrate the mechanisms by which factors such as poverty, health, academic ability and the decisions made by individual pupils influence attendance behaviours. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993–1994 KEYWORDS: attendance; truancy 11/0889

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Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Pickard, A. Dr ‘Ethos’ in a university school of education Abstract: This ethos group was set up to examine the impact of change upon individuals and groups within a university (formerly polytechnic) school of education. The research includes: 1) the impact of structural changes and the governmental style of the university; 2) changes in the national patterns and expectations of teacher education; 3) consequence of changes for the daily work experience of academic and administrative staff; 4) the confrontation of managerial styles and market driven changes with the professional, collegiate, communitarian and individual values or experiences; 5) the degree to which the local community modulates and compromises with ‘outside’ pressures; 6) perceptions of satisfaction, dissonance, pressure and quality deriving from work experiences. Evidence has been collected by personal written experiential contributions, observation of committees and working groups, analysis of internal policy shifts, together with the qualities of internal policy shifts, consultations and communications. The first interim reports have been written within the local context. Further intentions are initially to promote the publication to other teacher education units in order to observe comparative responses. The subsequent objective is to decontextualise the content for wider publication outside the specific academic domain as a case study on the impact of political and organisational change upon the climate and ethos of, particularly, public sector complex organisations. An internal objective is to activate the principle that ethos consequences should be considered by agents of potential change within the school. Published Material: PICKARD, A. et al. (1995). Ethos. Manchester: Manchester Metropolitan University, Didsbury School of Education. Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1993–1996 KEYWORDS: organisational change; organisational climate; teacher education; universities 11/0890 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Ackers, J. Ms; Griffin, B. Ms; Marsch, C. Ms; Grant-Mullins, N. Ms; Supervisor: Abbott, L. Ms Shaping the future—educare for the under-threes Abstract: National research at the present time is tending to focus on the 3–5 year old stage and this project complements those on ongoing research projects which aim to evaluate and improve the learning of 3 and 4 year old children in a range of settings (Pascal 1994 and Belkin 1994). A critical question which the project is attempting to address is: given the diversity of provision for underthrees in what ways can continuity with the 3–5 stage be facilitated? The proposal is innovative and timely in the light of

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recent legislation regarding inspection and registration required by both the Children Act 1989 and the Education Reform Act 1988. The project aims to: 1) identify the training and support needs of adults working with under-threes including parents; 2) identify minimum standards with regard to the care and education of under-threes; 3) undertake a small scale comparison in two European countries with regard to the above; 4) involve early childhood students at initial and inservice training levels in ways which will contribute to their professional development and provide continuity with the later stages. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £25,100; Higher Education Funding Council for England £25,100 Date of Research: 1995-continuing KEYWORDS: child caregivers; early childhood education; early experience; educational quality; preschool education; young children 11/0891 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Brown, A. Dr; McNamara, O. Ms; Jones, E. Ms Linguistics of mathematics education Abstract: The research examines recent work in the study of language and applies this in the context of mathematics education. Areas addressed include hermeneutics, phenomenology, critical social theory, post-structuralism. The work is principally theoretical but refers to many classroom examples. The principal aim is to provide a theoretical amount of language in mathematics education to complement existing work in the field. Published Material: BROWN, T. (1994). ‘Creating and knowing mathematics through language and experience’, Educational Studies in Mathematics, Vol 27, No 1, pp.79– 100.; BROWN, T. (1996). ‘Intention and significance in the teaching and learning of mathematics’, Journal for Research in Mathematics Education, Vol 27, No 1, pp.52–66.; McNAMARA, O. (1995). ‘Saussurian linguistics revisited: can it inform our interpretation of mathematical ability?’, Science and Education, Vol 4, pp.253–66.; BROWN, T. ‘Creating data within practitioner research’, Teaching and Teacher Education. (in press). Status: Sponsored project Source of Grant: Higher Education Funding Council for England Date of Research: 1992–1996 KEYWORDS: language; mathematical linguistics; mathematics education 11/0892 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Phillips, S. Mrs; Thomas, E. Ms; Supervisor: Johnson, M. Mr

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Pupils with epilepsy and the Code of Practice for Identification and Assessment of Special Educational Needs Abstract: The Code of Practice on the Identification and Assessment of Special Educational Needs places a clear emphasis on the wishes of parents in determining and providing for the special educational needs of pupils. It underscores the importance of close collaboration between parents and all others involved with the child’s health and educational needs. This is particularly true of epilepsy where many of the difficulties following diagnosis may be due to secondary effects, e.g. side effects of medication, parental anxiety and perceptions of the condition rather than the actual condition itself. It is therefore proposed to undertake qualitative research with a group of children and adolescents who have a history of epilepsy and their families. Interviews will be conducted with them and the ‘significant others’ from their school, local education authority (LEA) and associated child health services who have been concerned in processes relating to the Code of Practice to establish what the diagnosis of an epileptic condition in a pupil means to that pupil and those significant others associated with him or her. The aims are: 1) to determine what this group of people anticipate will be the results for him or her; 2) to establish their expectations of each other in relation to the education of that pupil; and 3) from these understandings, to produce materials that will enhance the ability of those having a role in determining the future educational needs of the pupil to communicate effectively with each other in attaining the pupiPs rights and fulfilling their responsibilities under the Code of Practice. Status: Sponsored project Source of Grant: British Epilepsy Association £37,000 Date of Research: 1996-continuing KEYWORDS: epilepsy; special educational needs 11/0893 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Moscovitch Steiner, M. Ms; Supervisor: Hustler, D. Prof. Promoting global citizenship through mentor programmes in initial teacher education Abstract: The objectives of the research are: 1) to identify the best means of utilising the partnership teacher training programmes between schools and higher education institutions to promote the global dimension in initial teacher education; 2) to develop courses and modules which develop this understanding amongst student teachers; and 3) to facilitate action research activities amongst the participants—these will be teachermentors (both primary and secondary phases) and higher education tutors. Membership will be drawn from approximately 10 higher education institutions in England and Wales who will in turn identify local school-based partners. The work will entail pre- and postcourse surveys of attitudes and opinions concerning both global issues (here defmed as those to do with human rights, development, equal opportunities (gender, race), environment and citizenship) and appropriate teaching practices to explore these. It will identify teaching methodologies and interpersonal skills that are best suited to

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mentorship/partnership arrangements, insofar as they enable the teacher educators to equip student teachers to understand and be able to teach such matters appropriately. Status: Sponsored project Source of Grant: Manchester Metropolitan University; Oxfam; Christian Aid; CAFOD; UNICEF; Action AID; Save the Children Date of Research: 1996-continuing KEYWORDS: citizenship education; civil rights; environmental education; global approach; human rights; mentors; preservice teacher education; student teachers 11/0894 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 British Dyslexia Association, 98 London Road, Reading RG1 5AU 01734 668271 Phillips, S. Mrs; Bryan, K. Ms; Supervisor: Johnson, M. Mr An investigation into methods of identification and assessment of specific learning difficulties/dyslexia and effective intervention strategies which can be used by classroom and subject teachers in mainstream schools Abstract: The broad aims of this project are to: 1) establish practices for assessment and intervention which teachers find ‘effective’ for use in ordinary classrooms, with pupils with dyslexia; 2) identify other practices in the literature, in relation to the National Curriculum Attainment Targets; 3) trial methods to establish ease of incorporation within normal practice, and effectiveness in identifying specific learning difficulties and improving pupils’ performance; 4) develop a training package to disseminate ‘good practice’. During year 1, phase 1 will look at current practices: questionnaires will be sent to teachers with a qualification in specific learning difficulties from the Special Educational Needs Centre at Manchester Metropolitan University. The questionnaire will: list the specific strategies learned; rate these for effectiveness and ease of use; comment on methods not currently used; state metods used for identification and assessment of all pupils’ difficulties in reading, writing and spelling; and list the intervention methods found effective. The research will determine whether National Curriculum English Assessment is effective in distinguishing children with specific learning difficulties, and establish whether other forms of assessment contribute ‘valuable’ information. Phase 2 will look at the results of using methods seen as effective and acceptable in normal classrooms. This will include: attainments in reading; writing and spelling and measures relating to general pupil performance; self-esteem; attitude to school; organisation of working and participation in the curriculum. A sample of pupils and parents will be interviewed to seek experiences of strategies used and degree of family involvement demanded. During year 2, phase 3, a short intensive course will be produced. Phase 3 will also include an investigation of the results of using selected methods in classrooms, by offering the project schools inservice training prior to trialling the methods in their classes; and evaluation of improvement in attainments in literacy as indicators of the effectiveness of the methods. In phase 4, following evaluation, the course will be converted into professional development activities made generally

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available to schools and local education authorities through an established publisher or produced within the University Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1996-continuing KEYWORDS: assessment; diagnostic assessment; dyslexia; reading difficulties; special educational needs 11/0895 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 Manchester Metropolitan University, Crewe and Alsager Faculty, Department of Education, Crewe Campus, Crewe Green Road, Crewe CW1 1DU 0161 247 2000 Andrews, P. Mr; Supervisor: Lockley, P. Mr; Hatch, G. Mrs; Woodrow, D. Prof. Information technology in the teaching of mathematics and the induction of trainee teachers of mathematics Abstract: With the move to school based teacher training comes a need to identify the means by which aspects of a student teacher’s entitlement may be guaranteed. This research is an attempt to explore how information technology (IT) as a means for teaching mathematics, might be made explicit to a student. The investigation is three pronged: 1) To explore teachers’ perceptions of the availability of computer and calculator hardware for their teaching of mathematics. 2) To explore the attitudes towards ITand beliefs, of both teachers and Postgraduate Certificate in Education (PGCE) students, about its effectiveness as a tool for the teaching and learning of mathematics. 3) To explore teachers’ use of IT as specified in the National Curriculum for mathematics in England and Wales, both statutory and non statutory. The above, coupled with a review of the research into the efficacy of IT as a tool for the teaching and learning of mathematics will provide, it is hoped, sufficient data for a model of both preservice and inservice education to be developed. Status: Individual research Date of Research: 1991–1996 KEYWORDS: computer uses in education; information technology; mathematics education; preservice teacher education; student teachers; teacher attitudes 11/0896 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 The David Lewis Centre for Epilepsy, Warford, Alderley Edge SK9 7UD 01565 872613 Harnor, M. Mr; Benham, K. Ms; Brown, S. Dr

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Educational statements of special educational needs in children with complex epilepsy referred to a residential special school Abstract: The Education Act 1981, in England and Wales, with its equivalent in Scotland, requires that a child who appears to have a degree of difficulty which calls for special educational provision to be made for them, shall have an assessment of those needs made by the local education authority and, where appropriate, a ‘statement’ of those needs issued. The educational statements of 86 children referred to the David Lewis Centre as of December 1991 were researched. These emanated from 26 local education authorities throughout the UK. Complete statements were available for 54 (63%) children whilst the school had not actually been provided with the statements for 32 (37%). In 10 (19%) of the statements epilepsy was not mentioned at all. In another 20 (39%) descriptions were vague and inappropriate. A syndrome only was mentioned in 3 (6%). A sub-group of 16 children were chosen for comparison of statement contents with their teacher’s personal perceptions of the children’s needs. There was no significant difference. Multivariate statistical analysis of medical, educational and social data has initally failed to demonstrate any other consistent pattern. It was concluded that the medical portions of the statements, where present, were extremely unhelpful to clinicians. Educational aspects were variable but more adequate. (The project has now been extended to include admissions as of December 1994). Status: Sponsored project Source of Grant: Manchester Metropolitan University Date of Research: 1991-continuing KEYWORDS: epilepsy; special educational needs; special schools; statements— special educational needs 11/0897 Didsbury School of Education, 799 Wilmslow Road, Didsbury, Manchester M20 2RR 0161 247 2000 University of Manchester Institute of Science and Technology, PO Box 88, Sackville Street, Manchester M60 1QD 0161 2363311 Taylor, P. Mr; Supervisor: Kelly, M. Mr; ApThomas, J. Mr; Cooper, C. Dr The governance of primary schools: appropriate roles and relationships, perceived and actual, in the governing and managing of primary schools Abstract: The study aims to establish appropriate action, roles and relationships for effective governance of primary schools, deriving from an investigation of existing practice. Structured interviews are being used on a cross-section of headteachers, governors, parents, business people, support staff, teaching staff and support agencies (local education authority (LEA) members etc) for their views on the position as it now stands, and what they feel would be an effective way to conduct governor business. Secondly, a questionnaire will be designed and piloted on ‘opportunity samples’ of headteachers. The questionnaire will then be sent to a much larger sample of headteachers in at least 2 districts of Cheshire. At least 100 returns will be collected by this means. The study will use the data gathered from the interviews, questionnaires, wide

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ranging literature survey and industrial/commerical secondments to Marks and Spencer, Sainsbury’s, Woolworth plc and the South East Cheshire Training and Enterprise Council (TEC), to develop proposals for good practice in the key areas of concern for the selfmanaging school (e.g. headteacher/governing body relations, alternative spheres of influence and action, development of bases for effective learning organisations, and possible codes of practice). Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational administration; governing bodies; primary schools; school governors

Manchester University 11/0898 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Cross, A. Mr New technology in the National Curriculum Abstract: This enquiry seeks to explore the potential of the following for the delivery of the National Curriculum: a) word processors which use speech; b) datalogging; c) portable computers. Status: Sponsored project Source of Grant: Manchester University Date of Research: 1995-continuing KEYWORDS: computer uses in education; computers; data processing; information technology; National Curriculum; word processors 11/0899 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Naylor, J. Mrs Individual goal-setting and the learning curve of PGCE modern languages students Abstract: The aim of this ten-year study has been to ascertain the learning curve of Postgraduate Certificate in Education (PGCE) students specialising in modern foreign languages. Data collected over the period of the study includes individual goals set by each year’s intake of students (number varying from eight to thirty) for their teaching practice, goal monitoring, and evaluation of their own performance in the light of the goals set. Some patterns have emerged already and have been used as a basis for course design. The database is unique and is now to be investigated further. Status: Individual research Date of Research: 1982–1996

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KEYWORDS: learning; Postgraduate Certificate in Education; preservice teacher education; student teachers 11/0900 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Price, G. Dr Dyslexia-related difficulties in design and technology Abstract: An investigation into dyslexia-related difficulties for children in using equipment in technology classes. With an initial sample size of nine pairs of children, measurements have been made of psychometric data, dyslexia (using Bangor tests plus inspection of written work), and tool handling ability when performing craft skills tasks (by analysis of video recordings). Differences were found between the speeds of working of statemented and non-statemented children. Also, certain reflectional features of tool handling related to difficulties with letter reversals and polysyllable elements of the tests; problems in tool rotation tests related to sequencing elements of the dyslexia tests. Published Material: PRICE, G.W. & LUMB, S. (1991). ‘Dyslexiarelated difficulties in the development of abilities in craft, design and technology: the design of a research strategy’. Proceedings of IDATER 91, Loughborough University of Technology, 1991, Loughborough.; PRICE, G.W (1996). ‘Links between dyslexia and design and technology’. Proceedings of IDATER 96, Loughborough University of Technology, 1996, Loughborough. Status: Individual research Date of Research: 1990–1996 KEYWORDS: craft design technology; design and technology; dyslexia; reading difficulties 11/0901 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Cross, A. Mr; Supervisor: Robertson, A. Dr An investigation of teaching style in design and technology in primary education Abstract: The hypothesis is that pedagogy significantly affects children’s experience of design and technology; and that primary education lacks a clearly understood pedagogy for design and technology and that articulation of effective pedagogy whilst desirable is likely to remain problematic. The objectives of the research are: 1) How do teachers go about teaching design and technology? ((a) do teachers understand the subject; b) what teachers see as teaching design and technology; c) how their own knowledge of the subject affects their teaching—culture, class, age, gender; d) descriptors of teaching styles). 2) Examination of questions raised? ((a) justification of questions; b) range and scope of these questions; c) are the questions about pedagogy, related to it or extraneous; d) do such issues affect our view of design and technology as part of primary education).

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3) An examination of how the main issues might be addressed ((a) further clarification/investigation; b) how teachers develop pedagogy and/or ideas about pedagogy). 4) What are the implications for the subject? (a) at school level; b) at national level). Published Material: CROSS, A. (1996). ‘Comments related to the teaching of design and technology by school inspectors in school inspection reports’, Journal of Design and Technology Education, Vol 1,No2, pp.136–140. Status: Individual research Date of Research: 1995-continuing KEYWORDS: design and technology; primary education; teaching process 11/0902 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Chung, L. Mr; Supervisor: Reid, D. Prof. British and Chinese influences on the preservice training of secondary teachers in Hong Kong Abstract: Hong Kong is in the unique position of transition from a British Colony to Chinese sovereignty. Both, very disparate, cultures influence teacher training. This project sets out to look at the syllabus and attitudes to the professional studies component of initial teacher trainees in China (Beijing), UK (Manchester) and Hong Kong. An appropriate attitudes questionnaire will be developed and piloted in the three countries. An analysis of the data will lead to proposals for that element of the course for preservice teachers in Hong Kong. Status: Individual research Date of Research: 1995-continuing KEYWORDS: China; cultural influences; Hong Kong; preservice teacher education 11/0903 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Moots, C. Ms; Supervisor: Reid, D. Prof. Towards reducing the incidence of home-based accidents in the 0–5 age group Abstract: A data bank of accidents in the home of 2000+ children aged 0–5 years has been collated and analysed in terms of frequency and severity of accidents. This information is being used to develop an appropriate education programme focused on ‘homeless’ parents, and a number of intervention strategies are being developed, piloted and refined. Status: Individual research Date of Research: 1994-continuing KEYWORDS: accidents; child welfare; home environment; injuries; safety; safety education; young children

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11/0904 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Osman, K. Ms; Supervisor: Reid, D. Prof. The teaching and learning of thinking skills by preservice science teachers in Malaysia Abstract: Included in the aims of the Malaysian science curriculum for secondary school children is a requirement for children to learn to think scientifically. The research design involves the writing of 3 topics (including the teaching of thinking skills to preservice postgraduate scientists being trained as science teachers in Malaysia) in contact and distance education format. The effects of the controlled teaching programmes are then considered by observing the student teachers’ actions in their own science lessons and the extent to which they are using the techniques effectively. Appropriate feedback will be given and new observations made. Status: Individual research Date of Research: 1995-continuing KEYWORDS: learning strategies; Malaysia; preservice teacher education; science education; science teachers; thinking skills 11/0905 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Meekums, B. Ms; Supervisor: Sanderson, R. Dr Wonien’s perceptions of arts therapy groups for survivors of child sexual abuse Abstract: This research examines the perceptions of women clients of the mental health services at Tameside and Glossop Community and Priority Services NHS Trust who undertake a 20-week arts therapy programme for survivors of child sexual abuse. Specifically, the research addresses: the healing process, including clinical conditions supporting change; the effects of the research on both informants and researcher. The research is designed as 4 cycles, each building on the previous cycle. Each cycle concerns one 20-week programme for a different set of women. The methodology used is qualitative, theory-generating and reflective. Truth is viewed incrementally, informants being seen as potential co-researchers rather than subjects. Status: Individual research Date of Research: 1993-continuing KEYWORDS: art activities; art therapy; child abuse; child sexual abuse; sexual abuse; therapy; women 11/0906 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000

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Pearson, D. Ms; Supervisor: Sanderson, P. Dr Attitudes of secondary school teachers to the comic strip as an educational tool Abstract: It seems that the comic strip has not been given serious consideration for use in an educational context with mainstream pupils in England, across the whole range of curriculum subjects. This research is concerned with the potential value of different types and styles of comic strips with children of various age groups and academic ability. Factors influencing teacher attitudes, such as sex, age group, length and type of teaching experience, familiarity with medium, will form the independent variables. A survey design employing a questionnaire which incorporates comic strip material will be adopted. The latter will be developed in association with teachers and pupils, and subsequently form the basis of discussions with 6 groups of teachers drawn from schools throughout England. A content analysis of these discussions will produce statements, which will constitute the dependent variables. Data from a nationwide sample (n=1500) will be analysed using ANOVA and regression analysis. Status: Individual research Date of Research: 1995-continuing KEYWORDS: cartoons; comics-publications; educationalmaterials; teacher attitudes; visual aids 11/0907 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Yiallourides, G. Mr; Supervisor: Sanderson, R. Dr Factors influencing the attitudes of Cypriot primary and secondary school children to physical education Abstract: During the past 3 decades there has been a continuing interest in the attitudes of pupils to physical education (PE) particularly in the USA and the UK. Attitude measurement, however, has relied heavily on scales devised by Kenyon (1968) and, furthermore, there does not appear to be any PE attitude research relating to Cypriot pupils. This research will therefore focus on: the development of valid and reliable attitude scales; and the employment of those scales as measures of attitude to PE. Scales will be grounded in the opinions of pupils in Cyprus (n=32 boys and girls) and developed by means of a survey employing a questionnaire comprised of pupils’ statements and a 5point Likert scale (n=1000). Factor analysis statistical technique will be used. The emerging valid and reliable scales will form the dependent variables in a survey involving a sample of 2000 male and female pupils in Cyprus, between the ages of 9 and 13 years. Independent variables will include age, sex, social class, teacher and parental interests in PE. ANOVA and multiple regression analysis will be employed to ascertain the influence of the independent variables on attitudes to PE as measured by the scales. Status: Individual research Date of Research: 1994-continuing KEYWORDS: attitudes; Cyprus; physical education; pupil attitudes

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11/0908 School of Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Sawa, A. Ms; Supervisor: Sanderson, P. Dr Evaluarion of the artists in schools programme in Cyprus Abstract: For the past 8 years, professional musicians (n=120) and visual artists (n=20) have been employed in Cyprus primary schools on full-time or part-time bases, yet this arrangement has never been evaluated. This research aims at assessing the impact of the programme on the artists, teachers and children, by means of indepth case studies and questionnaire surveys. Case studies will be made of 4 representative primary schools, while the surveys will employ samples of 500 pupils, 100 teachers and 20 artists, drawn from 20 primary schools throughout Cyprus. Exploratory work involving interviews and/or observations with key administrators, headteachers, teachers, artists and children will clarify the research questions and hypotheses and also test research instruments; questionnaires will be ‘grounded’ in data gathered at this preliminary stage. Appropriate quantitative and qualitative methods of analysis will be employed. Status: Individual research Date of Research: 1995-continuing KEYWORDS: art activities; artists; Cyprus 11/0909 School of Education, Centre for Adult and Higher Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Nichol, B. Dr; Davis, M. Mr; Supervisor: Miller, N. Dr; Ruddock, R. Mr Group work in education project Abstract: Originally concerned with an understanding of group dynamics within the context of inservice teacher education, the project is now examining the wider significance of this to education in a variety of contexts, including secondary schools, continuing professional education, and undergraduate and postgraduate education. The aim of the project is to deepen an understanding of the dynamic forces at work in educational settings, exploring such issues as group composition; formation; maintenance and decline; intergroup activity; leadership; power; cross-cultural communication. Drawing substantially on socio-psychological perspectives developed from the work of Kurt Lewin, the research is concerned with providing group workers with opportunities to gain access to some clearer insights into the complexities of group life. This approach is being supplemented by a more psychoanalytic perspective provided through contact with Group Analysis North, an organisation dedicated to training of group psychotherapists working under the tradition developed by S.H. Foulkes. A pilot survey exploring aspects of group life was carried out in Autumn 1993 in six English secondary schools chosen at random. Representatives of subject departments and four classes of pupils in each school completed survey instruments and results were analysed.

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Status: Sponsored project Source of Grant: Manchester University £2,000 Date of Research: 1993–1996 KEYWORDS: group behaviour; group dynamics; group work 11/0910 School of Education, Centre for Adult and Higher Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Nottingham University, Department of Adult Education, 14–22 Shakespeare Street, Nottingham NG1 4FJ 01159 515151 Stock, A. Prof. Lifelong education as a significant cultural element in various European countries Abstract: Lifelong education is a concept adopted by UNESCO, the European Union and numerous national departments of government world-wide. It is not, however, frequently evident in practice although there are signs of development in certain countries, together with substantial prominence in a few. The research examines the manifestations of lifelong education as cultural phenomena in each country where concentrated ‘socialanthropolo gical’ fieldwork is undertaken in similar communities. The information and data will, in the final analysis, be subjected to rigorous comparative examination and an end report prepared accordingly To date, fieldwork in Denmark, the Netherlands and the UK has been the basis for two monographs and the work is continuing. Status: Individual research Date of Research: 1991-continuing KEYWORDS: adult education; comparative education; continuing education; cultural differences; Europe; lifelong learning 11/0911 School of Education, Centre for Adult and Higher Education, Oxford Road, Manchester M13 9PL 0161 275 2000 University of Georgia, Athens, Department of Adult Education, Tucker Hall, Athens GA 30602, USA 001 706 542 2214 Davis, M. Mr; Holt, M. Dr E-mail conferencing: creating and maintaining a virtual community Abstract: This project will explore the extent to which it has been possible to initiate, maintain and monitor the creation and development of an electronic community based in the departments of adult education in two universities. Face-to-face contact is being supported by an electronic list which will enable participants, numbering 25, to ‘meet’ to exchange ideas, research interests, problems and experiences. It will be semi-moderated

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in that common tasks will be agreed between faculties in both institutions. In addition, unmoderated one-to-one and one-to-subgroup communication will also be encouraged. The strategies, designed to develop a sense of community on the list, will involve writing activities derived from the use of auto/biography in adult education research. Participants will explore aspects of their experience of adult education—either as students or practitioners—and this data will be used as the basis for the identification of common research interests across the community. Status: Sponsored project Source of Grant: University of Manchester Research Development Fund Date of Research: 1996-continuing KEYWORDS: adult education; community; electronic mail; telecommunications; teleconferencing 11/0912 School of Education, Centre for Audiology, Education of the Deaf and Speech Pathology, Oxford Road, Manchester M13 9PL 0161 275 2000 Lynas, W. Dr The educational management of children with Usher Syndrome Abstract: The aim of the research is to develop sound principles for the educational management of children with Usher Syndrome. Diagnosed children and young people are observed in a variety of educational settings—special school for the deaf, unit, mainstream class, further education college and special provisions for deaf pupils/students with deteriorating vision are noted. The data collected include material from informal interviews with teaching stafF and from the Usher pupils themselves. So far, 15 Usher children/young people have been observed. Published Material: LYNAS, W. (1991). ‘Deaf children with Usher Syndrome’, Journal of British Association of Teachers of the Deaf, Vol 15, No 2, pp.33–39.; LYNAS, W. (1991). The educational management of children with Usher Syndrome. London: SENSE. Status: Sponsored project Source of Grant: National Deaf-Blind and Rubella Association (SENSE) Date of Research: 1989-continuing KEYWORDS: deafness; hearing impairments; special educational needs 11/0913 School of Education, Centre for Audiology, Education of the Deaf and Speech Pathology, Oxford Road, Manchester M13 9PL 0161 275 2000 Aplin, D. Dr Psychological assessment of cochlear implantees

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Abstract: A cochlear implant has important psychological implications for recipients and usually has a major impact on the lives of implantees and their families. There have been relatively few reports of psychological assessment of patients from cochlear implant projects world-wide. Psychological assessment has formed an integral part of the Manchester multi-channel cochlear implant programme. Subjects are seen in order to assess their psychological suitability pre-implant and the progress of implantees is reviewed at regular intervals post-implant. Cognitive, educational, personality, anxiety and depression assessments are carried out. The aim of the research is to assess and monitor intellectual and personality profiles of implantees and to evaluate the psychosocial benefits of implantation. Investigation of the possible psychological predictors of audiological outcome for implantees will also be carried out. The subjects will be all cochlear implantees in the Manchester programme. Up to February 1996 over 90 adults (of whom 6 are deaf and blind) and 30 children have been implanted with multichannel devices. As the project is on-going, the numbers in the research will continue to increase. In the adult programme subjects have ranged in age from 14 to 80. Published Material: APLIN, D.Y (1993). ‘Psychological assessment of multi-channel cochlear implant patients’, Journal of Laryngology and Otology, Vol 107, pp.298–304.; APLIN, D.Y (1994). Tsychological evaluation of adults in a cochlear implant program’, American Annals of the Deaf, Vol 138, pp.415–419. Status: Individual research Date of Research: 1989-continuing KEYWORDS: communication aids—for disabled; deafness; hearing aids; hearing impairments; psychological evaluation 11/0914 School of Education. Centre for Audiology, Education of the Deaf and Speech Pathology, Oxford Road, Manchester M13 9PL 0161 275 2000 Gallaway, C. Dr Using vidcos with deaf children Abstract: Videorecording and videotapes can be used in various ways which facilitate the linguistic and educational development of deaf children. This project aims to set up a forum for sharing good practice in the use of video, by allowing teachers and other professionals to benefit from each others’ ideas and experience, by: 1) a survey questionnaire; 2) a one-day conference; 3) a published collection of the papers given at the conference. The questionnaire, which aims to identify ways in which videos are already being used in this context and to identify potential contributors to speak at the conference, has been distributed at the Annual Conference for Heads of Hearing Impaired Services (Heads’ Conference, November 1995) and by post. A conference was held in July 1996 based on talks given by professionals who are already using video in productive ways and have devised strategies for so doing. The conference papers will be produced as a published collection.

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Published Material: GALLAWAY, C. (Ed). (1996). Using videos with deaf children. Manchester: University of Manchester, School of Education, Centre for Audiology, Education of the Deaf and Speech Pathology. Status: Sponsored project Date of Research: 1995–1996 KEYWORDS: deafness; educational media; hearing impairments; language acquisition; special educational needs; teaching methods; videotape recordings 11/0915 School of Education, Centre for Audiology, Education of the Deaf and Speech Pathology, Oxford Road, Manchester M13 9PL 0161 275 2000 Willis, S. Ms; Supervisor: Gallaway, C. Dr Vocabulary acquisition in prelinguaUy profoundly deaf children with cochlear implants Abstract: Acquiring vocabulary is a fundamental component of early language development and normally-developing children’s vocabulary acquisition processes are now quite well understood. Much less is understood about this process in prelingually profoundly deaf children. With young cochlear implants (CI) users, gaining a better understanding of their early language development is of crucial importance. There are very few studies of the vocabulary development of such children. We have some idea of how their vocabulary develops over time in relation to their normally-hearing peers, but no quantitative or normative data. The aim of the study is, ultimately, to provide information which will inform practice with these children in clinical and educational settings. It will produce some indicators of expected vocabulary development in these young implant users, in order to assess the implications for clinical intervention and to provide information for clinicians, parents and teachers regarding likely patterns of development. The researcher is conducting a study to evaluate the acquisition of receptive and expressive spoken vocabulary in prelingually, profoundly deaf children who have received a multichannel CI. The study will be based on ongoing data collection undertaken through the researcher’s post as specialist speech and language therapist with Manchester Paediatric Cochlear Implant Programme. The children on the programme receive regular oral/aural habilitation sessions over their first two years of CI use, and it is hoped that at least 20 children will be included in the study. Status: Individual research Date of Research: 1996-continuing KEYWORDS: deafness; hearing aids; hearing impairments; language acquisition; vocabulary development 11/0916 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Pumfrey, P. Prof.

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The concerns of young people Abstract: This research concerns the psycho-social development of young persons aged from 11 to 18 years. The aim is to plot the changing concerns of males and females in relation to personal, educational and vocational issues. This is seen as a first step whereby young people can be helped to address their concerns in a variety of educational settings. Data are being collected from a variety of educational establishments using a specially devised checklist covering 15 major aspects of psycho-social development. In the present phase o.f the study, the current version of the Concerns Checklist is deliberately lengthy. To date, checklists from 5,000 pupils have been obtained. This database is being further extended. Status: Individual research Date of Research: 1992-continuing KEYWORDS: adolescent attitudes; adolescents; attitudes; interests; personality; social development; vocational guidance 11/0917 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Piotrowski, J. Ms; Supervisor: Pumfrey, P. Prof. Attribution and responsibility for learning in mainstream primary schools Abstract: This research seeks to evaluate what effect, if any, the variables of gender, year, group, category of special need (where appropriate), term of birth and class size have upon self-esteem, attribution and responsibility for learning, and popularity in primary school children aged 7–11 years. The study is longitudinal over 2 years. The population comprises all such aged children in Stockport Local Education Authority (LEA), the sample being 24 classes on each occasion from 3 schools. Status: Individual research Date of Research: 1992-continuing KEYWORDS: learning; locus of control; primary schools; pupil behaviour, pupil responsibility; self esteem; social behaviour; special educational needs 11/0918 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Davies, J. Dr The National Curriculum and children’s attainments in reading and mathematics in key stages 1 and 2 in six primary schools Abstract: The aim of this project is to observe the effects of the National Curriculum on children’s attainments in reading and mathematics in Years 2 and 6 in six primary schools. The project uses a cross-sectional study which was devised to gather quantitative data on the cognitive and affective aspects of successive cohorts of Year 2 and 6 children’s reading and mathematics. One cohort (1988/89) was tested prior to the

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introduction of the National Curriculum; the others were tested subsequently. A range of theoretically and practically important situational variables were also considered. The sample comprised all Year 2 and 6 children within six randomly selected primary schools from within one local education authority (n=approximately 2500). Each summer term the cohorts were tested using the following instruments: Primary Reading Test (France 1981); Mathematics 7 or 11 (NFER 1986); Self-Esteem (Lawrence 1981); Attitudes towards School and School Activities (‘Smiley’ Scale, ILEA 1988); Adjustment to School (Child at School Schedule, ILEA 1988). One inter-correlational matrix will be drawn up for each of the cohorts. The hypothesis covering the mean scores of cohorts 1, 2, 3, 4, 5, 6, 7 and 8 on each of the dependent variables will be tested using: a) a series of seven one-way anovas for each independent variable; b) a series of six two-way anovas each using cohort as one main effect: cohort x school; cohort x sex; cohort x length of infant experience; cohort x parental occupation; cohort x pre-school experience. Published Material: DAVIES, J. & BREMBER, I. (1993). ‘Comics or stories? Differences in the reading attitudes and habits of girls and boys in Years 2, 4 and 6’, Gender and Education, Vol 5, No 3, pp.305–320.; DAVIES, J. & BREMBER, I. (1994). The first standard assessment tasks at key stage 1: issues raised by a five school study’, British Educational Research Journal, Vol 20, No 1, pp.35–40.; DAVIES, J. & BREMBER, I. (1994). ‘The reliability and validity of the “Smiley” scale’, British Educational Research Journal, Vol 20, No 4, pp.447–454.; DAVIES, J. & BREMBER, I. (1994). ‘Attitudes to school and the curriculum in Year 2 and Year 4: changes over two years’, Educational Review, Vol 46, No 3, pp.247–258.; DAVIES, J., BREMBER, I. & PUMFREY, P.D. (1995). The first and second reading standard assessment tasks at key stage 1: a comparison based on a five school study’, Journal of Research in Reading, Vol 18, No 1, pp.1–9. Status: Individual research Date of Research: 1988-continuing KEYWORDS: achievement; mathematics education; National Curriculum; primary education; reading achievement 11/0919 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Lazo, M. Ms; Supervisor: Pumfrey, P. Prof. Early indicators of later progress in literacy (reading and spelling) Abstract: The study examines the independent influences and interplay of four types of metalinguistic awareness (phonological awareness, syntactic/semantic awareness, print awareness and pragmatic awareness) in emergent literacy (beginning reading and spelling). By doing this, it examines which of these linguistic variables best predicts later attainment in reading and spelling. Learning to read and spell are two of the most important skills a child needs to learn. All too often, many children learn these skills easily, yet others do not. By predicting a child’s later attainment in reading and spelling, educators may be able to diagnose whether or not a child may encounter difficulty with learning to read and spell. Appropriate teaching techniques may then be applied as part of

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an eariy intervention. This was an 18-month longitudinal study of 60 subjects aged 54.53 to 72.61 months. The subjects were tested on 4 occasions on a battery of tests. After considering the distributions of the responses on the various predictors, and transforming where appropriate, exploratory principal components, principal factor, oblimin and varimax analyses were carried out. To test the research hypotheses, various regression analyses followed, including multiple, logistic and fixed order analyses and a path analysis was carried as permitted by the data. Published Material: LAZO, M. & PUMFREY, R.D. (1996). ‘Early predictors of later attainments in reading and spelling’, Reading, Vol 30, No 30, pp.5–10.; LAZO, M., PUMFREY, P.D. & PEERS, I.S. ‘Reading, spelling and metalinguistic awareness: roots and branches of literacy’, Journal of Research in Reading. (in press). Status: Individual research Date of Research: 1991 -1995 KEYWORDS: beginning reading; child development; child language; literacy; reading difficulties; reading readiness; spelling 11/0920 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Robertson, J. Mrs; Supervisor: Pumfrey, P. Prof. Teaching pupils with specific reading difficulties Abstract: Set within the theoretical context of Bakker’s neuropsychological ‘Balance’ theory of reading development, this study comprises three distinct but related experiments. The first compares the compatability of Bakker’s classification of dyslexic pupils with that of Boder. The second investigates the effects of ‘Hemispheric Aluding Stimulation’ on statemented pupils’ reading and spelling attainments. The third study examines the effects of ‘Hemispheric Specific Stimulation’ using the Kinaesthetic— tactile modality on statemented pupils’ literacy attainments. Experiment 1 involved the use of data from Boder’s manual and from 2 independent samples totalling 40 pupils. Experiment 2 included 12 teachers and some 50 subjects. The third experiment was based on 3 teachers and 6 pupils. The first experiment was based on 2 small surveys. The other 2 were quasi-experimental methods experiments using very ‘fine-grain’ analyses of the pupils’ responses. Status: Individual research Date of Research: 1991–1996 KEYWORDS: dyslexia; learning disabilities; reading difficulties; special educational needs 11/0921 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Martinelli, V. Mr; Supervisor: Pumfrey, P. Prof.

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Emergent literacy in Maltese children Abstract: In contrast with English, Maltese has a regular graphemephoneme correspondence. Theoretically within developmental psycholinguistics, this study has two major aims. The first is to identify changes in patterns of children’s abilities across time from kindergarten to the end of Year 1 of school. The second is to establish the relative importance of these abilities as predictors of children’s subsequent reading and spelling. The third purpose is to consider the pedagogic implications of the fmdings. A sample of 350 pupils drawn from 6 primary schools in Malta was individually assessed on a theoretically derived battery of phonological, semantic and syntactic tests on 4 occasions. To date, the research has identified some psychometric shortcomings concerning the reliabilities and validities of a number of commonly used assessment techniques. Data have been collected on occasions 1 and 2. Distributions have been examined and exploratory analyses carried out using parametric and non-parametric statistics appropriate to the data. Status: Individual research Date of Research: 1993–1996 KEYWORDS: beginning reading; literacy; Malta; Maltese 11/0922 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Filippatou, D. Miss; Supervisor: Pumfrey, P. Prof. Effects of pictures and titles on reading accuracy and reading comprehension of primary school children including children with specific developmental dyslexia (SpDD) Abstract: Within the theoretical context of reading skill development, the aim of the study was to evaluate the effects of pictures and titles on the reading aceuracy and reading comprehension of pupils aged between 7 to 8 years old with below average (BA), average (A) and above average (AA) word reading attainments, including pupils with specific developmental dyslexia (SpDD). Each child was individually assessed on materials at independent, instructional and frustration levels respectively on three out of five specially prepared and pre-tested passages of increasing difficulty levels. Experimental conditions comprised nine combinations of pictures: integrative, nonintegrative and no pictures; and titles: integrative, non-integrative and no title. From a population of 306 pupils, a random sample of 162 children stratified by sex and word reading attainments was identified and 3 pupils were randomly assigned to each of the 54 cells in the design. In a fmer grain analysis of below average readers’ difficulties, 10 pupils with SpDD were detected based on a recognised ability-attainment discrepancy model and they were classified in one of Bakker’s dyslexia subtypes (Bakker 1992). Pictures, titles, reading accuracy groups (or Bakker’s dyslexia subtypes), sex and test difficulty levels were used as independent variables to test specified hypotheses related to scores on the dependent variables. All miscues (reading errors) and reading comprehension questions were tape recorded, transcribed and the former analysed during Miscue Analysis, Procedure 1 (Goodman, Watson & Burke 1987) and additionally

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Bakker’s error analysis (Bakker 1992) for children with SpDD. Reading performance was assessed in the area of: reading accuracy and selected categories of miscues (reading errors). Additionally, the effects of a structured questioning strategy on pupils’ literal and inferential reading comprehension were investigated. Hypotheses were tested using a series of complementary analyses of variance. The pictures effect was significant as a main effect and also in certain higher order interactions. Differential use of miscues (reading errors) was identified. The educational implications of the results are indicated. Limitations in the methodology used and suggestions for future work are discussed. Status: Individual research Date of Research: 1992–1995 KEYWORDS: books; childreris literature; dyslexia; illustrations; pictures; reading comprehension; reading difficulties 11/0923 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Rath, K. Mr; Supervisor: Pumfrey, P. Prof. The integration of pupils with and without special educational needs in a mainstream junior school Abstract: Set within the context of government and local education authority (LEA) policies towards the integration of pupils with special educational needs in mainstream schools, this study examines the integration of such pupils within a junior school. Social integration is important for the all round development of children. The present study is a cross-sectional one. It involves 57 National Curriculum Year 4, 5 and 6 pupils and examines the popularity, self-esteem and locus of control beliefs of children in relation to their year group, and educational status within a mainstream context. Pupils with special educational needs are less preferred by others in relation to cooperative school work. Self-esteem and locus of control belief correlate significantly with the sociometric index related to work in school. Year group is significantly related to self-esteem. Published Material: PUMFREY, P.D. & RATH, K. (1995). ‘The integration of pupils with and without statements of special educational needs in a mainstream junior school’, Education Section Review, Vol 19, No 1, pp.1–16. Status: Individual research Date of Research: 1991–1994 KEYWORDS: mainstreaming; primary schoolpupils; pupil behaviour, pupil school relationship; social integration; special educational needs 11/0924 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Mittler, P. Prof. Families of people with learning disabilities

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Abstract: 1994 has been designated by the United Nations as the International Year of the Family (IYF). The International League of Societies for Persons with Mental Handicap has established an international Task Force, co-chaired by Peter and Helle Mittler, to ensure that families who have a relative with a learning disability benefit from IYF. Members of the Task Force have interviewed over 100 families worldwide who have described their experiences and made recommendations; have collected examples of good practice in supporting families; and have lobbied governments and other agencies to ensure that families benefit from IYF. Published Material: MITTLER, P. & MITTLER, H. (1994). Families and Disability. International Year of the Family Occasional Paper No 10. New York and Vienna: United Nations.; MITTLER, P. & MITTLER, H. (Eds). (1994). Innovations in family support for people with learning disabilities. Chorley: Lisieux Hall Press.; MITTLER, H. (1994). Families speak out: International perspectives on families’ experience of disability. Boston, Massachusetts: Brookline Press.; MITTLER, P. ‘Self advocacy and the family’, Geistige Behinderung. (in press). Status: Sponsored project Source of Grant: United Nations Voluntary Fund for the International Year of the Family; International League of Societies for Persons with Mental Handicap, jointly £10,000 Date of Research: 1992–1996 KEYWORDS: family life; family programmes; home environment; international programmes; learning disabilities; special educational needs 11/0925 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Kessissoglou, S. Ms; Supervisor: Farrell, P. Dr Supported employment for people with learning disabilities Abstract: The aim of this research project is to conduct a structured interview survey of 40 people with learning disabilities, their parents and supervisors. All the people are currently placed in some form of supported employment. In particular, the survey intends to gather data on such issues as vocational guidance, post-school experience, views on employment, prospects for future living conditions, social life, hopes for the future. Further data, using personal construct psychology, has been gathered on the views of people with learning disabilities themselves. Status: Individual research Date of Research: 1993–1996 KEYWORDS: employment opportunities; learning disabilities; sheltered workshops; special educational needs 11/0926 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000

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Farrell, P. Dr The relevance of teaching experience to the work of educational psychologists Abstract: Currently all educational psychologists have to be quatified and experienced teachers before they can embark on their professional training course. Recently a number of authors have questioned the relevance of this aspect of their training. In view of the fact that professional training courses in educational psychology may well move to become a 3-year taught doctoral programme, the issue of whether teacher training and experience should be retained under the new training package has become central to the debate about the future. The aim of this research is to survey all educational psychologists in England and Wales to seek their views as to the relevance of teacher training and experience as a component of professional training in educational psychology. Status: Individual research Date of Research: 1996–1996 KEYWORDS: educational psychologists; professional education; teaching experience 11/0927 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Crutchley, A. Ms; Botting, N. Ms; Supervisor: Conti-Ramsden, G. Dr Educational transitions for specific language impaired children attending language units Abstract: The present project aims to investigate educational transitions experienced by 200 children with specific language impairment (SLI) attending their last year in infant language units. Specifically, the research will attempt to provide information on 2 interrelated but logically separate issues: 1) What factors influence decisions to integrate? 2) Which children do well if integrated into mainstream? Information on these issues will have important implications for: a) our understanding of specific language impairments; and b) the development of an integration policy for children with SLI attending language units. Status: Sponsored project Source of Grant: Nuffield Foundation £108,000 Date of Research: 1995-continuing KEYWORDS: language handicaps; language units; learning disabilities; mainstreaming; special educational needs; speech handicaps; transfer pupils 11/0928 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Jones, M. Ms; Supervisor: Conti-Ramsden, G. Dr Syntactical development of specific language impaired children

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Abstract: The present longitudinal study investigates syntactical development of 3 specific language impaired (SLI) children and compares it to the development of their younger normal language learning siblings of the same language stage. Results of the present investigation will have an impact on: 1) Our conceptualization of specific language impairment. 2) Our understanding of individual pattern of development. The present study represents a methodological breakthrough in the area of child language acquisition with typical language learners. This study would provide crucial information on the syntactical development of SLI children but also how that development compares with the development of their younger, normal siblings who at the beginning of the study are of the same language stage. It would therefore not only help us better understand specific language impairment but individual patterns of language acquisition in general. Status: Sponsored project Source of Grant: Economic and Social Research Council £32,870 Date of Research: 1995–1996 KEYWORDS: language acquisition; language handicaps; learning disabilities; special educational needs; speech handicaps; syntax 11/0929 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 Manchester University, School of Education, Centre for Audiology, Education of the Deaf and Speech Pathology, Oxford Road, Manchester M13 9PL Turner, S. Mrs; Supervisor: Pumfrey, P. Prof.; Lynas, W. Dr Provision and coordination of services for young children with sensorineural hearing loss Abstract: The research is concerned with children aged from 0–5 years of age who suffer from sensori-neural hearing loss, an irreversible condition affecting approximately one in every 1,000 children. The study aimed to discover the part played by each of the three main statutory agencies—local education authorities (LEA’s), social services departments (SSD’s) and health authorities (HAs) -in mitigating the effects of sensorineural hearing loss in this group. The methodology involved a national survey of all the agencies in England in 1993. In addition, case studies of the three agencies were carried out in four areas. In the main survey, 405 agencies were approached: 108 LEA’s, 108 SSD’s and 189 HAs. The overall response rate was 86% with 100% from LEA’s. Support for families with young children with sensori-neural hearing loss was shown to be mainly provided by LEA services for hearing-impaired children. Significant contributions, particularly to audiological needs, were met by HA’s. SSD’s were shown to be making a limited contribution, usually only on referral of individual cases. Collaboration between agencies left much to be desired. Published Material: TURNER, S. (1994). ‘Collaboration and support for under fives’, Journal of the British Association of Teachers of the Deaf, Vol 18, No 5, pp. 154–162. Status: Individual research Date of Research: 1991 -1994

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KEYWORDS: agency cooperation; deafness; health services; hearing impairments; local education authorities; social services; young children 11/0930 School of Education, Centre for Educational Needs, Oxford Road, Manchester M13 9PL 0161 275 2000 University of Malta, Faculty of Education, Msida, Msdoe, Malta Sollars, V. Ms; Supervisor: Pumfrey, P. Prof.; Conti-Ramsden, G. Dr Effects of a teacher-training programme on the acquisition of English as a second language by Maltese pupils Abstract: The effects of an inservice education course for teachers on the teaching of English as a second language (E2L) are a major focus of this research. The subjects are pupils entering the Maltese educational system. The study is a quasi-experimental methods experiment where the independent variables are: Training course attended (yes or no); Occasions (before being taught E2L, after a specified period of E2L teaching and on follow-up); and Pupils’ gender. The dependent variables included five measures of receptive and expressive language. Qualitative information was obtained via interviews with parents and teachers, questionnaires and structured observations of E2L teaching. The sample comprised 300 pupils from twelve classes in two large schools. Status: Individual research Date of Research: 1992–1996 KEYWORDS: English—second language; inservice teacher education; Malta; second language teaching 11/0931 School of Education, Centre for English Language Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Amiri, F. Mr; Supervisor: Motteram, G. Mr Computer-based learning for language teacher education Abstract: The main aim of the project was to develop one unit of a module on the Psychology of Language Learning course into a computer-based learning package. The material was then presented to half of the group while the other half received the standard lecture/seminar based input. Another aim was to evaluate the effectiveness of this type of material in a full education context at postgraduate level. It would also provide an insight for teachers into the potential of such materials for their own work. Status: Sponsored project Source of Grant: Manchester University £3,500 Date of Research: 1994–1995 KEYWORDS: computer assisted learning; computer uses in education; information technology; language teachers; preservice teacher education

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11/0932 School of Education, Centre for English Language Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Fay, R. Mr; Supervisor: O’Brien, T. Dr Investigation of current trends concerning the use of cultural materials in English language teaching throughout Europe Abstract: The last 5 years (since 1990) have witnessed an increase in discussion within English language teaching circles about the role of culture and cultural awareness in language teaching. Initial investigations suggest that under the broad heading of culture and language teaching, a number of markedly different outlooks are being promoted and these differences of outlook seem to have some correspondence with the geo-political nature of the country where the language teaching is taking place. Using a questionnaire as the research instrument, the research aims to gather data from practising language teachers (primarily of English as a foreign/second language) about the role of culture in their teaching and their level of satisfaction with the materials currently available. Status: Individual research Date of Research: 1995-continuing KEYWORDS: culture; English—second language; language teachers; second language teaching 11/0933 School of Education, Centre for English Language Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Amiri, F. Mr; Supervisor: Motteram, G. Mr The ‘comeback’ of grammar: the use of multimedia in ‘grammar consciousness raising’ about the English definite article Abstract: This research examines the reasons for the ‘comeback’ of grammar and investigates the concept of ‘grammar consciousness raising’ and the possible use of multimedia in ‘grammar consciousness raising’ about the English article system, especially the definite article. The research looks at some language acquisition theories, theories of ‘teacher professionalism’ and learners’ views on grammar in order to find out why grammar is making a comeback. The learners’ views on grammar are collected through a survey of about 400 language learners. The overwhelming majority of those who returned the questionnaire are in favour of grammar teaching and do not find it boring. Hawkins’ theory of definiteness and indefiniteness is examined in detail and different models of teaching the English article system are analysed. A small multimedia program for teaching the English definite article, based on ‘grammar consciousness raising’, is being developed which will then be tested with a group of language learners in order to find out how such a system is used in practice by learners, whether the multimedia aspects of the program are regarded by learners as useful and motivating, and

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whether the program does in fact ‘enhance the input’ and result in an increase in the level of ‘noticing’ the definite article by learners in the future. Status: Individual research Date of Research: 1993-continuing KEYWORDS: English; grammar 11/0934 School of Education, Centre for Ethnic Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Verma, G. Prof; Darby, D. Mr; Chan, Y. Mr The cultural identity of Chinese adolescents in Britain Abstract: The research focuses on the cultural identities of Chinese adolescents in Britain and Hong Kong. The social background and the educational needs of those children and youngsters who may migrate to Britain will be examined in particular. The findings will be used to provide informal recommendations for educational policy and practice in schools. A variety of research techniques, including survey by questionnaires and interviews, will be used. The sample will be drawn from the Chinese community in Britain, a similar group of white British adolescents, and from secondary school pupils in Hong Kong. Status: Sponsored project Source of Grant: Leverhulme Trust £58,160 Date of Research: 1993–1996 KEYWORDS: adolescents; Chinese; cultural background; ethnic groups; ethnicity; Hong Kong; migrants 11/0935 School of Education, Centre for Ethnic Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Chan, Y. Mr; Supervisor: Verma, G. Prof. The educational needs of children of Chinese origin Abstract: The main aim of this research was to explore the educational needs of children of Chinese origin. A subsidiary aim was to examine their educational experience, aspirations, attitudes and self-esteem. The data were collected in Greater Manchester. The subjects of the study were 200 secondary school pupils of Chinese origin, including 107 girls and 93 boys, of which 58% were British born. The interview samples were obtained from 20 pupils, 12 parents, 12 teachers and 5 local education authority advisers. There were 3 major tools used in the study: attitudinal scales, self-esteem inventory and interviewing. Likert scales were used to explore pupils’ attitudes towards schooling, culture and language, academic achievement, activity participation, teachers as well as praise and blame. The Coopersmith Self-Esteem Inventory provided measures of

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evaluative attitudes towards the pupils’ self. Interviewing served as a means of gathering information focusing on children’s and adults’ experience concerning the issues of Chinese identity, language and culture, multiculture education and racial harassment. The results showed that most Chinese children in British schools were happy, hard working and always praised by teachers. A minority, however, showed lack of confidence in their school work, shortage of motivation and low self-esteem, and some were frequently blamed by their teachers. As far as the children’s needs were concerned, parents, teachers and advisers considered that language and racism were the two main areas to be addressed. Published Material: CHAN, Y.M. (1994). The Chinese pupils in British schools: report for schools, local education authorities and Department for Education. Manchester: Manchester University, School of Education.; CHAN, Y.M. (1994). ‘Chinese parents and British education’. In: Report on overseas Chinese studies, No 6, pp.3–4, Hong Kong: Chinese University of Hong Kong.; CHAN, Y.M. (1994). ‘The Chinese in Greater Manchester: a demographic profile’, New Community, Vol 20, No 4, pp.655–659.; CHAN, Y.M. (1994). The educational needs of children of Chinese origin’. Paper presented at the 20th Annual Conference of the British Educational Research Association at the University of Oxford, September 1994. (This paper has been widely reported by D.Budge, Racism hampers Chinese success, in Times Educational Supplement, pp.16– 17, 23 September 1994). Status: Individual research Date of Research: 1989–1994 KEYWORDS: Chinese; educational needs; ethnic groups 11/0936 School of Education, Centre for Ethnic Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Sharma, S. Mr; Supervisor: Verma, G. Prof.; Papastergiadis, N. Dr A pedagogy of cultural difference Abstract: This study attempts to innovate a pedagogy of cultural difference beyond current theoretical approaches found in the discourse of multicultural and anti-racist education in Britain. It is contended that these educational approaches are flawed and predicated on politically inadequate conceptions of culture and identity. This has led to inadequate rationalist pedagogical practices being developed for contemporary social conditions that exhibit complex and changing patterns of social identity and subjectivity. By re-thinking an anti-essentialist notion of culture and drawing on recent poststructuralist theories of identity formation and representation, this study will theoretically map out an alternative basis for the possibility of developing liberatory pedagogical strategies, particularly in relation to understanding cultural difference. Status: Individual research Date of Research: 1994-continuing KEYWORDS: antiracism education; cultural differences; multicultural education

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11/0937 School of Education, Centre for Ethnic Studies in Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Skinner, G. Mr; Supervisor: Verma, G. Prof. Church school reponses to Muslim pupils Abstract: This is an investigation of primary church schools’ responses to the presence of large numbers of pupils from Muslim homes, with particular reference to the National Curriculum Religious Education (RE) and school worship. Status: Individual research Date of Research: 1993-continuing KEYWORDS: Muslims; primary schools; religion and education; religious cultural groups; religious education; school worship; voluntary schools 11/0938 School of Education, Centre for Formative Assessment Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Harrison, I. Mr; Supervisor: Christie, T. Prof. Evaluation of distance learning materials and workshops for the professional development of community pharmacists Abstract: National questionnaire surveys of the effectiveness of professional development courses offered to community pharmacists. The impact to be evaluated in terms of knowledge acquisition and skills development. Status: Sponsored project Source of Grant: Manchester University Date of Research: 1991-continuing KEYWORDS: pharmaceutical education; pharmacists; professional development 11/0939 School of Education, Centre for Formative Assessment Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Harrison, I. Mr; Supervisor: Christie, T. Prof. Development of assessment system for work-based projects in electrical engineering Abstract: Research objectives are to establish the nature of the learning experience for students working in the group Enterprise Project Scheme organised by the Department of Electrical Engineering at Manchester University, and to develop appropriate assessment procedures and strategies for on-going teaching/learning. Status: Sponsored project

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Source of Grant: Enterprise in Higher Education £11,500 Date of Research: 1991-continuing KEYWORDS: assessment; electrical engineering 11/0940 School of Education, Centre for Formative Assessment Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Christie, T. Prof.; Boyle, B. Mr; Dean, D. Mr; McSharry, G. Ms Assessment materials in mathematics and science at Northern Ireland Curriculum key stage 3 Abstract: To develop timed tests (one hour duration) for pupils at the end of the third key stage. Items in both mathematics and science were originated, trialled as discrete for item robustness and mark scheme exemplification. Following analysis of the items’ performances, test construction of 300% extent papers and mark scheme began. Draft papers were trialled for evaluation and development of one operational set in each subject, for March 1995. Status: Sponsored project Source of Grant: Northern Ireland Council for the Curriculum, Examinations and Assessment £119,000 Date of Research: 1994–1995 KEYWORDS: assessment; mathematics education; National Curriculum—Northern Ireland; science education; standard assessment tasks; tests 11/0941 School of Education, Centre for Formative Assessment Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Christie, T. Prof.; Boyle, B. Mr; Neasham, A. Dr; Wright, Y. Miss; Dean, D. Mr Evaluation of National Curriculum key stage 3 assessment in 1994 Abstract: The Centre for Formative Assessment Studies (CFAS) at Manchester University was contracted by the School Curriculum and Assessment Authority (SCAA) to evaluate National Curriculum key stage 3 assessment in 1994. One thousand three hundred and one schools in England and Wales were surveyed by post and a twenty-five school sample visited with data collected by standardised interviews (four); pupil performance data from over one thousand five hundred scripts in each core subject was completed by pupils from sample schools. Item response theory (IRT) was used for item analysis, with the item difficulties scaled and tabulated, giving actual values and ‘box and whisker’ plots, providing an overview of distribution of item difficulty within question levels. Conclusions included: 1) schools requested test paper structures which reflect their curriculum organisation; 2) the coherent National Curriculum assessment structure was

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being pressured by schools’ demands—as arrangements across subjects diverge, the comparability of levels across subjects was under threat. Published Material: CENTRE FOR FORMATIVE ASSESSMENT STUDIES. (1994). Evaluation of KS3 assessment: summary report. Manchester: Manchester University, Centre for Formative Assessment Studies.; CENTRE FOR FORMATIVE ASSESSMENT STUDIES. (1994). Evaluation of KS3 assessment: fmal report. Manchester: Manchester University, Centre for Formative Assessment Studies. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £130,000 Date of Research: 1994–1994 KEYWORDS: assessment; evaluation; National Curriculum; school based assessment; tests 11/0942 School of Education, Centre for Formative Assessment Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Christie, T. Prof.; Boyle, B. Mr; Dean, D. Mr Comparability of cross National Curriculum key stage mathematics Abstract: The Centre for Formative Assessment Studies (CFAS) at Manchester University was contracted by School Curriculum and Assessment Authority (SCAA) to arrange follow-up testing with National Curriculum key stage 2 (KS2) materials in mathematics of children who had sat National Curriculum key stage 3 mathematics tests in May 1994. The methodology included script scrutiny, standardising and re-marking exercises, item analysis and statistical comparisons. The evaluation revealed that cross key stage liaison and scrutiny within SCAA’s key stage subject teams and contracted agencies for subjects must be strengthened. The level cut-offs at key stage 2/3 were logically inconsistent with differences in structures of the key stage 2 and key stage 3 tests, with about one pupil in three in the sample affected. Published Material: CENTRE FOR FORMATIVE ASSESSMENT STUDIES. (1994). Mathematics cross key stage comparability: interim report. Manchester: Manchester University, Centre for Formative Assessment Studies. Source of Grant: School Curriculum and Assessment Authority £13,600 Date of Research: 1994–1994 KEYWORDS: assessment; comparative analysis; evaluation; mathematics education; mathematics tests; National Curriculum; tests 11/0943 School of Education, Centre for Mathematics Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Kyeleve, J. Mr; Supervisor: Williams, J. Dr

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The evaluation of the mathematical modelling component of advanced level mathematics programmes Abstract: The major purpose of this study is to assess the perception of the teachers and the attitudes of the learaers to mathematical modelling. The study is designed to explore the classroom practices as they relate to the use of mathematical modelling materials, to identify any implementation problem (at classroom level) arising from the teachers’ perception. Five sets of instruments will be used in the study: MMCEQ, SASMM, SOQ, interview and observation schedules. The result of the pilot study, using the MMCEQ and SASMM, indicated five factors measuring the construct of mathematical modelling as perceived and practised by the teachers and students. The effects of context, inservice teacher education (INSET), teaching experiences, courses offered, gender and grade level on the teachers’ perception, and learners’ attitudes will be examined. Interviews with the teachers will be conducted to dictate the direction of their perception and seek clarifications on issues raised about the teaching of mathematical modelling in the schools. Status: Individual research Date of Research: 1992–1995 KEYWORDS: mathematical models; mathematics education 11/0944 School of Education, Centre for Mathematics Education, Oxford Road, Manchester M13 9PL 0161 275 2000 Leonard, A. Ms Children’s language patterns as indicators of their semiotic development Abstract: This work investigates the nature of the relationships between children’s cognitive development and their language patterns, following the line that the use of a semiotic analysis, derived from work in linguistic science, provides valuable insight into the internal mechanisms of the learning experience. The aim of the study is to provide pilot data, collected over the course of six one-hour lessons with a Year 8, set 1/3 class (approximately 30 subjects), in order to not only evaluate the fruitfulness of a semiotic analysis of children’s ability to deal with the algebraic sign system, but also to select four subjects suitable for language case studies, thereby enabling a preliminary semiotic analysis of cognitive ability and language patterns. Children’s ‘algebra speak’ will be video-recorded, whilst working through a computer activity using GRID-algebra, providing the data for a form of discourse analysis based on an analysis of text in terms of the metaphoric and metonymic relations between signs. Aural and written tests will contribute to pupil profiles which show the extent to which each child is able to deal with metaphoric and metonymic complexity. It is predicted that children at different developmental points will exhibit qualitatively and quantitatively different language patterns. Published Material: LEONARD, A. (1994). ‘Tsychosemiotic theory and educational practice’, Chreods, Vol 8, pp. 12–22. Status: Sponsored project

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Source of Grant: Manchester University £2,000 Date of Research: 1994–1995 KEYWORDS: algebra; language patterns; mathematical linguistics; semiotics; symbolic language; symbols—mathematics 11/0945 School of Education, Centre for Physical Education and Leisure Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Carroll, R. Dr Assessment and examinations in physical education Abstract: Since the 1970s there has been a movement in schools into physical education examinations, first with Certificate of Secondary Education (CSE), later General Certificate of Secondary Education (GCSE) and A-levels. There has also been a similar movement by the further education sector into vocational qualifications such as City and Guilds and BTEC, and physical education has widened into the leisure industries. In addition there have been developments such as Records of Achievement (ROA) and the National Curriculum. The aim of the research has been to monitor such developments. The research has taken the form of a number of small projects and has been accumulative rather than one major project. This information has been collected from all the examination boards on statistics and structure, and from teachers and pupils on the functioning of examinations and assessment methods. Examples of Records of Achievement have also been collected, and questionnaires and interviews carried out. The findings show the dramatic take-up of examinations in physical education. These statistics are continually updated and published. Analysis of GCSE and National Curriculum has been made to show the changes which will have to be undertaken in these examinations. Published Material: CARROLL, R. (1990). ‘Examinations and assessment in physical education’. In: ARMSTRONG, N. (Ed). New Directions in Physical Education. Human Kinetics, pp. 137–160.; CARROLL, R. (1990). ‘The twain shall meet: GCSE and the National Curriculum’, British Journal of Physical Education, Vol 21, No 3, pp.29–32.; CARROLL, R. & JEPSON, J. (1991). ‘ROA versus reports: what the pupils say’, British Journal of Physical Education, Vol 22, No 2, pp. 19–22.; CARROLL, R. (1991). ‘Assessment in the National Curriculum: what the teacher has to do’, British Jouraal of Physical Education, Vol 22, No 2, pp.8–10.; CARROLL, R. (1995). ‘Professional and development issues in leisure, sport and education’. In: LAWRENCE, L., MURDOCH, E. & PARKER, S. (Eds). Examinations in physical education and sport: gender differences and influences on subject choice. Eastbourne: Leisure Studies Association, Chelsea School Research Centre, University of Brighton. Status: Individual research Date of Research: 1986-continuing KEYWORDS: assessment; examinations; physical education 11/0946

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School of Education, Centre for Physical Education and Leisure Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Kiriakides, G. Mr; Supervisor: Murray, C. Dr Felt anxiety and coping strategies of female students following performing arts courses Abstract: Forty-two female students aged 18–26 have completed a questionnaire about their felt anxiety prior to, during, and after performance. Interviews have been designed to follow-up the questions on the questionnaire to provide some indication of how the students cope with their situation. Both quantitative and qualitative methods will be used in analysing the data. Status: Individual research Date of Research: 1993–1996 KEYWORDS: acting; anxiety; coping; student attitudes; student behaviour, theatre arts 11/0947 School of Education, Centre for Physical Education and Leisure Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Hashem, J. Mr; Supervisor: Hardman, K. Mr Sport for all—concept and practice: implications for implementation in Kuwait Abstract: The concept of ‘sport for all’ has, since the 1960’s, had governments’ attention in an almost global context. Exemplars of policies and practices will serve to provide a basis for a theoretical and practical framework for implementation of ‘sport for all’ in the State of Kuwait. Adaptation/adoption of policies will relate to the social, cultural, economic and ecological context of Kuwait. An extensive literature survey will be supplemented by a questionnaire designed to produce data relevant to the Kuwaiti context and attitudes of the populace. Sample size=1000. Suggestions will be made for future ‘sport for all’ policies in Kuwait. Status: Individual research Date of Research: 1994–1996 KEYWORDS: Kuwait; physical education; sports 11/0948 School of Education, Centre for Physical Education and Leisure Studies, Oxford Road, Manchester M13 9PL Karkou, V. Ms; Supervisor: Sanderson, P. Dr An evaluation of the practice of creative arts therapists Abstract: There is a growing interest in the arts therapies as a means of diagnosing and especially treating those with a range of special needs, yet little information is available

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concerning the range and types of such therapies available in Britain. This research aims to answer a number of questions concerning: a) the backgrounds, training and client groups of arts therapists; and b) the theoretical basis and principles upon which they base their work, therapeutic methods and assessment of treatment outcomes. Any significant relationships between the independent variables (a) and the dependent variables (b) will be investigated. A survey design employing a questionnaire with a fmal total sample of approximately 600 art, music, dance and drama therapists will be adopted. The questionnaire will include statements gathered from a sample of arts therapists on the issues indicated in (b) by means of semi-structured interviews. Statistical analyses will include ANOVA and regressional analysis. Status: Individual research Date of Research: 1994-continuing KEYWORDS: art therapy; arts; special educational needs; therapy 11/0949 School of Education, Centre for Physical Education and Leisure Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Lavin, J. Mr; Supervisor: Carroll, R. Dr The implementation of National Cuniculum Physical Education in primary schools in Cumbria Abstract: This research investigates the implementation of National Curriculum Physical Education (PE) in primary schools in Cumbria. A questionnaire will be sent to all primary schools in Cumbria to collect data on facilities, time, teachers, curriculum, teachers’ opinions, and how PE has changed since the introduction of the National Curriculum. This will be followed by a qualitative study of a selected number of schools, which includes observation and interviews with teachers. Status: Individual research Date of Research: 1994-continuing KEYWORDS: National Curriculum; physical education; primary schools 11/0950 School of Education, Centre for Physical Education and Leisure Studies, Oxford Road, Manchester M13 9PL 0161 275 2000 Shropshire, J. Miss; Supervisor: Carroll, R. Dr Children’s physical activity levels and relationship to selected variables Abstract: This research investigates physical activity (PA) levels of a sample of children, aged 10–12 years (n=924), pre- and post-transfer to secondary school. The PA levels will be considered in terms of the most recent recommendations for criteria for health (Sallis and Patrick 1994). The PA levels will be related to selected variables: motivational orientations, perceived self-competence in sports, attitudes to school physical education,

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and social economic states as measured by free school meals. Changes over the year will also be examined in relation to school attenders and parental participation in sports/physical activity. Published Material: SHROPSHIRE, J. & CARROLL, R. (1997). ‘Family variables and children’s physical activity: influence of parental exercise and socio-economic status’, Sport, Education and Society, Vol 2, No 1, pp.95–116.; SHROPSHIRE, J., CARROLL, R. & YIM, S. Trimary school children’s attitudes to physical education: gender differences’, European Jouraal of Physical Education. (in press). Status: Individual research Date of Research: 1994-continuing KEYWORDS: physical activities; physical activity level; physical education; primary school pupils; pupil attitudes; secondary school pupils; sports

Middlesex University 11/0951 School of Education, Trent Park, Bramley Road, London N14 4XS 0181 362 5000 Montgomery, D. Prof. Distance learning: using cognirive process learning and assessment strategies to develop capability in higher education programmes Abstract: The research is based in critical thinking theory. Six teaching methods have been compiled and developed which can evoke critical thinking across curriculum subjects in schools and higher education: investigative learning and problem solving; cognitive study skills; experiential learning; collaborative learning; language experience methods; and games and simulations. The development research took place in teacher education, primary and secondary schools. The purpose was to train teachers on initial and inservice courses to enable pupils to develop higher order learning and cognitive skills which could be used across curriculum subjects. These had the express purpose of developing higher order cognitive skills and abilities in pupils and students as well as in their teachers. The success of the methods had been demonstrated with pupils with general and specific learning difficulties, children of average ability, able and highly able pupils, and those with emotional and behavioural difficulties in classroom settings. It showed the ways in which curriculum differentiation could effectively be achieved by a process termed ‘developmental differentiation’. The project is now at the stage of addressing the issue of how similar results may be achieved in the distance learning mode and how practical competencies in teaching and learning, and collaborative team work capabilities may be achieved in what is in essence an individualised learning activity. The distance programme is delivered at Middlesex University as a 13×10 credit set of modules and a 50 credit dissertation module (180 credits) as an MA in Special Educational Needs and an MA in Specific Learning Difficulties. There is also a 10 credit new experimental module for the BA Qualified Teacher Status (QTS). There are 70 students on the MA programmes and 33 on the BA, from whom qualitative and

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quantitative data is being collected in the form of questionnaires, rating scales and feedback reports from pupils, students, assessors and researchers during the 1996–97 period. There will be a second phase project which will try to quantify the professional capabilities and cognitive skills developments involved. Published Material: MONTGOMERY, D. (1994). ‘The promotion of high ability and intelligence through education and instruction’. Proceedings of the 3rd International Conference of the European Council of High Ability (ECHA), Munich University, Munich. Seattle: Hogresse & Huber.; MONTGOMERY, D. (1995). ‘Critical theory and practice in evaluation and assessment’. In: GIBBS, G. Improving student learning. Proceedings of the 2nd International Seminar, Oxford Brookes University, Oxford.; MONTGOMERY, D. (1996). Educating the able. London: Cassell. A full list of publications is available from the researcher. Status: Individual research Date of Research: 1991-continuing KEYWORDS: cognitive processes; differentiated curriculum; distance education; learning strategies; metacognition: preservice teacher education; teaching methods 11/0952 School of Education, Trent Park, Bramley Road, London N14 4XS 0181 362 5000 Montgomery, D. Prof. The nature, origin and remediation of spelling difficulties Abstract: After 100 years of the visual processing paradigm being used to explain severe reading problems the switch to phonological explanations has been made in the experimental literature. The same changes have not yet taken place in the remedial teaching field, although there are the beginnings of change. For more than 100 years the whole emphasis in the area of poor literacy skills and dyslexia has been upon reading rather than spelling and writing difficulties. The purpose of this research is to promote the analysis and development of theory and practice in spelling teaching and remedial spelling through research. It is hypothesised that in severe literacy difficulties the core difficulties which need to be addressed are spelling rather than reading skills. Thus far it has been shown not in poor readers and control subjects (n=288) (replication study that articulation awareness is an area of difficulty in dyslexics but n=90). Techniques of teaching which address these difficulties and which promote phonological skills lacked by the dyslexics have been shown to be successful in promoting more than two years advancement in reading and spelling in one year, compared with five to eleven months of other schemes. A system of analysis of errors using a 4 Column Miscues Analysis is in development, together with a set of programmes and strategies for intervention. The plight of able ‘dyslexics’ is considered as a special subgroup within the larger population of dyslexics. High ability is defined as a WISC-R scale of 130 IQ on either verbal or performance quotients (n=30). Published Material: MONTGOMERY, D. (1994). ‘Underachievement: the problems of gifted dyslexics and their remediation’. In: HELEK, K.A. & HANY, E.A. (Eds). Proceedings of the 3rd International Conference of the European Council for High

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Ability (ECHA), Munich University, Munich. Seattle: Hogresse & Huber.; MONTGOMERY, D. (1995). ‘Social abilities in able and highly disabled learners and the consequences for remediation’. Proceedings of the 4th International Conference of the European Council for High Ability (ECHA), Nijmegen University, The Netherlands.; MONTGOMERY, D. Spelling remedial strategies. London: Cassell. (in press). Status: Individual research Date of Research: 1993-continuing KEYWORDS: dyslexia; reading difficulties; remedial programmes; spelling; writing difficulties

Napier University 11/0953 Napier Business School, Department of Accounting and Law, Sighthill Court, Edinburgh EH11 4BN 0131 444 2266 Reading University, Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Dyson, J. Mr; Supervisor: Denicolo, P. Dr; Brown, A. Dr The relationship between accounting research and teaching Abstract: This is an investigation into the impact accounting research has on teaching, and in particular, whether it is necessary to be an active researcher in order to be a good accounting teacher. In addition it is intended to ascertain whether the impact of research on teaching is greater at the individual or at the departmental level. The investigation is being conducted using case study material based on five Scottish universities’ accounting departments Status: Individual research Date of Research: 1993–1996 KEYWORDS: accountancy education; business education; research; teaching methods

National Children’s Bureau 11/0954 8 Wakley Street, London EC1V 7QE 0171 843 6000 Malek, M. Ms; Supervisor: Sinclair, R. Dr An evaluation of the East London Schools Fund and review of other home-school support schemes

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Abstract: The East London Schools Fund is a voluntary organisation which was established in 1984 to provide a link between the school, children and their families. Currently the Fund supports 29 schools in East London. This evaluation has been commissioned to verify the impression that the Fund provides a valuable service and to identify the factors which contribute to its success. Data will be collected, using quantitative and qualitative methods, from a range of sources. These will include: 1) a review of literature on other home-school support programmes; 2) desk research to study information which is systematically collected by staff working for the Fund; 3) administration of questionnaires and interviews to staff within schools, the Fund and local education authority personnel as appropriate; and 4) administration of questionnaires and interviews to young people and their families. It is intended that this research project should have two outputs: 1) an evaluation report of the East London Schools Fund; and 2) a briefing paper on effective strategies for supporting children who are experiencing difficulties at school. Status: Sponsored project Source of Grant: Gatsby Charitable Foundation Date of Research: 1994–1996 KEYWORDS: family involvement; home school relationship; parent participation; voluntary agencies

National Council for Educational Technology 11/0955 Milburn Hill Road, Science Park, Coventry CV4 7JJ 01203 416994 Ordidge, I. Ms; Supervisor: Beck, J. Ms Attracting girls into information technology Abstract: Much has been written and many statistics collated confirming that girls continue to be less likely than boys to become involved in using information technology (IT) or to enthuse about it. Research into classroom activities shows that girls are likely to take on more passive roles when working alongside boys. Lack of access to role models, lack of awareness on the part of careers advisors and parental and social encouragement, inadequate training, timing of teachers, inflexible employers, poor recruitment practices, lack of schools’ option choices, aggressive computer games, and many more factors have been blamed for contributing to this lack of interest. Over the next decade, 90% of growth in the UK workforce will come from women entering and re-entering the workforce. A report published in 1993 by Women into Information Technology (WIT) clearly states that employers must succeed in attracting and keeping female employees if the UK is to make effective use of new technology The situation is considerably worse in the United Kingdom than in France, the United States or the Far East. If the UK is to achieve a sustainable competitive advantage then this issue must be addressed. The needs of girls at school, young women embarking on careers and particular groups such as ethnic minority girls must be identified and actions taken to provide support and

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encouragement. The National Council for Educational Technology (NCET) is conducting a major development project analysing the evidence already available on the attitudes and factors contributing to the current situation. It is also identifying the circumstances and criteria which exist where girls are motivated and involved, and detailing the differences in other countries which have had more success. The project builds on existing research, consolidates the findings, runs high profile consultative seminars to examine the issues, and makes recommendations. It develops new ideas and materials for employers, educators and parents to encourage girls at school and women in industry to pursue careers using information technology. The aim of the project is to increase the number of young women entering ITrelated careers in the UK by: 1) collating research evidence on the attitudes of girls as they progress through school; 2) investigating and identifying key influences, attitudes and factors; 3) identifying gaps in the available evidence which need further exploration; and 4) developing and disseminating new ideas and materials to help bring about change. In order to achieve these aims, the project: 1) builds on existing research and consolidates the findings in order to develop strategies for change; 2) consults employers, educators and parents on ways forward; 3) develops and pilots change initiatives for employers, educators and parents to encourage girls at school to pursue careers using IT; and 4) promotes and disseminates these ideas widely Published Material: NATIONAL COUNCIL FOR EDUCATIONAL TECHNOLOGY (1994). Why me? Why IT? Coventry: NCET. (Video/Activity Pack).; NATIONAL COUNCIL FOR EDUCATIONAL TECHNOLOGY. (1996). IT needs girls. Coventry: NCET. (Video). Status: Sponsored project Source of Grant: Various Sponsors Date of Research: 1993-continuing KEYWORDS: computer uses in education; girls; information technology; sex differences; womeris education; women’s employment 11/0956 Milburn Hill Road, Science Park, Coventry CV4 7JJ 01203 416994 Leicester University, School of Education, University Road, Leicester LE1 7RH 01162 522522 Cavendish, S. Dr; Dowling, S. Ms; Lawson, A. Mr; Supervisor Avis, P. Dr; Underwood, J. Dr Pilot evaluation of integrated learning systems Abstract: The overall aims of the project were to evaluate the use of integrated learning systems (ILS) in UK schools and to define the conditions of use which were most effective. It focused, in the first phase, on measuring learning gains of pupils in 12 UK schools: 4 primary and 8 secondary. Two software packages were used: 1) SuccessMaker—an American system produced by the Computer Curriculum Corporation and marketed in the UK by Research Machines. 2) Global Learning Systems—a British system produced by Systems Integrated Research. A formal evaluation of learning gains was carried out by Leicester University, School of Education, managed by the National

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Council for Educational Technology (NCET) and funded by the 4 UK education departments. The first phase evaluation found that the American system, SuccessMaker, produced significant learning gains in numeracy, but no significant difference in literacy results. The data for the British system, Global, were inconclusive. The second phase of the evaluation followed-up some of the questions raised in phase 1, such as: 1) Which group of pupils will ILS suit? 2) What are the conditions of use that create the most effective learning gains? 3) Will gains in literacy emerge over a longer period of time? 4) Are the learning gains found for numeracy in phase 1 repeatable and sustainable? 5) Will learaing gains be achieved with Global Learning Systems in a second phase? The results of phase 2 showed that ILS is more suitable for some groups of pupils than others. Those groups looked at included: pupils for whom English is a second language; pupils with special educational needs; underachieving pupils; and able students. It also showed that the learning gains achieved in numeracy for SuccessMaker in phase 1 were repeatable and that those pupils who made learning gains in phase 1 maintained their advantage over their peers in phase 2. The evaluation also showed that, amongst other factors, the level of teacher involvement in the implementation of ILS directly affects the results achieved with the system. The more involved the teacher, the better the learning gains. No learning gains were detected for those pupils using Global Learning Systems compared to their peers. However, a separate study of GCSE results by Prof. Carol Fitzgibbon at Newcastle University, as part of the Year 11 information system, showed that these pupils achieved almost one grade higher using Global mathematics than would normally be expected. Published Material: UNDERWOOD, J. (1995). Integrated learning systems: a study of sustainable learning gains in UK schools. Coventry: National Council for Educational Technology.; NATIONAL COUNCIL FOR EDUCATIONAL TECHNOLOGY (1996). Integrated learning systems: a report of the pilot evaluation of ILS in the UK: January 1994 to July 1994. Coventry: National Council for Educational Technology.; NATIONAL COUNCIL FOR EDUCATIONAL TECHNOLOGY. (1996). Integrated learning systems: a report on Phase II of the pilot evaluation of ILS in the UK. Coventry: National Council for Educational Technology. Status: Sponsored project Source of Grant: National Council for Educational Technology; Department for Education and Employment; Welsh Office Education Department; Department of Education Northern Ireland; Scottish Office Education Department Date of Research: 1994–1996 KEYWORDS: computer assisted learning; computer uses in education; educational software; information technology 11/0957 Milburn Hill Road, Science Park, Coventry CV4 7JJ 01203 416994 London University, Institute of Education, Department of Educational Psychology and Special Educational Needs, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Stevens, C. Mr; Waller, T. Mr; Bowell, B. Mr; Wedell, K. Prof.

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The SENCO project: electronic communications to support special needs coordinators Abstract: The Education Act 1993 requires all schools to have regard to the Code of Practice on the Identification and Assessment of Special Educational Needs. Schools are required to appoint Special Educational Needs Coordinators (SENCOs) to support the procedures set out in the Code. This project was designed to find out whether computer mediated communication (CMC), mainly in the form of e-mail, could be used to give SENCOs access to ongoing support in their work—particularly in relation to the Code of Practice. The kinds of support envisaged were: 1) the sharing of problems and solutions with fellow SENCOs; 2) the communication with local special needs support services and with consultation sources; 3) access via the Internet to information provided by the National Council for Educational Technology (NCET) SENCO World Wide Web pages and other information services. The feasibility study was carried out in the first three months of 1995 in four local education authorities (LEAs). The LEAs between them selected twelve primary, nine secondary and one special school to participate, and some of the LEAs’ support services were also linked with the project. The second phase of the project has involved opening project membership to schools, clusters of schools and LEA services with responsibilities for addressing special educational needs who have access to the Internet and electronic mail facilities. A number of focus sites are gathering information on particular aspects of the use of computer mediated communication. Published Material: DETHERIDGE, T. & WEDELL, K. (1995). Electronic communications to support special needs coordinators: report of the feasibility study. Coventry: National Council for Educational Technology.; DETHERIDGE, T. (1995). ‘IT and the Code’, Special Children, No 86, pp.30–32. Status: Sponsored project Source of Grant: National Council for Educational Technology Date of Research: 1995-continuing KEYWORDS: computer uses in education; coordinators; electronic mail; information technology; special educational needs; support services; telecommunications 11/0958 Milburn Hill Road, Science Park, Coventry CV4 7JJ 01203 416994 Open University, School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Merali, Z. Ms; Parker, B. Mrs; Selinger, M. Ms; Supervisor: Davis, N. Dr Electronic communications in teacher education: the current position Abstract: The Internet and all its manifestations—World Wide Web, listservs, e-mail, conferencing—seem to be a daunting prospect for teachers. There are numerous services on offer, enticing learners and teachers to share in the information explosion. Schools and colleges are being offered subscriptions by a number of service providers. Managers in educational institutions, on the whole, know little about what the implications are for teaching and learning, or time and money. Despite this, there is an increasing interest in the use of communications technology in initial and inservice teacher education. The

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project aims are: 1) Support schools, colleges, higher education providers, local education authorities and others in making informed decisions about electronic communications and teacher education. 1) Provide a brief overview of the current situation internationally and in the UK. 3) Encourage people to share their expertise and experience in the field. 4) Provide a dissemination route for project development in this field. 5) Evaluate the largest single current UK example, the Open University Postgraduate Certificate in Education (PGCE), now enrolling its third cohort of students and supporting its first cohort of newly qualified teachers (NQTs). By compiling a list of services on offer, and summarising the current situation in the UK and worldwide, the project will assist schools and training providers in making decisions about the effectiveness or appropriateness of electronic communication to support initial teacher education and the continuing professional development of teachers. Methodology will include questionnaires, literature searches and personal contacts of training providers and students. Published Material: SELINGER, M. (1996). ‘The role of electronic communications in supporting beginning teachers’. In: CARLSON, P. & MAKEDON, F. (Eds). Educational telecommunications 1996. Proceedings of Ed-Telecom World Conference on Educational Telecommunications, Boston, Massachussetts, 17–21 June 1996.; PARKER, B. & SELINGER, M. (1996). ‘Using electronic communications to support teacher education’. In: ROBINS, B., PRICE, J.D., WILLIS, J. & WILLIS, D.A. (Eds). Technology and Teacher Education Annual 1996. Proceedings of SITE 1996 Conference, Phoenix, Arizona, 13–16 March 12996.; SELINGER, M. (1996). ‘Beginning teachers and IT. The OU model’, Journal of Information Technology for Teacher Education, Vol 5, No 1. Status: Sponsored project Source of Grant: National Council for Educational Technology; Open University Date of Research: 1994–1996 KEYWORDS: computer uses in education; distance education; electronic mail; information technology; preservice teacher education; teacher development; telecommunications 11/0959 Milburn Hill Road, Science Park, Coventry CV4 7JJ 01203 416994 South East Education Library Board, Library H.Q., Windmill Hill, Ballynahinch, Belfast BT24 8DH 01238 562639 Gain, M. Ms; Carter, C. Ms; Plummer, L. Ms; Supervisor: Beck, J. Ms; Ordidge, I. Ms; Bergen, C. Ms Libraries of the future: April 1994-April 1996 Abstract: The overall project aims to develop an achievable vision of libraries in education, maximising the potential of new technologies for accessing information and learning resources, and looking at the impact on all the stakeholders. It focused on: new skills and strategies used by learners; the role and contribution of teachers and librarians;

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access to and management of resources; and unexpected outcomes. Six institutions in England and five in Northern Ireland were used—three primary schools, seven secondary schools, and one sixth form college. (Links were made with local initial teacher training establishments and library schools). The institutions were provided with multimedia and communications hardware and software, access to the Internet and Reuters Business Briefing service, training and support. An advisory group supported the project, drawing together key players in the field to explore and develop possible visions of future libraries. The project team worked closely with the institutions monitoring and recording challenges and progress. Logs, diaries, interviews, photographs and video were used to build a rich picture of the processes and outcomes in each institution. Specific groups of learners were set tasks using either the multimedia technology or the on-line services, or a combination of the two. The types of task included: creating multimedia presentations—for example, about a school trip, the school radio station or the library; using electronic mail (email) to write to ‘keypals’ in other institutions; finding information on the Internet and Reuters Business Briefing service for use in the curriculum; carrying out a survey via email; using a range of information sources to compile multimedia presentations on project topics such as musical instruments, or people who have made an important contribution to society; producing multimedia storybooks. There were wide variations in the skills and knowledge possessed by staff and learners at the start of the project, some having had considerable previous information technology experience and others little or none. The amount of technical and other support available also varied among institutions. Findings of the project have highlighted questions and issues for Stage Two research. Stage Two of the project (May 1995April 1996) is gathering evidence on key questions which have arisen during Stage One, in the areas of: the management of learning by teachers and librarians, focusing specifically on the areas of intervention and tutorial support; improved learning and information capabilities, concentrating on groups with specific needs; the management of resources, with particular emphasis on the organisation of learning and resources. Frameworks, models and materials will be developed to assist teachers, librarians and support services. The outcomes of the project will be promoted as printed publications, on the Internet and through other media, as appropriate. Published Material: BERGEN, C. (1995). ‘The libraries of the future’, NATFHE Library Section Newsletter, Summer, pp.6–9.; BERGEN, C. (1995). ‘Libraries of the future’, Furthering Education, No 6, p.25.; GAIN, M. (1996). The walls came tumbling down’, ENVISION, No 1, pp.22–23. Status: Sponsored project Source of Grant: National Council for Educational Technology £64,000; British Library Research & Development Department £50,000; Department for Education, Northern Ireland £50,000 Date of Research: 1994–1996 KEYWORDS: computer uses in education; information seeking; information technology; learning resources centres; libraries; school libraries

National Foundation for Educational Research

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11/0960 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr; Underhay, S. Mrs Standard tests in English for pupils at the end of the second key stages of the National Curriculum in 1994, 1995, 1996 Abstract: The purpose of this work is to provide assessments of individual pupils’ attainments in National Curriculum English at the end of key stage 2 (Year 6, typical age of pupils, 11 years). The assessments will be made in relation to the statutory curriculum order for English. The tests will be predominantly written and timed. Developmental work leading up to the first full test of year 6 pupils in England and Wales in 1994 included a pre-test carried out in December 1992 in about 70 schools. A range of materials and approaches were tried in the pre-test, from which a selection was made for use in a national 2% pilot undertaken in May 1993. During the initial developmental stage of the work, the research team at the National Foundation for Educational Research worked intensively with teacher consultants, acting as material writers. Members of this panel reconvene in successive stages of the project to revise and adapt material. Draft materials are scrutinised by an internally appointed vetting panel, while the work as a whole is under regular supervision by the committees of the School Curriculum and Assessment Authority. Status: Sponsored project Source of Grant: School Examinations and Assessment Council Date of Research: 1992–1996 KEYWORDS: assessment; English; National Curriculum; reading achievement; standard assessment tasks; tests; writing skills 11/0961 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Ashby, J. Mr; Sizmur, S. Dr; Hargreaves, E. Ms; Jones, E. Ms; Supervisor: Sainsbury, M. Dr Development of standard assessment tasks in mathematics and science for pupils at the end of the first key stage of the National Curriculum for 1994–1996 Abstract: A research team at the National Foundation for Educational Research (NFER) is developing standard assessment tasks in mathematics and science for pupils at the end of the first key stage of the National Curriculum. The tasks will provide valid, reliable assessments of attainment targets and be appropriate to seven-year-old children. Issues such as classroom manageability, comparability of judgements, bias and special educational needs will all be addressed. The tasks for each year will be monitored in operation and a commentary produced. The project will lead to the production of assessment materials to be used nationally in 1994, 1995 and 1996. Status: Sponsored project

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Source of Grant: School Curriculum and Assessment Authority Date of Research: 1992–1995 KEYWORDS: assessment; chemistry; mathematics achievement; national curriculum; primary education; science education; standard assessment tasks 11/0962 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hagues, N. Mr; Courtenay, D. Ms Item bank testing Abstract: An item bank is a large collection of pre-trialled questions, a small proportion of which can be selected to construct a test to the user’s specification and to a predetermined level of difficulty. Because these tests are custom-made, the test is unique and hence a very high level of security can be guaranteed. The National Foundation for Educational Research maintains item banks in verbal reasoning, non-verbal reasoning, mathematics and English, and these have been used in recent years with pupils aged 8 to 14 for attainment testing, monitoring, screening and selection. Date of Research: 1983-continuing KEYWORDS: assessment; item banks; screening tests; test construction; test items; tests 11/0963 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Mason, K. Mr; Supervisor: Whetton, C. Mr Teacher assessment in the National Curriculum core subject of mathematics Abstract: In September 1989, following the Education Reform Act 1988, The National Curriculum was introduced in the core subjects of mathematics, science and English in all schools in England and Wales for the the cohort of pupils in Year 1. A year later saw the implementation of the National Curriculum in the core subjects in Year 3; the first year of key stage 2. National Curriculum assessment arrangements include teacher assessment (TA) based on pupils’ classroom work over the course of each key stage, as well as statutory national assessments. The broad aims of this project were to study the various facets of teacher assessment in the National Curriculum core subject of mathematics as carried out by teachers in key stage 1 and 2 classrooms, and to identify good practice. The particular aims were to: (1) investigate if and how teachers use cross-curricular or topic work to make assessments in more than one subject; (2) determine the purposes to which teachers put the results of their assessments; (3) examine the range of procedures for recording pupil attainment; and (4) make recommendations on the professional development of teachers in teacher assessment practices. After an initial phase spent reviewing local education authority (LEA) and national documents on assessment, and contacting LEAs and primary schools, the project was carried out through a number of

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case studies of teachers. The case studies, which took place during the school year 1992/93, involved the observation of the classroom work of teachers of Years, 1, 2, 3, and 4. As a main outcome of the project, a resource pack for teachers on teacher assessment in using and applying mathematics was published in 1995. Published Material: MASON, K. (1995). Assess and progress. A resource pack for teachers of key stages 1 and 2: using and applying mathematics. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: National Foundation for Educational Research £120,000 Date of Research: 1992–1995 KEYWORDS: assessment; mathematics education; National Curriculum 11/0964 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Fletcher-Campbell, F.Dr; Lee, B.Ms; Supervisor: Bradley, J.Dr Good practice in assessment, recording and accreditation procedures used where pupOs make small steps of progress in the National Curriculum Abstract: The introduction of the National Curriculum as an entitlement for all pupils has been welcomed by many teachers of pupils with special educational needs as an opportunity to extend the range and breadth of their pupils’ learning. However, some pupils with learning difficulties or disabilities may be working at levels below the programmes of study for their age, and may remain within the same levels for a number of years. Although they may be making progress, the current arrangements for assessment do not allow for these small steps to be formally recorded and accredited. As the Dearing Report comments: “Such pupils may have made, in their own terms, significant progress, but there is no way of recognising this other than through the teacher’s own daily assessment”. (Dearing, R. (1993). The National Curriculum and its assessment: final report. London: School Curriculum and Assessment Author-ity). The lack of formal accreditation becomes particularly acute at the end of key stage 4: as many students with significant learning difficulties will move either immediately, or within a couple of years, to some sort of further education, it is essential that any accreditation is of value not only as recognition of progress and attainment, per se, but as an accurate and valid account of these students’ present position in order to inform further education stafF, vocational trainers, future employers and support agencies concerned with their future progression. The research focused on three main groups of pupils in both mainstream and special schools: those with complex learning difficulties and disabilities who may be working towards or at level 1 for more than one key stage; those working at levels 1, 2 or 3 for several years or more than one key stage; and those at key stage 4 working at or below grade G at GCSE and at or below the lowest level for GNYQ. The research had five main aims: 1) To identify good practice in the assessment, recording and reporting of progress and achievement both within and outside the National Curriculum. 2) To evaluate the success of different approaches as perceived by teachers, pupils and parents. 3) To codify the essential features of good practice. 4) To recommend

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guidelines for developing effective practice. 5) To recommend ways in which the project outcomes can be effectively disseminated to and implemented in both mainstream and special schools and colleges. The research was carried out in two phases. Phase one involved a questionnaire survey of all local education authorities (LEAs) in England and Wales to obtain information on the policy and procedures in place to assess, record and accredit the progress of pupils with learning difficulties and disabilities. LEA advisers/inspectors were asked for their views on what constitutes good practice in this area and were invited to nominate schools or colleges which, in their view, demonstrate some aspects of this practice. In addition, discussions were held with Her Majesty’s Inspectorate (HMI) and representatives of other interested professional bodies, to elicit nominations of examples of good practice and to obtain their contributions to the identification of the characteristics of effective models, in the same way as the questionnaire respondents. The nominations of examples of good practice were evaluated against the criteria for identifying good practice, emerging from the research literature, previous work undertaken by the National Curriculum Council (NCC) and the School Examinations and Assessment Council (SEAC) and from the discussions with interested professionals. Following the survey, more detailed case study investigations were conducted in a sample of approximately 25 schools and colleges, chosen from the nominations to represent a range of approaches to assessment, recording and reporting that matched the initial set of criteria for good practice. In each case study location, indepth interviews were conducted with relevant local authority personnel, school and college managers, governors, teachers, support staff, pupils/students and parents; relevant documentation was collected and analysed. Phase two was a rigorous evaluation of the criteria and examples of good practice identified above and recommendations made on how the School Curriculum and Assessment Authority (SCAA) might best support institutions and teachers wishing to develop practice in this area. Published Material: FLETCHER-CAMPBELL, F. & LEE, B. (1995). Small steps of progress in the National Curriculum interim report: executive summary. London: School Curriculum and Assessment Authority; SCHOOL CURRICULUM AND ASSESSMENT AUTHORITY. (1996). Assessment recording and accreditation of achievement for pupils with learning difficulties. Discussion Paper No 7. London: School Curriculum and Assessment Authority. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £122,000 Date of Research: 1994–1995 KEYWORDS: assessment; learning disabilities; low achievement; national curriculum; special educational needs 11/0965 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Fletcher-Campbell, F.Dr; Supervisor: Bradley, J.Dr The resourcing of provision for special educational needs

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Abstract: Local Management of Schools and the opportunities offered in the Education Acts of 1988 and 1993 for schools to opt out of local authority control have brought significant changes to mechanisms for resourcing provision for pupils with special educational needs. Local authorities have been under pressure to delegate to schools a greater proportion of the special needs budget but, having statutory responsibility for pupils with statements of special educational needs under the terms of the Education Act 1981, must nevertheless retain sufficient resources to meet the needs of these children. Authorities are still developing mechanisms by which resources for general, nonstatemented special needs are allocated to ordinary schools. The very means of resource allocation have implications both by way of the costs of administering them and by way of the professional practices that they support. At the same time, many authorities are reporting an increase in the number of requests for formal assessment; such requests normally expect that the child will be issued with a statement, although this is, of course, not inevitable. The efficacy of the resourcing continuum for all degrees of need is critical in ensuring not only that a pupil is adequately supported without necessarily going through the time-consuming and costly process of statutory formal assessment but also that support may be available in the form and location which best meet the pupil’s needs. The research sought clarification on the following issues: 1) The distribution of the special education budget and the relative balance between the various budget heads (e.g. for statements, general special needs, units, special schools and training). 2) Procedures for the identification of needs and factors that determine allocations to schools. 3) The costs of allocation procedures and mechanisms, and their perceived advantages and disadvantages. 4) The profile of Local Management of Special Schools (LMSS) formulae. 5) Responses to the needs of pupils with special educational needs who are educated within grant-maintained schools. 6) Differentials in the costs of services offered by various providers. 7) Local authorities’ procedures for monitoring the use of monies nominally designated for the meeting of non-statemented special educational needs, and any money delegated for pupils with statements. 8) The way in which schools resource provision for pupils with special educational needs both by way of their own resources and exteraal support ‘bought in’ under contract. The research was undertaken in two phases. Phase one involved a questionnaire survey of all local education authorities (LEAs) in England and Wales to ascertain actual spending on special education; the rationale for the distribution of spending under different budget heads; mechanisms for allocating resources to both ordinary and special schools; procedures for monitoring schools’ use of special education funding; and any proposed changes to the current position. Telephone interviews were undertaken with some respondents to clarify and amplify questionnaire returns. Phase two comprised case studies of six authorities with contrasting patterns of expenditure on special education. Interviews were conducted with relevant practitioners in ordinary and special schools, resourced schools and units, and within the primary and secondary phases; budgets and provision were examined. Special education services within these authorities were studied and interviews conducted with special educational needs advisers/inspectors and officers. Published Material: FLETCHER-CAMPBELL, F. (1996). The resourcing of special educational needs. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Membership Programme £91,700

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Date of Research: 1994–1995 KEYWORDS: educational administration; educational flnance; local management of schools; mainstreaming; resource allocation; school based management; special educational needs 11/0966 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Fletcher-Campbell, F. Dr; Pathak, S. Ms The training of care staff in residential special schools Abstract: In England and Wales there are in excess of 300 residential schools in the maintained, non-maintained and independent sectors, providing for the whole range of special needs. Within residential special schools the contribution of the care staff complements that of the teaching staff in meeting the needs of the pupils. It is vital that the two groups of professionals work together and that there is an institutional approach to the monitoring and assessment of pupils’ overall development and to meeting their often complex needs for which residential placement has been considered appropriate. There is anecdotal evidence that the training needs of care staff are currently being inadequately addressed. Both training that is provided by local education authorities for welfare or support assistants within the classroom and that provided by social services departments for care staff in residential children’s homes is reported to be deficient in that it is directed towards different, albeit related, constituencies. Problems of recruitment and the high turnover of staff increase the need for basic initial training. In addition, it is arguable that existing care staff need continuing education and training in exactly the same way as do practising teachers. The aims of this research were to: 1) gather statistical data on the number and profile of care staff within residential special schools; 2) ascertain the nature of the training needs of care staff within residential special schools; 3) quantify the short-term and long-term training needs within these schools; 4) identify the most appropriate means of provision; 5) delineate effective models of care staff training; and 6) examine the management implications of utilising staff effectively within the establishment when they have undergone training. A questionnaire was sent to all residential special schools (maintained, independent and non-maintained) seeking information on the numbers of staff employed, their present qualifications and experience, and perceived training needs. This was complemented by interviews with the heads of care and staff in a small sample of residential special schools which had particularly interesting training schemes or were representative of the common problems identified by respondents to the questionnaire. Relevant training providers were also contacted. Published Material: PATHAK, S. & FLETCHER-CAMPBELL, F (1995). Training of care staff in residential special schools. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Additional Activities Fund £15,000 Date of Research: 1994–1995

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KEYWORDS: caregivers; child caregivers; residential schools; special schools; training 11/0967 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Christophers, U. Mrs; Lines, A. Mrs; Taylor, M. Miss; Simkin, C. Ms; Lewis, G. Mr; Supervisor: Stoney, S. Dr; Morris, M. Miss The role of the Careers Service in careers education and guidance in schools Abstract: The research was jointly comissioned by the Employment Department and the Welsh Office and drew on interviews with over 850 teaching and Careers Service staff, employers, parents and young people and a survey of nearly 2000 pupils. It focused on the practice and delivery of careers education and guidance in Years 9, 10 and 11 and on the role which the Careers Service played in that delivery. The central aims were to identify the contributions Careers Service made in schools, the way in which schools and Services interacted, the factors that enabled interaction to be effective and the added value of interaction. The research identified three broad models of interaction: parallel provision, pyramidal provision and gudiance communities. These models reflected variations in: 1) the prevailing view of the relationship between the ‘educational’ and ‘guidance’ aspects of careers practice; 2) the division of tasks between Careers Services and schools; 3) the pattern of information flow; 4) the extent of feedback; 5) the status of the guidance interview in the careers programme. There were clear beneflts to the establishment of guidance communities: 1) more joint planning and greater interaction between a range of school staff and careers officers, leading to a better understanding of the part that careers education and guidance played in young people’s learning and preparation for adult and working life; 2) better opportunities for mutual support, exchanging and using information and utilising out-of-school resources; 3) a higher order of opportunity awareness, transition and decision-making skills amongst young people. Published Material: MORRIS, M., SIMKIN, C. & STONEY, S. (1995). The role of the Careers Service in careers education and guidance in schools: flnal report. Sheffield: Employment Department.; MORRIS, M., SIMKIN, C. & STONEY, S. (1995). The role of the Careers Service in careers education and guidance in schools: digest. Sheffield: Employment Department. Status: Sponsored project Source of Grant: Department of Employment £79,313; Welsh Offlce Date of Research: 1994–1995 KEYWORDS: career education; careers service; school to work transition; vocational guidance 11/0968 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Morris, M. Miss; Hamilton, K. Mrs; Supervisor: Stoney, S. Dr

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Environmental education: teaching approaches and students’ attitudes Abstract: This project was conducted as part of the Economic and Social Research Council’s (ESRC) Global Environmental Change (GEC) programme of research. One of the central questions for the GEC programme was ‘Can people be persuaded to make changes in behaviour—through reducing consumption, recycling or conserving resources?’ The project focused on the contribution which formal education, particularly in secondary schools, can make to the development of young people’s awareness of the environment and environmental issues, and assessed the extent to which classroom teaching had an impact on their attitudes and behaviour. The research aimed to: 1) Investigate the relationship between teachers’ different teaching approaches, their differing perceptions of the status of environmental education (EE) and their different attitudes towards environmental issues and students’ learning outcomes. 2) Investigate the relationship between the aims, objectives, content and teaching and learning styles for science, geography, technology and personal and social education (PSE) and students’ attitudes towards knowledge about, understanding of, and skills relevant to, environmental education. 3) Assess Year 11 students’ attitudes towards key environmental issues and explore students’ views on the EE they have received at school and elsewhere and how it may or may not have affected their behaviour towards the environment. 4) Implement and critically appraise a research methodology for eliciting students’ attitudes to the environment and, in particular, their behavioural predispositions. 5) Elicit and discuss examples of effective inter-disciplinary strategies in secondary schools for the provision of EE, the delivery of appropriate inservice training/ updating, and explore the philosophies and policies which have given rise to these practices. The project included: a critical review of the literature on teacher and student attitudes towards EE, effective practice within the secondary sector and the out-of-school influences on young people’s attitudes to the environment; a national representative survey of 500 secondary schools, gathering data from both senior managers and subject teachers providing detailed quantitative evidence on the nature and organisation of EE being delivered in secondary schools, teachers’ attitudes to the environment, their training and background characteristics and their teaching strategies; case-study visits to about 40 schools involving interviewing school and LEA staff, classroom observations and discussions, and administration of an attitudinal and semi-protective test to a sample of Year 11 students which sought to elicit students’ knowledge of, and attitudes towards, environmental issues and to gauge the extent to which the EE they have received at school, and out-of-school influences have helped determine their attitudes and present behaviour towards the environment. It was anticipated that the outcomes of the project would include a critical review of the literature and a detailed report of the research flndings and conclusions, accompanied by an appendix which would outline and appraise the methodological issues addressed by the project. There would also be a series of shorter papers on areas of specific interest and at least one workshop for the active dissemination of the project’s outcomes. Published Material: MORRIS, M. & SCHAGEN, I. (1996). Green attitudes or learned responses? Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1993–1995

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KEYWORDS: environmental education; pupil attitudes; secondary school pupils 11/0969 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Schagen, S. Dr; Simkin, C. Ms; Johnson, F. Ms; Supervisor: Stoney, S. Dr The post-compulsory curriculum in schools with sixth forms Abstract: In recent years there has been a marked increase in participation in postcompulsory education, and a growing emphasis on vocational education, culminating in the introduction of General National Vocational Qualifications (GNVQs). As a result of these and other factors, the character of school sixth forms is changing rapidly. The aim of the research was to analyse the effect of the changes and map the new patterns which are emerging. Issues addressed include the implications of diversification for schools seeking to expand their sixth forms, and the impact of local education authority (LEA) discretionary awards on staying-on rates. The project used both quantitative and qualitative methods in four overlapping phases: 1) Initial exploratory interviews in a range of LEAs and schools to clarify concerns and identify the main issues. 2) A survey of LEAs, investigating current patterns of post-16 provision and support for schools. 3) A national survey of schools with sixth forms, to map the range of courses on offer, and the curriculum management issues which secondary schools are needing to address. 4) Indepth case-study research in a small number of school sixth forms, each with different characteristics and curriculum patterns. The final report analysed the opportunities and challenges faced by schools and LEAs as a result of current developments. In particular, it examined the impact of post-16 competition, and the creation of new sixth forms. Published Material: SCHAGEN, S., JOHNSON, F. & SIMKIN, C. (1996). Sixth form options: post-compulsory education in maintained schools. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: National Foundation for Educational Research Membership Programme £131,805 Date of Research: 1993–1995 KEYWORDS: curriculum; National Vocational Qualifications; sixteen to nineteen education; sixthform education; vocational education 11/0970 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Jamison, J. Mr; Hamilton, K. Mrs; Stradling, R. Dr; Johnson, F. Ms; Supervisor: Saunders, L. Ms Evaluation of the European Network of Health Promoting Schools Abstract: In 1993, the United Kingdom entered the European Network of Health Promoting Schools, a three-year developmental project in school health education. The

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Health Education Authority (HEA) has been designated as the UK National Support Centre. Up to 30 schools will be selected throughout the UK to be pilot schools, 16 of these in England. Pilot schools will be offered support and advice in developing initiatives and disseminating their experiences. The 16 pilot schools in England will be matched with a further 32 schools which will act as controls. The aim of the project is to strengthen the capacity of primary, secondary and special schools, both local authority and grant-maintained, to be healthy environments for living, learning and working. This research project is the formal evaluation of the Health Education Authority’s European Network of Health Promoting Schools project. It will evaluate the effectiveness of different approaches to the development of health promoting schools. It aims to assess the benefits to pupils of a whole school approach to health promotion in terms of their knowledge of health issues and their behaviour. Main methods employed will be as follows: Stage 1—a screening survey of all schools which apply for membership of the project, followed by an audit of 150 of the applicants to identify 16 pilot and 32 control schools. Stage 2 monitoring of the pilot and control schools over two school years. Stage 3—a final complete audit of the pilot and control schools starting in May 1996. Reporting and dissemination activities will take place throughout the project, increasing in intensity from autumn 1995. Published Material: STRADLING, R. (1995). The health promoting school: a baseline survey. London: Health Education Authority. Status: Sponsored project Source of Grant: Health Education Authority Date of Research: 1993-continuing KEYWORDS: health education; health promotion; programme evaluation 11/0971 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Schagen, I. Dr; Gallacher, S. Dr; Supervisor: Saunders, L. Ms Quantitative analysis for self evaluation (QUASE) Abstract: There is a perceived need for rigorous school self-evaluation, particularly in judging year-on-year performance on a range of outcome measures. For the purposes of self-evaluation, outcome measures need to be analysed in a way which takes into account the school context, the ability range of pupils and the ‘value added’ by the school over time; and which is flexible enough to measure the progress made by individual departments, year teams, etc. The National Foundation for Educational Research (NFER) has been developing a responsive package which will help schools to evaluate their own performance relative to the kind of students they have and to other key factors—in other words, a ‘value added’ approach’ to judging achievements. The study has piloted an approach which: 1) utilises data already being collected for statutory purposes; 2) collects data felt by participating schools to be relevant in judging educational performance; 3) takes into account appropriate school/student input measures; 4) is sensitive enough to provide information at departmental/year group level. Secondary schools are participating in an ongoing study whose activities include: 1) developing appropriate ways of

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publicising the service to schools; 2) refining appropriate data collection instruments, including student intake measures; 3) generating a multi-level model for establishing appropriate norms against which schools and departments within schools can compare their own performance; and 4) identifying the most useful forms of feedback and followup for participants. All secondary schools in England and Wales may participate. Published Material: SCHAGEN, I. & SAUNDERS, L. (1994). ‘Developing a system for school self-evaluation based on quantitative data’. Paper presented at the Annual Conference of the British Educational Research Association, Oxford, September 8–11.; SAUNDERS, L. (1996). ‘QUASE and the special education sector’. In: FLETCHERCAMPBELL, F. (Ed). Value-added and special educational needs: proceedings of EMIE/NFER seminars 28 November 1995 (Slough) 14 March 1996 (Stockport). Slough: National Foundation for Educational Research.; SCHAGEN, I. (1996). QUASE: quantitative analysis for self-evaluation. Technical Report 1996. Analysis of GCSE cohorts 1993 to 1995. Slough: National Foundation for Educational Research.; SCHAGEN, I. (1996). QUASE: quantitative analysis for self-evaluation. Analysis of GCSE cohorts 1993 to 1995. NFER Research Summary. Slough: National Foundation for Educational Research; SCHAGEN, I. (1996). ‘Male/female differences at the end of compulsory education in England and Wales’. Paper presented at the European Congress on Educational Research, Seville, September 25–28, 1996. Status: Sponsored project Source of Grant: National Foundation for Educational Research £20,000; Participating schools and LEAs Date of Research: 1994-continuing KEYWORDS: educational quality; institutional evaluation; performance indicators; school effectiveness; value added 11/0972 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Maychell, K. Ms; Pathak, S. Ms; Cato, V. Ms; Supervisor: Bradley, I Dr Youth service provision Abstract: The purpose of this research was to gather information that would be of use to all those working in the youth service as they plan for the future. At a time of rapid and far-reaching changes in local authorities the youth service stands at a cross-roads. It needs to be prepared with detailed information on the types of provision that have been successful in achieving positive learning outcomes for young people and that have received high rates of take-up. Phase 1 involved a short questionnaire to all local authority Principal Youth Officers (or equivalent) seeking basic information on their policy and provision. Phase 2 comprised interviews with the Principal Youth Officer in 15 local authorities to extend the information obtained in the questionnaire. Phase 3 involved detailed case-studies of flve local authorities. These included interviews with all policy-makers and practitioners (local authority and voluntary) as well as a sample of young people in each area. A flnal report was published in 1996. It provides detailed

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information on current youth service policy, provision, management and types of initiative that are popular and achieve positive learaing outcomes. Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1994–1995 KEYWORDS: local education authorities; voluntary agencies; youth leaders; youth service 11/0973 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Keys, W. Dr; Harris, S. Mrs The Third International Mathematics and Science Study (TIMSS) Abstract: Research organisations in nearly 50 other countries are collaborating to carry out the Third International Mathematics and Science Study (TIMSS). TIMSS, which is coordinated by the International Association for the Evaluation of Educational Achievement (IEA) is intended to identify variations from country to country in: 1) pupils’ knowledge and understanding of mathematics and science; 2) pupils’ and teachers’ attitudes towards these subjects; 3) mathematics and science curricula; 4) teaching conditions and practices. The TIMSS study in England is being carried out in two stages. The flrst stage, which began in 1993 and finished in November 1994, consisted of pilot studies of the tests and questionnaires and a small-scale field trial. Its purpose was to develop internationally agreed versions of the tests and questionnaires. The second stage of the research, the main study, consists of a large-scale study of about 6,500 nine year olds in about 130 primary schools and about 3,600 thirteen year olds in about 130 secondary schools in England. Testing for the main study took place in March 1995 at the same time as similar studies in other countries. The pupils taking part in the study completed tests of mathematics and science and a questionnaire focusing on their learning experiences and attitudes. Questionnaires were also completed by teachers and schools. An international report comparing mathematics and science achievement of 13 year-olds in different countries and a national report commenting on the results of the study from a national perspective were published in 1996. Articles outlining the purpose of the study and what it involves have already been published in a number of journals. Reports on the mathematics and science achievement of 9 year-olds in nearly 30 countries will be published in 1997. Published Material: KEYS, W. (1994). Admissible evidence’, Junior Education, Vol 18, No 10, pp.16–17.; HARRIS, S. (1994). The Third International Mathematics and Science Study’, Mathematics in School, Vol 23, No 5, pp.34–35.; HARRIS, S. (1994). TIMSS—an international study in mathematics and science’, Mathematics Teaching, Vol 149, pp.30–31.; KEYS, W. (1996). Take care when you compare’, Times Educational Supplement, No 4172, p.16, June 14, 1996.; KEYS, W, HARRIS, S. & FERNANDES, C. (1996). Third International Mathematics and Science Study, first national report. Part 1: achievement in mathematics and science at age 13 in England. Slough: National

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Foundation for Educational Research. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Department for Education £400,000 Date of Research: 1993–1996 KEYWORDS: comparative education; mathematics education; science education 11/0974 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Harris, S. Mrs; Supervisor: Keys, W. Dr A comparison of the attitudes towards school and education of top primary (Year 6) and first year secondary (Year 7) pupUs Abstract: The National Foundation for Educational Research (NFER) has undertaken a study designed to compare the attitudes towards school and education of top primary (Year 6) and first year secondary (Year 7) pupils. The flndings extended the research evidence collected in an earlier study which investigated the attitudes towards school of Year 7 and Year 9 pupils, and which was reported in the NFER publication ‘What do students think about school?’. One concern identifled during the earlier study was that a minority of Year 7 pupils already held negative attitudes towards school by the end of their flrst year of secondary education. This raised an important question: had these pupils’ negative attitudes been developed during their primary school years, or had pupils developed these attitudes since they had transferred to secondary school? This study was intended to clarify this issue. In addition, a second phase is proposed which will follow the Year 6 pupils to their secondary schools and attempt to clarify how their attitudes towards school and education have changed, if at all. The research is being carried out by means of questionnaire surveys of Year 6 and Year 7 pupils. Random samples of approximately 80 primary and 80 secondary schools were drawn so as to achieve samples of about 1,250 Year 6 pupils and about 1,000 Year 7 pupils. The findings are presented in the report on the project. A further document will report on the second phase of the study, in which the responses of the Year 6 pupils will be compared with their responses once they have transferred to secondary school. Published Material: KEYS, W, HARRIS, S. & FERNANDES, C. (1995). Attitudes to school of top primary and first-year secondary pupils. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Additional Activities Fund Date of Research: 1994–1995 KEYWORDS: primary school pupils; pupil attitudes; secondary school pupils 11/0975 The Mere, Upton Park, Slough SLl 2DQ 01753 574123

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Gallacher, S. Dr; Johnson, F. Ms; Supervisor: Stoney, S. Dr; Hegarty, S. Dr Review of government-funded educational research and development in Europe Abstract: The European Commission (EC) has sponsored the Consortium of Institutions for Development and Research in Education in Europe (CIDREE) to conduct a review of government-funded educational research and development activities in EC countries, plus Switzerland. The National Foundation for Educational Research (NFER) has undertaken the work on behalf of CIDREE. The specific aims are to: 1) identify and describe the agencies which conduct research and development activities in education within each EC country (plus Switzerland) and to identify their status; 2) identify and describe the main research topics in education which have attracted government sponsorship within member countries and Switzerland over the last ten years and highlight any key findings which arise from these topics; 3) provide an overview of common trends and themes within government-funded educational research and development across member states, and identify likely future directions. The review comprised two phases. In 1993, using an agreed typology of educational research themes, initial information was sought from each country on past, present and likely future research priorities and on the main government and non-governmental agencies which fund and undertake educational research and development activities. In the second phase (in 1994) more detailed information was obtained by questionnaire, by a survey of identifled research agencies and a scrutiny of relevant documentation. CIDREE colleagues played a major part in supplying the necessary information. The report was published by CIDREE and the NFER in 1995 and contains four major sections: International Overview; Country Reports; Data-base of Research and Development Agencies; Methodological Annexe. Published Material: STONEY, S.M, GALLACHER, S. & JOHNSON, F. (1995). Review of government-funded educational research and development in Europe. Slough: National Foundation for Educational Research and the Consortium of Institutions for Development and Research in Education in Europe. Status: Sponsored project Source of Grant: European Commission (via CIDREE); National Foundation for Educational Research, jointly £30,000 Date of Research: 1993–1995 KEYWORDS: comparative education; educational research; Europe; international educational exchange 11/0976 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Rodrigues, S. Dr; Supervisor: Tabberer, R. Mr The use of new technology with very able children Abstract: This one-year National Foundation for Educational Research (NFER) funded project aims to describe the use of information technology by able children in mainstream primary schools. The research is predominantly qualitative with interviews and classroom observation being the main research tools.

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Status: Sponsored project Source of Grant: National Foundation for Educational Research £30,000 Date of Research: 1994–1995 KEYWORDS: ability; computer uses in education; gifted; information technology; primary school pupils 11/0977 The Mere, Upton Park, Slough SLl 2DQ 01753 574123 Tabberer, R. Mr Survey of parents’ perceptions of OFSTED’s work Abstract: Parents’ participation of the Office for Standards in Education (OFSTED) are being investigated in this three-phase study. In the flrst phase, surveys are being undertaken of parents in schools inspected by OFSTED: secondary, primary and special schools are included. In the second phase, telephone interviews will take place with selected parents. In the third phase, parents will be interviewed face-to-face, to clarify their views of inspections, their perception of OFSTED as a whole, and to identify areas for future OFSTED development. Status: Sponsored project Source of Grant: Office for Standards in Education £43,000 Date of Research: 1994–1995 KEYWORDS: inspection; inspectors—of schools; parent attitudes 11/0978 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Brooks, G. Dr; Fernandes, C. Mr; Supervisor: Bradley, J. Dr Trends in the reading attainment of 7 and 8 year olds Abstract: In 1991, the National Foundation for Educational Research (NFER) conducted a Comparative Reading Study into the reading attainment of pupils in Year 3. This was the flrst occasion on which trends in the reading attainment of Year 3 pupils had been investigated using a representative national sample. The study compared attainment in 1987 and 1991, and discovered a signiflcant decline in overall mean scores in that period. The project repeated that investigation at a further four-year interval. The aims of the investigation were to continue to provide reliable, up-to-date and nationally valid data on the reading attainment of 7 and 8 year olds, to investigate whether the 1987–1991 trend had continued, and to relate the results to a wider range of background data. The Comparative Reading Study was replicated; that is, NFER-Nelson Reading Ability Series Test A is again being used both with a new national sample and with as many as possible of the schools which took part in the original standardisation in 1987 and in the first replication in 1991. Testing took place in March 1995; the achieved sample was 120

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schools and 5000 pupils. The main finding was that average attainment had risen between 1991 and 1995, and returned to the 1995 level. Status: Sponsored project Source of Grant: NFER Membership Programme £64,000 Date of Research: 1994–1995 KEYWORDS: achievement; comparative testing; reading ability; reading achievement; reading tests 11/0979 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Brooks, G. Dr; Gorman, T. Dr; Wilkin, A. Mrs; Hutchison, D. Mr; Supervisor: Bradley, J. Dr Evaluation of the Family Literacy through Demonstration Programmes Abstract: In late 1993, the Basic Skills Agency (then called the Adult Literacy and Basic Skills Unit (ALBSU)) received Department for Education and Welsh Office funding to set up Family Literacy through Demonstration Programmes. All four were deliberately based in urban areas with high levels of multiple deprivation. To be eligible, a parent had to have at least one child aged between 3 and 6, and the programmes were targeted at parents with low incomes and low literacy skills. Parents participated in intensive 12week courses, creche facilities were provided, and part of the tuition showed parents how best to engage in literacy-related behaviours with their children. The aim of the evaluation over the four terms from summer 1994 to summer 1995 was to investigate the effectiveness of the programmes in: 1) improving parents’ literacy; 2) increasing parents’ skills in supporting their children’s literacy; 3) establishing increased literacy practices in the family; and 4) boosting children’s emerging literacy. Besides evidence of these changes, the research focused on the process by which this was achieved. The research team gathered both quantitative and qualitative data. Quantitative data on parents included: background information; reading attainment; writing attainment; literacy activities undertaken at home with children; and attendance, retention, accreditation and destinations. Quantitative data on children included: background information; early writing development; vocabulary development; and early reading development. Qualitative data included: interviews with parents; interviews with programme coordinators; observations of teaching sessions; teachers’ impressions; and documentation from the Programmes. In order to estimate the effectiveness of the Programmes in boosting parents’ and children’s literacy, and in sustaining the gains made, information on literacy attainment was gathered at several points: near the beginning of the course; just before the end of the course; 12 weeks after the end of the course; and (where possible within the timescale of the evaluation) nine months after the end of the course. Data were gathered on 361 parents and 392 children in all. The main finding was that the Programmes were highly effective. Published Material: BROOKS, G, GORMAN, T.P., HARMAN, I, HUTCHISON, D. & WILKIN, A. (1996). Family literacy works: the NFER evaluation of the Basic Skills Agency’s Family Literacy Demonstration Programmes. London: Basic Skills Agency.;

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GORMAN, T.P & BROOKS, G. (1996). Assessing young children’s writing: a step by step guide. London: Basic Skills Agency. Status: Sponsored project Source of Grant: Adult Literacy and Basic Skills Unit £102,000 Date of Research: 1994–1995 KEYWORDS: family involvement; family programmes; literacy; parent participation; reading skills; writing skills 11/0980 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Brooks, G. Dr; Fernandes, C. Mr Evaluarion of the Knowsley Reading Project Abstract: Knowsley Local Education Authority was mounting a reading project with Year 6 pupils, wished to evaluate its effectiveness, and commissioned the National Foundation for Educational Research (NFER) to provide support and advice on the design and conduct of the evaluation. About 500 pupils participating in the Reading Project were assessed at the beginning of their participation in it (June 1994) on an appropriate level (A, B, C or D, aceording to their teachers’ judgement) of the Reading Ability Series of tests, and assessed again after one year in order to evaluate the Project’s impact on their progress. The evaluation also involved questionnaire surveys of pupils, their teachers and the adult volunteers involved. The main flnding was that the main group of pupils (who took test level C in 1994 and level D in 1995) achieved 20 months’ improvement in 12 months. Published Material: BROOKS, G., CATO, V, FERNANDES, C. & TREGENZA, A. (1996). The Knowsley reading project: using trained reading helpers effectively. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Knowsley Local Education Authority £10,000 Date of Research: 1994–1995 KEYWORDS: assessment; programme evaluation; reading ability; reading achievement 11/0981 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Clausen, T. Dr; Mason, K. Mr; Evans, S. Dr; Ravenscroft, L. Mrs; Kentleton, N. Mr; Supervisor: Ruddock, G. Dr The writing of Narional Curriculum key stage 3 mathematics tests for use in 1995– 1997 Abstract: The project is sponsored to produce mathematics tests for the higher level of the National Curriculum and classroom-based tasks for pupils working at levels 1 and 2.

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The tests and tasks are for use with pupils at the end of key stage 3 of the National Curriculum, Year 9. In 1995 they were based on the old version of the National Curriculum, while those for 1996 and 1997 reflect the revised version. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1994-continuing KEYWORDS: assessment; attainment tests; mathematics achievement; mathematics education; National Curriculum 11/0982 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Christophers, U. Mrs; Supervisor: Stoney, S. Dr Reflections on guidance: a study of adult learners’ experiences Abstract: This project contributes to the existing body of knowledge on adult education and lifelong learning by carrying out independent, indepth research into what attracts adults to take full advantage of learning opportunities and into whether guidance really does make a difference and, if so, how. The aims of the project were as follows: to explore adults’ reflections on their learning experiences and the critical incidents or interventions which have had an impact on their entry to study and their subsequent progress and success; to help assess, by qualitative means, the role and impact of guidance (relative to other course, college and non-college factors) on adults’ learning progress and outcomes; to provide evidence which will contribute to a greater understanding being achieved of guidance and its place and impact within adult learning programmes in British and European contexts. The researchers collected qualitative data from three colleges in the Thames Valley using the following methods: face-to-face interviews with senior managers and guidance and academic staff; group discussions with adult learners; and individual indepth interviews with 30 students. The main outcome from the project will be a report. Status: Sponsored project Source of Grant: NFER Additional Activities Project £15,366 Date of Research: 1994–1995 KEYWORDS: adult education; adult learning; guidance; lifelong learning 11/0983 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sharp, C. Ms; Supervisor: Bradley, J. Dr LEA responses to the ‘summer born’ effect Abstract: Research has shown a consistent finding on season of birth and attainment: children born in the autumn (September to December) do best and those born in the summer (May to August) tend to do least well in school assessments. This effect has been

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found at different ages and in a number of countries. It has been argued that the effect could be due, at least in part, to school entry policy in this country. In some local education authorities (LEAs) and schools, entry policies mean that children born in the summer enter school later in the year than other children, and therefore spend less time in school. This hypothesis was examined in the recently published study by Sharp et al (1994). The research found that, although spending longer at school was associated with higher scores for older children, those born in the summer did not appear to benefit from increased time at school in terms of their key stage 1 results. This paper has been the subject of a great deal of interest, not least from LEAs who have found a ‘summer born effect’ in their own analyses of National Curriculum, GCSE and A level results. LEA officers, schools and parents are concerned about the potential disadvantage suffered by summer-born children, and are keen to explore strategies for counteracting the season of birth effect. The research had the following aims: 1) To collect information about LEA investigations into the effect of season of birth on attainment and other aspects of children’s educational experience. 2) To consider the implications of these for explanations about the cause of season of birth effects. 3) To identify a range of possible strategies that could be implemented at school and LEA level, to counteract any disadvantage experienced by children born in the summer months. The research collected information by means of a short proforma sent to LEAs. The pro-forma asked for awareness of the issue and any suggested strategies for addressing the disadvantages suffered by summer-borns. Information was also sought from other interested parties (e.g. teachers’ and parents’ organisations) via requests submitted to relevant journals. Information of particular interest was followed-up by telephone interviews. The research resulted in articles for publication, drawing together the available evidence and pointing to a range of suggested strategies. Published Material: SHARP, C., HUTCHISON, D. & WHETTON, C. (1994). ‘How do season of birth and length of schooling affect children’s attainment at key stage 1?’, Educational Research, Vol 36, No 2, pp.107–121.; SHARP, C. (1995). ‘School entry and the impact of season of birth on attainment’, NFER Research Summary, September 1995. Slough: National Foundation for Educational Research.; SHARP, C. (1995). ‘What’s age got to do with it? A study of patterns of school entry and the impact of season of birth on school attainment’, Educational Research, Vol 37, No 3, pp.251–265. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1995–1995 KEYWORDS: achievement; birth; local education authorities; school entrance age 11/0984 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sharp, C. Ms; Supervisor: Bradley, J. Dr The defining characteristics of educational broadcasts Abstract: This research aimed to: 1) identify factors influencing teachers’ decisions to use broadcasts; 2) identify the perceived beneflts and defining characteristics of schools’

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broadcasts; and 3) study the effects of programme techniques on pupils’ comprehension and recall of content. The methods included: a questionnaire to over 1500 primary teachers and secondary heads of department; interviews with 47 teachers; and group interviews with 240 pupils aged 4–16. The report gives details on the most popular radio and television series; teachers’ attitudes towards broadcast use; barriers to use of broadcasts; and pupils’ reactions to specific programme features. Published Material: SHARP, C. (1995). Viewing, listening and learning: the use and impact of schools’ broadcasts. Slough: National Foundation for Educational Research.; SHARP, C. (1996). ‘From watching volcanic eruptions to meeting Boudicca—harnessing the potential of educational broadcasts’, TOPIC, Issue 15, Item 1. Status: Sponsored project Source of Grant: BBC Education Date of Research: 1993–1995 KEYWORDS: educational broadcasting; educational radio; educational television; radio; television 11/0985 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harris, S. Mrs; Supervisor: Keys, W. Dr The Third International Mathematics and Science Study: performance and assessment Abstract: The Third International Mathematics and Science Study (TIMSS) is a major international project involving nearly 50 countries, including every member of the European Union. One of the study’s main aims is to gather information about pupils’ knowledge and understanding of mathematics and science: this was done by means of written achievement tests for the 9 and 13 year-olds involved in the study, supplemented by specific practical tasks which have an emphasis on investigative skills. These practical tasks comprise the Performance Assessment element of TIMSS, and provide information about pupils’ approaches to practical mathematics and science work. The Performance Assessment was carried out with a sub-sample of the pupils involved in the main survey (in England, about 450 13 year-olds in 50 schools took part; all of these pupils had taken part in the main TIMSS study). A total of 12 different tasks will be used, some focusing on mathematics skills, some on science skills and some with elements relating to both subjects. Pupils will be asked to carry out specific activities, record and analyse their results. Skills in the tasks which are related to the mathematics and science curricula include: taking and recording measurements, problem solving, designing practical investigations and carrying out fair tests. A report , describing the results of the TIMSS Performance Assessment, will be published in 1997. Status: Sponsored project Source of Grant: Office for Standards in Education Date of Research: 1995–1996 KEYWORDS: achievement; assessment; attainment tests; comparative education; mathematics education; science education

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11/0986 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harland, J. Dr; Weston, P Mrs; Kinder, K. Ms; Wakefield, A. Ms; Supervisor: Bradley, J. Dr The Northern Ireland curriculum cohort study: pilot phase Abstract: The aim of the cohort study is to provide evidence of the impact of the Northern Ireland Curriculum as a total package from the perspective of the learner in terms of relevance and appropriateness; breadth, balance and coherence; enjoyment and manageability. It is also envisaged that the study would gather evidence of the extent to which the aims of the Northern Ireland Curriculum are evident in its implementation; the extent to which the objectives of crosscurricular themes are being addressed through the curriculum; and the appropriateness of methods of assessment and evaluation. Initially, the cohort study will involve groups of pupils at key stage 3. The pilot phase of the study will explore the substantive issues involved, trial different research and data collection techniques, and assess the feasibility of conducting the full cohort inquiry Data for the pilot project will be collected from teachers and pupils in five schools spread across the province. Research methods include direct and indirect interviewing techniques, pupil pursuits and classroom observation, diary-keeping, and class-administered questionnaires. Three papers on the pilot phase were presented at the annual conference of the British Educational Research Association at Lancaster University, 12–15 September 1996. Status: Sponsored project Source of Grant: Northern Ireland Council for the Curriculum, Examinations and Assessment Date of Research: 1994–1995 KEYWORDS: cohort analysis; curriculum development; National Curriculum— Northern Ireland; Northern Ireland; pupil attitudes 11/0987 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harland, J. Dr; Kinder, K. Ms; Supervisor: Bradley, J. Dr Youth participation in the arts Abstract: The project’s aim is to provide a national picture of youth arts participation— both within and outside of formal education. The study portrays different patterns and experiences of young people’s involvement in the arts and examines these in relation to key biographical variables (e.g. gender, age, social class, status and ethnicity). It provides evidence on leisure interests, participation in specifled art forms, attitudes to the arts, experiences of the arts in primary and secondary schools, arts involvement beyond school and in youth clubs, the effects of arts participation, and the perceived needs for future opportunities in the arts. Data were collected through an interviewing programme which

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involved 700 young people between the ages of 14 and 24 in five regions of England. The interviews included open and closed-ended items. A report of the research will be published by the NFER in March 1995. Published Material: HARLAND, I, KINDER, K. & HARTLEY, K. (1995). Arts in their view: a study of youth participation in the arts. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER; Arts Council of Great Britain; Baring Foundation; Calouste Gulbenkian Foundation, jointly £65,000 Date of Research: 1993–1995 KEYWORDS: arts; attitudes; culture; leisure time; participation; youth 11/0988 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Kinder, K. Ms; Harland, J. Dr; Wilkin, A. Mrs; Wakefield, A. Ms; Supervisor: Bradley, J. Dr School attendance, truancy and exclusions Abstract: Research on truancy and disruption has provided a number of different perspectives on the problem. Numerous studies have established that substantial differences, associated with a range of factors exist between schools in their rates of nonattendance and exclusion, and on the level of disruptive incidents reported. The project’s stated aims are: 1) To investigate the interrelationships between non-attendance, disruption and exclusion. 2) To assess the effectiveness of present policies and practices for dealing with nonattendance, reducing exclusion rates and providing alternative education. 3) To identify innovative practices with a view to assisting local authorities and schools wishing to improve their practice. A range of research techniques will be used including indepth interviews with local education authority (LEA) personnel, headteachers, teachers, specialist staff, pupils and parents. Published Material: KINDER, K., HARLAND, J., WILKIN, A. & WAKEFIELD, A. (1995). Three to remember: strategies for disaffected pupils. Slough: National Foundation for Educational Research.; KINDER, K., WAKEFIELD, A. & WILKIN, A. (1996). Talking back: pupil views on disaffection. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1994–1996 KEYWORDS: attendance; disaffection; discipline problems; disruptive pupils; dropouts; expulsion; pupil alienation; truancy 11/0989 The Mere, Upton Park, Slough SL1 2DQ 01753 574123

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Harland, J. Dr; Kinder, K. Ms; Supervisor: Bradley, J. Dr Students’ perspectives on their curriculum experience: a review of the research literature Abstract: The aim of the project is to review the main substantive flndings of recent UK research into students’ perspectives on the whole curriculum (including perceptions of relevance, appropriateness, coherence, progression and continuity). The review will also assess the relative merits of different methodological approaches used to collect data on students’ views on the whole curriculum. It will also consider what lessons may be garnered from international studies in this area. Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1994–1996 KEYWORDS: National Curriculum; pupil attitudes; relevance education 11/0990 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr; Supervisor: Stoney, S. Dr; Morris, M. Miss Careers Service new arrangements: Welsh baseline studies Abstract: Following publication of the Trade Union Reform and Employment Rights Act (TURER) in 1993, the Secretary of State for Wales announced that, from April 1995, Careers Services in Wales will be managed under contract through the New Arrangements. This project will seek to evaluate current policies, processes and outcomes of two of the Welsh Careers Services prior to reorganisation. The specific aims of the project are to: 1) gather baseline data on provision; 2) present a detailed assessment of the Services; 3) derive a framework of indicators against which the processes and outcomes of the Services can be evaluated. The research uses a coordinated case-study approach with a uniform set of research instruments and strategies in each area. Relevant reports and documentation will be collected and scrutinised. Staff from Careers Services, schools, colleges, training providers and employer organisations, as well as relevant local education authority (LEA), Training and Enterprise Council (TEC) and Education Business Partnerships (EBP) personnel. Postal surveys of schools, young people on oneyear and two-year full-time academic and vocational courses and on youth training/youth credit programmes, and of parents of young people in Year 11, will also be conducted. The main aim will be to gain high quality, objective and detailed information and views from all relevant users of the two Services in order to evaluate the Services using the indicators agreed during the early stages of the project. Status: Sponsored project Source of Grant: Welsh Office £9,545 Date of Research: 1994–1995 KEYWORDS: career education; careers service; school to work transition; vocational guidance; Wales

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11/0991 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Weston, P. Mrs; Lewis, G. Mr; MacDonald, A. Ms; Ratcliffe, S. Ms; Stanesby, C. Mrs; Taylor, M. Miss The management of differentiated teaching and learning in primary and secondary schools Abstract: While most teachers would agree that their pupils tend to learn in different ways and at different speeds, and that within any year group or class there may be marked variations in the levels of attainment that their pupils achieve, there is not the same consensus about how best to respond to this diversity. A variety of alternative strategies are now being adopted, including: ability groupings within mixed ability classes; greater use of setting by subject departments; banding, streaming and ‘accelerated learning streams’ for the most able; greater emphasis on teaching and learning tailored to the needs of individual pupils; greater emphasis on teaching and learning strategies which differentiate by task, outcome, pace of learning or style of learning. The research aims to evaluate these differentiation strategies through qualitative fleldwork in case study schools and through a follow-up survey of a representative sample of primary and secondary schools. Status: Sponsored project Source of Grant: NFER Membership Programme £140,000 Date of Research: 1994–1995 KEYWORDS: ability; class organisation; grouping—teaching purposes; mixed ability; pupilplacement; streaming; teaching methods 11/0992 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Maychell, K. Ms; Pathak, S. Ms; Supervisor: Keys, W. Dr Youth service provision in London Abstract: In recent years statutory and voluntary youth services in London have undergone a period of considerable change in terms of levels of funding and organisation. The purpose of this study was to provide evidence of the extent of funding changes and the impact of these on the youth service in London, as provided by the 32 London boroughs and the major voluntary youth organisations operating in London. In Phase One a questionnaire was sent to the principal youth offlcer (or their equivalent) in each of the 32 London boroughs and to the main voluntary youth service providers in London. It sought information on: changes in funding levels; the impact of these changes on youth service provision; changing patterns of service delivery; the extent to which London’s young people were having their needs met by existing provision; and emerging needs for the future. Phase Two involved follow-up interviews in 10 London boroughs and 10 voluntary organisations. These focused on current issues of concern among service

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providers, with particular emphasis on identified needs of young people that were not being met. The flndings were presented in a report to the sponsors which was published in 1996 along with an executive summary of main flndings. Published Material: MAYCHELL, K., PATHAK, S. & KEYS, W. (1996). Youth service provision in Greater London. London: Sir John Cass’s Foundation.; MAYCHELL, K., PATHAK, S. & KEYS, W. (1996). Youth service provision in Greater London: summary report. London: Sir John Cass’s Foundation. Status: Sponsored project Source of Grant: Sir John Cass’s Foundation £20,000 Date of Research: 1995–1995 KEYWORDS: local education authorities; voluntary agencies; youth leaders; youth service 11/0993 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Jowett, S. Dr; Supervisor Bradley, J. Dr Sex education in secondary schools: the Berkshire survey Abstract: This research was commissioned in response to recent changes in legislation regarding sex education in schools. The aim was to identify what sex education is provided, how it is being developed and what school stafF see as the key issues in that development. All but 5 of the 70 secondary schools in Berkshire (including all special schools with secondary age pupils) were visited and a member of stafF with responsibility for sex education was interviewed. In addition, discussion groups with a small number of Year 11 pupils were undertaken in some schools. Published Material: JOWETT, S. (1995). Sex education in Berkshire secondary schools. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: East Berkshire Community Health NHS Trust £15,000 Date of Research: 1994–1995 KEYWORDS: health education; secondary schools; sex education 11/0994 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Jowett, S. Dr; Evans, C. Ms; Supervisor: Bradley, J. Dr Speech and language therapy services for children Abstract: For the last twenty years, the provision of speech and language therapy services has been the responsibility of the National Health Service (NHS). The Education Act 1993 (Section 166) and the Code of Practice on the Identiflcation and Assessment of Special Educational Needs (Paras. 4.34 and 4.35) confirm this overall responsibility, but emphasise the importance of collaborative working relationships between the NHS, local

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education authorities (LEA’s), schools and parents in securing the most effective provision to meet the needs of each child. The research aimed to identify, describe and evaluate the key models of collaborative organisation and delivery of efficient and costeffective speech and language therapy services. Five speech and language therapy services were selected to represent a range of different approaches to the organisation and delivery of therapy. In each of the five locations there were indepth interviews with all interested parties, combined with the collection of all relevant documentation. Interviewees included local education authority and health service personnel with administrative and fmancial responsibilities for service delivery, speech and language therapists, headteachers and school staff, and parents. A flnal report was presented to the Department for Education and Employment (DfEE) and Department of Health in 1995. Published Material: JOWETT, S. & EVANS, C. (1996). Speech and language therapy services for children. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Department of Health; Department for Education, jointly £48,739 Date of Research: 1994–1995 KEYWORDS: language handicaps; speech handicaps; speech therapy 11/0995 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Jowett, S. Dr; Supervisor: Bradley, J. Dr Parental choice of secondary school Abstract: The right of parents to play a part in the allocation of secondary school places to their children has featured in debates about educational provision in recent times. This research investigated how parents are involved in decisions about which secondary school their children will attend, and their levels of satisfaction both with the allocation of school places and (where appropriate) the appeals procedures. It was concerned with how local education authorities (LEA’s) have organised the information which they must provide to parents and the procedures they have established to allocate places and deal with subsequent appeals. The role of school staff at the time of transfer was also of interest. The work was undertaken in ten LEA’s in England, and ten primary schools in each were selected for inclusion in the study. Seventy nine of these one hundred schools were willing to participate and each was asked to distribute a questionnaire to the parents of children from one Year 6 class. The eight secondary schools visited were selected from LEA’s representing four different systems for allocating secondary school places. Fifty-eight parents were interviewed over the telephone about the appeals procedures. Staff in the secondary schools and the LEA’s were interviewed. Most parents said they were satisfied with the procedures and the outcome, although it was clear that there were no easy answers to some of the dilemmas raised by open enrolment policies. There are inevitably advantages and disadvantages to each system and care needs to be taken in developing the optimum approaches, given the diverse circumstances in which transfers to secondary school take place.

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Published Material: JOWETT, S. (1995). Allocating secondary school places. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Department for Education £50,000 Date of Research: 1993–1995 KEYWORDS: access to education; admission criteria; enrolment; parent choice; secondary schools 11/0996 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hutchison, D. Mr ALCD Fellowship multilevel modelling contextual effectiveness Abstract: This project is a Fellowship in conjunction with the Economic and Social Research Council (ESRC) Analysis of Large and Complex Data Sets (ALCD) programme. It is associated with the University of London, Institute of Education Multilevel Modelling Project. The statistically preferred method of carrying out ‘valueadded’ analyses of pupils’ progress in schools is via the technique of multilevel modelling, which enables one to make allowance for various pupil and school characteristics in assessing how well the school has performed with the resources at its disposal. One question which has not yet been satisfactorily settled is that of contextual or compositional effects, i.e. the extent to which the aggregated characteristics of the pupil body affect the performance of the pupils in the class, after taking account of their individual characteristics. It is a statistically important question, as well as one that has possible implications for the organisation of education provision in this country. The research would look at the question of contextual effects in a variety of ways. It is usual to conceptualise such effects as taking place by the average score in the class pulling up or down the progress of its members. However, a number of other possibilities would be investigated: for example, the possibility of differential effect on pupils of differing previous attainment; the possibility of using different measures of classroom atmosphere, such as proportion with low scores, or proportion excluded; and the extent to which such effects are more important at different ages. The effect of measurement error in test scores on the results is investigated. The work involves secondary analyses of data looking at pupils’ learning progress in schools. Status: Sponsored project Source of Grant: Economic and Social Research Council £17,000 Date of Research: 1994–1995 KEYWORDS: achievement; classroom environment; performance factors; statistical analysis 11/0997 The Mere, Upton Park, Slough SL1 2DQ 01753 574123

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Kendall, L. Mrs; Ainsworth, L. Ms Contextualisation of school examination results Abstract: In 1994, the National Foundation for Educational Research (NFER) entered into contracts with a number of local education authorities (LEA’s) to provide ‘value added’ analyses of the achievements of the pupils in their schools, as measured by GCSE results, including brief automated individual school reports. This work continued a programme initiated by the Association of Metropolitan Authorities in 1990. Each of the participating authorities was able to provide data on all its 16 year old pupils, i including GCSE results and information relating to the background of the individual pupils such as sex and ethnicity, as well as the scores on tests taken when the pupils transferred to secondary school. In addition, variables relating to the school attended, such as size, denomination, and whether the school is coeducational or not, were collated. The combined data set provided comprehensive information on nearly 20,000 pupils. The outcomes of the project included an overall report, giving general findings for all LEA’s and schools involved, with an appendix for each LEA giving results at school level for that LEA. A series of seminars/workshops tailored to the needs of individual LEA’s were also provided, at a small additional cost. Confidentiality was preserved, so that individual schools or LEA’s could be identified only on a ‘need to know’ basis. The reports and seminars between them can form an integral part of an ongoing LEA process of school improvement, identifying aspects where further investigation by the LEA or the school could be targeted. Results were reported to these authorities in June 1995. A summary report was published early in 1996. The work continued with 14 LEA’s for the 1995 GCSE results and with 12 LEAs for 1996. Published Material: KENDALL, L. (1995). Examination results in context: report on the analysis of 1994 examination results. London: Association of Metropolitan Authorities. Status: Sponsored project Source of Grant: Participating Local Education Authorities Date of Research: 1994-continuing KEYWORDS: achievement; educational quality; examination results; outcomes of education; performance factors; performance indicators; school effectiveness 11/0998 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Dickson, P. Mr IEA language education study (phase 1) Abstract: The International Association for the Evaluation of Educational Achievement (IEA) is conducting an international, comparative survey of language education in secondary schools throughout the world. The International Coordinating Centre is located at the National Foundation for Educational Research (NFER). The aim of the Language Education Study (LES) is to provide: 1) overview information on national policies for education in foreign, second, and minority languages in 25 countries; 2) descriptions of

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language curricula based on surveys of students, teachers, and schools representative of secondary education; 3) descriptions, using internationally-validated tests, of the proficiency for communication that students achieve in English, French, German and other commonly taught languages (a) at the end of compulsory schooling, and (b) upon completing secondary education; 4) recommendations of needs and promising options for change in school language curricula for each participating country. Results will be useful for governments, educators, businesses and industries and researchers. The first phase of the study was completed in 1995 and this provided overviews of the general context and policies for language education in each country. Findings will identify key policy issues and factors in school contexts broadly influencing curricula and students’ learning in speciflc languages. Phase 1 will be reported early in November 1996 in the form of an inventory booklet (‘Profiles of Language Education in 25 Countries’) then, in 1997, in a collection of articles. The completion of Phase 2, the survey of schools and teachers, and Phase 3, the survey of students, have been postponed indeflnitely. Status: Sponsored project Source of Grant: International Association for the Evaluation of Educational Achievement £58,645 Date of Research: 1994–1996 KEYWORDS: comparative education; language policy; modern language curriculum; modern language studies; second language teaching; secondary education 11/0999 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Ridout, M. Mr; Supervisor: Ruddock, G. Dr Mathematical attainment in primary schools Abstract: The project investigates pupils’ mathematical performance in relation to the curriculum taught in their schools. Eighteen schools were chosen to represent a variety of practice in nine local education authorities (LEA’s). The research is concerned with a range of mathematical concepts and skills with the main focus being number and shape and space. The objectives are: 1) investigate and contrast children’s knowledge and understanding of different aspects of mathematics at two primary ages—Year 1 and Year 3; 2) study children’s knowledge and understanding in relation to the curriculum provided by the project schools. To gain an indication of progression in mathematics, specially developed assessment tasks were administered on two occasions during 1993– 94. From each age group three pupils were selected to represent the average attainment band and two pupils each were selected as representative of higher and lower attainment bands, making a total of seven pupils for each year group. Pupils from twenty-two classes containing Year 1 pupils and twenty-five classes containing Year 3 pupils were assessed, giving a sample of one hundred and nineteen Year 1 pupils and one hundred and nineteen Year 3 pupils. The results provide more insights into aspects of young children’s learning than have previously been obtained at this age. Professional issues were investigated in the context of mathematics teaching in each school. The mathematics policy was examined, key staff were interviewed about their role, classteachers completed a

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questionnaire and the mathematics curriculum was observed in relation to the children studied. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1994–1996 KEYWORDS: mathematics achievement; mathematics education; primary education 11/1000 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Williams, M. Mrs; Francis, M. Mrs; Supervisor: Powell, R. Mr National Curriculum key stage 1 Standard Task Development for Welsh Abstract: From the start of statutory National Curriculum key stage 1 assessment in 1989, Welsh was assessed as a component of the Core Standard Assessment Task. From 1992, Welsh has been assessed separately. This contract requires the development of a classroom task assessing speaking and listening, reading and writing. Materials are developed in consultation with teacher panels and trialled thoroughly before final copy is presented to the Assessment and Curriculum Authority for Wales (ACAC). Status: Sponsored project Source of Grant: Assessment and Curriculum Authority for Wales Date of Research: 1996-continuing KEYWORDS: assessment; attainment tests; National Curriculwn; standard assessment tasks; Welsh 11/1001 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, T. Mr; Breese, N. Mrs; Derbyshire, G. Mr; Supervisor: Powell, R. Mr National Curriculum key stage 3 tasks and tests in Welsh and Welsh Second Language Abstract: This project is a continuation of the National Curriculum key stage 3 assessment development which began in July 1989. The present contract requires the development of Welsh and Welsh Second Language tests and classroom tasks for the end of key stage 3 in 1996, 1999 and 2000. Materials are developed in consultation with teacher panels and trialled thoroughly in schools before final copy is presented to the Assessment and Curriculum Authority for Wales (ACAC). Status: Sponsored project Source of Grant: Assessment and Curriculum Authority for Wales Date of Research: 1996-continuing KEYWORDS: assertiveness; attainment tests; National Curriculum; standard assessment tasks; Welsh

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11/1002 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Rodrigues, S. Dr; Supervisor: Tabberer, R. Mr Critical review of the use of new technologies in education Abstract: The aim of this one-year National Foundation for Educational Research (NFER) funded project is to review critically the existing recent literature on the use of information technology (IT) in classroom learning. The review has four sections entitled: subject; resources; cognition; equity and attitudes. The review considers literature from the mid 1980s and critically reviews literature related to the use of IT in education published from 1989. Status: Sponsored project Source of Grant: National Foundation for Educational Research £30,000 Date of Research: 1994–1995 KEYWORDS: computer uses in education; information technology; literature reviews 11/1003 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Maychell, K. Ms; Pathak, S. Ms; Supervisor: Keys, W. Dr The impact of inspection and action plans Abstract: Following an Office for Standards in Education (OFSTED) inspection, schools are required to prepare an action plan setting out specific action to be taken in response to the report and the timetable on which it will be carried out. The responsibility for producing the plan rests with the school’s governing body. The fmal version of the plan must then be distributed to various parties involved with the school, such as parents, members of staff, the school’s local education authority (LEA) and OFSTED. The primary purpose of action planning is to enhance the quality of pupils’ learning experiences. The purpose of this research is to identify changes in policy and practice that result from schools’ action plans, and to explore the ways in which schools approach the task of developing and implementing action planning. The research had two phases: a questionnaire survey of 200 primary and 225 secondary headteachers in schools inspected during Spring or Summer 1995; and case-study work in approximately 10 schools, where discussions were held with members of staff and governors focusing on their experiences of drawing up and implementing their action plans, the feedback they have received from registered inspectors and support from LEA personnel and others. Two reports of the study, covering phase I and phase II separately, will be published in 1997 and will be of interest to all those involved in the OFSTED inspection process. Status: Sponsored project Source of Grant: NFER Membership Programme £80,000 Date of Research: 1995-continuing

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KEYWORDS: development plans; educational planning; educational quality; inspection; school effectiveness 11/1004 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Fletcher-Campbell, F. Dr; Supervisor: Bradley, J. Dr The education of looked-after children Abstract: Recent studies have established unequivocally that the educational experiences of young people who are ‘looked after’ by the local authority (following a breakdown in their family situations) are liable to be negative unless there is positive intervention by specialist services to ensure that educational placements are secured and maintained, and that education is a high priority in the care plans made for these young people and amongst all those working with them. Following a critical report from the Office for Standards in Education (OFSTED) and the Social Services Inspectorate (SSI), a number of local authorities are seeking to address the problem and engage in initiatives designed to support the education of the young people in their care. There are only a few services across England and Wales that have several years’ experience of this work; although this is immensely valuable it needs to be related to other situations and to a changing financial and educational context. The management issues facing service providers are considerable. The research aimed to ascertain local authorities’ present policies and provision for the education of looked-after children (by questionnaire and follow-up interviews); and to look in detail at various aspects of practice in a range of service provision in order to extract principles that can be applied more widely (by detailed case studies). The research sought to identify the criteria for ‘effective practice’ both at the level of strategic policy and at the level of practitioners working directly with the young people. Published Material: FLETCHER-CAMPBELL, F. (1997). The education of children who are looked-after. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1995–1996 KEYWORDS: child caregivers; child welfare; children at risk; disadvantaged; educationally disadvantaged; pupil needs; social services; underachievement 11/1005 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Supervisor: Stoney, S. Dr Evaluating service level agreements Abstract: In recent years, Careers Services have been encouraged, through legislation and through various practitioner guidelines, to work more closely with schools, colleges and

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other partners in order to develop competencies in young people which will help them make informed and realistic decisions about their future. One element of the partnership approach adopted by many Services has been the development of service level agreements between Careers Services and educational institutions which aim to identify the activities, respective contributions and intended outcomes to be established through careers education and guidance programmes. Careers Service West introduced a new service level agreement in 1995–96 and wanted to find out if partners considered it to be a useful working document. The aims of this project are: 1) to identify key areas for improvement in the service level agreement in 1996–97; 2) to develop the evaluation skills and experience of the Careers Service West staff involved in the evaluation. Data was collected from group discussions with staff and students in 10 educational institutions (9 schools and 1 college) and from a survey of their careers advisers. In total, 34 school and college staff, 139 students and 11 careers advisers participated in the project. The outcome was a report, with executive summary, which was provided for Careers Service West. Status: Sponsored project Source of Grant: Careers Service West £3,900 Date of Research: 1995–1996 KEYWORDS: career education; careers service; programme evaluation; vocational guidance 11/1006 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Fletcher-Campbell, F. Dr; Jowett, S. Dr; Lee, B. Ms; Derrington, C. Ms; Evans, C. Ms; Supervisor: Bradley, J. Dr The implementation of the Code of Practice on the Identification and Assessment of Special Educational Needs Abstract: All local education authorities (LEAs) and all schools in England and Wales are currently engaged in implementing the guidance and the statutory requirements of the Code of Practice on the Identiflcation and Assessment of Special Educational Needs. The Code was positively received by a range of professionals working with young people with special needs, although there was widespread uncertainty about how it would operate in practice. In Phase 1 of the project, a questionnaire was sent to all LEAs, eliciting information about the way in which they were supporting schools in implementing the Code and about any changes in LEA practices which had come about as a result of it (for example, the adherence to the timescales for statementing, and the establishment or maintenance of collaborative work with other agencies required by the Code). Visits were made to 21 authorities to gather more extensive data in relation to their questionnaire returns, and an indepth interview programme was undertaken in 5 of these 21 in order to investigate issues in detail with a wide range of relevant practitioners and service managers. Phase 2 involved case study work in 20 schools and will investigated the impact of the Code on schools’ management and organisation, liaison with external agencies and resourcing.

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Published Material: JOWETT, S., FLETCHER-CAMPBELL, F., EVANS, C. & LEE, B. (1996). The implementation of the Code of Practice on the identiflcation and assessment of special educational needs: interim report. Slough: National Foundation for Educational Research.; DERRINGTON, C, EVANS, C. & LEE, B. (1996). The Code of Practice: the impact on schools and LEAs. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1995–1996 KEYWORDS: agency cooperation; diagnostic assessment; educational policy; individual needs; mainstreaming; pupil needs; special educational needs; statements— special educational needs 11/1007 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hagues, N. Mr; Courtenay, D. Ms; Supervisor: Whetton, C. Mr Customised Testing Project Abstract: A new generation of item banks is being developed in the areas of verbal reasoning, non-verbal reasoning, mathematics and English, from which tests have been selected from 1995 onwards. All items are in multiple-choice format, which enables customers to machine-read their answer sheets for ease and speed of marking. The items and their associated psychometric data are stored in a computer database. Status: Sponsored project Source of Grant: NFER-Nelson Publishing Company Date of Research: 1994-continuing KEYWORDS: assessment; computer assisted testing; item banks; multiple choice tests; test construction; test items; tests 11/1008 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Schagen, S. Dr; Supervisor: Stoney, S. Dr Children’s understanding of concepts relating to development education Abstract: The National Foundation for Educational Research (NFER) has been commissioned by the Irish Curriculum Network in Development Education to explore children’s understanding of relevant concepts, focusing particularly on justice, human rights and the global perspective. The aim is to provide a conceptual framework which would map the concepts associated with development education against the cognitive development of young people through the ages and stages of compulsory education. A critical review will be undertaken of bodies of literature which have an important bearing on this subject, including developmental psychology and moral education. The report will

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examine the adequacy of existing research, noting areas where there appears to be insufficient evidence, and if appropriate, making recommendations for further research needed to supply the missing data. Status: Sponsored project Source of Grant: Irish Curriculum Network in Development Education £9,550 Date of Research: 1995–1996 KEYWORDS: concept formation; curriculum development; development education; global approach; human rights; justice; moral education; values 11/1009 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sizmur, S. Dr; Sainsbury, M. Dr; Christophers, U. Mrs; Gallacher, S. Dr Technical pilot of the National Curriculum key stage 1 optional level 2 reading comprehension test in 1995 Abstract: The focus of research was the optional Reading Comprehension Test for National Curriculum assessment at key stage 1 in 1995. The stated purpose was to provide information on children’s comprehension of text, and the test awarded a comprehension grade within Level 2 in En2. A potential future use for such a test would be as part of statutory assessment. During the research, comparisons were made with the existing statutory task for En2. A representative sample was achieved, comprising pupils, their parents, teachers and headteachers in 315 schools in England and Wales. Analyses were based on test scripts, questionnaires, observations and interviews, and an expert review. The test raised no major manageability problems. Score data revealed it as delivering reasonably consistent outcomes. There was a tension between the levelawarding and the grading purposes for the test. In terms of technical performance, the test and items comprising it were too easy to allow reliable grading of better readers at Level 2. The test was generally considered to under-represent the National Curriculum, being focused on a narrow aspect of reading, which appeared to be comprehension of detail through close reading of text, while the statutory task represented the curriculum more fully. The test also raised problems of accessibility, particularly for children working just within Level 2. However, there were indications that the comprehension test was capable of adding to the range of information that teachers and schools could draw upon in helping the development of children’s reading. Published Material: SIZMUR, S., CHRISTOPHERS, U. & GALLACHER, S. (1995). Technical pilot of the key stage 1 optional level 2 reading comprehension test in 1995: final report. London: Schools Curriculum and Assessment Authority.; SIZMUR, S., CHRISTOPHERS, U. & GALLACHER, S. (1996). ‘Where next? Assessment of reading at key stage 1’, British Journal of Curriculum and Assessment, Vol 6, No 2, pp.7–11. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £110,110 Date of Research: 1995–1995 KEYWORDS: assessment; National Curriculum; reading; reading comprehension; reading tests; tests

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11/1010 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lee, B. Ms; Henkhuzens, Z. Ms; Supervisor: Bradley, J. Dr The integration of pupils with special educational needs Abstract: A great deal of research has already been carried out into policy and practice in the integration of children with special educational needs into ordinary schools, but the focus of the current project is on how effective practice can be implemented in a changed educational context. Issues including the impact of Local Management of Schools (LMS) and increased parental choice regarding school placement will be explored. The aims of the project are to: 1) map the present position regarding the integration of pupils with special educational needs in all local education authorities (LEAs) in England and Wales; 2) examine the impact of educational administration and resourcing strategies on the integration of these pupils. The research comprises two phases: Phase 1—a questionnaire survey of all LEAs eliciting their policies and practice with regard to integration was carried out in the summer of 1995 (linked to the NFER project on the Code of Practice); Phase 2—case studies of integration practice are being undertaken (from November 1995 to July 1996) in a small number of LEAs involving interviews with LEA staff, managers and teachers in mainstream and special schools, and pupils and students, where possible. Published Material: LEE, B. & HENKHUZENS, Z. (1996). Integration in progress: pupils with special needs in mainstream schools. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1995–1996 KEYWORDS: Local Management of Schools; mainstreaming; parent choice; special educational needs 11/1011 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Jamison, J. Mr; Supervisor: Stoney, S. Dr Visually impaired candidates for employment Abstract: Blind in Business (BiB) is a charity founded in 1992 with the aim of opening up employment opportunities for people who are visually impaired, either blind or partially sighted. BiB is seeking to launch a job covenant scheme whereby employers will be asked to ‘covenant’ a job for a visually impaired person. In the first instance, the groups of young people to be targeted will be graduates for further and higher education. In advance of introducing this scheme, BiB funded a research project to provide information on the numbers, characteristics and needs of young people who could benefit from a job covenant. They commissioned the National Foundation for Educational Research (NFER) to undertake this research. The aims of the project were as follows: 1)

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To establish the number of visually impaired young people graduating from university and further education each year from 1993–98. 2) To establish the disciplines, studies and educational achievement of these students on leaving education. 3) To identify the type of careers sought by these students on leaving education. 4) To assess whether additional IT skills or other training would increase the opportunities for employment. 5) To ascertain how to match these students to careers opportunities and ensure their progression. The main research activities were: 1) a survey by questionnaire of all colleges of further and/or higher education in England, Wales and Scotland; 2) telephone interviews with up to 100 college and university staff; 3) telephone interviews with up to 200 visually impaired students. A report was submitted to Blind in Business giving an overview of the main research findings and conclusions, and also providing likely sources of visually impaired candidates for employment through the Job Covenant Scheme. Status: Sponsored project Source of Grant: Blind in Business Date of Research: 1995–1995 KEYWORDS: blindness; careers; employment opportunities; further education; graduate employment; higher education; students; visual impairments 11/1012 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Schagen, S. Dr; MacDonald, A. Ms; Supervisor: Stoney, S. Dr Evaluation of Natwest Face 2 Face with Finance Abstract: NatWest Face 2 Face With Finance is a programme of educational acitivities designed to promote understanding of ‘financial literacy’ (personal money management). The National Foundation for Educational Research (NFER) has been commissioned by NatWest to assess the effectiveness of Face 2 Face in raising levels of financial literacy among young people of secondary school age. The project will use mainly quantitative analysis, although some qualitative work will be involved. The main research instrument will be a questionnaire given to young people before and after participation in Face 2 Face activities, in order to assess their level of fmancial literacy, and obtain a measure of improvement. Three cohorts of young people will take part in the evaluation. Groups will be chosen to reflect the range of Face 2 Face activities and the different curricular contexts in which they are used. Students in the first two cohorts will be sent a follow-up questionnaire, one and (where possible) two years later, in order to assess their retention of knowledge and the extent to which they are applying acquired skills to real-life situations. Teachers who complete placements at NatWest will be interviewed in order to discover what they achieved during their time at the Bank, and how they expect their teaching to develop as a result. Teacher interviews in 1995 and 1996 will be followed up in order to see whether their expectations had been fulfilled. Status: Sponsored project Source of Grant: NatWest £106,548 Date of Research: 1995-continuing

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KEYWORDS: budgeting; flnancial services; money management; secondary school pupils; secondments; teacher development 11/1013 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Schagen, S. Dr; Lines, A. Mrs; Supervisor: Stoney, S. Dr Financial literacy in adult life Abstract: Over the past ten years, there has been a rapid growth in the number of people seeking debt counselling. Among the general population, certain groups can be identified as likely to have problems of this kind, including the unemployed, the low waged, single parents and students. Debt counselling tends to be reactive, advising people who are already in difficulties; a feasibility study indicated a lack of opportunities for adults to develop money management skills which could help them to avoid future problems. The National Foundation for Educational Research (NFER) was therefore commissioned by the NatWest Group Charitable Trust to explore adult learning needs in this fleld, and the ways in which those needs could most effectively be met. The research project consists of two separate but related surveys: 1) A survey of adult learning needs was carried out in collaboration with a market research organisation. 2) A survey of providers in a number of different categories (further education colleges, Citizens’ Advice Bureaux, etc) was conducted by telephone and postal questionnaire, in order to determine the scope for integrating a financial literacy dimension into existing courses, and for introducing informal learning opportunities into the day-to-day activities of guidance and counselling agencies. Published Material: SCHAGEN, S. & LINES, A. (1996). Financial literacy in adult life: a report to the Natwest Group Charitable Trust. Slough; National Foundation for Educational Research. Status: Sponsored prqject Source of Grant: NatWest Group Charitable Trust £31,317 Date of Research: 1995–1996 KEYWORDS: adult learning; budgeting; family flnancial resources; financial services; money management 11/1014 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Supervisor: Stoney, S. Dr Review of adult education in the LEA sector Abstract: The context of adult education provision has undergone substantial change during the 1990s, with some responsibility having been removed from local education authorities (LEAs) and invested in the newly incorporated further education colleges. Given the current impetus to encourage the development of a culture of lifelong learning,

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there is now a need to review adult education in the local education authority sector. The aims of the project are to: 1) map the current extent and scope of adult education funded by local education authorities; 2) explore the policies and mechanisms used to deliver adult education in this sector; and 3) review current provision and the implications for future practice. The methods will include: 1) a review of literature and LEA documentation on adult education; 2) questionnaire survey of all LEAs in England and Wales. The main project outcome will be a report which will be disseminated widely to LEA, adult education and Training and Enterprise Council audiences. Status: Sponsored project Source of Grant: NFER £26,545 Date of Research: 1995–1996 KEYWORDS: adult education; lifelong learning; local education authorities 11/1015 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Golden, S. Ms; Supervisor: Stoney, S. Dr The learning process in NVQ delivery Abstract: The learning process for delivering National Vocational Qualifications (NVQs) is a relatively under-researched topic. There is a lack of empirical evidence on the use of different learning approaches in NVQ programmes. This research aims to fill this gap. The aims of the project are: 1) To establish the extent to which learning processes and methods, which are widely held to be an effective means for delivering NVQs, are in fact being used in practice by the whole range of training providers. 2) To identify the problems and constraints which may be inhibiting the use of effective learning processes in particular circumstances. 3) To provide guidance for the Department for Education and Employment (DfEE) on any future actions which may be needed in order to support effective learning in NVQ delivery. The project will include: 1) a questionnaire survey of training providers (colleges, employers and private training companies) covering all the main industrial and commercial sectors); and 2) 15 case studies of training providers using effective learning strategies to deliver NVQs. The project provided a report and a summary for training providers. Status: Sponsored project Source of Grant: Department for Education and Employment £47,410 Date of Research: 1995–1996 KEYWORDS: learning strategies; National Vocational Qualifications; teaching methods; training; training methods; vocational education 11/1016 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Golden, S. Ms; Supervisor: Stoney, S. Dr

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Evaluation of the delivery of National Vocational Qualifications (NVQs) and Scottish Vocational Qualifications (SVQs) in further education Abstract: National and Scottish Vocational Qualiflcations were introduced to improve and accredit the skills of the British workforce. Although some progress has been made there are known to be barriers to take-up of NVQs and SVQs, including the unavailability of relevant programmes and the bureaucracy associated with them. There is a need to examine the critical factors which affect the delivery and take-up of NVQs and SVQs in a key sector: further education (FE). The aims of the project are to: 1) ascertain the extent to which FE colleges are offering the full range of NVQs and SVQs; 2) identify the main barriers which are currently hindering FE colleges from offering NVQ and SVQ programmes; 3) examine the extent to which colleges are meeting national standards and responding in terms of learner support, guidance infrastructure and curriculum development; and 4) analyse how far colleges are able to deliver NVQ and SVQ assessment with sufficient quality and rigour and in a cost-effective way. The project will include: a) audit of NVQ and SVQ databases on programmes and uptake; 2) questionnaire surveys of all FE colleges in England, Scotland and Wales; and 3) five area case studies. A project report and summary was produced for the sponsor. Status: Sponsored prqject Source of Grant: Department for Education and Employment £58,594 Date of Research: 1996–1996 KEYWORDS: colleges of further education; further education; national vocational qualiflcations; Scottish Vocational Qualifications; training; vocational education 11/1017 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Burley, J. Ms; McCulloch, K. Ms; Supervisor: Sainsbury, M. Dr; Ashby, J. Mr Trialling of key stage 1 task and test materials for 1997 Abstract: The School Curriculum and Assessment Authority (SCAA) are developing assessment tasks and tests for use at the end of National Curriculum key stage 1 in schools in 1997. The aim of this project is to administer a series of large scale trials of the tasks and tests in mathematics, reading and spelling in order to provide SCAA with the relevant information that they need to be able to refme the assessment instruments or to standardise them. Large scale, nationally representative, stratified samples of children in England and Wales are being drawn. In the case of developmental trials, 800 children are used and for standardisation trials, 2000 children are targeted. Analysis is carried out on the pupils’ results arising out of each of the trials and further information is obtained from a questionnaire survey of the teachers who are taking part in the trials. A small number of school visits are made to observe teachers administering the tasks and tests and by means of bricf and informal interviews to ascertain pupils’ perceptions and teachers’ opinions of the assessment materials. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £214,034 Date of Research: 1996-continuing

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KEYWORDS: assessment; National Curriculum; standardised tests; test construction; tests 11/1018 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hogarth, S. Dr; Kinder, K. Ms; Supervisor: Harland, J. Dr Arts organisations and their education programmes Abstract: The Arts Council of England commissioned this study of the education programmes provided by those arts organisations which received over 5,000 pounds support from the Arts Council in the year 1994/95. The project surveyed education programmes in order to provide a reference database and a full and short report analysing the responses to a postal questionnaire. The main parameters investigated included staffing, participants, educational activities and their relationship to the organisations’ main activities, evaluation and monitoring, and finances. An 8 page questionnaire was developed and refined by interviewing representative organisations and by a postal survey of staff members in a further subset of organisations. The final questionnaire was circulated to 919 organisations. Five hundred and fifty one completed questionnaires were returned in time for the analysis. The responses were analysed by art form, by Regional Art Board, by size of organisation and by other variables. Published Material: HOGARTH, S., KINDER, K. & HARLAND, J. The education programmes of arts organisation. London: Arts Council of England. (in press). Status: Sponsored project Source of Grant: Arts Council of England £28,476 Date of Research: 1995–1996 KEYWORDS: art activities; arts 11/1019 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr Assessing reading at Year 2 and Year 6 in three Inner London boroughs Abstract: The Office for Standards in Education (OFSTED) is carrying out an inspection programme of the teaching of reading in Year 2 and Year 6 in 45 schools in 3 Inner London boroughs. This project will complement the inspection programme by testing the reading of 1800 pupils in these age groups. Status: Sponsored project Source of Grant: Office for Standards in Education £47,000 Date of Research: 1995–1995 KEYWORDS: assessment; inspection; inspectors—of schools; reading; reading ability; reading teaching; school effectiveness

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11/1020 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr; Sizmur, S. Dr Criterion-referenced assessment in the National Curriculum Abstract: This project is a desk research exercise aimed at investigating elements of the theoretical background of National Curriculum assessment. It will involve a study of the literature addressing criterion-referenced testing, an analysis of the underlying theoretical background, and the application of this to the National Curriculum. Status: Sponsored project Source of Grant: NFER £18,000 Date of Research: 1995–1996 KEYWORDS: assessment; criterion referenced tests; National Curriculum; tests 11/1021 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr; Lupetti, S. Mrs; Schagen, I. Dr The reading and language demands of mathematics tests Abstract: Seven-year-old pupils at the end of National Curriculum key stage 1 have, from 1995, been required to take a written test of mathematics. This research aimed to explore the effect of the written medium and the language used on the mathematical attainments of the pupils. The study consisted of several elements: 1) an analysis of the language and layout of several commonly used mathematics teaching schemes; 2) an analysis of the language and layout of the 1995 key stage 1 mathematics test; 3) interviews with children about the questions in the mathematics test; 4) a multilevel model analysis of pupils’ attainment in mathematics and reading. The test was found to differ in signiflcant respects from the teaching schemes which, nevertheless, differed amongst themselves. Reading and language demands were found to result in a number of misunderstandings amongst children taking the test. The statistical analysis showed an effect of reading level, even when mathematics teacher assessment had been taken into account. An unpublished report has been produced for the School Curriculum and Assessment Authority Status: Sponsored prqject Source of Grant: School Curriculum and Assessment Authority £14,000 Date of Research: 1995–1995 KEYWORDS: assessment; mathematics education; mathematics tests; national curriculum; reading ability; tests 11/1022 The Mere, Upton Park, Slough SL1 2DQ

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01753 574123 Sims, D. Mr; Supervisor: Stoney, S. Dr; Morris, M. Miss Evaluating the impact of enhanced careers advice and guidance on 13/ 14 year olds Abstract: This research project has been commissioned by the Department for Education and Employment, just over one year after the announcement of additional resources for careers guidance in Years 9 and 10. The central aim of the study is to provide a baseline evaluation of the careers advice and guidance which has been made available for students in Years 9 and 10 and also to identify the related outcomes which have resulted for young people. Since the initiative began in September 1994 and covered provision for two year groups, the project needs to establish a series of baselines: the level of provision prior to the start of the initiative; that which was made available in the early days of the initiative (in the academic year 1994/95) and a baseline of outcomes for students who had completed Years 9 and 10 by the summer of 1995. To establish this sequence of baselines, the study will adopt a mixed methodology approach based on data obtained in 15 selected Careers Service areas and 40 schools. It will draw on detailed interview and documentary information obtained from Careers Service staff and teachers and survey data from young people in Years 9 and 10 in the selected schools. The main objective of the study will be to provide a clear picture of school and Careers Service provision and student outcomes against which the impact of the enhanced careers education and guidance provision for students in Years 9 and 10 can be evaluated. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1995–1996 KEYWORDS: career education; careers service; guidance; vocational guidance 11/1023 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sizmur, S. Dr; Ashby, J. Mr Introducing scientific concepts to children Abstract: The result of introducing children to scientific meanings is unpredictable, and a range of research literature attests to the difficulty pupils have in understanding fundamental principles underlying scientific knowledge. Teachers have a range of possibilities for introducing scientiflc topics, but there has been little attention given to the approaches actually employed by typical primary teachers. There is a need for an appraisal of such approaches, to identify where existing practice is effective and where it is in need of support. The aims of this project are to: 1) examine how scientific constructs are first introduced to children in primary classrooms; 2) develop a means of categorising these methods; 3) gather information on how children’s understanding of the constructs might be related to the ways they are introduced. Two areas of science content, derived from the National Curriculum programmes of study for key stage 2, are addressed: the heart and circulation (from Life processes and living things); and periodic changes in the solar system (from Physical processes). Visits to participating schools will be arranged

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for the time the concept area was first introduced to the children. The means by which the concept area was introduced will be recorded, using appropriate methods such as audio or videotape and researcher notes. Supporting information will be gathered from teachers. Pupils will be interviewed in each school to determine their understanding of the concepts and any links to the activities in which they have participated. Status: Sponsored project Source of Grant: NFER £51,383 Date of Research: 1995-continuing KEYWORDS: concept teaching; primary education; science education; scientific concepts 11/1024 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gorman, T. Dr; Kispal, A. Ms; Orr, G. Mr; Supervisor: Brooks, G. Dr Reading standards in Northern Ireland in 1996 Abstract: Surveys of the reading standards of pupils in Northern Ireland aged 8, 11 and 14 were carried out in May 1996 for the Department of Education in Northern Ireland. The aims of the study were to estimate the level of reading attainment of the 3 age groups studied, and to provide results which could be compared with those of previous surveys, particularly the Northern Ireland survey of 1993. For the first time, pupils aged 14 were also asked to complete a questionnaire on their attitudes to reading. The main findings were: 1) Girls’ results were on average higher than boys’. 2) Pupils not receiving free school meals achieved higher mean scores than those receiving free meals. 3) Pupils who watched 5 or more hours television per school day had significantly lower scores than those who watched less. 4) At age 8, pupils who had attended a nursery before school entry had a higher average score than those who had been to playgroup, who in turn scored higher than children who had experienced neither form of preschool education. 5) At age 14, pupils in schools with high GCSE results had much higher average scores than others. This difference corresponded almost exactly with the divide between grammar and secondary (modern) schools. 6) The attainment of Catholic and Protestant pupils was very similar; Catholic pupils appeared to have made up most of the gap found in 1993. 7) At age 14, most pupils enjoyed reading, and their attitudes to it were mainly positive (girls’ attitudes being more positive than boys'), though over half preferred watching television to reading. There was a strong relationship between positive attitudes and higher test performance. 8) The results showed good progress in reading between ages 8 and 11, but slow progress between ages 11 and 14. 9) Comparisons with the 1993 survey showed little change at age 8, a substantial improvement at age 11, and a signiflcant decline at age 14. 10) Overall, the 14 year-olds tested appeared to belong to a lowerachieving cohort. The principal recommendation arising from the study was that monitoring of reading standards should be continued, in order to provide reliable and upto-date information on the performance of the education system.

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Published Material: BROOKS, G., FERNANDES, G., GORMAN, T.R & WELLS, I. (1995). Reading standards in Northera Ireland revisited. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Department of Education in Northern Ireland £55,000 Date of Research: 1996–1996 KEYWORDS: Northern Ireland; reading ability; reading achievement 11/1025 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Dickson, P. Mr Foreign language teaching in adult and vocational education Abstract: This review aims to describe arrangements for the provision and organisation of foreign language teaching in adult and vocational contexts, and is carried out in collaboration with other institutions within the Consortium of Institutions for Development and Research in Education in Europe (CIDREE) network. Information to be collected will include: student enrolment; institutions and centres making provision; leavers’ needs and course provision; qualification structures and levels of attainment; measures for funding and support. Reports will be produced by participating institutions (currently those in the Netherlands, Belgium, Spain and England). A concise report providing comparisons is under consideration. Status: Sponsored project Source of Grant: NFER Additional Activities £9,000 Date of Research: 1996–1996 KEYWORDS: adult education; comparative education; languages; modern language studies; vocational education 11/1026 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Dickson, P. Mr Development of spoken language in modern foreign language classrooms Abstract: The National Curriculum for modern foreign languages (MFLs) has formalised a long-standing dictum of Her Majesty’s Inspectorate (HMI) that the target language should be used for all purposes in MFL classrooms. However, observation and informal reports suggest that teachers rarely use the target language for all classroom functions and switch frequently to English. This enquiry is a questionnaire survey of 800 teachers of MFLs in 400 schools, designed to establish the nature of target language use with regard to different purposes and different classroom situations. It will also investigate teachers’ views on the reasons and constraints which govern the pattern of target language use, and consider what conditions would be most likely to support the development of pupils’

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spoken language in the context of the classroom. The findings will be reported in November 1996 (using The Target Language—a View from the Classroom). Status: Sponsored project Source of Grant: NFER Additional Activities £18,900 Date of Research: 1995–1996 KEYWORDS: dassroom communication; language of instruction; language skills; languages; modern language studies 11/1027 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harris, S. Mrs; Supervisor: Keys, W. Dr Study into school admissions: problems affecting service children Abstract: Service families are subject to postings both within the UK and overseas. These postings can take place at any time of year and service parents may, as a result, have to obtain school places for their children at times which do not coincide with the start of the new school year. This study was commissioned by the Royal Air Force (RAF) to investigate the range of problems experienced by service parents with regard to obtaining places for their children, in both primary and secondary schools. The study involves: 1) a questionnaire survey of RAF parents randomly selected from 6 RAF bases in England (totalling approximately 1200 families); and 2) interviews with headteachers of a small number of schools which admit a large number of children from RAF service families. The study will produce a report presenting the findings of the questionnaire survey and the interviews with headteachers. Status: Sponsored project Source of Grant: RAF Headquarters: Personnel and Training Command, Training Support and Education Branch £10,000 Date of Research: 1996-continuing KEYWORDS: access to education; admission criteria; parent choice; pupil mobility; servicemen’s children; transfer pupils 11/1028 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Christophers, U. Mrs; Lewis, G. Mr; Williams, S. Mr An evaluation of training credits: West Wales Training and Enterprise Council (TEC) area Abstract: Subsequent to a baseline study evaluating the impact of training credits in the West Wales area, undertaken two years ago, follow-up work is being carried out in the same area. The research will look at any changes that have taken place in the attitudes of young people, their parents and employers in the area, towards the work-based route to qualiflcations. Large scale surveys will be undertaken with Year 11 students, young

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people in training using training credits and their parents. Additionally, careers coordinators, careers advisers and employers will be surveyed. Interviews will be carried out with a sub-set of each group. Status: Sponsored project Source of Grant: West Wales Training and Enterprise Council Date of Research: 1996-continuing KEYWORDS: attitudes; school to work transition; training; training credits; vocational education; work based learning; youth employment 11/1029 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 MacDonald, A. Ms; Supervisor: Weston, P. Mrs Talking TVEI: young people’s accounts of 14–18 progression Abstract: This paper presents the voices of young people who experienced the Technical and Vocational Education Initiative (TVEI) during their last two years of compulsory schooling, set within the context of national evidence on the lasting impact of TVEI in the education/training fleld. The paper draws on young people’s thoughts on the value of their experience in relation to key aspects of TVEI provision and their perceptions of the success of TVEI in achieving its goals. The comments formed part of the data gathered for the Cohort Study of TVEI Extension Students undertaken by the National Foundation for Educational Research (NFER) from 1991–1994 on behalf of the then Employment Department. This was a longitudinal study of two cohorts of young people, carried out as they progressed through the 14–18 age range. Postal questionnaires were administered annually over the four years, and young people were given the opportunity to air their views on a number of key issues related to TVEI aims. These open-ended comments provided a valuable insight into the views and experiences of the young people, in their own words. The comments showed that the young people were generally positive about what they had gained from their school-based TVEI experiences, although there were also some incisive criticisms. This paper thus provides an interesting addition to the more statistically signficant findings embraced by the reports on the cohort study published by the Employment Department. Published Material: MACDONALD, A. Talking TVEI: young people’s accounts of 14–18 progression. Slough: National Foundation for Educational Research. (in press). Status: Sponsored project Source of Grant: National Foundation for Educational Research £4,500 Date of Research: 1996-continuing KEYWORDS: schoolto work transition; TVEI; vocational education 11/1030 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Weston, R Mrs; Hamilton, K. Mrs

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Calderdale and Kirklees: ‘Next Step’ initiative Abstract: The Calderdale and Kirklees Training and Enterprise Council (TEC) has been running its ‘Next Step’ programme of education and training credits since 1992. Since the beginning of the programme, the National Foundation for Educational Research (NFER) has provided consultancy support for the evaluation of the programme, and carried out evaluative studies of speciflc aspects of the programme. A central focus of this work has been the impact of the ‘Next Step’ programme on the young people themselves. A 20% sample of the first cohort to experience ‘Next Step’ (1200 young people) were surveyed in June 1993 when they were completing Year 11. The same group of young people were sent a second questionnaire about a year later, in June 1994. This latest piece of research involved a further follow-up of this group, now in their third post-GCSE year, and aged 18+, some of whom were now in employment, whilst many were still in full-time study, possibly away from home. In addition, a second cohort was identifled from a database supplied by Calderdale and Kirklees TEC of young people who were in Year 11 last school year (1995) and who were therefore entitled to be part of the ‘Next Step’ initiative. The research focused on the young people’s qualifications and their subsequent occupations. They were asked for their views on the guidance they received, on their perceptions of ‘Next Step’ and on other issues relating to transition. Status: Sponsored project Source of Grant: Calderdale and Kirklees Training and Enterprise Council Date of Research: 1995–1996 KEYWORDS: followup studies; programme evaluation; school leavers; school to work transition; sixteen to nineteen education; training and enterprise councils; training credits; vocational education 11/1031 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Morris, M. Miss; Schagen, I. Dr; Supervisor: Weston, P. Mrs The outcomes of careers education and guidance for young people Abstract: Many claims have been made for the efficacy of well-founded careers education programmes organised by schools and careers services. In short, careers guidance is assumed to lead to short-term outcomes (with evidence of careers-related learning), to intermediate outcomes, such as the appropriate choice of post-16/ postguidance destinations and to longer-term outcomes that have a more marked economic implication. The research project was commissioned by the Department for Education and Employment (DfEE) to: 1) establish the extent to which the careers education and guidance received in Year 11 affected young people’s subsequent labour market destination, attainment and continuing development; 2) provide information on how useful the different aspects of the careers education and guidance experience was for young people, both generally and with regard to their subsequent performance and outcomes; 3) clarify whether or not careers education and guidance was more useful for some groups than others. The project involved secondary analysis of the NFER’s Technical Vocational Education Initiative (TVEI) Cohort Study data (collected from two

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cohorts of young people between 1991 and 1994). The analysis indicated that the careers education and guidance received in Year 11 was significantly related to young people’s short- and medium-term outcomes with respect to their: 1) satisfaction with their post-16 destinations; 2) awareness of the continued use of core learning skills; 3) judgement of the importance of those core learning skills in their future work; and 4) awareness of improvements in their personal and interpersonal skills (short-lived impact). There was no evidence that pre- or post-16 guidance was significantly linked to levels of achievement gained or being worked towards, nor to any long-term commitment to staying in learning. Published Material: MORRIS, M., SCHAGEN, I. & WESTON, P. (1996). The outcomes of careers education and guidance for young people. Final report to the Department for Education and Employment. Status: Sponsored project Source of Grant: Department for Education and Employment £15,000 Date of Research: 1995–1996 KEYWORDS: career choice; career education; pupil destinations; school leavers; school to work transition; sixteen to nineteen education; vocational guidance 11/1032 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Christophers, U. Mrs; Lines, A. Mrs; Supervisor: Weston, P Mrs; Morris, M. Miss Formative evaluation of the initial training pilot arrangements for the training of careers advisers Abstract: As a result of the contracting out of the careers services, and of young people’s increased entitlement to careers guidance arising out of the White Paper ‘Competitiveness: Helping Business to Win’, the Department for Education and Employment (DfEE) recognised a need to increase the number of highly trained staff in careers services. Using part of 18 million pounds allocated by the goverament in 1995 for the initial and continual professional development training of careers officers and careers teachers, the DfEE commissioned three consortia of careers services and course centres to develop pilot training programmes offering a more work-based and flexible approach to the award of the Diploma in Careers Guidance, beginning in September/October 1995. The National Foundation for Educational Research’s (NFER) research project focuses on the three underlying elements of the pilot, recruitment, implementation and impact. The overall aims of the evaluation are: 1) identify progress made in meeting the original aims of the pilots; and 2) assess the initial impact and effectiveness of the pilot programmes. In addition to the pre-specified aims, the research will also identify and explore the different operational practices and training processes that have occurred in each area and seek to identify any differential impact these may have had on trainee outcomes. A further element of the evaluation will be to explore the relative impact, on trainees and on careers services, of the work-based pilots and of the traditional full- and part-time Diploma in Careers Guidance (DCG) courses running in the three linked universities. The research design includes: 1) a detailed analysis of documentary material related to the

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development, implementation, operation and assessment of the three pilot courses and of the traditional DCG courses; 2) interviews with course coordinators, designers, providers, assessors and mentors; 3) a survey of all the students on the pilot courses and of a similar number of students on traditional one year courses and part-time courses; 4) focus groups with selected students on the pilot courses and on, or recently completing, the traditional one year and part-time courses. The main outcome of the research will be a report to the DfEE. This will draw on all the research evidence for the evaluation, identify the key issues relating to the development of the programme and will be accompanied by an executive summary. Status: Sponsored project Source of Grant: Department for Education and Employment £29,950 Date of Research: 1996–1996 KEYWORDS: careers advisers; careers service; careers teachers; professional education; training 11/1033 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lee, B. Ms; Evans, C. Ms; Supervisor: Keys, W. Dr Factors affecting the take-up of 16-plus educational provision Abstract: Britain lags behind its major industrial competitors in the numbers of young people who stay in education beyond the compulsory school-leaving age. Although staying-on rates have started to improve, there is concern that many young people are not being educated to the full extent of their capabilities. The main aims of the research are to identify: the factors which induce young people to flnish their education as soon as legally possible; the factors which encourage young people to remain in full-time education beyond the statutory leaving age; the factors which affect young people’s decisions to select different types of post-16 educational provision; the specific factors which impact upon the aspirations of young males in inner city areas; examples of good practice in the provision of advice to young people on careers and post-16 provision. The study comprises 3 phases. The developmental phase consists of group and individual interviews with pupils in Years 8, 11 and 12. A self-completion questionnaire will be designed on the basis of these interviews. Surveys will be carried out of about 3,000 students in 50 secondary schools (and sixth form colleges, where appropriate). The questionnaire for Year 8 and Year 11 will seek information on students’ career plans, post-16, sources of information and the reasons for their choices. The questionnaire for Year 12 will ask these questions retrospectively. A school/college questionnaire will also be used to obtain background information. The surveys will be complemented by case studies in order to develop and extend the data. The main outcome of the research will be a report outlining the main factors which affect students’ post-16 intentions. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1996-continuing

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KEYWORDS: career choice; decision making; pupil attitudes; pupil destinations; school leavers; sixteen to nineteen education; vocational guidance 11/1034 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Tabberer, R. Mr; Brooks, R. Ms; Hawker, J. Mrs Survey of information technology in initial teacher training Abstract: The purpose of the research project is to map out the current state of information technology (IT) in initial teacher training (ITT). The Teacher Training Agency (TTA) hopes to use the flndings to underpin the development of a national strategy for IT in ITT and to establish clear areas for further research and development. The survey will address the full range of ITT provision including higher education institution/school partnerships, school-centred initial teacher training, distance learning and employment-based schemes and also the full range of phase/subject provision including undergraduate, postgraduate, primary and secondary. In the flrst stage of the project, questionnaires were sent to 40 institutional providers of ITT and their partnership schools, where appropriate. In the spring term 1997 questionnaires will be sent to 168 ITT tutors, asking about their own use of IT in the ITT course. Finally, in the summer term, questionnaires will be distributed to 1500 trainees in the flnal term of their teacher training courses. They will be asked about their perceptions of their own IT capability as preparation for their role as teachers. The final report will be presented to the Teacher Training Agency in June 1997. Status: Sponsored project Source of Grant: Teacher Training Agency £34,390 Date of Research: 1996-continuing KEYWORDS: computer uses in education; information technology; preservice teacher education; school based teacher education 11/1035 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Weston, P. Mrs; Christophers, U. Mrs; Schagen, I. Dr; Lines, A. Mrs An evaluation of the impact of pre-16 work experience on the core skills of young people Abstract: A core sample of Year 11 students completed a questionnaire and test on core skills before and after work experience. The sample consisted of 2 randomly selected classes of students from 18 schools of different types geographically spread across England and Wales. The students were largely representative of the ability range. The period of work experience was 1–2 weeks and was chosen and undertaken as was usual for each school. The core skills examined were task-related (communication, numeracy, handling equipment) and personal/interpersonal (personal responsibility, work

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relationships, problem-solving). Results showed that there were signiflcant increases in task-related skills. Additionally, students’ self-ratings showed a much increased confidence level and the extent of worry related to achievement at work declined. Published Material: WESTON, R, CHRISTOPHERS, U, SCHAGEN, I. & LINES, A. (1996). Core skills at work: evaluating the impact of pre-16 work experience on the core skills of young people. Department for Education and Employment Research Studies 21. London: HMSO. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1995–1996 KEYWORDS: basic skills; pupil development; self esteem; skill development; vocational education; work education relationship; work experience 11/1036 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Whetton, C. Mr; Sainsbury, M. Dr; McCulloch, K. Ms Restandardisation of Neale Analysis of Reading Ability Abstract: The Neale Analysis of Reading Ability is a respected test suitable for children from 5 to 12 years of age. It was last standardised in 1988 and up-to-date norms are now required. The standardisation consists of 2 elements. A postal sample of approximately 4,000 pupils has been supplemented by a re-test sample of 400, administered by assessors. This design will permit the calculation of parallel forms reliability. In the same exercise, 2 other tests were also administered: the Phonological Assessment Battery and part of the British Ability Scales. Correlations between the 3 tests will also be calculated. Status: Sponsored project Source of Grant: NFER-Nelson Publishing Company £130,885 Date of Research: 1996–1996 KEYWORDS: assessment; reading ability; reading achievement; tests 11/1037 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr Trials of baseline assessment models Abstract: The School Curriculum and Assessment Authority (SCAA) is conducting a national consultation on a framework for baseline assessment. Part of this framework is a suggestion of 3 alternative assessment schemes. This project will gather systematic feedback from teachers who have trialled the 3 schemes. A national sample of 360 schools has been drawn and the schools divided evenly between the schemes. A programme of visits to 30 schools is also part of the research. An interim report will be provided at the end of October and the final report at the end of December.

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Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £40,000 Date of Research: 1996–1996 KEYWORDS: assessment; baseline assessment; early childhood education; reception classes; school entrance age; young children 11/1038 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr; Caspall, L. Ms Trials of baseline items Abstract: The School Curriculum and Assessment Authority (SCAA) is conducting a national consultation on a framework for baseline assessment and wishes to establish the technical properties of a large number of checklist items. This project has developed 4 item sets corresponding to the checklist. Each item set is being trialled in reception classes in 40 schools. Analyses of facility, discrimination and correlations will then be performed and a report written. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority £40,000 Date of Research: 1996–1996 KEYWORDS: assessment; baseline assessment; early childhood education; reception classes; school entrance age; young children 11/1039 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Whetton, C. Mr; Sainsbury, M. Dr; McCulloch, K. Ms Development of standardised test materials in English for Year 4 Abstract: The School Curriculum and Assessment Authority (SCAA) intends to provide optional tests and assessment materials for use with pupils in Year 4 of the National Curriculum. This project will develop a series of tests in English. One test will cover reading, one writing and one spelling. The tests will given rise to an indication of National Curriculum level and the reading and spelling tests will also yield standardised scores. The research project will involve an informal trialling stage with a group of teachers assisting in ensuring that the questions are suitable. There will then be three formal trials. The flrst two of these will be administered to samples of 400 pupils. The third is a standardisation trial and will involve 4,000 pupils. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1996-continuing KEYWORDS: assessment; English; National Curriculum; reading achievement; spelling; standard assessment tasks; tests; writing skills

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11/1040 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gallacher, S. Dr; Brooks, R. Ms; Supervisor: Tabberer, R. Mr Schools’ use of information technology Abstract: The objectives are two-fold: 1) To map information technology (IT) equipment levels and use at a local education authority (LEA) level to complement the biennial Department for Education and Employment (DfEE) survey; and 2) To examine the conditions contributing to successful IT use with pupils having some degree of special educational needs. The flrst objective will be achieved by a questionnaire survey, developed jointly with the National Association for Advisers of Computing in Education (NAACE). The second will comprise case studies of at least 50 experienced IT-using pupils. The outcomes will be: a) reports to LEAs of IT provision and use in their area, against a national picture, along with summaries for participating schools; and b) an overview report of ‘good practice’ in IT use in the special needs area. Status: Sponsored project Source of Grant: NFER Membership Programme Date of Research: 1996-continuing KEYWORDS: computer uses in education; information technology; local education authorities; special educational needs 11/1041 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gallacher, S. Dr; Supervisor: Tabberer, R. Mr Evaluation of integrated learning systems: phase III Abstract: The project is aiming to evaluate the impact of integrated learning systems (ILS) on pupil achievement levels. The National Foundation for Educational Research (NFER) is undertaking a largely quantitative study involving about 60 ILS-using schools and a smaller number of ‘controP schools (not using ILS). Tests in 3 domains: mathematics, English and cognitive abilities, will be administered to Year 5, Year 6 and Year 8 pupils at the beginning and end of the 1996–97 academic year. Any changes in achievement levels will be assessed in relation to ILS exposure. Pupil attitudes will also be monitored. This work will be complemented by field studies (10) to deepen understanding of the process contributing to the observed outcomes. This study sits alongside work being undertaken by colleagues at Leicester and Durham universities. Status: Sponsored project Source of Grant: National Council for Educational Technology Date of Research: 1996-continuing KEYWORDS: academic achievement; achievement; computer assisted learning; computer uses in education; educational software; information tecfmology; multimedia approach

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11/1042 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gallacher, S. Dr; Supervisor: Tabberer, R. Mr Improving schools’ discussion forum Abstract: This ongoing work aims to draw upon the spread of the Internet as an educational and communication tool to stimulate discussion around the area of school improvement. The National Foundation for Educational Research (NFER) act as moderators editing and stimulating the correspondence. So far, this has ranged from target-setting to baseline assessment. The discussion forum is part of the Department for Education and Employment’s (DfEE) ‘improving schools’ strategy. One outcome, other than raised awareness and information levels, might be the compilation of discussions into a publication. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1996-continuing KEYWORDS: computer uses in education; educational improvement; information networks; information technology; Internet; telecommunications 11/1043 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gallacher, S. Dr; Supervisor: Tabberer, R. Mr Evaluation of the Staffordshire targeted early education initiative Abstract: Class size really does matter. Whilst conflicting views appear to have resulted from research on the impact of class size on teaching and learning, in recent years a consistent theme has emerged. The weight of this evidence suggests that initiatives targeted on class size reductions in the early years of schooling have a signiflcant and positive impact. In cooperation with several other local education authorities (LEAs) throughout England, Staffordshire is engaged in a series of activities aimed at examining the effect of reducing class sizes in Reception, Year 1 and Year 2. In total, 31 schools from some of the most disadvantaged areas of the county will be participating in the initiative. Within Staffordshire, the project is being overseen by a steering group which comprises 5 headteachers, LEA staff and members of the National Foundation for Educational Research (NFER) evaluation team. Staffordshire is allocating funding to schools with National Curriculum key stage 1 classes, based on the proportion of children in each school eligible for free school meals. The amounts allocated to each of the 31 schools range from £2,000 to £22,000. The main aim of the project is to fully utilise the potential of additional targeted funding, focused on the reduction of class sizes (and the implementation of other related strategies) to bring about improvements in children’s levels of achievement. At an initial inservice teacher education (INSET) session, senior managers from each school were asked to formulate specific targets, detailing how the

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money would be spent, what they hoped to achieve, and how they were going to monitor progress toward these targets. From initial meetings, the participating schools suggested a common focus upon raising reading attainment. Whilst the main theme of the initiative deals with class size reduction, there may be limitations on schools’ physical ability to achieve these ends. For instance, they may simply lack the space to be able to create more classes. Schools have therefore arrived at a variety of ways of lowering the adultipupil ratio in their early years classes. This may involve greater use of trained National Nursery Examination Board (NNEB) staff or putting in more English as a Second Language (ESL) support. The initiative is planned to last for 3 years, with initial funding being allocated in September 1996. As with any development of this nature, there is the need to undertake an objective evaluation of the project during its lifetime and at its conclusion. The NFER has been asked to undertake this work in Staffordshire and has developed a framework of assessments and school visits in order to collect data about the participating schools, the children involved and the progress being made. In brief, this will involve assessing the reading ability of children in each of the 3 cohorts passing through Reception, Year 1 and Year 2 during the course of the project. This information will be collected annually, and at the very start of the project, along with background data relating to the pupils, the school and its environment. The collection of assessment data will be complemented by a series of visits to each of the schools. Through classroom observation and discussion with staff, the evaluation will be able to develop a more rounded picture of the impact of the initiative, and to place the assessment data in context. In order to be more cost effective, the NFER is undertaking this work collaboratively, with LEA staff and teachers. It is intended that the research will inform: a) schools on ‘best practice’ in translating additional funding allocations into real pupil progress and on embedding the changes within the schools; b) the LEA about the success or failure of the programme, and better equip them to make strategic decisions in the future regarding funding; and c) other LEAs about the most and least successful elements of the programme. In addition, the experiences of other participating LEAs will be drawn upon at the conclusion of the project. Status: Sponsored project Source of Grant: Staffordshire Local Education Authority Date of Research: 1996-continuing KEYWORDS: achievement; class size; early childhood education; educational flnance; educational improvement; primary schools; reading achievement 11/1044 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harris, S. Mrs; Supervisor: Keys, W. Dr Science in primary schools Abstract: The project was designed to investigate how primary schools were implementing the post-Dearing National Curriculum in science. The research was carried out to extend information concerning science in primary schools which was collected as part of the second Annual Survey of Trends in Education conducted by the National

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Foundation for Educational Research (NFER). A questionnaire survey of primary school headteachers was carried out in Autumn 1995. The sample consisted of 619 primary schools: 208 had participated in the Annual Survey the previous year and the remaining 411 schools were randomly selected from across England and Wales. The overall response rate to the survey was 69%. The questionnaire data was supplemented by information frorn other sources regarding the teaching of science. The main report on the project therefore includes: 1) a review of some of the current literature; 2) details of responses provided by primary school headteachers; 3) an analysis of science policy documents provided by a number of schools; 4) more detailed information about the practices in place in a small number of schools collected by means of either visits to the schools concerned, or telephone interviews. Main findings included: 1) over one-third of headteachers reported a lack of resources for teaching science; 2) at key stage 2, at least one-third of headteachers indicated that the accommodation for teaching science was inadequate or very poor in each year group (Year 3—Year 6); 3) 10% of headteachers admitted that some teachers lacked science knowledge. Published Material: HARRIS, S. (1996). Science in primary schools. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1996–1996 KEYWORDS: National Curriculum; primary education; science education 11/1045 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Schagen, S. Dr; Kerr, D. Mr; Ashby, P. Mrs; Blenkinsop, S. Miss; Supervisor: Weston, P. Mrs Effective progression from primary to secondary schooling Abstract: Primary-secondary transfer and attempts to promote progression in Year 7 will be assessed in the light of recent developments, such as the implementation of the National Curriculum and its associated assessment procedures. The main method used will be case-study visits to 10 secondary schools and some of their primary feeder schools. During the first phase of the project a telephone survey of about 100 schools will be carried out to provide contextual information and help identify the case-study schools. A series of visits will be undertaken during the 1996/97 school year, and members of staff who have a key role in primary-secondary transfer will be interviewed. The progress of Year 7 pupils will be monitored and assessed (making use of existing procedures where possible). The data collected will be used to evaluate the effectiveness of strategies designed to promote cross-phase progression. Status: Sponsored project Source of Grant: National Foundation for Educational Research £98,000 Date of Research: 1996-continuing KEYWORDS: developmental continuity; primary secondary education; primary to secondary transition; transfer pupils

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11/1046 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hagues, N. Mr; Supervisor: Whetton, C. Mr Evaluation of the National Literacy Project Abstract: The National Foundation for Educational Research (NFER) has been approached by the Department of Education and Employment (DfEE) to undertake an evaluation of this new government initiative. Fifteen local education authorities (LEAs) have volunteered to take part and the project will use a variety of methods to raise the levels of achievement in literacy in its associated schools. Because it is important that the outcomes of such a large project are evaluated in a tangible way, a series of formal reading tests are to be given to pupils within the centres on several occasions during their primary school years. This will provide a series of interlinked longitudinal studies demonstrating the progress made by the pupils involved in the project. Status: Sponsored project Source of Grant: Department of Education and Employment Date of Research: 1996-continuing KEYWORDS: achievement; assessment; literacy; primary education; reading ability; reading achievement; reading tests 11/1047 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sizmur, S. Dr; Ashby, 1 Mr; Kirkup, C. Ms Development and trialling of Year 4 assessments in science Abstract: Materials are to be developed to support teacher assessment in science during National Curriculum key stage 2. Up to 5 assessment units are to be produced, primarily for use at the end of Year 4. These will assess children’s attainment against specific aspects of the programme of study for science, and will provide teachers with an indication of children’s overall level of performance. The materials will be published by the School Curriculum and Assessment Authority (SCAA). The assessment activities comprise a combination of practical, written and oral tasks, and assess both experimental and investigative science and scientiflc knowledge and understanding. Each unit is first trialled informally by a group of teachers who are closely involved in the development. Following revisions, the materials are then subject to 2 rounds of formal trialling in a nationally representative sample of 50 schools. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1996-continuing KEYWORDS: assessment; assessment by teachers; National Curriculum; science education; tests

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11/1048 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sainsbury, M. Dr; Underhay, S. Mrs Standard tests in English for pupils at the end of the second key stages of the National Curriculum in 1997, 1998, 1999 Abstract: The purpose of this work is to provide assessments of individual pupils’ attainments in National Curriculum English at the end of key stage 2 (Year 6, typical age of pupils, 11 years). The assessments will be made in relation to the statutory curriculum order for English. The tests will be predominantly written and timed. During the initial developmental stage of the work, the research team at the National Foundation for Educational Research (NFER) work intensively with teacher consultants, acting as material writers. Members of this panel reconvene in successive stages of the project to revise and adapt material. Draft materials are scrutinised by an internally appointed vetting panel, while the work as a whole is under regular supervision by the committees of the School Curriculum and Assessment Authority (SCAA). For each year’s test, up to 3 times the required material is developed. Final selection is made on the basis of 2 pretests, each with a large nationally representative sample. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1996-continuing KEYWORDS: assessment; English; National Curriculwn; reading achievement; standard assessment tasks; tests; writing skills 11/1049 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Brooks, G. Dr CIDREE collaborative project on cross-curricular themes Abstract: This is a collaborative project with the Scottish Consultative Council on the Curriculum, Dundee; Northern Ireland Council for Curriculum, Examinations and Assessment, Belfast; Irish National Council for Curriculum and Assessment, Dublin; Department of Education of the Flemish Community, Brussels; and the National Institute for Curriculum Development (SLO), Enschede, Netherlands. A questionnaire is to be sent in January 1997 to all Consortium of Institutes of Development and Research in Education in Europe (CIDREE) member organisations asking about: 1) the current status of and practice in cross-curricular themes; 2) school students’ attitudes to the curriculum, its teaching and its outcomes, as documented in published sources. The findings will be incorporated in a ‘Handbook on Cross-Curricular Themes in Europe’ (working title) to be published in 1998. Published Material: CONSORTIUM OF INSTITUTES OF DEVELOPMENT AND RESEARCH IN EDUCATION IN EUROPE. (1995). Cross-curricular themes: a

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consultation document from the planning group for the CIDREE collaborative project on cross-curricular themes. Dundee: CIDREE. Status: Sponsored project Source of Grant: Consortium of Institutes of Development and Research in Education in Europe £5,000 Date of Research: 1995-continuing KEYWORDS: comparative education; cross curricular approach; Europe; pupil attitudes 11/1050 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Le Metais, J. Dr; Tabberer, R. Mr; O’Donnell, S. Ms; Boyd, S. Mrs International review of curriculum and assessment frameworks Abstract: The School Curriculum and Assessment Authority (SCAA) has commissioned a comparative study of curriculum and assessment frameworks in a range of overseas countries to support its evaluation of different methods of curriculum organisation and to provide a basis for comparability studies of educational outputs. The project will collect and analyse information from national sources, research and wider literature on: 1) curriculum design; 2) whole curriculum and assessment structures, and their relationship to school systems; and 3) structures of individual curricular areas. In the first instance, the study will build up an archive of information on selected states in Australia, Canada, Germany, Switzerland and the United States of America, as well as France, Hungary, Italy, Japan, Korea, the Netherlands, New Zealand, Singapore, Spain and Sweden. All data will be carefully annotated to indicate its source and status. The Archive will form the primary source for a series of comparative analyses. Invitational seminars, involving representatives of the countries being studied, will be held to explore selected themes in greater depth. The first of these seminars are: Primary Education: Expectations and Provision (January 1997); and Aims and Values underlying Curriculum and Assessment (February 1997). The outcomes of the study will be: a) an archive of structures and practices in a cross-section of countries; b) comparative analyses relating to specific themes and issues; c) a report to SCAA. Published Material: TABBERER, R. & LE METAIS, J. (1997). ‘Looking behind international comparisons’, Education Journal, Issue 9, p.20. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1996-continuing KEYWORDS: assessment; comparative education; curriculum; curriculum development 11/1051 The Mere, Upton Park, Slough SL1 2DQ 01753 574123

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Brooks, G. Dr Critical analysis of the research evidence on the teaching and learning of literacy Abstract: In recent years several research projects and reviews in Britain have concerned aspects of literacy learning and teaching: effective teachers of literacy, early reading intervention schemes, the teaching and learning of spelling, and methods of teaching reading. This project is a strategic review which would complement those mentioned, provide an authoritative statement on what research tells us about learaing to read and about the teaching and learning of writing and handwriting, and identify further research needs and opportunities. Published Material: HARRISON, C. (1996). The teaching of reading: what teachers need to know. Shepreth: UK Reading Association.; BROOKS, G. & HENKHUZENS, Z. Early reading intervention schemes. Slough: National Foundation for Educational Research. (in press). Status: Sponsored project Source of Grant: National Foundation for Educational Research £12,808 Date of Research: 1996-continuing KEYWORDS: handwriting; literacy; reading teaching; writing teaching 11/1052 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hutchison, D. Mr; Wilkin, A. Mrs; Kinder, K. Ms; Wood, H. Ms; Harman, J. Mr; Supervisor: Brooks, G. Dr Family literacy follow-up Abstract: In 1994–95 the National Foundation for Educational Research (NFER) evaluated the Basic Skills Agency’s Family Literacy Demonstration Programmes. The evaluation included testing parents and children at the beginning and end of their courses, and then testing many of them again at 2 follow-up points, 12 weeks and 9 months after the end of the courses. In this project, the parents and children will again be followed up, during the Spring term of 1997; this will be between 20 and 33 months after the end of their courses. The aim will be to investigate the extent to which the children have sustained gains made during the courses, and the continuing impact of the courses on the parents’ literacy and life chances. The methodology will involve further testing for the children but not for the parents: 1) As many as possible of the children from the evaluation will be re-tested on writing, vocabulary and reading. These measures will provide direct, quantitative estimates of the extent to which the gains made during the Programmes have been sustained. 2) The class teachers of a subsample of these children will be interviewed about those children and, for each of them, about a control child in the same class chosen randomly from the class register. The purpose of interviewing class teachers about a sub-sample of the Programme children and controls will be to establish to what extent Programme children differ from their peers on a set of measures of educational performance and attitude. A similar methodology has been employed in a long-term study of a Family Literacy initiative in Hawaii. 3) Wherever possible, test and

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National Curriculum assessment results for the Family Literacy and control children will be gathered and analysed, to supplement the data from testing and from interviews with teachers. 4) As many as possible of the parents from the evaluation will be interviewed about their literacy, about further courses undertaken, and about employment. 5) Programme staff will be interviewed. The outcome will be a report to the Basic Skills Agency and provision will be made for further follow-ups in 1998 and possibly later years. Status: Sponsored project Source of Grant: Basic Skills Agency £56,000 Date of Research: 1996-continuing KEYWORDS: family involvement; family programmes; followup studies; literacy; parent participation; reading skills; writing skills 11/1053 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Henkhuzens, Z. Ms; Supervisor: Brooks, G. Dr Evaluation of early reading intervention schemes Abstract: Since reading is so fundamental to education, early identification and remediation of reading difficulties are of paramount importance. Of the many reading intervention schemes, perhaps the best known is Reading Recovery, not least because it has been extensively investigated and evaluated. There has also been evaluation of paired reading schemes; a collaborative reading project carried out by Avon local education authority (LEA); the National Foundation for Educational Research (NFER); evaluation of the Knowsley LEA reading project; and the NFER is also evaluating the Family Literacy through Demonstration Programmes funded by the Basic Skills Agency. However, other approaches have been less systematically investigated, and there is a clear need for the full range of approaches to be mapped, and the existing literature on them to be evaluated. This investigation aims to provide an overview and critical evaluation of the literature on reading intervention schemes as a guide to local education authorities (LEAs) and schools wishing to introduce one or more of the schemes into their current work with pupils who are experiencing reading difficulties. Information on reading intervention schemes, which have been or are being used in the United Kingdom, has been sought from education authorities, institutions of teacher education, and organisations and individuals known to be active in this field. The schemes identified have been approached for further information. The Register of Educational Research and other databases have been searched and existing reviews of the literature are being used. Schemes used outside the UK are being reviewed only if these are also used within the UK. The reports are being analysed to identify how each scheme’s effectiveneness was investigated, if at all. Only those reports adopting a sound methodology are being drawn upon when reaching flrm conclusions about the value of intervention schemes, though descriptions of less formally evaluated schemes will be scrutinised for converging evidence. A number of the most effective and/or promising schemes will be selected for closer scrutiny as case studies; these programmes will be visited, the approach observed

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and the organisers interviewed. The outcome of the research will be a report describing the range of schemes in use, and setting out the analysis of the evidence on effectiveness. The flndings will be summarised in a set of guidelines for LEAs on the types of approach which could be considered worth funding, and on building satisfactory measures of effectiveness into programmes from the outset. Status: Sponsored project Source of Grant: National Foundation for Educational Research £41,592 Date of Research: 1995-continuing KEYWORDS: intervention; reading difflculties; reading teaching; remedial programmes; remedial reading 11/1054 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hutchison, D. Mr; Wilkin, A. Mrs; Supervisor Brooks, G. Dr Evaluation of family literacy alternative models Abstract: In 1994–95 the National Foundation for Educational Research (NFER) evaluated the Basic Skills Agency’s Family Literacy Demonstration Programmes (BROOKS, G. et al. (1996). Family literacy works. London: Basic Skills Agency) and in 1996–97 is mounting a follow-up investigation to that evaluation focusing on the four original Programmes. The Department for Education and Employment has now approved an expansion of the Family Literacy initiative in England, which began in October 1996, and the Agency has asked the NFER to mount a further and separate evaluation of part of the expanded initiative. The expanded initiative involves 33 local education authorities (LEAs) in England. Of these, 19 will be mounting Family Literacy courses based on the model (designated Model A) used in the original Demonstration Programmes, and 16 (including 2 of those using Model A) will be mounting courses based on 3 alternative models which are experimental extensions of the original. Model B: working with linguistic minority families where the parents have basic skills needs and the children are aged 3 to 6. Model C: working with parents with basic skills needs, and their children in Year 4 (therefore in primary and middle schools). Model D: working with parents with basic skills needs, and their children in Year 7 (therefore principally in the first year of secondary school). The principal aim of the project will be to investigate the effectiveness of the alternative models of family literacy funded by the Basic Skills Agency in: 1) boosting participating parents’ literacy; 2) boosting participating children’s literacy; and 3) establishing increased literacy practices in the family. The data to be gathered will include: 1) background data on parents and children; 2) quantitative data on recruitment, attendance, retention and accreditation; 3) quantitative data on parents’ and children’s literacy attainment; 4) quantitative data on literacy-related home activities; 5) observational data on the classroom implementation of the Models; and 6) qualitative data on the contexts of the courses. The principal outcome of the project will be a final report to the Basic Skills Agency which will be submitted in September 1998 and which will: 1) describe the context and approach of the 3 Models; 2) evaluate the impact of the Models on the literacy attainment and behaviours of parents and children; 3) state and

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analyse the observation and interview evidence; and 4) draw conclusions about the factors which had led to the effectiveness of the expanded initiative. Status: Sponsored project Source of Grant: Basic Skills Agency £121,000 Date of Research: 1996-continuing KEYWORDS: English—second language; ethnic groups; family involvement; family programmes; literacy; parent participation; reading skills; writing skills 11/1055 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sizmur, S. Dr; Burley, J. Ms; Sainsbury, M. Dr; Mason, K. Mr National Cumculum key stage 1 evaluation (1996) Abstract: An evaluation was carried out of the 1996 assessment in the core subjects of English, mathematics and science at National Curriculum key stage 1. The evaluation had 2 main elements: a survey of schools using case study and questionnaire methods; and an ‘error analysis’ of pupils’ responses to the tasks and tests in English and mathematics. For 1996, level descriptions replaced statements of attainment as the basis for making teacher assessments in National Curriculum subjects, and this was also reflected in the test and task approaches used. The aims of the research were: 1) to monitor the effects of the changes introduced for 1996; 2) to monitor the working of the system overall from the viewpoint of schools; 3) to analyse the children’s responses to tasks and tests, both to inform development of future assessments and to provide indications of how schools may work to improve children’s performance. The questionnaire survey was based in a nationally representative sample of 197 schools. Visits were made to a sub-sample of 22 schools to observe the assessments and to interview staff. Test scripts for the analysis of pupils’ responses were provided from the School Curriculum and Assessment Authority’s School Sampling Project. At the time of writing, details of the findings were confidential to the School Curriculum and Assessment Authority. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1996–1996 KEYWORDS: assessment; National Curriculum; primary education; standard assessment tasks; tests 11/1056 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gallacher, S. Dr; Supervisor: Weston, P. Mrs Kent primary self-evaluation: survey of current assessment practice in primary schools

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Abstract: Building on a relationship which led to the ‘Raising Attainment in Secondary Schools’ Handbook, the National Foundation for Educational Research (NFER) is beginning a similar process to enhance Kent’s approach to school self-evaluation, in the primary phase. The initial step involves auditing the range and uses of assessment materials across all 500-plus primary schools in the authority. This phase is being run jointly by Kent and the NFER, and is relying on a questionnaire to establish the current assessment picture. Published Material: SAUNDERS, L., STRADLING, B. & GALLACHER, S. (1996). Raising attainment in secondary schools. A handbook for self-evaluation. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Kent County Council Education Department Date of Research: 1997-continuing KEYWORDS: assessment; institutional evaluation; primary schools 11/1057 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sims, D. Mr; Hewitt, D. Dr; Supervisor: Weston, P. Mrs; Schagen, I. Dr Progress towards Foundation Targets 1 and 3 by English region Abstract: The overall purpose of the research is to use regional data to describe and account for differences in achievement related to Foundation Targets 1 and 3 between and within English regions. Within this remit, 3 aims have been identified, linked to description, explanation and improvement: 1) to clarify the spread of achievement across and within regions (for each Target, over time, in different types of institution and for different qualification routes); 2) to identify the factors that influence variations in achievement (including factors related to the individual, the institution, and the local economy); 3) to identify effective strategies for raising attainment, and suggest how these might be disseminated more widely. In order to address the issues raised and to achieve the research aims, 2 parallel strands are proposed for the research. The first and major strand would involve the collation, consolidation and analysis of data from all the relevant sources. The second strand would include interviews with national and regional personnel to identify and clarify issues which could contribute to the design of the analysis, and subsequently pursue the implications of the analysis in the 4 selected regions. Status: Sponsored project Source of Grant: National Advisory Council for Education and Training Targets £29,837 Date of Research: 1996-continuing KEYWORDS: academic achievement; foundation targets; national targets for education and training; regional variations; vocational education 11/1058

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The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sharp, C. Ms; Kendall, L. Mrs Discretionary awards in dance and drama: a survey of local education authorities Abstract: The majority of students wishing to undertake professional training in dance or drama, unlike students studying most other subjects, do not have access to mandatory grants. Dance and drama students rely on discretionary awards to contribute towards their course fees and living expenses. There have been reports that funding constraints are affecting the ability of local education authorities (LEAs) to make discretionary awards, and that some talented students are having to turn down places at colleges because they cannot get a grant. This is a report on the results of a survey of English and Welsh LEAs which presents information on: 1) the numbers of awards given for dance and drama courses; 2) the value of awards, including whether the grant covers the full cost of fees and whether dance and drama students can expect the same maintenance allowance as students on mandatory grants; 3) recent trends in LEA funding of awards for dance and drama courses; 4) funding for dance and drama awards in relation to discretionary awards for all non-designated courses; 5) trends in applications for awards for dance and drama courses; 6) conditions imposed on students applying for grants for dance and drama courses; 7) key issues raised by LEA award officers. The research fmdings conflrm that a student’s chance of gaining a discretionary award is highly dependent on where he or she happens to live, and suggest that the current funding system no longer provides an adequate system of support to meet the training needs of young people wishing to pursue careers in dance and drama. Published Material: SHARP, C. & KENDALL, L. (1996). Discretionary awards in dance and drama: a survey of local education authorities. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Calouste Gulbenkian Foundation; Esmee Fairbairn Charitable Trust; Leche Trust; Linbury Trust; Mackintosh Foundation; Nuffield Foundation; Paul Hamlyn Foundation Date of Research: 1995–1996 KEYWORDS: arts; dance; discretionary awards; drama; educational finance; grants; local education authorities; student flnancial aid 11/1059 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sharp, C. Ms; Davis, C. Ms; Supervisor: Keys, W. Dr Provision for under fives: a study of parental needs and expectations Abstract: Increased numbers of children are experiencing preschool provision and the Government’s initiatives have made this an appropriate time to study parental needs and expectations of the provision for the under flves. The three main aims of the research are: 1) to identify parents’ perceived needs and expectations for their children’s preschool

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experience; 2) to highlight and describe provision which achieves a high level of parental satisfaction; 3) to examine to what extent parental views of what constitutes good provision equates with independent evaluation. The research is designed in three stages: a) A review of the literature and selection of six authorities for study; b) A questionnaire survey of parents in 36 nominated settings. c) Visits to each of the 12 settings which achieved the highest rating from parents. The flndings will be published by the National Foundation for Educational Research. Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1996-continuing KEYWORDS: early childhood education; parent attitudes; parent choice; parents; preschool education 11/1060 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Kendall, L. Mrs; Supervisor: Keys, W. Dr Pupils with asthma Abstract: Estimates suggest that about 5% of school children have asthma requiring medical attention. This study aims to investigate how secondary school pupils obtain information on air quality, their response to such information and how to target this group more effectively. Phase 1 will establish the issues to be addressed and will include discussion with doctors, representatives of support and pressure groups and staff and pupils with asthma in about 5 schools. A brief review of the literature will also be undertaken. The information gained in this phase will be used to assist in the design of a questionnaire to be used in Phase 2. Pupils with asthma in about 200 secondary schools will be surveyed in order to ascertain their awareness and knowledge of air quality issues and the effect of this information on their lifestyle. The project will also seek to establish how communication of quality of air information can be improved for this age group. Information on school policy on asthma will also be obtained and a modified version of the school questionnaire will be sent to a small number of special schools. A report will be produced for the sponsors. Status: Sponsored project Source of Grant: Department of Health Date of Research: 1996-continuing KEYWORDS: air quality; asthma; pupil health and welfare; school policy; secondary school pupils 11/1061 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Henkhuzens, Z. Ms; Supervisor: Keys, W. Dr

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The NFER Annual Survey of Trends in Education: 1996 Abstract: The Annual Survey of Trends in Education is a series of regular questionnaire surveys of primary schools focusing on key issues of educational practice. Its purpose is to obtain up-to-date views from headteachers and to ensure that these are given widespread coverage as part of the continuing debate on education. Each survey consists of a small number of ‘barometer’ questions designed to monitor trends in school perspectives over time. In addition, there is a special focus which changes each year. The survey began in 1994 with a pilot study and the special focus was on the resourcing of the curriculum at National Curriculum key stage 2. The 1995 survey included a focus on Science in the Primary School which has subsequently been followed by Mathematics in the Primary School in 1996. The 1996 survey consists of a questionnaire to a sample of about 400 headteachers of maintained and grantmaintained primary schools containing key stage 1 and/or key stage 2 pupils. The sample consists of 2 sub-samples: about 200 schools which had taken part in the 1995 survey; and a new sample of about 200 schools. The results of the pilot survey were reported in Digests 1 and 2. The 1995 results were reported in Digest 3 and an additional report on Science in the Primary School. This year’s results will be reported in Digest 4 (April 1997) and an additional report on Mathematics in the Primary School (September 1997). Published Material: KEYS, W. (1995). Annual survey of trends in education. Digest 1: results of the pilot study. Slough: National Foundation for Educational Research.; KEYS, W. (1995). Annual survey of trends in education. Digest 2: key issues in primary schools. Slough: National Foundation for Educational Research.; DAVIS, C. (1996). Annual survey of trends in education. Digest 3: current issues in education. Slough: National Foundation for Educational Research.; HARRIS, S. (1996). Science in primary schools. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: NFER Research Development Programme £28,000 Date of Research: 1996-continuing KEYWORDS: educational trends; head teachers; mathematics education; primary education; primary schools; resource allocation; science education; surveys 11/1062 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Henkhuzens, Z. Ms; Supervisor: Harris, S. Mrs Primary school mathematics—implementing the post-Dearing National Curriculum Abstract: The NFER Annual Survey of Trends in Education consists of 2 parts: a special focus; and a section seeking headteachers’ views on current issues in education. The main outcome of the 1996 survey will be a 4-page digest, published in Spring 1997, summarising the main findings. Mathematics in the Primary School is the special focus of the 1996 NFER Annual Survey. Issues covered include: planning and implementing the post-Dearing National Curriculum; the role and time allocation of the mathematics coordinator; approaches to mathematics teaching at key stages 1 and 2; and the successes and challenges faced by schools in the implementation of the post-Dearing National

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Curriculum. The questionnaire survey consisted of a sample of 400 maintained and grantmaintained primary schools containing key stage 1 and/or key stage 2 pupils. In addition to the questionnaire, schools were asked to include any curriculum plans or schemes of work and these will be analysed as part of the research. Follow-up work in schools will include face-toface and telephone interviews with headteachers and mathematics coordinators and, if appropriate, classroom observation of mathematics work. The main outcome of the research will be a clear, userfriendly report designed for classroom practitioners, mathematics coordinators, headteachers and advisers. It will include the main findings of the study, highlight examples of good practice and include suggestions for the future. The report will be published in September 1997. Status: Sponsored project Source of Grant: NFER Research Development Programme £22,000 Date of Research: 1997-continuing KEYWORDS: mathematics education; National Curriculum; primary education 11/1063 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Sharp, C. Ms; Hutchison, D. Mr; Supervisor: Keys, W. Dr The take-up of mathematics and science courses post-16 Abstract: The proportion of students choosing to specialise in mathematics and science has fallen significantly. This research had 4 aims: 1) To identify schools and colleges in England and Wales in which the proportion of students studying A-level or equivalent qualiflcations in mathematics and/or science had remained stable or increased over the past 7 years. 2) To collect wide-ranging information on the characteristics of the identifled schools and colleges and on the ways in which they structured and organised the curriculum both pre- and post-16. 3) To analyse the data collected with a view to determining whether the identified institutions had features in common. 4) To present a detailed report of the findings of the study to the School Curriculum and Assessment Authority, together with an accessible summary of the significant points arising. The National Foundation for Educational Research (NFER) Register of Schools, supplemented by Department for Education and Employment data on A-level entries, was used to provide information on the take-up of mathematics and science. Multiple regression techniques were used. A questionnaire was designed to seek information on a range of characteristics of schools’ GCSE courses taken in mathematics and science; gender, qualiflcations, age and experience of staff; subject specialisms of staff; stability of staffing in science and mathematics departments; percentage of the teaching week allocated to science and to mathematics at key stage 3 and key stage 4; resources available to science and mathematics departments; setting/mixed-ability teaching in science and mathematics in key stage 3 and key stage 4; and profile of subject grades obtained at GCSE. Published Material: SHARP, C, HUTCHISON, D., DAVIS, C. & KEYS, W. (1996). The take-up of advanced mathematics and science courses: summary report prepared for SCAA. London: School Curriculum and Assessment Authority.

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Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1995–1995 KEYWORDS: choice of subjects; mathematics education; science education; sixteen to nineteen education 11/1064 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Coffey, M. Mr A review of the feasibility of teachers’ adaptability to organisational change Abstract: The aims of this research are primarily to investigate a basis for the future development of a test instrument. Such an instrument would determine how any teacher is predisposed to change in his/her workplace, how such a change would affect him/ her, and how he/she could be helped to cope with such problems. This preliminary research entails a literature review of material on organisational change, both generally and as it applies to education. The end product would form the basis for the production of an instrument. Status: Sponsored project Source of Grant: National Foundation for Educational Research £20,000 Date of Research: 1997-continuing KEYWORDS: change; educational administration; educational change; institutional environment; organisational change; organisational climate; teacher attitudes; teachers 11/1065 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Coffey, M. Mr; Supervisor: Whetton, C. Mr Selection for aptitude in technology Abstract: The Technology Colleges Trust acts as the central coordinating body for the Technology Colleges Programme. Technology colleges include the 15 City Technology Colleges (CTCs) and 151 other technology colleges. These are schools which place a special emphasis on the teaching and learning of technology, science and mathematics. They deliver all the subjects of the National Curriculum but ensure that all pupils study a full course in technology and a double course in science. Admission procedures to technology colleges are variable, they reflect the local circumstances and requirements of individual colleges. CTCs have a duty to ensure an intake which is representative of their local communities. Many are over-subscribed. Similarly, many other technology colleges must make decisions between applicants. Some have a proportion of children who may be selected on the basis of aptitude or ability. Selection and general admissions procedures may be on the basis of a variety of methods: pastoral criteria, interviews and attainment measures (either published or school-devised tests). When the number of

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applicants for places at technology colleges outweighs the number of places available, a basis for selection may be to determine which pupils are likely to be more suited to the type of education provided. It is important to make the distinction between general ability and aptitude. Ability may be an all-embracing factor which suggests whether a candidate will be able to successfully undertake a course of study (a predictor of scholastic attainment). General ability is best predicted through language-based measures, such as Verbal Reasoning Tests, because language is so important to general intellectual functioning and in part it is because the measured outcomes of education, GCSE examinations, are often also reliant on verbal measures. Many local education authorities (LEAs) and individual schools have data linking verbal reasoning scores at the age of 11 to later GCSE outcomes. The notion of aptitude is much narrower, it can be regarded as a smaller set of attributes which predict a specific outcome. In part, the measure of aptitude is an assessment of a pupil’s capacity to be trained or developed. An aptitude test need not therefore have content which is directly related to that of the outcome measure(s). Its usefulness can arise from the accuracy with which it predicts later success. At times, attainment tests can be considered to be aptitude tests, where they are being used for the purpose of predicting specific future outcomes. In this instance, pupils seeking places in technology colleges probably have no experience of the technology material in question, what is of interest is not their attainment but rather indirect measures of aptitude. It can sometimes be very difficult to differentiate between the contribution of a test as a speciflc measure of aptitude and its contribution as a partial measure of general ability. The National Foundation for Educational Reserach (NFER) is investigating a series of tests to determine candidates’ aptitude for studying technology-based subjects. These could be used to aid the admission procedures for entry to technology colleges and CTCs. In order to determine the relationship between pupils’ aptitude test performance and their performance in technology subjects, the tests were administered to a number of Year 11 GCSE pupils. In this way pupils’ aptitude test scores could be directly compared to their performance on GCSE subjects with a particular emphasis on technology, this would provide a measure of the concurrent validity of the tests. Although this provides some evidence of validity, it obviously is not as persuasive as predictive correlations over a longer time period, i.e. comparing test scores at 11 with GCSE outcomes 5 years later. In addition, the tests were administered to Year 7 pupils in technology colleges and CTCs since these were closest to the age group to which the tests would be administered (to ensure the tests were appropriate for the intended age group). The aims of the research were to: 1) examine the validity of selected aptitude tests as predictors of GCSE outcomes, both in terms of general performance and of speciflc subjects (technology, mathematics and science); 2) examine the performance of the selected tests in terms of their difficulty and reliability and of the items in terms of facility, discriminatiion and differential performance of sub-groups; 3) ascertain whether the tests would be appropriate for selection or classification of pupils to technology colleges. Published Material: COFFEY, M. & WHETTON, C. (1996). Aptitude tests and technology: an investigation of aptitude and its relationship with GCSE scores. London: Department for Education and Employment. Status: Sponsored project Source of Grant: Technology Colleges Trust £21,200 Date of Research: 1996–1996

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KEYWORDS: aptitude; aptitude tests; City Technology Colleges; general certificate of secondary education; selection; selective admission; technology colleges; technology education 11/1066 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Taylor, M. Miss; Lines, A. Mrs; Supervisor: Stoney, S. Dr Values education in primary and secondary schools Abstract: Despite much public and educational debate about the state and status of values education in schools, little precise information exists about how schools approach values education, how their provision supports their stated values, why and how they choose certain curricular approaches and teaching strategies and what professional support is needed. This project will examine key factors in schools’ formal and informal teaching in values education and provide evidence of coherent and interesting practice as a basis for policy-making and good practice guidelines. In particular, through an evaluation of the Citizenship Foundation’s ‘You, Me, Us!’ materials for primary schools, it will provide evidence of the kind of materials schools take up, use and find effective, as well as their resource and support needs. Additionally, to inform the International Association for the Evaluation of Educational Achievement (IEA) Civic Education Project it will also consider to what extent secondary schools make provision for developing young people’s awareness of democracy, their sense of national identity and their understanding of the disenfranchised and marginalised, by the age of 15 (see also IEA project). The research involves a nationally representative survey of 600 primary schools and 400 secondary schools; telephone interviews with up to 50 Personal and Social Education coodinators; mini case studies of 20–25 primary and secondary schools. The research will provide a much needed up-todate picture of values education across primary and secondary schools in England and Wales. The outcomes will be: 1) a full project report; 2) a report to the Citizenship Foundation: an evaluation of the take-up and use of its ‘You, Me, Us!’ materials for primary schools; 3) inclusion of secondary school data on citizenship education in a report to IEA as part of the International Civic Education Project; and 4) a one-day seminar. Status: Sponsored project Source of Grant: NFER Research and Development Programme £27,865; School Curriculum and Assessment Authority: International Association for the Evaluation of Educational Achievement £29,980; Citizenship Foundation £20,000 Date of Research: 1997-continuing KEYWORDS: citizenship education; moral education; primary schools; secondary schools; values; values education 11/1067 The Mere, Upton Park, Slough SL1 2DQ 01753 574123

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Kinder, K. Ms; Supervisor: Harland, J. Dr The effects and effectiveness of arts education in schools: phase 1 Abstract: The research, which is planned as a 3-year investigation, will seek to identify the effects of arts education and will examine the relationship between these effects and a wide range of factors and processes associated with arts provision in schools. The study has been initiated by the Royal Society of Arts (RSA) as part of its Arts Matter’ Initiative. In the flrst instance, why Phase 1 is being implemented. The study will aim to: 1) document and evidence the range of effects and outcomes attributable to school-based arts education; 2) examine the relationship between these effects and key factors and processes associated with arts provision in schools; 3) illuminate good practice in schools’ provision of high quality educational experiences; 4) study the extent to which high levels of institutional involvement in the arts, correlates with the qualities known to be associated with successful school improvement and school effectiveness. The research will use both a qualitative and a quantitative approach in order to achieve research findings which can be both statistically robust and explanatory. Case study schools will be selected and will become the focus of indepth qualitative work. A sample of schools with a reputation for excellence in the arts will provide 3 different year groupings and children’s progress will be studied over that period of time. The study will commence with data analysis of information already collected by the National Foundation for Educational Research’s (NFER) QUASE project on input and output scores for 1995 and 1996 school leavers. Samples of overachievers and under-achievers will be identified and the research will examine to which extent pupils in these samples had taken arts-oriented GCSE courses. During the course of the research, interim findings will be published and an international seminar organised by the RSA to consider both this research and research projects now taking place in the United States, Germany and Switzerland. Status: Sponsored project Source of Grant: Royal Society of Arts £28,270 Date of Research: 1996-continuing KEYWORDS: art education; arts; dance; drama; educational quality; music; school effectiveness 11/1068 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harland, J. Dr; Stephens, P. Dr; Wilkin, A. Mrs; Moor, H. Ms; Supervisor: Bradley, J. Dr; Kinder, K. Ms Effective behaviour management in schools Abstract: As pupil behaviour in school receives much media attention and remains the subject of professional concern, this project offers a timely insight into the most effective strategies and practices in the management of behaviour at local education authority (LEA), school and classroom level. The project’s aims are: 1) to portray the range of support structures for behaviour management which schools are offered by their LEA and other outside agencies; 2) to investigate the variety of behaviour management practices

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and procedures operating within schools and other institutions, including detailed analysis of types of sanction and support; 3) to garner multi-perspectives (from pupils and parents to school and LEA personnel) on effective policy and practice in behaviour management; 4) to identify key factors which are linked to effective behaviour management at LEA, school and classroom level (particularly in the long-term). The project will employ both quantitative and qualitative methods. An initial postal survey will identify the range of behaviour management support currently provided by LEAs. Key issues associated with this support role will be examined. Intensive case study work in a number of selected institutions (primary, secondary and special school) will follow, involving documentary analysis, indepth interviews and semistructured classroom observation. Following this, a range of personnel from a representative sample of schools will be targeted for the project’s second survey, in order to provide a multiperspective overview of key issues, values and practices associated with effective behaviour management. It is envisaged that a short interim report and papers/articles will be published during the research. A final report will present and analyse evidence from all 3 phases of the project. Status: Sponsored project Source of Grant: NFER Membership Programme £200,000 Date of Research: 1996-continuing KEYWORDS: behaviour management; behaviour problems; discipline; disruptive pupils; emotional and behavioural difficulties; local education authorities; pupil behaviour; support services 11/1069 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Harland, J. Dr; Kinder, K. Ms; Vulliamy, G. Dr; Webb, R. Dr Curriculum organisation and pedagogy at National Curriculum key stage 2: a literature review Abstract: This literature review aims to examine the claims made concerning effective classroom practice at National Curriculum key stage 2 (KS2) to identify those which can be substantiated by research evidence and to propose further research that could make a useful contribution to the debate. Currently claims are being made by policy-makers for increasing the effectiveness of teaching at key stage 2 by approaches such as separate subject teaching, subject specialism, ability grouping and whole class teaching. The justification for these claims, if given, generally appears to be derived from accounts of policy and practice in other countries or from Office for Standards in Education (OFSTED) inspection data. Consequently, there is uncertainty as to whether, and to what extent, such claims are influenced by personal predilections, political, ideological and/or economic motives or rooted in, and substantiated by past and ongoing research. There is clearly a need for such a literature review to explore and analyse the claims of policymakers and in so doing identify the advantages and disadvantages of alternative forms of classroom practice at KS2 in differing schools and curriculum contexts. Such a review will investigate current claims and their origins and identify those which are substantiated

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by research. In order to identify aspects of effective practice it will examine research flndings on both classroom processes and the outcomes of these processes. This will necessitate consideration of the diverse methodologies used in order to establish the relationship between research approaches, findings and implications for practice and to explore any apparent tensions or contradictions between findings which may arise from their location within different research traditions. Status: Sponsored project Source of Grant: National Foundation for Educational Research; University of York, jointly £24,000 Date of Research: 1996-continuing KEYWORDS: class organisation; dassroom management; curriculum development; grouping—teaching purposes; primary schools; teaching methods; teaching process 11/1070 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr; Williams, S. Mr Evaluation of adult guidance for West Wales Training and Enterprise Council Abstract: This study examines the nature of adult guidance provided in the West Wales Training and Enterprise Council (TEC). It involves an ongoing client survey as well as examining the views of advisers and partnership organisations. An interim report was produced in November 1996. Status: Sponsored project Source of Grant: West Wales Training and Enterprise Council Date of Research: 1996-continuing KEYWORDS: adult counselling; adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1071 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr; Williams, S. Mr Evaluation of adult guidance for South Glamorgan Training and Enterprise Council Abstract: This study examines the nature of adult guidance provided in the South Glamorgan Training and Enterprise Council (TEC). It involves an ongoing client survey as well as examining the views of advisers and partnership organisations. A final report will be produced in March 1997. Status: Sponsored project Source of Grant: West Wales Training and Enterprise Council Date of Research: 1996-continuing

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KEYWORDS: adult counselling; adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1072 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr; Williams, S. Mr Evaluation of adult guidance for Gwent Training and Enterprise Council Abstract: This study examines the nature of adult guidance provided in the Gwent Training and Enterprise Council (TEC). It involves an ongoing client survey as well as examining the views of advisers and partnership organisations. A final report will be produced in March 1997. Status: Sponsored project Source of Grant: Gwent Training and Enterprise Council Date of Research: 1996-continuing KEYWORDS: adult counselling; adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1073 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr Impact of the National Curriculum on Welsh medium education Abstract: The research is based on a survey of both comprehensive and primary schools and examines the effects of the National Curriculum on the organisation, resourcing and teaching of Welsh medium education. Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1995–1996 KEYWORDS: educational change; language of instruction; National Curriculum; Wales; Welsh; Welsh medium education; Welsh speaking schools 11/1074 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Williams, S. Mr; Lewis, G. Mr Use of English and Welsh as a medium of instruction Abstract: To examine how Welsh medium teachers deploy both languages in the classroom. Of particular interest is how they manage language shift between topics of instruction.

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Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1996-continuing KEYWORDS: classroom communication; English; language of instruction; Wales; Welsh; Welsh medium education 11/1075 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Kerr, D. Mr; Supervisor: Weston, P. Mrs Effective learning in grant-mamtained schools and city technology colleges Abstract: One of the factors to be considered by schools in opting for grant-mainted (GM) status was the loss of direct association with the local authority, particularly in respect of curriculum support from the local education authority (LEA) advisory teams. City technology colleges (CTCs) had to plan from the start to establish, individually or jointly, their own curriculum support structure. The aim of this research is to provide a systematic review of the extent and effectiveness of curriculum delivery, monitoring and support sysems in schools outside the LEA system. Topics covered include curriculum policy, support and related inservice training in GM schools/technology colleges and CTCs. The research has two main demands: 1) A review of research (and other published material) on barning approaches, curriculum development and support and msenice provision in GM schools and CTCs since their inspection; 2) a questionnaire survey of all GM schools/colleges and CTCs to ascertain their current strategies for support of curriculum development and for related inservice training (INSET) support, and the I actors affecting these strategies. The main outcome of the project will be a report which will provide an appraisal of current curriculum policy and practice within the GM and CTC sectors. Status: Sponsored project Source of Grant: NFER Membership Programme £29,000 Date of Research: 1995-continuing KEYWORDS: advisory support; City Technology Colleges; curriculum development; grant maintained schools; inservice teacher education 11/1076 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Taylor, M. Miss; Supervisor: Stoney, S. Dr Evaluation of the Asociation of Christian Teachers’ Cross-Curricular Christianity (CHARIS) Project Abstract: Recent educational policy, guidance and inspection have given renewed prominence to spiritual, moral, social and cultural (SMSC) development. Recognition is also being accorded to these aspects of education in all curricular subjects. The CHARIS

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project, being undertaken by the Association of Christian Teachers, is producing classroom materials for English, Mathematics, French & German and Science at National Curriculum key stage 4 which aim to enhance SMSC development from a Christian perspective. In particular, the project aims to promote 14–16 year-old pupils’ SMSC development, their understanding of Christian perspectives and world views. A concurrent evaluation of the project is being undertaken to: provide information on project development and management, consider issues in the development and dissemination of materials; and assess the extent to which the project achieves its own aims for pupils’ SMSC development and the take-up of materials in secondary schools. The evaluation is being conducted by nieans of documentary analysis; observation of writing teams, interviews with team members and project directors; visits to schools trialling the materials including teacher interviews, class observation, pupil group interviews, telephone interviews with editors and designers; attendance at and contributions to project management meetings. The sponsor receives ongoing formative evaluation reports for its educational advisory group and trustees’ meetings. A summative report will also be provided at the end of the project. It is hoped that a paper from the evaluation will be produced for an academic educational journal or book chapter. To date, the CHARIS project has produced one set of materials for English, Mathematics and French & German available from the Stapleford House Education Centre, Freepost, Wesley Place, Stapleford, Nottingham NG9 7BR. Status: Sponsored project Source of Grant: Jerusalem Trust £14,980 Date of Research: 1995-continuing KEYWORDS: Christianity; cross curricular approach; curriculum development; educational materials; moral development; moral education; religious education; spiritual development 11/1077 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Stoney, S. Dr; Saunders, L. Ms; Lines, A. Mrs; MacDonald, A. Ms The impact of Modern Apprenticeships on young people’s take-up of work-based learning Abstract: The Department for Education and Employment (DfEE) commissioned research from the National Foundation for Educational Research (NFER) in order to assess how far, and for what reasons, Modern Apprenticeships make a difference to young people’s propensity to take up work-based training. Comparisons were made between Modern Apprentices and young people following other post-16 routes, either an academic (GCE A-level) or a broad vocational (Advanced GNVQ) pathway Undertaken between November 1995 and November 1996, the study comprised an initial qualitative phase using discussion groups to inform the main phase of data collection, followed by a large-scale survey collecting extensive quantitative information from the respondents in their first year of training/full-time course. The data was collected by postal questionnaires administered in summer 1996. Responses were received from 3072

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Modern Apprentices and 1968 young people in full-time education. Evidence about Modern Apprenticeships from this study can be summarised as follows: 1) Many apprentices seem to have had a developed sense of vocational direction by the age of 16. Apprentices said they had been attracted to this route because it offered occupational benefits such as ‘learning real skills in the workplace’, career prospects and good quality training. 2) The overwhelming majority of apprentices reported themselves ‘satisfied’ or ‘very satisfied’ with their apprenticeship, although this applied particularly to males and apprentices in the more traditional sectors. Most apprentices intended to complete their training and were finding it helpful in ‘finding out what working life is like’ and ‘getting the skills and qualiflcations needed for the future’. Many apprentices were planning to stay in the same occupational area as their apprenticeship. In the longer-term, they envisaged themselves being in a full-time job; about one-third of them thought they would be improving their work-related qualiflcations and/or getting promotion. The study suggested that the apprentices differed from the full-time students group in their overall ‘vocational decidedness’, which could well have been evident before the end of compulsory education. On one hand, therefore, it could be argued that adolescents who wish to defer their decisions, as well as those with clear academic aspirations, will continue to opt for GCE A-levels/ Advanced GNVQs. On the other, apprenticeships seem to constitute a successful way of ‘reconstructing the work-based route’ for young people who already demonstrate certain propensities and aspirations. Modern apprenticeships could thus be typifled as ‘the right opportunity at the right time’ for these young people. Published Material: SAUNDERS, L., LINES, A. & MACDONDALD, A. Modern Apprenticeships: survey of young people. DfEE Research Studies RS52. London: Department for Education and Employment. (in press).; SAUNDERS, L., LINES, A. & MACDONALD, A. Modern Apprenticeships: survey of young people. Report for the DfEE. (in press). Status: Sponsored project Source of Grant: Department for Education and Employment £75,000 Date of Research: 1995–1996 KEYWORDS: apprenticeships; on the job training; school leavers; school to work transition; sixteen to nineteen education; training; vocational education; work based learning 11/1078 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Stoney, S. Dr; Saunders, L. Ms; Weston, P. Mrs; MacDonald, A. Ms; Benefield, P. Ms Literature review of the impact of the work-related curriculum on 14–16 year-olds Abstract: In 1996 the Department for Education and Employment (DfEE) undertook a consultation exercise whose purpose was to raise awareness of the importance of workrelated learning for all 14–16 year-olds. The consultation sought views on what more could be done to encourage and support effective partnership between education, employers and Government in order to improve further young people’s achievements and their ‘employability’. To complement this consultation exercise, the DffiE commissioned

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the National Foundation for Educational Research (NFER) to undertake a review of what the research fmdings showed about the impact to date of the so-called work-related curriculum on the motivation and achievements of young people aged 14–16. The three main policy areas to be addressed were: preparing all young people for adult and working life; addressing under-achievement; involving business and industry more systematically in education. In conducting such a review, some definitions needed to be established, in particular for ‘the work-related curriculum’ and for the notion of ‘impact’. The evidence about work-related provision was summarised under four headings: 1) knowledge and understanding of the world of work: of different types of industry and occupations, of the skills and disciplines involved, and of the attitudes that young people will need if they are to succeed. 2) Key skills: developing the skills of communication, application of number and information technology, as well as wider skills such as team working and managing their own learning. 3) Motivation: through relating what they do to the world of work. 4) Personal planning for post-16 routes: the skills, knowledge and understanding which they need to make the decisions which are right for them, whether at 14, 16 or 18, through a range of qualiflcations, information and guidance which opens up choices. The review served to highlight the fact that the main challenge now is to maximise the educational value of that experience, through effective curriculum integration and appropriate progression for each student. Published Material: SAUNDERS, L., STONEY, S., WESTON, P, BENEFIELD, R & MACDONALD, A. (1996). Literature review of the impact of the work-related curriculum on 14–16 year olds. DfEE Research Studies RS33. London: Department for Education and Employment; SAUNDERS, L., STONEY, S. & WESTON, R ‘Impact of the work-related curriculum on 14–16 year olds’, Journal of Education and Work. (in press). Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1996–1996 KEYWORDS: basic skills; career awareness; industry education relationship; motivation; school to work transition; vocational education; vocational guidance; work education relationship 11/1079 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Stoney, S. Dr; Sims, D. Mr; Lines, A. Mrs; Golden, S. Ms An evaluation of the impact and added value of the Construction Industry Training Board’s curriculum centres Abstract: The Construction Industry Training Board (CITB) commissioned the National Foundation for Educational Research (NFER) to conduct an evaluation of their Curriculum Centre Initiative. The aim of the Initiative is to promote construction and the built environment as a context for learning. Recently, partnerships between schools, colleges and employers have been developed which aim to facilitate progression into various vocational qualifications and to play a role in supporting Dearing’s

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recommendation to offer a vocational aspect to the curriculum. The main aims of the evaluation were to assess the extent to which involvement in Curriculum Centre activities is associated with improved academic and vocational performance by students in Years 10 and 11, to gather perceptions of the value of the Initiative from those involved, and to identify the key elements which contribute to a successful Curriculum Centre. These aims were addressed firstly through a questionnaire survey of Year 10 and 11 students which gathered information on students’ experience of Centre activities and their interest in vocational routes and qualifications. In addition, a valueadded analysis of students’ academic progress will be conducted using National Curriculum key stage 3 and GCSE results later in 1997. Secondly, the perceptions of schools, colleges and employers on the value and outcomes of the Initiative were investigated through face-to-face and telephone interviews. The research found that the Initiative is regarded as a worthwhile venture by those involved and raised awareness of the construction industry among teachers and students. There were signs that the Initiative was providing a foundation for progression to General National Vocational Qualifications (GNVQs)/General Scottish Vocational Qualifications (GSVQs) and National Vocational Qualifications (NVQs)/Scottish Vocational Qualifications (SVQs) and to the construction industry. Young people benefit from experiencing a broad curriculum which enables them to make informed choices for their future. Schools gain from accessing the expertise and resources of colleges. Employers improve their awareness of young people and education. A confidential report was produced for the sponsors. Status: Sponsored project Source of Grant: Construction Industry Training Board Date of Research: 1996-continuing KEYWORDS: colleges of further education; construction industry; curriculum development; industry education relationship; national vocational qualifications; school college relationship; vocational education; work education relationship 11/1080 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Golden, S. Ms; Sims, D. Mr Review of industrial mentoring in schools Abstract: During the 1990s there has been a notable growth in schools’ use of industrial mentors where they form part of the range of school-industry links which schools are developing. Mentors are valued for the contribution they can make to helping young people fulfil their potential and achieve. This research was funded by the National Foundation for Educational Research (NFER) and aimed to map out the range and main models of industrial mentoring schemes in schools and to identify the outcomes and benefits as perceived by those involved in mentoring, including teachers, mentees and mentors. This research was conducted through a postal questionnaire of 72 mentoring scheme coordinators, who were mostly based in Education Business Partnerships and Compact schemes, 20 of these coordinators also participated in telephone interviews. Further indepth information was gathered through face-to-face interviews with mentors,

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mentees and school teacher-coordinators in 4 schools. The research found that while mentoring schemes adapted to local needs, the majority provided one-to-one mentoring for under-achievers with potential in Years 10 and 11. Having recruited suitable mentors, which could be challenging, most schemes provided training and were beginning to develop ongoing support sessions, often as a result of identifying such a need through evaluation. It was found that the distinctive feature about mentoring, having an adult other than a family member or teacher who is interested in an individual student, had a positive impact on the young persons’ self-esteem and their awareness of the world of work. Status: Sponsored project Source of Grant: National Foundation for Educational Research Date of Research: 1996-continuing KEYWORDS: industry education relationship; link courses; mentors; pupil development; underachievement; work education relationship 11/1081 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Kerr, D. Mr; Supervisor: Taylor, M. Miss International Association for the Evaluation of Educational Achievement Civic Education Project: England case study Abstract: The International Association for the Evaluation of Educational Achievement (IEA) is currently organising a Civic Education Project in 24 countries worldwide focusing on citizenship in secondary education. Phase 1 of the project, to which this English case study contributes, addresses 3 core areas: young people’s knowledge of democracy; sense of national identity; and their awareness of the disenfranchised and marginalised by the age of 14 or 15. The project involves a review of policy and research literature and interviews with a range of education professionals and ‘opinion leaders’, focusing on policy objectives, teaching strategies and materials and school-based activities in relation to the core questions as set out by the IEA. The work is being guided by a national expert panel. The report will also include an introduction to civic education and an annotated bibliography of 10–15 texts. The report will complement other current values education initiatives, provide a national case study of citizenship in secondary education in England and contribute to the comparative overview undertaken by IEA. A report to IEA on Citizenship (Civic) Education in England is due in May 1997. A separate publication by the NFER is to be considered. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1997-continuing KEYWORDS: citizenship education; comparative education; democracy; global approach; international educational exchange; life skills; national identity; social development; values education 11/1082

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The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr; Powell, R. Mr Evaluation of the 1996 key stage 1 assessment arrangements in Wales Abstract: This project evaluated the National Curriculum key stage 1 (KS1) assessment of Welsh, English and mathematics in Wales. Error analyses were also carried out on the Welsh Writing Task, the English Level 3 Reading Test, the English Level 2/3 Spelling Test and the Welsh and English versions of the Mathematics Test. The majority of schools were satisfied with the content and workload of the assessments, with some amendments sought in the Welsh oracy task and the Level 1 mathematics task. On teacher assessment, the main problem of schools was how best to use the information they gather. Status: Sponsored project Source of Grant: Assessment and Curriculum Authority for Wales Date of Research: 1996–1996 KEYWORDS: assessment; assessment by teachers; English; mathematics education; National Curriculum; Wales; Welsh 11/1083 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Lewis, G. Mr; Powell, R Mr; Williams, S. Mr Evaluation of Central Council for Education and Training in Social Work (CCETSW) language policy Abstract: All public bodies in Wales are now required to produce a statutory Language Plan to ensure equal treatment of Welsh with English. The present language policy of the Council for Education and Training in Social Work (CCETSW) was evaluated in terms of internal use of Welsh among staff and in CCETSW literature, the use of Welsh by training providers, and the views of students on the application of the policy. Advice was also supplied to CCETSW on amending its data collecting instruments and on revising its language policy to meet the criteria for a Language Plan. A report was sent to the sponsor. Status: Sponsored project Source of Grant: Central Council for Education and Training in Social Work Date of Research: 1996-continuing KEYWORDS: language policy; social work; Wales; Welsh 11/1084 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Kirkup, C. Ms; Supervisor: Whetton, C. Mr; Ashby, J. Mr

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Trialling of standardised test materials for Year 4 Abstract: The School Curriculum and Assessment Authority (SCAA) have commissioned the development of English tests in reading, writing and spelling for use with Year 4 pupils. The aim of this project is to administer a series of large scale trials of the tests in order to provide SCAA and the test development agency with the relevant information that they need to be able to refine the assessment instruments or to standardise them. Large scale, nationally representative, stratified samples of pupils in England and Wales are being drawn. In the case of the developmental trials, 400 pupils are used and for standardisation trials, 3500 children are targeted. Analysis is carried out on the pupils’ results arising out of each of the trials and further information is obtained from a questionnaire survey of the teachers who are taking part in the trials. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1996-continuing KEYWORDS: assessment; English; reading skills; spelling; standardised tests; test construction; tests; writing skills 11/1085 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hargreaves, E. Ms; Burley, J. Ms; McCulloch, K. Ms; Supervisor: Sainsbury, M. Dr; Ashby, J. Mr Trialling of National Curriculum key stage 1 task and test materials for 1998 Abstract: The School Curriculum and Assessment Authority (SCAA) are developing assessment tasks and tests for use at the end of National Curriculum key stage 1 in schools in 1998. The aim of this project is to administer a series of large scale trials of the tasks and tests in mathematics, reading and spelling in order to provide SCAA with the relevant information that they need to be able to refine the assessment instruments or to standardise them. Large scale, nationally representative, stratified samples of children in England and Wales are being drawn. In the case of the developmental trials, 800 children are used and for standardisation trials, 2500 children are targeted. Analysis is carried out on the pupils’ results arising out of each of the trials and further information is obtained from a questionnaire survey of the teachers who are taking part in the trials. A small number of school visits are made to observe teachers administering the tasks and tests and, by means of brief and informal interviews, to ascertain pupils’ perceptions and teachers’ opinions of the assessment materials. Status: Sponsored project Source of Grant: School Curriculum and Assessment Authority Date of Research: 1997-continuing KEYWORDS: assessment; National Curriculum; primary education; standard assessment tasks; standardised tests; test construction; tests 11/1086

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The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Fletcher-Campbell, F. Dr; Cullen, M. Mrs; Supervisor: Bradley, J. Dr The impact of delegation on local education authority support services for special educational needs Abstract: Since the introduction of Local Management of Schools, the organisation and management of support services for special educational needs have undergone considerable change. There are considerable variations in provision across England and Wales. Schools are affected by the nature of support services’ work, by the mode and timing of their intervention and by the expertise available; all this is particularly critical to addressing responsibilities laid down by the Code of Practice. The project aims to: 1) audit the resources within existing support services; 2) describe the services offered; 3) explore the patterns of delegation and the implications of each; 4) delineate the organisation and management of the services; 5) investigate the use of services made by schools and the effect of interventions on curricular provision and the addressing of needs; 6) evaluate the different models of support on schools’ practice and meeting individuals’ needs. Phase I involves a questionnaire survey of the support services in all local education authorities (LEAs) in England and Wales. In Phase II six authorities will be selected for indepth investigation of their services. Status: Sponsored project Source of Grant: Council of Local Education Authorities £119,000 Date of Research: 1996-continuing KEYWORDS: local education authorities; Local Management of Schools; mainstreaming; special educational needs; support services 11/1087 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 City College Norwich, Ipswich Road, Norwich NR2 2LJ 01603 773300 Whalen, C. Ms; Supervisor: Tabberer, R. Mr; Sanger, J. Prof. Conditions of success: a feasibility study examing the relationship between school effectiveness and teachers’ conditions of senice Abstract: The study investigated teachers’ perspectives on their own and their schools’ effectiveness. One hundred teachers were selected from flfteen schools deemed ‘effective’ and were interviewed about the conditions of management, service and support which enabled (or constrained) them in terms of classroom effectiveness. Published Material: TABBERER, R., SANGER, J. & WHALEN, C. (1996). Conditions of success: a feasibility study examing the relationship between school effectiveness and teachers’ conditions of service. London: Association of Teachers and Lecturers. Status: Sponsored project Date of Research: 1996–1996

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KEYWORDS: conditions of service; educational administration; educational quality; school effectiveness; teacher attitudes; teacher effectiveness; teaching conditions; teaching profession 11/1088 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Further Education Development Agency, Dumbarton House, 68 Oxford Street, London WIN ODA 0171 436 0020 Lee, B. Ms; Davies, P. Mr; Supervisor: Keys, W. Dr Factors affecting the take-up of 16-plus educational provision: college study Abstract: This study forms part of a larger National Foundation for Educational Research (NFER) project in which school students in Years 8, 11 and 12 are being surveyed and interviewed. The same issues will be investigated in schools and colleges, with an appropriate focus. The main outcome of the research will be a report outlining the main factors which affect students’ post-16 intentions. The study comprises 3 phases. The developmental phase consists of group interviews with first year students in further education (FE) colleges. A self-completion questionnaire will be designed on the basis of these interviews. A survey will be carried out of about 1,000 students in 25 FE colleges. The questionnaire will seek information on what students knew about the range of post16 provision available to them and their career plans before they left school, as well as the reasons for their choice. A college questionnaire will also be used to obtain background information. The surveys will be completed by case studies in order to develop and extend the data. Status: Sponsored project Source of Grant: Further Education Development Agency Date of Research: 1996-continuing KEYWORDS: career choice; decision making; further education; pupil destinations; school leavers; sixteen to nineteen education; student attitudes; vocational guidance 11/1089 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 London University, London School of Economics and Political Science, Department of Statistical and Mathematical Sciences, Houghton Street, London WC2A 2AE 0171 405 7686 Hutchison, D. Mr; Kendall, L. Mrs; Knott, M. Dr; Galbraith, J. Mrs; Piccoli, M. Mrs Latent variable analysis with missing data in educational research Abstract: Sound monitoring of national educational performance requires that a very wide range of skills is assessed, a range that is in general much too wide to be administered to any one pupil. Consequently monitoring programmes such as the

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Assessment of Performance Unit (APU) employed a system of multiple matrix sampling whereby all the material to be assessed is taken, but not by each pupil tested. Politicians and members of the public at large frequently want an answer to the question ‘Is performance in a subject going up or down?’. However if curriculum changes mean that performance improves in some areas and deteriorates in others, then this is not a particularly useful question, and an answer in terms of smaller curriculum elements is likely to be preferable. It is important to be able to identify when a topic is fragmenting in this way, and this is generally done by means of factor analysis, comparing the factor structure at the two times, and assessing whether it has changed. While this is a fairly standard technique under normal circumstances, it is not readily applicable to matrixsampled data, and it is necessary to develop new techniques. The proposed project aims to: a) develop new techniques to deal with data of this kind; and b) apply them to matrix-sampled data, particularly from the APU language study of 1988 and 1989. Status: Sponsored project Source of Grant: Economic and Social Research Council £55,000 Date of Research: 1994–1996 KEYWORDS: educational research; performance; statistical analysis 11/1090 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Newcastle upon Tyne University, Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Hutchison, D. Mr; Fitz-Gibbon, C. Prof. Value added in further education Abstract: This project, which is a joint venture between the National Foundation for Educational Research (NFER), Further Education Unit (FEU) and the University of Newcastle, aims to look at the possibility of introducing ‘value-added’ methodology in further education (FE). It comprises two main sub-projects. The first project is looking at the work of colleges in relationship to advanced GNVQ’s, and given that correlations with traditional input measures such as average GCSE results are weak, seeks further, non-traditional, intake measures. Approximately 1,000 students in 10–15 colleges, and on 4 courses, will be covered. The second project is concerned with another group for whom the current methods may not necessarily be feasible or accurate, namely adults taking Alevels. A small exploratory study of about 250–300 adults is being mounted. The methodology for both projects is similar. Data will be collected by the FEU from the colleges on such information as students’ scores on standardised tests, answers to questionnaires, and merged with Census information. The predictive value of this information will be assessed. Status: Sponsored project Source of Grant: Further Education Unit £34,000 Date of Research: 1994–1995

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KEYWORDS: college effectiveness; educational performance factors; performance indicators

quality;

further education;

11/1091 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Open University, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Schagen, I. Dr; Pugh, A. Mr; Supervisor: Brooks, G. Dr Reading performance at nine Abstract: In March 1996 the National Foundation for Educational Research (NFER) and the Open University jointly carried out a survey of reading attainment in Year 4 classes (pupils aged 9) in England and Wales. Most of the pupils had also been tested in Year 3 in 1995. The survey was principally funded by the Esmee Fairbairn Charitable Trust, with additional support from Channel 4 Television, the Mail on Sunday newspaper, the NFER and the Open University. Two tests were used: 1) the test used in 1991 in a survey of 9 year-olds in 27 other countries; and 2) level B of the British Reading Ability Series. The key findings were that: 1) the average score on the international test would have put England and Wales close to the overall average in the 1991 study, within a group of 13 countries whose average scores did not differ significantly; 2) the average score for England and Wales on the international test was lowered by (among other factors) a ‘long tail’ of pupils who achieved scores well below the average; and 3) the pupils tested in both 1995 and 1996 appeared to have made slower progress, on average, in the intervening 12 months than children did in 1987. These findings are important for all partners in British education, from central government to pupils. They are presented as material for an informed and reasoned debate about preventing reading failure. Published Material: BROOKS, G, PUGH, A. & SCHAGEN, I. (1996). Reading performance at nine. Slough: National Foundation for Educational Research. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £30,000; Channel 4 Television £4,000; Mail on Sunday newspaper £4,000; Open University £3,500; NFER £3,500 Date of Research: 1995–1996 KEYWORDS: achievement; comparative education; reading; reading ability; reading achievement 11/1092 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Plymouth University, Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Taylor, M. Miss; Halstead, J. Dr; Supervisor: Stoney, S. Dr

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A review of research on the development of values, attitudes and personal qualities Abstract: Pupils’ values and the role of schools in developing young people’s attitudes and personal qualities have come under greater scrutiny, both because of various horrific social acts perpetrated by children and because of renewed attention given to the provision for spiritual, moral, social and cultural development in the Office for Standards in Education (OFSTED) inspections. This review of published research, undertaken in the UK and USA over the last 10 years or so, aims, in relation to 5–16 year-olds, to: 1) clarify concepts and terminology; 2) consider the social context, non-school influences on young people’s values, controversial issues and a values framework for schools; and 3) examine values, attitudes and personal qualities developed through school life, specific strategies and programmes, aspects of the curriculum, and as indicated in individual assessment and school evaluation. The review, which will in effect constitute an overview of the state of the art in values education, will include a full bibliography and indicate further areas for research, curriculum development and school practice. A publication of around 20,000 words, arranged under key topics and accessible to the informed educational reader, is envisaged. Status: Sponsored project Source of Grant: Office for Standards in Education £16,000 Date of Research: 1996-continuing KEYWORDS: attitudes; individual development; moral development; moral values; personal qualities; pupil attitudes; values; values education 11/1093 The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Ulster University, Magee College, School of Education, Northland Road, County Londonderry BT48 7JL 01504 265621 Ashworth, M. Ms; Moor, H. Ms; Wilkin, A. Mrs; Montgomery, A. Ms; Kendall, L. Mrs; Supervisor: Harland, J. Dr; Kinder, K. Ms The Northern Ireland Curriculum Cohort Study Abstract: Building on a 16-month pilot study conducted in 5 postprimary schools, the cohort inquiry represents an important and innovative development in the methods used to monitor the implementation of the Northern Ireland Curriculum. The cohort study aims to provide evidence of the impact of the curriculum as a total package from the perspective of the learner in terms of: 1) relevance and appropriateness; 2) breadth, balance and coherence; and 3) enjoyment and manageability. This evidence should be generalisable to the whole key stage 3 population in Northern Ireland. The research will also examine evidence of the extent to which the aims of the Northern Ireland curriculum are evident in its implementation; the extent to which the objectives of cross-curricular themes are being addressed through the curriculum; and the appropriateness of methods of assessment and evaluation. Additionally, in collaboration with researchers from the University of Ulster, the cohort study will include an analysis of the extent to which values are being imparted and assimilated. The study will employ both quantitative and

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qualitative methods and consist of 3 main strands: 1) An annual pupil questionnaire. 2) An annual school questionnaire. 3) 5 case-study schools. The main outcomes of the cohort study will comprise: a) an annual report analysing data from the 3 research methods (i.e. Year 8, 9 and 10 reports); b) a final report analysing all the data from Years 7 to 10; c) conferences with focus groups to disseminate the results and discuss their implications for practice. Status: Sponsored project Source of Grant: Northern Ireland Council for Curriculum and Examinations Authority Date of Research: 1996-continuing KEYWORDS: cross curricular approach; curriculum development; learning experience; National Curriculum—Northern Ireland; Northern Ireland; pupil attitudes; secondary schools; teaching methods

National Institute for Careers Education and Counselling 11/1094 Sheraton House, Castle Park, Cambridge CB3 OAX 01223 460277 Watts, A. Mr; Hawthorn, R. Ms; Kidd, J. Dr; Killeen, J. Mr; Law, W. Dr Rethinking careers education and guidance Abstract: The aim of the project is to rethink the basis for policy, theory and practice in careers education and guidance in the UK. The project will include a thorough review of existing research, and its implications for policy and practice. The main outcome will be a book, designed to provide a durable reference point for the next decade, and a key text for use in the training of teachers and other guidance practitioners. Status: Sponsored project Source of Grant: Esmee Fairbairn Trust £30,000 Date of Research: 1993–1995 KEYWORDS: career counselling; career education; vocational guidance 11/1095 Sheraton House, Castle Park, Cambridge CB3 0AX 01223 460277 Law, W. Dr; Andrews, D. Mr; Barnes, A. Mr; Watts, A. Mr; Westergaard, J. Ms Staff development for careers work Abstract: An enquiry into inservice education and training for teachers (INSET) and other staff development for careers education and guidance. Questionnaire surveys and follow-up fieldwork (mainly by telephone) conducted with providers and users of staff development (provider sample=114 programmes). Outlines current staff development provision, identifying key features characterising different forms of provision. These are

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related to the needs of different groups of teachers involved in careers education and guidance work. The report informs decisions concerning support for such work, as well as informing its design and delivery. The report also provides information for a user’s guide to inservice provision in careers education and guidance. This takes the form of a decisionmaking aid, relating locally identified inservice needs to different forms of provision. The project shows diversification in forms of provision (noting in particular the emergence of, often accredited, open-learning programmes). There is concomitant movement in coverage towards more specifically focused staff development events determined by local needs. Consequences include: difficulty in maintaining a comprehensive and coherent view of careers work; and difficulty in planning a coherent and progressive professional route through the variety of learning resources now available. A dissemination conference run by the Careers Research and Advisory Centre (CRAC) was held in February 1995. Published Material: ANDREWS, D., BARNES, A. & LAW, B. (1995). Staff development for careers work. Cambridge: Careers Research and Advisory Centre.; LAW, B., ANDREWS, D. & BARNES, B. (1995). Making careers work—a guide to training and staff development in careers education and guidance. Cambridge: Careers Research and Advisory Centre. Status: Sponsored project Source of Grant: Essex Technical Vocational Educational Initiative £11,750; Department of Employment £5,000; Department for Education £17,021 Date of Research: 1994–1994 KEYWORDS: careers teachers; inservice teacher education; staff development; teacher development; vocational guidance 11/1096 Sheraton House, Castle Park, Cambridge CB3 0AX 01223 460277 Hawthorn, R. Ms Impact of the media on career choice Abstract: The project will look at the extent to which broadcast media were believed to have influenced the career decisions of a sample of 50 individuals, to include young people who have recently entered their first full-time employment, and older adults who have made career changes. The semi-structured interviews will cover influence on beliefs about broader issues, such as economic climate, as well as more detailed beliefs about specific occupations. Questions will be included which explore in particular whether images of occupations in science and technology are adversely affected by the media. The analysis will explore the extent to which theories of career choice allow for informal influence of this kind, and the implications for careers education and guidance for young people and for adults. Status: Sponsored project Source of Grant: Times Educational Supplement £12,000 Date of Research: 1995-continuing

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KEYWORDS: career choice; career education; mass media; mass media effects; vocational guidance 11/1097 Sheraton House, Castle Park, Cambridge CB3 0AX 01223 460277 Barnes, A. Mr; Walkling, A. Mr; Supervisor: Burton, J. Mrs Development of a national framework of standards in support of a National Vocational Qualification (NVQ) approach to the accreditation of the competences of teachers involved in careers education and guidance in schools and colleges Abstract: The project will map the range of competences required by teachers involved in careers education and guidance across a range of work roles and levels of experience. It will match these competences to national standards from appropriate lead bodies. A significant aspect of the project is to undertake wide consultation with interested groups, including lead bodies, careers services, practitioners involved in careers education and guidance, and accrediting bodies. The methods used include: a questionnaire to careers services and known training providers; consultations with groups of teachers and training providers; meetings with lead body representatives; and the review of documentation. The Department for Education and Employment is expected to publish the report early in 1996. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1995–1996 KEYWORDS: career education; careers teachers; competence; standards; vocational guidance National Institute of Adult Continuing Education 11/1098 21 De Montfort Street, Leicester LE1 7GE 01162 551451 McGivney, V. Dr; Supervisor: Tuckett, A. Dr Mature students’ completion and non-completion in further and higher education Abstract: An investigation of completion and non-completion rates of mature students in further and higher education. It involved consultation with people in the field; a survey of a sample of further education and higher education institutions and a literature search. The results showed that precise figures relating to completion/non-completion among mature students are very hard to acquire, since institutions often define and interpret completion in different ways and their overall non-completion figures often include different forms of withdrawal. The project revealed that many variables affect completion rates and that mature students are currently no more likely than younger ones to leave courses prematurely. However, many need guidance and various forms of personal academic support to facilitate their successful progression through programmes of study. Published Material: McGIVNEY, V. (1996). Staying the course: non-completion and retention of mature students in further and higher education. Leicester: National Institute of Adult Continuing Education.

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Status: Sponsored project Source of Grant: Department of Employment £20,000 Date of Research: 1995–1995 KEYWORDS: course completion rate; dropouts; further education; higher education; mature students; student wastage 11/1099 21 De Montfort Street, Leicester LE1 7GE 01162 551451 McGivney, V. Dr Women returners to work project Abstract: A two-phase project involving a desk project and evaluation of specific courses for women returners. The investigation aimed to complement and build on local research into unwaged women in Oxford and Bicester. The first phase was a desk study involving a synthesis of the findings of previous research on women returners. The second phase, due to start in January 1996, involves evaluation of specific courses for returners set up as a result of the local and desk studies. The study has been conducted in tandem with research into local employer needs. Status: Sponsored project Source of Grant: Heart of England Training and Enterprise Council; Employment Department, jointly £10,000 Date of Research: 1995–1996 KEYWORDS: labour market; retraining; training; vocational education; women’s employment 11/1100 21 De Montfort Street, Leicester LE1 7GE 01162 551451 Coventry City Council, Economic Development Unit, Floor 3, Tower Block, Much Park Street, Coventry CV1 2PY 01203 831331 McGivney, V. Dr; Thomson, A. Mr Training in the community: successful outcomes and planning for the future Abstract: A two-phase project involving a survey of employers in Coventry and interviews with staff and students involved in foundation training programmes supported by Coventry City Council. The project indicated the need of qualities and competences sought by employers and the experience and perception of trainees vis-a-vis the training programmes and the labour market. The project revealed the value of work placements in helping unemployed or unwaged people to re-establish themselves in the world of work. Status: Sponsored project Source of Grant: Coventry City Council: Coventry Economic Development Unit £15,000 Date of Research: 1994–1995 KEYWORDS: community; employers; employment opportunities; labour market; training; unemployment; work education relationship 11/1101 21 De Montfort Street, Leicester LE1 7GE 01162 551451

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Gloucestershire Local Education Authority, Adult Continuing Education and Training (ACET), Shire Hall, Gloucester GL1 2TP 01452 425000 McGivney, V. Dr; Supervisor: Buffton, J. Ms Economic and other outcomes of participation in craft and modern languages courses in Gloucestershire Abstract: The research was commissioned by Gloucestershire Adult Continuing Education and Training Unit (ACET) to identify the range of outcomes of participation in adult craft and modern foreign language courses provided by the County. The investigation involved a questionnaire survey of 1,000 students and over 100 teaching staff. The findings showed that, despite some resistance to the notion of learning for reasons other than interest and self-development, respondents were in fact learning for a wide range of motives and many for economic reasons. For many, participation had led to a wide range of outcomes: acquisition or change of employment; generation of income; moves to more advanced education and training courses; improved self-confidence; involvement in voluntary and community activities. Published Material: McGIVNEY, V. (1994). Summary Report 1: Economic Development Outcomes. Gloucester: Gloucestershire LEA, Adult Continuing Education and Training Unit.; McGIVNEY, V. (1994). Summary Report 2: Social and Personal Benefits. Gloucester: Gloucestershire LEA, Adult Continuing Education and Training Unit.; McGIVNEY, V. (1994). Summary Report 3: Educational Progression. Gloucester: Gloucestershire LEA, Adult Continuing Education and Training Unit; McGIVNEY, V. (1994). Summary Report 4: Developing the Confident Learner. Gloucester: Gloucestershire LEA, Adult Continuing Education and Training Unit. Status: Sponsored project Source of Grant: Gloucestershire Local Education Authority Date of Research: 1994–1994 KEYWORDS: adult education; outcomes of education 11/1102 21 De Montfort Street, Leicester LE1 7GE 01162 551451 Norah Fry Research Centre, University of Bristol, 3 Priory Road, Bristol BS8 1TX 01179 238137 Macadam, M. Ms; Sutcliffe, J. Ms; Townsley, R. Dr; Supervisor: Tuckett, A. Dr; Russell, O. Dr Still a chance to learn? Abstract: The project set out to explore the impact of the Further and Higher Education Act 1992 on education for adults with learning difficulties. It aimed to explore the changes from the perspective of staff in local education authorities (LEAs) and colleges. The views of adults with learning difficulties were also sought. Postal questionnaires were sent to all colleges and LEAs in England and Wales. The questionnaires asked for information about changes which had occurred in provision for students with learning difficulties, and explored perceptions of the impact of these changes. In total, 498 questionnaires were sent out to named individuals. The response rate was 58%. Nine site visits were made to do follow-up interviews at a range of provision. This phase of the study aimed to explore the factors that had enabled some

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areas to develop good or innovative practice, as well as highlighting particular concerns or difficulties. Five further education colleges and four LEAs took part in the fieldwork visits. The views of self advocacy groups were also canvassed via a pictorial letter and a tape recording. The Act has had both positive and negative effects. Funding is more secure, but only for certain types of courses. There is now great emphasis on literacy, numeracy and skills for independence, which has narrowed the curriculum in many places. Student enrolments are up, but provision is only booming for people with moderate learning difficulties. Those with severe, or profound and multiple learning difficulties are starting to miss out. Status: Sponsored project Source of Grant: Joseph Rowntree Foundation £42,000 Date of Research: 1994–1996 KEYWORDS: adult basic education; adults; educational change; educational legislation; further education; learning disabilities; special educational needs Nene College of Higher Education 11/1103 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Clark, U. Ms Learning about language in National Curriculum key stages 2 and 3 Abstract: This project arises from a previous research project investigating the implementation of National Curriculum English. It aims to establish: a) what and how teachers teach pupils about language; and b) the impact of the National Curriculum on such teaching. The methodology includes: teacher diaries; classroom observation; and interview. The sample will consist of two teachers in two different schools at key stage 3 to be joined by two teachers in two different schools at key stage 2. Status: Individual research Date of Research: 1993–1995 KEYWORDS: English; language teachers; National Curriculum 11/1104 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Silcock, P. Dr A new model of reflective professional practice and professional development Abstract: The aim of the project is to develop a new model of reflective professional practice and professional development. This research proposes a new theory of reflective professional practice and professional development, integrating Donald Schon’s radical model with more traditional, academic conceptions. It is based on a close analysis of the evolving relationship between human thought and action. Implications for learning transfer and course development are included. Published Material: SILCOCK, P.J. (1994). ‘The process of reflective teaching’, British Journal of Educational Studies, Vol 42, No 3, pp.273–285. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational theories; professional development; reflective teaching; teaching profession

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11/1105 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Stokoe, E. Ms; Supervisor: Fisher, E. Dr; Edwards, D. Dr Talking and learning in small groups: exploring women’s and men’s discourse in higher education Abstract: The purpose of the study is to explore the nature of undergraduate and postgraduate academic discourse during interactions within small discussion groups. Based upon a socio-cultural approach to language, and with an emphasis on the educational value of discursive interactions, the research seeks to address a number of issues. It is essential that, in small groups, all participants have equal opportunities for contributing to and gaining from the interaction. Group talk has been investigated a great deal within the primary education sector and, to a lesser extent, within secondary schools. However, there has been little research exploring talk in higher education. A further body of research has shown that males dominate mked sex conversation inside and outside of educational contexts. This suggests that females may not receive their ‘fair share’ of the talk in a small group context. As research has shown that girls are dominated by boys in primary education, it is important to see whether this domination continues into higher education. Small groups of 3–5 students were video-recorded during seminar/tutorial sessions. All-female, all-male and mixed sex groupings were obtained. The recordings were transcribed. Contextual information was collected through observation and making field notes during the seminars. Contrasting analyses, both quantitative content analysis and qualitative content analysis, are being used to examine the students’ talk. By closely examining the discourse, how women and men talk in single and mixed sex groups, and the implications for their learning, will be addressed. Published Material: STOKOE, E. (1995). ‘Gender differences in undergraduates’ talk: contrasting analyses, and what they offer’, Feminism and Psychology, Vol 5, No 1, pp.99–104.; STOKOE, E. A critical evaluation of two studies of the links among language, gender and education’, Gender and Education. (in press). Status: Individual research Date of Research: 1993–1996 KEYWORDS: discourse analysis; discussion; group discussion; sex differences; students; verbal communication 11/1106 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Martin, J. Dr Women and the politics of educational reform, 1870–1950 Abstract: This project builds on earlier work for a PhD thesis examining the role of women in the formation of a national education system in late-Victorian and Edwardian England. Focusing on the female members of the London School Board, the thesis explores the links between private life, social and political networks, and the entry of women to the public domain. It examines the stance adopted by individual women board members on the formal curriculum, the administration of reformatory institutions, and attitudes towards working-class children in school, considered in terms of the interacting dynamics of gender and class. The researcher is now taking this work forward to examine

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the work of women members of Education Committees and is especially interested in the work of Shena D. Simon on the Manchester Education Committee. The research will look at the work of a number of women involved in the politics of educational reform during the specified time period. It will describe and assess women’s contribution to education as well as any difficulties they may have experienced working in the world of English local government. Published Material: MARTIN, J. (1991). ‘Hard-headed and largehearted’: women and the industrial schools’, History of Education, Vol 20, No 3, pp. 187–201.; MARTIN, J. (1994). ‘The only place for women was home?’ Gender and policy in elementary education, 1870–1904’, History of Education, December 1994.; MARTIN, J. Women and schooling in Victorian and Edwardian England. London: Cassell. (in press). Status: Sponsored project Source of Grant: Nene College of Higher Education £500 Date of Research: 1994-continuing KEYWORDS: educational history; politics education relationship; 11/1107 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Fisher, E. Dr Developing students’ learning through discourse Abstract: This research aims to explore the nature of student discourse in higher education seminar groups and in particular to identify effective ‘learning’ talk. It was begun in September 1993 at Nene College, Northampton. In addition, a case study at the University of California will provide comparative data with that obtained in the UK. The researcher will examine the factors which contribute to and extend academic argument by: a) developing a theoretical base for discourse analysis; b) examining the relationship of pedagogic strategies to discourse and learning outcomes; and c) identifying contrasting features of US and UK student discourse. An ethnomethodological approach has been adopted, and video recordings made of the discourse of small groups of 4–5 students within student seminars. Data has already been collected in the UK on 20 groups, and transcription and analysis begun. This early analysis is expected to provide a basis for trialling new pedagogic strategies aimed at improving the ‘quality’ of student involvement. Early analyses suggest that effective ‘learning’ talk is more likely when participants have: 1) an awareness of the educational purpose of the talk and the implications of that purpose for effective ways of addressing the topic; 2) a shared understanding of the meanings of the relevant vocabulary and an appreciation of the means by which that understanding can be achieved; 3) an appreciation of the need for testing hypotheses and using valid evidence; 4) an acceptance of an educational agenda (willingness to learn) over and above a social agenda (e.g. maintaining status). Published Material: FISHER, E. ‘Identifying effective educational talk’, Language and Education. (in press). Status: Sponsored project Source of Grant: Nene College of Higher Education £5,700 Date of Research: 1993–1996 KEYWORDS: discourse analysis; discussion; group discussion; higher education; learning; seminars; students; verbal communication

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11/1108 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Silcock, P. Dr; Wyness, M. Dr Networks of accountability in primary schools Abstract: The aim of the project is to investigate similarities and differences in the views about current issues in primary education between groups accountable for it (i.e. teachers, parents, Office for Standards in Education (OFSTED) inspectors, governors, pupils). The sample is approximately 160 (made up of approximately 60 practitioners, 25 parents, 25 governors, 25 inspectors and 25 pupils). The methods will be interview and content analysis of data. Status: Sponsored project Source of Grant: Nene College of Higher Education £4,000 Date of Research: 1994–1996 KEYWORDS: attitudes; inspectors—of schools; opinions; parent attitudes; primary education; pupil attitudes; school governors; teacher attitudes 11/1109 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Snape, J. Dr; Cavanagh, S. Prof. Stress factors among Project 2000 students Abstract: The Project 2000 education programmes provide a professional qualification in nursing, together with an academic qualification of a minimum of diplomA level. These programmes are educationally led rather than service led, with the emphasis being changed from training to education. In essence, student nurses are considered supernumerary to the National Health Service requirements for part of their training and are, arguably, being treated like other students within the higher education sector. While there have been numerous studies examining aspects of stress related to causality and possible impact on performance at work, there has been very little written about the potential influence of stress on student nurses’ performance in educational settings. This study addresses two broad questions: First, what are the experiences that can give rise to stress and, having identified them, how often do these experiences occur? Second, having identified the sources of stress, do the student nurses feel that such experiences affect their performance as students? The empirical work is ongoing and involves nearly 4,000 students, chosen at random, participating in the study. The methodology involves the use of interviews, stress logs (diaries) and a 45-item questionnaire. The data, thus far, highlights these stress factors, or broad problem areas: a) items associated with the apparent lack of understanding by members of the teaching and nursing staff; b) items associated with the college/home interface; and c) items associated with course organisation and resources. These factors are seen to be occurring frequently and some are perceived as affecting performance in varying degrees. All agencies involved in nurse education need to take cognisance of the fact that the performance and learning abilities of student nurses are adversely affected when reacting to stressors. Published Material: SNAPE, J. & CAVANAGH, S. (1994). Stress factors among Project 2000 students: an interim report. Northampton: Nene College, Faculty of Applied

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Sciences.; SNAPE, J. & CAVANAGH, S. (1995). ‘The problems facing students of nursing’, Education Today, Vol 45, No 2, pp.10–15. Status: Sponsored project Source of Grant: Nene College of Higher Education £4,000 Date of Research: 1994–1995 KEYWORDS: learning; nurse education; nurses; stress—psychological; stress variables; student problems 11/1110 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 McNeely, S. Mrs; Supervisor: Snape, J. Dr A study of stress and death attitudes in nurses from three specialisms (palliative, psychiatric and general nursing) Abstract: For most nurses caring for the seriously ill and dying patient is part of their everyday work. It appears appropriate, therefore, to understand the effects of this aspect of their work. It is reasonable to assume that nurses’ personal fears about death and dying issues, and their perceptions regarding their abilities to cope, will have some effect on how they do their work and on the levels of stress they experience. In a broadly based study of stress and death attitudes in nurses, data was collected from 307 nurses using a battery of self-reporting questionnaires. There were questions about sources of stress, symptoms of psychological stress, problem solving styles, social anxiety, fear of death, perceived ability to cope with stress and death issues. Data supplied by the nurses gave clear indications of where the perceived problems lay: poor communications, including lack of communication with doctors, departments, senior staff management, and other nurses; lack of feedback from management; conflicting instructions and information; and difficulties with team work. Following this initial study, a further 1,000 questionnaires were distributed including a death attitude and accumulated loss scale. In addition, in order to establish a baseline regarding death issues, a questionnaire has been devised and distributed to 1,800 households in a Midlands market town. This research, which is ongoing, is highly relevant during a time when so many changes are taking place within the nursing profession. Status: Sponsored project Source of Grant: Nene College of Higher Education £7,110 Date of Research: 1993–1996 KEYWORDS: death; nurses; stress—psychological; stress variables 11/1111 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Dabney, J. Ms; Supervisor: Snape, J. Dr The effects of stress on students’ learning within higher education in Northamptonshire Abstract: The purpose of this research is to identify experiences perceived by students as being stressful within the higher education sector. In addition, the frequency of these experiences is being explored, as is the possible effects on learning. In order to gather objective material for a questionnaire, 1,906 comments were obtained from 190 full-time students who were randomly selected. A further 173 full-time students completed the

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questionnaire from a random sample of courses. These figures constituted a response rate of 73%. In order to validate and support the retrospective data collected from the questionnaire, 43 additional students agreed to keep a diary over a 5 day period. These students were asked to record the most stressful single incident or series of incidents that had happened to them during the day. In addition, they were asked to record whether, in their opinion, their learning had been affected in any way as a result of the incident/s. The results of this initial survey suggested that there were many problems facing the students, with many of them seen to be occurring frequently, and some were having a detrimental effect on learning. When the most stressful incidents were categorised, it was revealed that the largest single theme to emerge was related to lecturers and their attitudes and behaviour—both in and out of the teaching situation. The diaries showed a definite link between the incidents reported on a day to day basis, and those contained in the questionnaire. These results are not exhaustive and analysis is ongoing. Content analysis of the diaries support the claim that those items identified as potential stressors were actually causing stress in students. Some interesting differences have started to emerge between the perceptions of males and females to the same incidents and what they consider the most stressful incidents to be. Further analysis on different age groups and different academic years is planned in order to assess stress from different perspectives. Status: Individual research Date of Research: 1992–1995 KEYWORDS: higher education; learning; stress—psychological; stress variables; student problems; students 11/1112 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Leicester University, School of Education, University Road, Leicester LE1 7RH 01162 522522 Ellis, S. Ms; Supervisor: Winch, C. Prof.; Wells, P. Mr; Mathieson, M. Prof. The written literacy skills of students in further and higher education: perceptions, approaches and cultural variations Abstract: This research aims to build upon the existing (but limited) research into the written literacy skills of students in further and higher education. The specific focus of the study will be upon the transcriptional or secretarial aspects of students’ literacy (i.e. the conventions of spelling, punctuation, paragraphing etc), because it is the assumed lack of skills in this area that is attracting so much negative attention outside the educational sphere, and because such skills—and the teaching of them—are the focus of much heated debate within the educational field. The first (completed) phase of the study was a nationwide survey (via postal questionnaire) of 200 randomly chosen further and higher education establishments—and 4 subject/discipline areas within each of these. The aims of the survey were to explore: 1) possible definitions of written literacy and the associated transcriptional skills; 2) the extent to which the lecturers/ institutions perceive that there is a problem with students’ written literacy; 3) explanations of such difficulties; 4) the options available for support; and 5) how far these perceptions and responses are mediated by cultural factors such as different subject/discipline and/ or institutional influences. The second phase of the research involves a deeper exploration of the type of support offered to students experiencing difficulty with their written literacy. Four case

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studies are being conducted in the further and higher educational spheres with the aim of providing descriptions and evaluations of existing support models, and a critical appraisal of the theoretical under-pinnings of such written literacy support. Status: Individual research Date of Research: 1993–1996 KEYWORDS: further education; higher education; literacy; reading skills; students; writing skills 11/1113 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Leicester University, School of Education, University Road, Leicester LE1 7RH 01162 522522 Stacey, H. Ms; Supervisor: Silcock, P. Dr; Fogelman, K. Prof. An investigation of the effectiveness of peer mediation training in improving selfesteem, altering locus of control, and reducing the incidence of bullying Abstract: The aim of the research is to evaluate the ‘iceberg’ system of peer mediation as a means of reducing the incidence of bullying in schools. The methods will be questionnaire, interview and observational measures in a quasi-experimental design. There will be 5 case study schools; around 300 subjects overall. Status: Individual research Date of Research: 1993–1996 KEYWORDS: behaviour modification; bullying; discipline problems; intervention; peer acceptance; peer relationship; peer teaching; pupil behaviour 11/1114 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Leicester University, School of Medicine, Department of Epidemiology and Public Health, Clinical Science Building, PO Box 65, Leicester Royal Infirmary, Leicester LE2 7LX 01162 523206 Merriman, L. Mrs; Supervisor: Winch, C. Prof.; Field, D. Dr The transition from diploma to degree in chiropody, occupational therapy and radiography Abstract: The aim of this research is to identify the impact of the transition from diploma to degree courses in chiropody, occupational therapy and radiography. This change took place within a very short time period and coincided with other changes within the National Health Service and higher education sector. The research involves an historical analysis of the development of these professions and their pre-registration training before degrees. The experiences of the transition will be studied via a case study approach. Each case study will involve semi-structured interviews with staff, last cohort of diploma students and first cohort of degree students, and document analysis of the diploma and degree curricula. In order to ensure the research is feasible and manageable, one school from each profession will be selected for the case studies. Data from the research will initially be written up as case studies. This will be followed by an analysis of the similarities and differences between the professions and the impact of degree status.

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Status: Individual research Date of Research: 1992–1995 KEYWORDS: degrees—academic; medicine; professional education; students 11/1115 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 London University, Institute of Education, Department of Child Development and Primary Education, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Rogers, J. Ms; Supervisor: Cowan, R. Dr Language and symbolism in the learning of mathematics Abstract: Previous research has identified mathematical symbolism as a source of misunderstanding and anxiety. This study aims to investigate the relationship between language, the use of symbols, and success in dealing with written algorithms and number operations. Methodology will be by empirical research. Quantitative data and statistical analyses will be combined with individual case design and the analysis of qualitative data. Initially, subjects will be selected from a representative sample in the British primary school sector, aged 5–11 years. Status: Individual research Date of Research: 1994-continuing KEYWORDS: mathematical linguistics; mathematics education; primary school pupils; symbols—mathematics 11/1116 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 University of Oporto, Rua D. Manuel II, 4003 Porto Cedex, Portugal Stanley, J. Dr; Hughes, G. Mr; Stoer, S. Dr; Cortesao, L. Dr Parental involvement in the education of their children: the development of strategies to ‘empower’ traditionally disadvantaged groups Abstract: Key questions for the research study will be: 1) In what ways are schools aligning themselves with their environments? Are schools actively trying to identify and interpret parental viewpoints? 2) What are the significant areas in school-parent interaction? Children’s overall well-being? Academic progress? School governance and decision-making? Pupil behaviour? 3) Where do parents of disadvantaged pupils fit into this parent-school relationship? What strategies need to be employed to involve the parents of disadvantaged pupils? Status: Sponsored project Date of Research: 1995-continuing KEYWORDS: disadvantaged; parent participation; parent school relationship 11/1117 Park Campus, Boughton Green Road, Northampton NN2 7AL 01604 735500 Warwick University, Institute of Education, Coventry CV4 7AL 01203 523523 Duncan, D. Ms; Supervisor: Burgess, R. Prof.

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Mature women entrants to teaching: an analysis of the process of adjustment to the student role in the four year BEd course Abstract: The research study has two distinct aims: (1) To investigate mature candidates’ previous career and work experiences and the factors leading to a decision to pursue a career in the teaching profession. (2) To identify the problems, resource needs and learning needs of mature students in the first year of the BEd course. A case study approach will be used to chart the socialisation process of 26 mature women into the student role in the first year of the BEd course (1991–92). The research will be conducted using mainly qualitative research methods. Much of the data will be gathered via tape recorded interviews using a ‘structured conversation’ approach. Interviews will be conducted at key points of their first year (before entry; once in each of the three terms; and at the end of the post-examination period of the first year) in order to identify the changes which have occurred in their behaviour, and in their perceptions of the student role in the first year of a teacher training course. Status: Individual research Date of Research: 1989–1995 KEYWORDS: mature students; preservice teacher education; student behaviour, student teacher attitudes; student teachers; womens education New College Durham 11/1118 Department of Education and Administration, Neville’s Cross Centre, Darlington Road, Durham DH1 4SY 0191 384 7325 Beverton, S. Dr Teachers’ perceptions of oracy and information technology project Abstract: The aim of the research is to investigate teachers’ perceptions of oracy and information technology (IT) in a number of local authorities. These two subject areas, although separate in themselves, were chosen because of two common factors: (1) both are ‘new’ in the sense of having acquired new status in the National Curriculum with little historical background as subjects per se; (2) the National Curriculum demands that all teachers address these themes. The research aims to survey a wide range of perceptions to reflect the current position of oracy and IT in the curriculum in primary and secondary schools. A questionnaire has been designed and developed to be used in a pilot survey. Appropriate modifications will then be made before the questionnaire is distributed to schools in a number of local authorities. It is envisaged that a variety of perceptions in both areas will be revealed and that these might have implications for classroom practice. After analysis, the questionnaires will be followed up by more indepth studies of particular teachers and schools, with the intention of revealing the nature of the relationship between perceptions and practice. The results will determine the current status of oracy and IT in terms of perceptions and practice. The dissemination of these results will inform and assist teachers’ practice and also enable authorities to plan inservice education of teachers (INSET) courses appropriately. Status: Sponsored project Source of Grant: New College Durham Date of Research: 1990–1995

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KEYWORDS: computer uses in education; information technology; national curriculum; oracy; teacher attitudes Newcastle upon Tyne University 11/1119 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Lewis, T. Ms; Supervisor: Skelton, C. Ms Gender differentiated career paths to senior posts in secondary education Abstract: A qualitative study of the careers of women teachers in positions of middle management. Three case study schools have been used together with interviews of a women teachers management group from one local education authority (LEA). The data suggests that women teachers in middle management experience constraints to their career development because of the subjects they teach, the timetabling of their school days, personal commitments and lack of appropriate staff development. Status: Individual research Date of Research: 1990-continuing KEYWORDS: career development; middle management; secondary school teachers; teaching profession; women teachers 11/1120 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Dyson, A. Prof.; Millward, A.Mr; Skidmore, D. Mr Local and central government relations and government policies in education: the case for special needs Abstract: The Education Act 1993 has, and previous measures have, reduced local education authorities (LEAs) control over the education system by shifting power to central government and individual schools. The project seeks to investigate distinctive models of LEA governance of special needs which are emerging in this context. It aims to: 1) identify, describe and analyse these approaches; 2) locate these approaches within a taxonomy of models of educational governance; 3) identify the impacts of the 1993 Act for central-local government relations; 5) conduct a comparative on these approaches; 4) analyse the implications of each approach analysis of these approaches in order to identify potential advantages and disadvantages of each; and 6) identify the implications of these approaches for ways in which the further development of the LEA/‘intermediary entity’ role. A purposive sample of five LEAs exhibiting distinctive approaches to the governance of special educational needs (SEN) was identified by means of: analysis of SEN policies from all LEA’s; expert nominations; and a literature search. Case studies were carried out in the selected LEA’s using the following methods: detailed documentary analysis; and semi-structured interviews with key informants. This project is ongoing and analysis of data is currently underway. Status: Sponsored project Source of Grant: Joseph Rowntree Foundation £11,885 Date of Research: 1994–1995 KEYWORDS: educational administration; educational policy; government role; local education authorities; special educational needs 11/1121

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Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Yildiz, R. Dr; Lee, C. Mr; Benmouldi, R. Ms; Supervisor: Atkins, M. Dr Learning and teaching with new technologies in the secondary and tertiary sectors Abstract: The research comprises a set of related projects investigating different aspects of learning effectiveness of multimedia technologies. The projects include: 1) Study of conceptual gain and attitudinal impact of three different types of multimedia simulations designed for 14 year old pupils studying science. Methodology and results reported under Yildiz and Atkins (1993). 2) Study of multimedia simulation designed to improve higher order thinking skills in mathematics in 12–14 years age range. Methodology and results reported under Atkins and Blissett (1993). 3) Comparative study of nature of advice given to students by human tutors and by computer assisted language learning packages in the tertiary sector. Results not yet available. 4) Study of barriers to uptake of new technology in teaching in higher education institutions in Korea. Results not yet available. Published Material: ATKINS, M.J. & BLISSETT, G. (1989). ‘Learning activities and interactive videodiscs: an exploratory study’, British Jouraal of Educational Technology, Vol 20, No 1, pp.47–56.; ATKINS, M.J. & BLISSETT, G. (1992). ‘lnteractive video and cognitive problem-solving skills’, Educational Technology, Vol XXXII, No 1, pp.44–50.; ATKINS, M.J. (1993). ‘Evaluating interactive technologies for learning’, Journal of Curriculum Studies, Vol 25, No 4, pp.333–342.; ATKINS, M.J. (1993). ‘Theories of learning and multimedia applications: an overview’, Research Papers in Education, Vol 8, No 2, pp.251–271.; ATKINS, MJ. & BLISSETT, G. (1993). Are they thinking? Are they learning? A study of the use of interactive video’, Computers in Education, Vol 21,Nos 1/2, pp.31–39. Status: Sponsored project Date of Research: 1995-continuing KEYWORDS: computer assisted language learning; computer assisted learning; computer uses in education; hypermedia; information technology; multimedia approach 11/1122 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Wells, M. Mrs; Supervisor: Westgate, D. Mr Contrasting grammar-teaching strategies in modern foreign languages Abstract: The background to the project blends the teacher-researcher’s complementary desires to gain perspective on a significant aspect of her own practice and to investigate grammarteaching within the context and recommended practices of National Curriculum (NC) modern foreign language teaching, with its emphasis on teaching in/through the target language and covert approaches to structure. The research begins from related literature, with a historical review of issues surrounding language development and, in particular, of change in modern foreign languages teaching. It follows an action research format, set in a 13–18 comprehensive school, monitoring the performances of a single year-group occupying comparable classes over their 3-year course in French to General Certificate in Secondary Education (GCSE) (1991–94). A longitudinal study, it takes as its focal point, the question of the advantages or disadvantages attaching to either explicit or implicit grammar teaching at various stages.

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The study sets out to observe effects of the broadly distinct teaching strategies—made contrastive by the presence or absence of explicit grammar-summaries delivered in English (as a concession agreed in the NC Non-Statutory Guidance to the policy outlined above). Data have been gathered on both classroom processes and learning outcomes at various points, including final GCSE scores. The study also explores issues relating to the conduct of such research, including attitudes and responses of teachers and pupils to their participation in the study. In disclosing the pattern of results which systematically took shape during the 3 years, the report will discuss findings in the context of current practice. It is thus intended to set local insights in a wider perspective and to identify aspects which may have more general significance. Published Material: WELLS, M.C. (1994). ‘Reflecting on grammar teaching’. In: PECK, A. & WESTGATE, D. (Eds). Language teaching in the mirror. London: Centre for Information on Language Teaching and Research. Status: Individual research Date of Research: 1991-continuing KEYWORDS: grammar; modern language studies 11/1123 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Todd, C. Ms; Supervisor: Carrington, L. Mr Equal opportunities (gender) and teacher unions: a comparative study of the United Kingdom and the United States of America Abstract: This research focuses on the professional lives and careers of women teachers in the United Kingdom and United States of America. It includes a substantial case study of the Californian Teachers’ Association and an empirical investigation undertaken in the Auburn area of that state. An investigation of the National Union of Teachers and a case study of women teachers in Hexham, Northumberland, is also being undertaken. Status: Individual research Date of Research: 1991-continuing KEYWORDS: equal opportunities—jobs; professional associations; teacher associations; teacher employment; teaching profession; unions; United States of America 11/1124 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Skidmore, D. Mr; Supervisor Atkins, M. Dr Roles, configurations and understanding of purpose: the relationship between the construction of the role of the special needs coordinator, the school’s organisational configuration and the conceptualisation of the special needs task in a sample of mainstream secondary schools Abstract: In the 1980’s the ‘whole school approach’ emerged as the dominant model of special educational needs (SEN) provision in mainstream schools. The viability of this model has been thrown into doubt by radical changes in the education system introduced by the Education Reform Act 1988 and the Education Act 1993. The research aims to investigate the three-way relationship developing in this new context between the construction of the role of the SEN coordinator, the organisational configuration of the

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school and the conceptualisation of the SEN task in a sample of mainstream secondary schools. The investigation will be based on case studies of a small purposive sample of schools displaying distinctive approaches to organising their provision for special needs. Data collection will be by: documentary analysis; semi-structured interviews with key informants; targeted observation and tracking of the SEN coordinator in role. Data analysis by techniques of summarising, coding and categorisation; checks on the validity of the researcher’s emerging interpretation by providing feedback to informants. Status: Individual research Date of Research: 1993–1996 KEYWORDS: coordinators; mainstreaming; school organisation; secondary schools; special educational needs; whole school approach 11/1125 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Dyson, A. Prof.; Supervisor: Atkins, M. Dr Problem-solving and conceptualisation in the management of special needs provision in comprehensive schools Abstract: This project is a study of the professional problems encountered by Special Needs Coordinators (SENCO’s) in comprehensive schools. It investigates those problems by engaging coordinators in a consultancy process based on ‘soft’ operational research methodologies. Its initial findings suggest that coordinators face complex ‘wicked’ problems which cannot adequately be accounted for by currently fashionable Schonian characterisations of professional practice. The nature of these problems also suggests that special needs education may be inherently dilemmatic and contradictory, and that current accounts of special needs in psychomedical or structural-sociological terms are inadequate. The use of a consultancy process as a research methodology suggests an alternative to the ethnographic and phenomenological approaches which dominate qualitative research, and has particular implications for the relationship of ‘researcher’ and ‘subject’ and for the status of the ‘knowledge’ which is generated by such research. Published Material: DYSON, A. (1990). ‘Effective learning consultancy: a future role for special needs coordinators?’, Support for Learning, Vol 5, No 3, pp.l 16–127.; DYSON, A. (1991). ‘Rethinking roles, rethinking concepts: special needs teachers in mainstream schools’, Support for Learning, Vol 6, No 2, pp.51–60.; DYSON, A. (1992). ‘Organisational enquiry and the special needs coordinator’. In: THOMAS, G. (Ed). A future for special needs. Oxford: Oxford Brookes University; DYSON, A. (1993). ‘Do we need special needs coordinators?’. In: VISSER, J. & UPTON, G. (Eds). Special education in Britain after Warnock. London: David Fulton.; DYSON, A. & GAINS, C.W. (Eds). (1995). Support for Learning, Vol 10, No 2 (whole issue). A full list of publications is available from the researcher. Status: Individual research Date of Research: 1990–1996 KEYWORDS: coordinators; mainstreaming; secondary schools; special educational needs 11/1126 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000

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Jones, F. Mr; Supervisor: Westgate, D. Mr Going it alone: self-instruction in adult foreign-language learning Abstract: This project is an investigation into the field of foreign language selfinstruction (‘teach-yourself’) by adult native speakers of English. The purpose is to gain as wide as possible a picture of the self-instructed learner; his/her processes, strategies and relevant learner characteristics; and the key features of materials used. The first prestudy sets up a comprehensive checklist of features of published teach-yourself packages. The checklist is applied to an informal survey of 40 packages from a range of languages, including 2 Hungarian packages. The second pre-study is a diary study of the researcher’s own learning of Hungarian over 11 months, using these 2 packages. The main study is an interview survey of 70 learners with non-classroom teach-yourself experience (from a university language centre learner database of c.1500 learners). Multivariate statistics, combined with qualitative extracts from the interview protocols, looked for links within and between the learners’ language-experience profiles (number of languages, learning mode, command etc), achievement features of individual language experiences, and reports of strategy/materials use and key learner characteristics. Tentative results indicate: 1) a 2-stage learning process, with an intermediate-level threshold corresponding to the ability to handle real text; 2) below this threshold, teach-yourself is less effective in achievement terms than classwork, though teach-yourself may be a valid means of achieving short-term, low-level goals; 3) above this threshold, adding autonomous/self instruction techniques, esperially using real text or interaction, is more effective than classwork alone; 4) learners are able to give rich accounts of their learning strategies etc, which can be readily translated into advice for language centres and other learners. Published Material: JONES, F.R. (1993). ‘Beyond the fringe: a framework for assessing teach-yourself materials for ab initio English-speaking learners’, System, Vol 21, No 4, pp.453–469.; JONES, F.R. (1994). The lone language learner: a diary study’, System, Vol 22, No 4, pp.441–454.; JONES, F.R. (1995). ‘Learning an alien lexicon: a teach-yourself case study’, Second Language Research, Vol 11, No 2, pp.95–111.; JONES, F.R. ‘Learner, teach thyself!’, Greta. (in press). Status: Individual research Date of Research: 1991–1996 KEYWORDS: independent study; modern language studies 11/1127 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Brand, J. Ms; Supervisor: Carrington, L. Mr A comparative study between physical education teaching in postindependent Zimbabwe and physical education in England and Wales during the same period (1980– 91) Abstract: This research examines recent developments in physical education in Zimbabwe and England and Wales. It focuses upon policy makers’, headteachers’ and pupils’ perceptions of provision in the country concerned. Status: Individual research Date of Research: 1991-continuing KEYWORDS: comparative education; physical education; Zimbabwe

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11/1128 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Robson, S. Ms; Supervisor: Dyson, A. Prof.; Millward, A. Mr Young adults (16–30) with physical and complex disabilities in Cleveland Abstract: Tees Health commissioned the project with finances obtained from Cleveland Joint Consultation Committee, the aim being to investigate: the needs of younger disabled people in Cleveland by determining clients’ and carers’ perceptions of met and unmet needs; and the prevalence of severe disability in young adults in Cleveland and its relationship to handicap by geographical and socio-economic factors. Having obtained approval from the Ethics Committee for North Tees, South Tees and Hartlepool, statutory and voluntary agencies within these three authorities were approached by the research group to request access to data. A collated, multi-agency database will be established to act as a strategic planning tool. In order to define the target population operationally and to provide a structure for the database, a disability classification system has been derived from The International Classification of Impairments, Disabilities and Handicaps (ICIDH, 1980). The types of disability identified by the ICIDH have been subsumed under four meta-categories: physical, sensory, intellectual and behavioural. Disabilities in these categories will be rated for severity on a three-point scale (mild, moderate, severe) indicating the extent to which they give rise to handicap. Physical and complex disability is thus operationally defined as moderate to severe; physical disability accompanied by moderate to severe disability in one or more other areas of functioning. In addition to providing comprehensive data on the size, distribution, disability characteristics and agency contacts of this population, the database will constitute an essential basis to construct a sample of the population who will be interviewed to determine their service needs. Estimated total population 200–500, yielding a 10% sample for interview of 20–50 individuals. Status: Sponsored project Source of Grant: Tees Health £40,000 Date of Research: 1995–1996 KEYWORDS: disabilities; physical disabilities; special educational needs; young adults; youth 11/1129 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Jones, K. Mr; Supervisor: Atkins, M. Dr School inspection, school effectiveness and school improvement: the impact of OFSTED inspections on theoretical and practical perspectives Abstract: The main aims of the Office for Standards in Education (OFSTED) school inspection arrangements were emphasised in the 1993 OFSTED Corporate Plan. The new system would at the same time “inform parents”, “make schools more directly accountable for standards”, and “provide an agenda for school improvement”. This study attempts to engage with the third aim noted above. By means of a longitudinal study of developments in two North-East secondary schools throughout the full cycle of their first and second OFSTED inspections, the study will seek to examine a number of interrelated questions: 1) What is it that schools—and in particular individuals and

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functioning groups—do when preparing for an OFSTED inspection? 2) How much confidence do staff have in the inspection process, and how valid a view do they feel the report(s) present? Do they feel any sense of commitment to putting right weaknesses identified by an inspection team? 3) Where staff have accepted an OFSTED report, how do they then implement (i.e. formulate and energise) the governors’ action plan? How do staff and governors perceive the process? What do individuals do? Who takes responsibility for what? 4) What do individuals of different status and with various responsibilities and roles actually do over time to “improve the school” as a direct consequence of an OFSTED inspection? What help do they receive (internally and externally)? 5) How do schools measure the “school improvements” that have come from an OFSTED inspection? Status: Individual research Date of Research: 1994-continuing KEYWORDS: educational improvement; educational quality; inspection; inspectors— of schools; school effectiveness 11/1130 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Todd, E. Ms; Supervisor: Easen, P. Dr An investigation of the meaning of partnership in the assessment of special educational needs Abstract: This research aims to look in more detail at the meaning of partnership in the formal process of assessing children’s special educational needs. This research widens the current interest in parent partnership and the growing interest in the child’s perspective to investigate the perspectives of all those involved in an assessment to find out how the assessment is perceived and to find out different perspectives of the nature of partnership involved. The first phase of the research is a case study of a parent partnership scheme run by educational psychologists and operating in a northern urban education authority. The operation of the scheme during its first year is described and discussed with reference to field notes and minutes of meetings taken during the researcher’s involvement with the scheme. Semi-structured interviews are also carried out with those involved in the scheme. An investigation of this scheme raises questions about the possibilities for parent partnership within existing legislative and professional frameworks. It also raises questions about other kinds of partnerships within the process, such as between the teacher and the psychologist, the child and the parent. The second phase of the research is a number of case studies of assessments which have recently been completed under the Education Act 1993. Semi-structured interviews and documents from the assessment will be used to look at the persepectives of all the people involved in the assessment in order to investigate the different possibilities and problems for partnership between all those involved. Status: Individual research Date of Research: 1994-continuing KEYWORDS: assessment; cooperation; diagnostic assessment; edu-cational psychologists; parent participation; pupil attitudes; special educational needs; statements—special educational needs 11/1131

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Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Edwards, A. Prof.; Fitz-Gibbon, C. Prof.; Haywood, R. Dr; Meagher, N. Mr Methods and effectiveness in post-sixteen teaching and learning Abstract: The research questions are: 1) What teaching and learning processes take place in academic and vocational courses post-16? 2) What are the connections between learning styles, teaching methods, and course requirements in General National Vocational Qualifications (GNVQ) and A-level? 3) To what extent does this evidence match the extensive data collected through the Newcastle University ALIS programme? 4) What learning theories are articulated by teachers in these contexts, and which teaching strategies are justified as being particularly appropriate for these courses? Twelve schools and 4 colleges of further education have provided access to 41 different teachers in 18 different subjects covering 28 teaching groups for A-level, 10 teaching groups for GNVQ, 5 groups for the Business and Technology Education Council (BTEC) National Diploma, and 1 group for the BTEC National Certificate. The research involved the use of the ALIS database, detailed classroom observation; and pupil and teacher questionnaires. There will be an interim report for the National Council for Vocational Qualifications in November 1995 and a final project report for the Economic and Social Research Council in February 1996. Status: Sponsored project Source of Grant: Economic and Social Research Council £75,450 Date of Research: 1993–1996 KEYWORDS: learning processes; learning theories; sixteen to nineteen education; teaching methods 11/1132 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Reimann, N. Ms; Supervisor: Westgate, D. Mr German ‘Languages for All’ provision in higher educaiion: an evaluation study with particular reference to student dropout Abstract: This study intends to increase our knowledge about the processes involved in learning German within the specific setting of ‘Languages for AIP schemes. It is based in the tradition of language classroom research and focuses on individual reasons for student dropout. Institutional factors (integration of language element into courses, institutional policies), personal factors (students’ motivation, attitudes, expectations, perceptions, previous language learning experience) and classroom factors (content of the course, classroom processes and interaction) are addressed mainly by means of qualitative methods, without totally excluding quantitative forms of enquiry. Student perceptions of and reactions to the language learning experience form the core of the study; the main body of the data consists of intro-/retrospection and classroom observation. It has been planned to investigate a number of schemes, however the indepth approach taken might severely limit the amount of cases studied. Status: Individual research Date of Research: 1995-continuing KEYWORDS: dropouts; German; higher education; modern language studies; student wastage

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11/1133 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Newton, L. Dr; Supervisor: Edwards, A. Prof. Questioning in primary science, with particular reference to development of understanding Abstract: Using a variety of methods, this study investigates primary teachers’ use of questioning in science. In questionnaire responses, primary teachers claimed to plan questioning and use a range of questions. The science lessons of 26 primary teachers were observed and recorded. The frequency, position and nature of questions asked was noted. Questions were classified by keyword and cognitive purpose. Teacher talk, particularly questions, dominated the lessons. Most of the science-related questions aimed to recall and describe facts and procedures. Using controlled experiments, different kinds of teachers’ questions were tested in various combinations on almost 600 primary school children. The effect of these questions on children’s understanding was found to be uneven, unpredictable and often unproductive. The nature of understanding and its relationship to mental representation is described and used to predict potentially effective questioning in causal situations in science. Traditional and theory-guided questions were compared using the above children in controlled experiments. The most effective questioning for supporting understanding was that predicted by theory and intended to support mental model construction. Surrogates for teachers, such as children’s texts, also use questions. The questions in a sample of 9 National Curriculum key stage 1 and 5 key stage 2 science teaching schemes were classified. The schemes, like the teachers, tend to use questions for eliciting facts, descriptions and procedures. The schemes also tend to use application questions. Controlled experiments assessed the effect of theory-guided questions implanted in such textual materials on the above children. These questions were found to support the development of understanding signficantly, particularly in causal situations. It was concluded that the strategy of questioning to support understanding can be effective. However, teachers’ questioning needs to be aimed clearly at aspects of the mental products of understanding and the mental processes for constructing the products. Status: Individual research Date of Research: 1991–1996 KEYWORDS: dassroom communication; comprehension; primary school teachers; questioning techniques; science education; science teachers; teaching methods 11/1134 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Cavalcante, P. Ms; Supervisor: Newton, L. Dr; Newton, D. Dr A study of the interaction of teachers’ ideas of children’s learning in science and the impact of such interaction Abstract: The present study is interested in the sort of ideas primary teachers hold about: science; scientific concepts; learning in science; teaching science; how these notions are passed to children; and what kind of influence these notions have on children’s scientific conceptions. A three phase methodology was designed for the study: 1) A qualitative survey of English junior school teachers about their perceptions of the

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National Curriculum, science teaching and science learning, followed up by a semistructured classroom observation of 30 teachers from the survey sample. 2) A case study of 18 primary teachers about their cognitive style and ideas of the nature of science, teaching, learning, assessment in science, and their classroom practice. Children’s ideas of the nature of science, learning in science and scientific concepts were also investigated. 3) An experiment using the most common teaching practices observed in phases 1 and 2—three matched classes of Year 5 children—composed the sample of this phase. Results of phase 1 have shown that primary teachers are mostly generalists and women, and they have improved their understanding about the National Curriculum requirements. However, they still have knowledge-base deficiencies. In addition, teachers seem to teach science differently depending on their background. Specialist primary teachers tended to be process oriented and they encourage independent group work. Generalist primary teachers tended to be product oriented. Their science lessons were taught like non-science lessons and the end product was the most important aim. The data for phases 2 and 3 are currently being analysed. Published Material: CAVALCANTE, P.S., NEWTON, L.D. & NEWTON, D.P. ‘Primary teachers’ ideas about the National Curriculum, teaching and learning in science, and their practice’, Curriculum. (in press). Status: Sponsored project Source of Grant: CNPQ—Brazilian Agency for Research Date of Research: 1993–1996 KEYWORDS: primary school teachers; science education; science teachers; scientific concepts; scientific literacy; teacher attitudes; teaching methods 11/1135 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Newcastle upon Tyne University, Department of Speech, King George VI Building, Newcastle upon Tyne NE1 7RU Sadler-Meazzini, J. Mrs; Supervisor: Westgate, D. Mr A longitudinal study of the educational performance and speech and language development of language impaired children during the first three years of school Abstract: This longitudinal study examines: a) the educational performance and b) the speech and language development of 44 children diagnosed as having a speech and/or language impairment at the onset of their schooling within one local education authority (LEA) in the North East of England. The aim is to examine the influence of certain variables, such as type and pervasiveness of the language disorder, behaviour and social development, non-verbal ability of the children, and the attitudes and knowledge of teachers. These have intuitively been felt by the professionals working in this field to influence the educational performance and language development of children who at the beginning of their school career present a severe speech and/or language impairment. Such information will be invaluable to parents, speech and language services, and local education authorities alike, when making decisions regarding the individual needs of these children, their educational provision, and the allocation of increasingly scarce human and financial resources. Status: Individual research Date of Research: 1993-continuing

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KEYWORDS: academic achievement; language handicaps; performance; special educational needs; speech handicaps; young children 11/1136 Department of Education, St Thomas Street, Newcastle upon Tyne NE1 7RU 0191 222 6000 Newcastle upon Tyne University, Department of Geography, Daysh Building, Newcastle upon Tyne NE1 7RU Newcastle upon Tyne University, Department of Town and Country Planning, Claremont Tower, Newcastle upon Tyne NE1 7RU Carrington, L.Mr; Bonnett, A.Dr; Gilroy, R.Ms British and Canadian anti-racist initiatives in public sector education and training Abstract: This is a comparative study of the development and implementation of antiracist initiatives in public sector education and training in the UK and Canada. As well as examining policies and debates at a national level, particular consideration is given to developments in four metropolitan areas: Toronto and Vancouver in Canada; and London and Newcastle upon Tyne in the UK. Semistructured interviews are employed to examine the perceptions of grass-roots activists, pressure groups, practitioners, administrators, politicians and scholars in an attempt to identify some of the key dilemmas faced by those dealing with this issue. It is hoped that an international study of this kind will indicate the future direction for anti-racist education and training in each of the countries concerned. Status: Sponsored project Source of Grant: Canadian Government: Institutional Research Award Program £9,700 Date of Research: 1994–1996 KEYWORDS: antiracism education; Canada; comparative education; training 11/1137 Department of Psychology, Ridley Building, Newcastle upon Tyne NE1 7RU 0191 222 6000 Lister, C. Dr; Simpson, L. Miss The development of quantity concepts in children who are blind Abstract: Relatively little research has been reported exploring blind children’s concepts of quantity conservation and the findings and interpretations have been conflicting. Even fewer studies have attempted to develop such concepts in these children. It is important to know how concepts may be built if children show developmental lags and the importance of understanding quantity conservation is well attested, for example as fundamental to measurement. This project builds upon the series of investigations of sequence in development of concepts in children with and without specific handicapping conditions carrried out by the first researcher and her colleagues. It extends the study of order in concept acquisition to work with children who are blind and it goes beyond this to examine processes in developing these children’s understanding through specific forms of intervention. Pre-test tasks examining understanding of number, substance, length, weight, area and volume are being specifically adapted for blind children paying particular attention to influences on their experience of the six attributes. These will reveal the blind children’s initial understanding and clarify how far there is a common sequence in development. By providing experiences and explanations

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designed to build the children’s quantity concepts within a training study, it is possible to focus closely upon processes of development and the effect of handicapping conditions. Post-testing enables further exploration and evaluation of the development of blind children’s concepts. Altogether, the project aims to provide insights into development generally as well as to contribute specifically to understanding and developing blind children’s concepts. Published Material: LISTER, C., LEACH, C. & SIMPSON, L. (1994). ‘An exploration of understanding of quantity in children who are blind’, Early Child Development and Care, Vol 103, pp.43–63. Status: Sponsored project Source of Grant: Leverhulme Trust £30,590 Date of Research: 1993–1995 KEYWORDS: blindness; concept formation; numbers; quantity concepts 11/1138 Department of Psychology, Ridley Building, Newcastle upon Tyne NE1 7RU 0191 222 6000 Stothard, S. Dr; Supervisor: Snowling, M. Prof. The nature and origins of children’s reading comprehension problems Abstract: This research will investigate the nature of specific reading comprehension problems in children. A group of children (N=15) with adequate decoding skills but poor comprehension will be selected. These children will be aged 7–9 years. They will be compared with two control groups: a group of chronological-age controls and a group of younger comprehension-age controls. The three groups will be given a number of standardised tests to measure their reading ability, vocabulary and verbal intelligence. They will also be given experimental tests of vocabulary to explore their semantic skills. The aim of the project is to obtain detailed information about the semantic processing skills of children with comprehension problems. Status: Sponsored project Source of Grant: Medical Research Council £5,812 Date of Research: 1994–1995 KEYWORDS: learning disabilities; reading comprehension; reading difficulties; special educational needs Newman College 11/1139 Genners Lane, Bartley Green, Birmingham B32 3NT 0121 476 1181 Birmingham University, School of Education, Centre for Religious Education Development and Research, Edgbaston, Birmingham B15 2TT 0121 414 3344 Murray, V. Mr; Supervisor: Hull, J. Prof. A study of adolescent religious identity formation among Roman Catholic and Sikh students at St. Philip’s Roman Catholic Sixth Form College, Birmingham Abstract: The research arises out of a personal concern for how adolescents negotiate the process of religious identity development in a religiously plural and economically divided society and world. St. Philip’s has a good proportion of students from different religious traditions. The ethos and religious education (RE) there claims to specifically

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address issues of religious plurality and social injustice. The aim of the research is to shed light on the religious identity development of young Sikhs and Roman Catholics in this particular educational context. As well as being a participant observer by teaching RE and facilitating interfaith dialogue within the college, the researcher has conducted case studies of a group of six Roman Catholic and six Sikh students (equally divided by gender). These involve semi-structured interviews in college and in the family environment, and receiving verbal and written feedback from the participants on the initial interpretation of the data. While the research methods have been designed with the help of Identity Theory and Faith Development Theory, hopefully they are also reciprocal enough to enable the participants’ perspectives to be heard. The aim is that the outcomes of the research will contribute to more liberational and empowering forms of religious education. Published Material: MURRAY, V. (1994). ‘Spiritual and moral development through interfaith dialogue at St Philip’s Roman Catholic Sixth Form College, Birmingham’. In: ASHRAF, J.A. & HIRST, P.H. (Eds). Religion and education: Islamic and Christian approaches. Cambridge: The Islamic Academy. Status: Individual research Date of Research: 1991–1996 KEYWORDS: adolescents; Catholics; identity; religious attitudes; religious cultural groups; Sikhs 11/1140 Genners Lane, Bartley Green, Birmingham B32 3NT 0121 476 1181 Exeter University, School of Education, St Luke’s, Heavitree Road, Exeter EXl 2LU 01392 263263 Davenport, A. Mr; Supervisor: Peacock, A. Dr; Desforges, C. Prof. Initial Teacher Training and Inservice Education of Teachers (ITINSET) and the higher education tutor Abstract: This research involves an ethnographic study of the cognitive, social, pedagogical and professional pathways taken by university and college tutors involved in initial teacher training and inservice education of teachers (ITINSET). There will be continuing research into the evaluative procedures used by higher education tutors during a degree-centred INSET programme. Status: Sponsored project Source of Grant: Newman College Date of Research: 1990–1995 KEYWORDS: academic staff; higher education; inservice teacher education; preservice teacher education; teacher educators NICER Research Unit 11/1141 Queen’s University of Belfast, School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 D’Arcy, J. Mr; Thompson, K. Miss; Leitch, C. Miss; McMahon, J. Ms; Rainey, N. Mrs; McGillion, P. Ms; Supervisor: Sutherland, A. Ms Annual follow-up of newly-trained teachers

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Abstract: In collaboration with the teacher training institutions in Northern Ireland, the Northern Ireland Council for Educational Research (NICER) carries out an annual survey of newly-qualified teachers. The investigation seeks to describe the newly-qualified teachers in terms of their subject specialism, sector emphasis and type of training; to identify employment status by the same characteristics; to take note of teachers’ experiences in seeking teaching posts and to examine trends in teacher employment. Data are collected by means of an annual questionnaire survey to all teachers who qualified the previous summer. Over the years considerable changes have been observed in the numbers of teachers qualifying, in the percentage who fail to find employment and in the ratio of permanent to non-permanent teaching posts obtained by newly-qualified teachers. Published Material: D’ARCY, J.M. (1990). Teachers newly-qualified in 1989. Belfast: Northern Ireland Council for Educational Research.; THOMPSON, K. (1991). Teachers newly-qualified in 1990. Belfast: Northern Ireland Council for Educational Research.; LEITCH, C.M. & SUTHERLAND, A.E. (1992). Teachers newlyqualified in 1991. Belfast: NICER Research Unit, School of Education, The Queen’s University of Beifast.; SUTHERLAND, A.E., MCMAHON, J.M. & RAINEY, N.A. (1993). Teachers newlyqualified in 1992. Belfast: NICER Research Unit, School of Education, The Queen’s University of Belfast.; A full list of publications is available from the NICER Research Unit. Status: Sponsored project Source of Grant: Department of Education for Northern Ireland Date of Research: 1978-continuing KEYWORDS: labour market; newly qualified teachers; Northern Ireland; teacher employment; teacher recruitment; teaching profession 11/1142 Queen’s University of Belfast, School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 Meenan-Strain, C. Mrs; Supervisor: Gardner, J. Prof.; Sutherland, A. Ms Evaluation of the Reading Recovery Pilot Project in Northern Ireland Abstract: This is an evaluation, with quantitative and qualitative elements, of the first two years in Northern Ireland of Reading Recovery (RR), an early intervention literacy scheme devised by Marie Clay. In 1994–95 teachers from 23 schools were trained to use RR. In 1995–96 a further 33 schools joined the programme. The plan is that the researchers test all children who are given the full battery of Marie Clay diagnostic tests by the RR teachers early in the autumn term—approximately half of whom are taken on the programme—as soon as possible afterwards, and again in May-June. The first cohort of pupils on RR will be tested for a third time in May-June 1996, at least a year after they left the programme, to gauge any longer-term effects. Since it is a principle of RR implementation that it be offered to the very weakest readers, the evaluation cannot use a ‘classical’ matched control group, but comparisons are being made with the progress of the next weakest readers on the diagnostic survey and with estimates of the class average, which it is claimed that most RR children should reach. Various standardised reading tests are being used. The qualitative parts of the evaluation will study the effects of RR on the children’s reading behaviours, on the attitudes and understandings of the RR teachers, on the classroom practice of the teachers from whom the children are

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withdrawn, and in the school as a whole. The methodology includes interviews, observation of classrooms and RR lessons and case-book studies of 10 children going through the programme. The financial implications for a school of adopting RR, in comparison with other forms of remediation, will also be considered. Status: Sponsored project Source of Grant: Outer Belfast Action Team £82,600 KEYWORDS: intervention; programme evaluation; reading difficulties; reading teaching; remedial programmes; remedial reading Date of Research: 1994–1996 11/1143 Queen’s University of Belfast, School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 Johnston, L. Mrs; Supervisor: Gardner, J. Prof.; Sutherland, A. Ms Issues related to the transition from Northern Ireland Curriculum key stage 2 to key stage 3 in relation to English, Mathematics and Science Abstract: Although, like its counterpart in England and Wales, the Northern Ireland Curriculum is in four key stages with transfer from primary to post-primary school at the end of key stage 2, the aim is to provide continuity, progression and coherence throughout the 12 years of compulsory education. As part of its ongoing review of the curriculum, the Northern Ireland Council for the Curriculum, Examinations and Assessment (CCEA) commissioned a study of problems and issues at the transition between key stage 2 and key stage 3, with reference to the three core subjects of English, Mathematics and Science. The study, which is essentially qualitative in nature, is based on semi-structured interviews in 12 post-primary schools of various types, and 18–20 of their contributory primary schools. The informants in primary schools are the principals, coordinators of the 3 core subjects and teachers of P7 (final year) classes. In post-primary schools the informants are heads of department and Year 8 teachers of the core subjects, groups of Year 8 pupils and senior staff with overall curricular responsibility. Three main strands are being explored: a) curriculum continuity/ discontinuity, including the effects of the transfer procedure; b) primary-secondary liaison on curricular matters; and c) the kinds of information on primary pupils available and useful to post-primary schools. Status: Sponsored project Source of Grant: Northern Ireland Council for the Curriculum, Examinations and Assessment Date of Research: 1994–1995 KEYWORDS: developmental continuity; English; mathematics education; national curriculwn—Northern Ireland; Northern Ireland; primary secondary education; primary to secondary transition; science education 11/1144 Queen’s University of Belfast, School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 McGillion, P. Ms; Loane, M. Miss; Supervisor Sutherland, A. Ms A follow-up survey of the employment patterns of teachers qualified in 1991 and 1992

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Abstract: In the two latest annual surveys of the employment situation of newly qualified teachers in Northern Ireland, very few had failed to find any kind of post, but nearly half were in temporary appointments. Such findings have obvious potential implications for staffing forecasts. In 1994, the Department of Education for Northern Ireland (DENI) therefore commissioned a follow-up questionnaire survey of the career patterns of the 1991 and 1992 cohorts, some three and two years respectively after qualification. The following matters were of special interest to DENI: 1) the career patterns of those who originally took up a temporary appointment or who had difficulty in finding a post in their subject; 2) the nature of the non-permanent appointments and, in particular, whether the post existed only on a temporary basis (and might disappear) or whether teacher was substituting for another teacher; 3) the number who had left or were thinking of leaving the profession. In addition, there were questions about current teaching duties, any special responsibilities and further study. Completed questionnaires were returned by 940 of the 1,403 teachers in the approach sample (a 67% response). Published Material: SUTHERLAND, A.E. Recently qualified teachers: 1991 and 1992 cohorts. Bangor: Department of Education for Northern Ireland. (in press). Status: Sponsored project Source of Grant: Department of Education for Northern Ireland Date of Research: 1994–1995 KEYWORDS: followup studies; newly qualifled teachers; Northern Ireland; teacher employment; teacher recruitment; teacher supply and demand; teaching profession North East Wales Institute ofHigher Education 11/1145 School of Education, Postal Point 36, Plas Coch, Mold Road, Wrexham LL11 2AW 01978 290666 Harris, D. Mrs; Supervisor: Costello, P. Dr; Norris, R. Mr; Edwards, G. Miss The role of argument in higher education for the professions: three case studies in education, management and nursing Abstract: The fundamental questions the research will address are: 1) How is argument defined or described in education, management and nursing studies? 2) What functions does argument serve in these areas? (i.e. Who is arguing? Who is the audience? What is the subject matter? In what contexts? To what ends?). 3) What constitutes a good argument in education, management and nursing? 4) How is argument taught and learned? 5) What role does argument play in the assessment of student performance? These questions will be explored by the analysis of discourse, both spoken and written, produced in a range of interactions between students and tutors, students and students, and students and tutors and the researcher. This would include texts such as: 1) Guidance and advice produced by institutions, departments or individuals on the subjects of study skills, assignments, assessment and written work; 2) examination questions and answers; 3) examiners’ reports; 4) coursework assignments and projects; 5) dissertations; 6) tutors’ comments and assessments; 7) lectures, seminars, tutorials, discussion groups; and 8) accounts given in interviews with tutors and students. The research will study the processes of argumentation to determine their functions in higher education: at undergraduate level, in developing the skills of emergent teachers, nurses and managers; and at postgraduate level, in refining professional practice and furthering personal development.

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Status: Individual research Date of Research: 1994-continuing KEYWORDS: argument; critical thinking; higher education; management studies; nurse education; persuasive discourse; preservice teacher education; professional education Northbrook College of Design and Technology 11/1146 Broadwater Road, Worthing BN14 8HJ 01903 231445 Griffiths, Y. Ms A study of caseloading Abstract: Further education lecturers’ workloads have traditionally been expressed as a number of hours divided between ‘contact’ (teaching) and other duties. It has long been recognised that the number of hours did not always accurately represent lecturers’ actual workloads which could vary considerably because of differences in class sizes, preparation and marking required, curriculum delivery and syllabus demands. With the development of new contracts it was increasingly obvious that workloads calculated simply on numbers of hours are not necessarily appropriate, and that a better approach would be to make each member of staff responsible for a ‘caseload’ of students. It was against this background that Northbrook College approached the Further Education Development Agency (FEDA) for support to pilot a caseloading model in a selected area of the college based on full-time equivalents (FTE’s). The result was a project whose aim was to monitor and evaluate caseloading over a one year period, in order to assess its potential to support the effective delivery of the curriculum offered, maintain and improve staff motivation, and increase efficiency/productivity. The investigation is being conducted through questionnaire based interviews with caseloaded staff, at the beginning and end of the academic year. The findings and conclusions will be written up in the form of a report, 10–20,000 words long, to be submitted to the FEDA by 31 August 1995 and disseminated to colleges and other interested institutions. Status: Sponsored project Date of Research: 1994–1995 Source of Grant: Further Education Development Agency KEYWORDS: academic staff; colleges of further education; educa- tional administration; further education; institutional administration; nonteaching duties; teacher workload; teaching load Northern College of Education 11/1147 Dundee Campus, Gardyne Road, Dundee DD5 1NY 01382 464000 Open University, Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Fyfe, W. Mr; Supervisor: Cowan, J. Dr; Morgan, A. Dr Development of approaches to learning Abstract: The purpose behind this research is to examine the development of student approaches to learning in formal education. It is based largely on research carried out by

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the phenomenological school into deep and surface approaches to learning, but also attempts to take account of work in other areas of human development, e.g. in child development and in adult learning. Of particular interest is the well documented decrease in the level of learner sophistication noted in higher education. A variety of explanations have been given for this occurrence, including the suggestion that it is related to the learner’s experiences in school education. Another view might be that the current nature of all formal education is responsible for this deterioration and possibly higher education may even be most to blame. The research will also focus on aspects of course design, such as the amount of responsibility given to learners, as a possible source of the different approaches to learning. Two lines of investigation are proposed: 1) A complete year group of students in a B.Ed course (about 80 students) will be followed from flrst to fourth year, through interviews and questionnaires/inventories. Part of this investigation will ask them to reflect on their learning experiences before higher education. 2) A small sample of school pupils will be interviewed in their final year of secondary schooling and at various points in higher education. The underlying hypothesis is that deep approaches to learning are natural and that surface approaches are caused by formal education. Published Material: FYFE, W. & LOGAN, J.L. (1994). ‘Flexible learning units in B.Ed year 2 mathematics’. In: PARSONS, C. & GIBBS, G. Course design for resource based learning—education. Oxford: Oxford Brookes University, The Oxford Centre for Staff Development.; FYFE, W. (1995). ‘Learning environments and students’ perceptions of learning’. In: GIBBS, G. (Ed). Improving student learning through assessment and evaluation. Oxford: Oxford Brookes University, The Oxford Centre for Staff Development. Status: Individual research Date of Research: 1993-continuing KEYWORDS: cognitive style; higher education; learning strategies; learning theories Nottingham Trent University 11/1148 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 McAuley, S. Ms; Supervisor: Bloomfield, A. Dr; Phelps, A. Dr; Disney, A. Ms Developing heritage education through the arts in the primary school Abstract: To develop and evaluate a rationale and methodology for the teaching of heritage arts with primary school children making particular reference to an exemplar project—History in Action in Clifton Hall. It is intended to establish theoretical and practical strategies in order to acquire pedagogical, contextual and empirical understanding of the exemplar project, History in Action in Clifton Hall, and to secure its terms of reference in relation to the National Curriculum statutory orders and programmes of study at key stages 1 and 2 in the areas of the curriculum relevant to the study of heritage arts—visual art, music, dance, drama and history. It is necessary to pose four fundamental questions: 1) What is meant by the study of heritage arts in the primary school? 2) What knowledge areas and experiences must children be taught? 3) What teaching strategies and resource materials need to be employed? 4) What methods of evaluation can be used to assess the effectiveness and quality of the learning experience? The acquisition of theoretical understanding of the practice of heritage arts education will occur through the review of relevant literature relating to the child’s experience of

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creative and aesthetic education as a means of understanding cultural transmission and recreation of the past. Status: Individual research Date of Research: 1993–1996 KEYWORDS: art education; arts; cultural education; dance; drama; history; music; primary education 11/1149 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Howard, D. Mr; Supervisor: Hayes, M. Ms; Bassey, M. Dr; Swannell, M. Dr Changes in the preferred learning styles of traineee nurses Abstract: The aim is to study groups of trainee nurses of mixed academic ability, ages and social backgrounds, to establish an instrument for identifying their preferred learning styles and to compare this with their own descriptions of their learning styles using profiles as a means of assisting their preparations for practice. The objective is to: 1) Assist students at the end of their course to reflect upon their experience. The purpose of the reflections will be to: a) identify their own learning preferences, and how these might have altered during the course; b) assess how the students may have changed emotionally and socially as a result and whether a change in learning preferences coincided with social and emotional changes. 2) Compare the students’ learning achievements: a) as described by themselves; b) their attitudes towards learning (measured by an instrument to be developed as part of the study), and other significant variables which include social background, past academic achievements, recency of previous learning and motivation for starting course. These data will be sifted for patterns, supplemented by data obtained from part (1) above. 3) Develop an attitudes and learning styles instrument from the analysis of data, submit this to a second cohort of students at start of course. 4) Identify the preferred learning style of each student and resubmit the instrument, at a time that will be decided from the first set of interviews, where it is indicated that most students’ learning style would have changed. Compare the students’ learning achievements, as described by themselves with their attitudes towards learning, as identified by the instrument. 5) Consolidate the results to provide a group profile of the preferred learning styles of individual students and student groups ascertaining whether particular students’ preferred learning styles may change on educational courses. Status: Individual research Date of Research: 1993–1996 KEYWORDS: learning activities; learning strategies; nurse education; study skills 11/1150 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Marsh, C. Ms; Supervisor: Lofthouse, M. Dr; Hughes, C. Dr How do children acquire ecological concepts? Abstract: The aims are to investigate what children understand about the relationship between human beings and their environment, and to explore ways of improving the quality of such understanding. Specific objectives are to: 1) investigate the development of children’s understanding of the relationship between human beings and their environment, in order to develop strategies through which education can assist in

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addressing major environmental issues; 2) assess the extent of individual differences in the development of ecological awareness; 3) explore whether new knowledge of major ecological issues can be gained by developing what Mead (1970) describes as ‘prefigurational’ cultures. Using an adaptation of Kelly’s Repertory Grid (1955) techniques, data will be col/ected from a sample of children across the primary school age range in Nottinghamshire and in Massachusetts, USA, in order to elicit the types of constructs being used to describe ecological issues. Using open-ended stimulus stories and pictures children will write their own stories about ecological issues. The thesis will outline a theory of the development of children’s ecological awareness, linked to the evaluation of strategies for improving present classroom practice. Status: Individual research Date of Research: 1993–1996 KEYWORDS: concept formation; ecology; environment; environmental education 11/1151 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Rist, R. Mrs; Supervisor: Bloomfield, A. Dr; Williams, C. Dr An investigation into the suitability of traditional training for classical ballet students Abstract: The aims of the project are to: 1) determine if traditional methods of training remain appropriate for the ballet dancer; 2) examine these traditional methods from a scientific point of view; and 3) seek the effectiveness of alternative teaching approaches and training methodology (including perception, attitudes and responses of the developing dancer). Many professional classical dancers have significant muscular imbalances and many classical dance students have long-term over-use injuries. As the standard of the classical technique continues to change and evolve into a technically demanding athletic style, the traditional classical training developed over the last 300 years may be inappropriate to train the 1990s dancer. Reasons for this may be the increased technical demands now placed on the dancer. The research will aim to show that the principles of dance science could be applied to the dancer to provide a different technique to train classical dancers. The traditional approach to class may be questioned, if found wanting a new approach may be developed. The project will involve investigation of the traditional methods of classical ballet training from a scientific viewpoint in order to examine the training of a young ballet student. The premise is that the traditional approach, while leaving the young dancer deficient in particular aspects of injury, may also result in overtraining with respect to other components of fitness. Status: Individual research Date of Research: 1994-continuing KEYWORDS: dance 11/1152 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Wilson, K. Mr; Supervisor: Hayes, M. Ms The art of asking questions and its application to the development of computer aided learning packages Abstract: It is rare for a subject to be taught in exactly the same order and style, as it is written down in a textbook. This is, however, what a lot of computer aided learning

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packages attempt to do. The aims of this project are to: 1) discover what sort of answers are offered by existing teaching packages to the questions of the learners; 2) discover what types of questions are used during the teaching/learning process and what patterns there are to the way that they are asked; 3) construct a teaching package for a specific subject area which will reflect these patterns of questioning and test its performance; and 4) develop some general principles for the design of teaching packages which might be applicable to other fields of knowledge. In order for a teaching package to be effective, it must present information in a way that will answer the learner’s questions at the right time and in the right way, even if those questions are implicit and not fully formulated. I intend to conduct a survey of the way that students use questions to acquire knowledge in a specific subject area. If it is possible to determine some pattern in the way that students require answers to questions, it should be possible to construct a teaching package which can reflect this. The package will then be tested experimentally to see if it leads to improved student performance. Status: Individual research Date of Research: 1995-continuing KEYWORDS: computer assisted learning; computer uses in education; educational software; information technology; questioning techniques 11/1153 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Youngman, A. Mrs; Supervisor: O’Neil, M. Mr; Rothera, M. Mr The dynamics of learning, teaching and assessment: a study of innovatory practice in promoting deep-active student learning Abstract: The aims of the project are: a) To conduct a programme of research into initiatives designed to encourage the development of deep-active learning by means of innovatory approaches to learning, teaching and assessment. This is based on strategies identified by Gibbs (1992) and O’Neil (1995) which help to foster a deep-active approach to learning—independent learning personal development, problem-based learning, reflection, independent group work, learning by doing, developing learning skills, project work. Gibbs stressed these should be complemented by a well-developed knowledge base, congruent assessment methods and adequate access to learning resources, including information technology. b) To explore the strengths and weaknesses of innovatory curriculum design, delivery and assessment approaches focused on the correspondence of theory with practice. c) To evaluate the effectiveness of such methods and to make recommendations for future applications of the approaches used, based on research findings. Status: Individual research Date of Research: 1994-continuing KEYWORDS: assessment; learning strategies; learning theories; teaching methods 11/1154 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 De Montfort University, Polhill Avenue, Bedford MK41 9EA 01234 351671 Plant, M. Mr; Supervisor: Ovens, P. Dr; Huckle, J. Mr

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Towards a transformation of environmental education in higher education through action enquiry Abstract: This research project has been established in response to a perceived need to critically examine educational processes in meeting the needs of the environment, particularly how the interaction between education and environmental issues is informed by political, economic and cultural interests. The main aims of this research programme are to: 1) critically evaluate action enquiry as a means to effective environmental education in higher education; 2) articulate an understanding of the role of the teacher educator in furthering the development of environmental education in higher education. These aims necessitate: 1) an analysis of the origins, processes and objectives of environmental education with special reference to teacher education; 2) an exploration of the social and cultural interpretations of the environment and the values attributed to it; and 3) the establishment of an epistemological framework for understanding the environment. The research strategy comprises three phases. Phase 1 critically examines educational processes in meeting the needs of the environment, particularly how the interaction between education and environmental issues is informed by political, economic and cultural interests. This examination will include an analysis of approaches to social enquiry, in particular those forms of collaborative action enquiry that may have potential for promoting improvements in education’s response to environmental issues. Phase 2 is based on a collaborative action enquiry approach to environmental education through the design and implementation of a Masters Degree in Environmental Education. Phase 3 aims to formulate a conceptual and methodological framework for effective environmental education and to illuminate the role of the researcher in furthering the aims of environmental education. Status: Sponsored project Source of Grant: British Agrochemicals Association: Nottingham Project on Teaching Through Controversial Environmental Issues £20,000 Date of Research: 1992–1995 KEYWORDS: environmental education; higher education 11/1155 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 De Montfort University, Polhill Avenue, Bedford MK41 9EA 01234 351671 Firth, R. Mr; Supervisor: Ovens, P. Dr; Huckle, J. Mr Education for environmental sustainability in schools: exploring a culture of teaching for social change through action research Abstract: The project will address the relationship between institutional culture and the slowness of educational change, and in particular will consider the relationship between individual, institutional and the potential for social change. It involves a detailed case study of a primary school over two years using a collaborative school-based critical action research model with specific reference to environmental education. It will examine the usefulness of the ‘cultural perspective’ and teacher critical reflection in facilitating educational and social change, emphasising the need to link cultural interpretation, individual and collaborative action with structural imperatives, and the dialectical relationship between individuals and society.

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Status: Sponsored project Source of Grant: British Agrochemicals Association £20,000 Date of Research: 1993–1996 KEYWORDS: attitudes; conservation—environment; environmental education; social change 11/1156 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 London University, Goldsmiths College, Department of Design Studies, New Cross, London SE14 6NW 0171 919 7171 Bowen, R. Mr; Supervisor: Ovens, P. Dr; Kimbell, R. Prof. Improving aspects of performance in design and technology education for pupils, teachers and university students Abstract: The aims of the project are to investigate how classroom practices influence the progression of children’s learning in design and technology in primary school classrooms, and to apply this understanding to the work of practising and trainee teachers. The major aspect of the researcher’s work is teaching undergraduate and inservice teacher education (INSET) courses in Design and Technology. The purpose of the research is to improve student and teacher classroom practice. It is expected that the research will improve: a) the researcher’s teaching performance—because it will be based on better knowledge; b) the quality of the work of the Primary Design and Technology Curriculum Group because of the transmission of knowledge to the group via course planning and other meetings; c) the quality of Design and Technology teaching in the family of schools the researcher will be working with. There is concern, evidenced by personal contact with teachers and from Her Majesty’s Inspectorate (HMI) Reports (1991,1992) that, whilst there is good quality Design and Technology being undertaken in schools, the majority of the activity is ‘one-ofF in nature and lacks a coherent structure over the medium and long terms. This research intends to examine how teacher and pupil performance can be improved. It is intended to analyse the influence of differing classroom practices on the progression of children’s learning, examine frameworks for improving performance and express considered opinions about the nature and intentions of the subject from a range of perspectives, the teacher, the child and the researcher. Published Material: BOWEN, R. & WADE, W. (1993). ‘Joining with industry: innovative curriculum materials for technology and science in primary schools’. In: SMITH, J.S. (Ed). IDATER 1993: International Conference on Design and Technology Research and Curriculum Development, Loughborough University of Technology, Department of Design and Technology, 1st-4th September, 1993. Status: Individual research Date of Research: 1993-continuing KEYWORDS: design and technology; learning activities; teaching methods 11/1157 Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Sheffield University, Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555

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Green, K. Ms; Supervisor: Rowlands, S. Mr Improving the supervision of student research Abstract: The major aim of the project is to find out more about what goes on during the process of supervision of student action research projects on B.Ed and M.Ed courses. The methodology used will be that of action research. Clearly some issues will arise at various stages of the proposed work but some of the initial questions which have been identified from a review of current practice are: 1) Do students and tutors have shared understandings of the nature of the supervision process? 2) Does a tutor know whether a student shares his/her understanding of what has taken place during the supervisory tutorial? 3) Does a tutor know which of the things said and done in tutorials are seen to be helpful by students in progressing their research? 4) Are there things which the tutor does and says which get in the way of students’ learning? The researcher proposes to interview selected students at the outset of their research to explore the nature of their work and their understanding of the supervision process and to examine to what extent do they share the tutor’s understanding of the nature of the supervision process? All tutorials of selected students will be transcribed, recorded and analysed. Selected students will keep a personal diary relating to the supervision process, to be handed in only after work has been completed and marked. The researcher will keep a personal diary relating to the supervision process to record what she thinks has been achieved in each supervisory tutorial and any further reflections on the process. Final interviews will be conducted with students about the supervision process particularly discussing issues arising from their personal reflections, the researcher’s personal reflections and from the analysis of the tutorials. Status: Individual research Date of Research: 1993–1996 KEYWORDS: academic staff; higher education; student research; students; supervision; supervisors; tutorials Nottingham University 11/1158 Department of Adult Education, 14–22 Shakespeare Street, Nottingham NG1 4FJ 01159 515151 Elsdon, K. Prof.; Stewart, S. Mrs; Reynolds, J. Dr Educational impact of voluntary organisations Abstract: The project aims to investigate the learning effects of local voluntary organisations on their members as individuals, and through them on their catchment population. An intensive study is planned of a representative sample of about 25 organisations chosen to take account of factors such as purpose, activities, size, ethnicity, geographical area, sex and age range of members. Each study will rest on the organisations’ records and structured interviews and questionnaires administered individually or in groups as appropriate. Independent sources of evidence in the community will also be tapped. The individual case studies will be published on completion and will form the basis of evidence on which the final report will rest; together they will also form a thesaurus of good practice. The analysis and interpretation of the case studies will be used to arrive at any general principles and practical applications.

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Published Material: ELSDON, K.T. (1991). Adult learning in voluntary organisations: Vol 1: case studies 1 and 2. Nottingham: University of Nottingham, Department of Adult Education.; ELSDON, K.T. (1991). Voluntary organisations and the White Paper. In: Educational Centres Association Annual Report 1991. Status: Sponsored project Source of Grant: Universities Funding Council £18,900 Date of Research: 1990–1995 KEYWORDS: adult education; community; individual development; social change; voluntary agencies 11/1159 Department of Adult Education, 14–22 Shakespeare Street, Nottingham NG1 4FJ 01159 515151 Jotham, R. Dr; Ellis, M. Mrs Aspects of educational practice in the physical sciences and information technology Abstract: The aim of this project is to evaluate, comment upon and improve educational practice in science and information technology. The methodology involves direct experimentation work with student groups, followed by discussion with students and tutors. The research also includes extensive studies of statistical information on the extent, diversity and logistics of provision of adult education in this general area. Published Material: A list of publications is available from the researchers. Status: Individual research Date of Research: 1970-continuing KEYWORDS: adult education; computer uses in education; educational practices; higher education; information technology; physical sciences; science education 11/1160 Department of Adult Education, 14–22 Shakespeare Street, Nottingham NGl 4FJ 01159 515151 Thomas, J. Prof. Investigation of the relationship between education, politics, language and religion in Wales Abstract: This is an intellectual analysis of the relationships between language, religion, politics and nationalism in Wales. It seeks to show that that the alleged aims of nationalism are counterproductive to the best aims and interests of Wales. It shows the tension between nationalism and internationalism which characterises Welsh history. Status: Sponsored project Source of Grant: Nottingham University £12,000 Date of Research: 1990–1996 KEYWORDS: history; mother tongue; nationalism; political issues; religion; Wales; Welsh 11/1161 Department of Psychology, Blind Mobility Research Unit, University Park, Nottingham NG7 2RD 01159 515151 Dodds, A. Dr; Doyle, A. Dr; Beggs, W. Dr; Flannigan, H. Ms; Ng, B. Ms; Supervisor: Howarth, C. Prof. The mobility of blind and visually impaired persons

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Abstract: The unit publishes its work in the national and international jouraals. Principal interests are investigation of the assessment of visual handicap and how trainers are taught to teach mobility of visually impaired people. A scale of adjustment is being developed. Published Material: BEGGS, W.D.A. (1991). The psychological correlates of walking speed in the visually impaired’, Ergonomics, Vol 34, No 1, pp.91–102.; BEGGS, W.D.A. (1990). ‘Goal setting in sport’. In: GRAHAM-JONES, J. & HARDY.L. (Eds). Stress and performance in sport. Chichester: John Wiley & Sons.; DODDS, A.G. (1991). ‘Psychological assessment and the rehabilitation process’, New Beacon, LXXV (885), pp.101–106.; DODDS, A.G. (1991). ‘The psychology of rehabilitation’, British Journal of Visual Impairment, Vol 9, No 2, pp.38–40.; DODDS, A.G, BAILEY, P, PEARSON, A. & YATES, L. (1991). ‘Psychological factors in acquired visual impairment: the development of a scale of adjustment’, Journal of Visual Impairment and Blindness, Vol 85, No 7, pp.306–310. A full list of publications is available from the Blind Mobility Research Unit. Status: Sponsored project Source of Grant: Department of Health £186,000 Date of Research: 1960–1995 KEYWORDS: assessment; blindness; mobility aids; partial vision; special educational needs; travel; visual impairments; visually handicapped mobility 11/1162 Department of Psychology, Centre for Organisational Health and Development, University Park, Nottingham NG7 2RD 01159 515151 Smewing, C. Mr; Supervisor: Cox, T. Prof.; Griffiths, A. Dr; Leyden, G. Mr Health of schools as organisations: development and application of a theory of organisational health Abstract: The project concerns the nature, and measurement of the health of schools as organisations, and the identification of its antecedents and correlates. Essentially, the research seeks to understand how school performance and teacher well-being might be optimised through organisational development. The theory of organisational health, and its practical application, draw on general systems thinking, and on aspects of complexity theory. In practice, the project is progressing through an ongoing series of theoretical studies, field research and evaluated intervention studies. The latter have been conducted in schools in the UK, and also in Singapore and Taiwan. The field studies have largely involved interview and questionnaire-based surveys, often longitudinal in nature, analysed using multivariate statistical techniques including LISREL. The intervention studies have been carried out at the school level, and employed quasi-experimental designs. Published Material: BROCKLEY, T. & COX, T. (1984). ‘The experience and effects of stress in teachers’, British Educational Research Journal, Vol 10, No 1, pp.83–87.; COX, T., COX, S. & BOOT, N. (1989). ‘Stress in schools: a problem solving approach’. In: COLE, M. & WALKER, S. (Eds). Teaching and stress. Milton Keynes: Open University Press.; COX, T., KUK, G. & LEITER, M. (1993). ‘Burnout, health, work stress and organizational healthiness’. In: SCHAUFELI, W., MASLACH, C. & MAREK, T. (Eds). Professional burnout: recent developments in research and theory. Washington,

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D.C.; London: Taylor & Francis. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: Various sponsors Date of Research: 1986-continuing KEYWORDS: educational environment; institutional environment; organisational climate; organisational development; stress—psychological; teaching conditions 11/1163 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Goody, J. Mr; Supervisor: Shipstone, D. Dr; Selkirk, K. Dr Technology for all: educational models for effecrive implementation Abstract: Design and technology activity is cross-curricular. This, and its relatively recent appearance in schools’ curricula, has made consensus and clarity conceraing its nature difficult to achieve and the introduction of the National Curriculum has led to new interpretations. The study aims to establish a coherent theoretical framework to support the development of technology within the curriculum and to clarify the nature of technology and its role in education past, present and future. The problems to be addressed are: (1) defining technology; (2) describing the nature of technology; (3) investigation of the role of human values in technology education; (4) identifying fundamental aims and objectives; (5) developing a descriptive model to demonstrate the central ideas of technological activity; (6) determining current organisational structures; (7) identifying the principles of learning and teaching technology; (8) developing models for implementing 1–7 above; (9) critique of the National Curriculum Orders in relation to 1–8 above; (10) issues relating to assessment and evaluation. The methodology will include literature surveys; structured interviews, e.g. with practitioners working with students in the 5–18 age range; classroom observation and case studies. Status: Individual research Date of Research: 1990–1995 KEYWORDS: curriculum development; design and technology; National Curriculum; technology education 11/1164 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Whyte, G. Mr; Supervisor: Bennett, S. Mr; Shipstone, D. Dr The enterprising college Abstract: The aims of this research project are to: (1) propose an overall definition of the terms ‘enterprise’ and ‘enterprising’ and to identify the characteristics associated with enterprising people and their characteristics; (2) identify good practice in the techniques used by employers to develop an enterprising work force; (3) evolve a series of training events to enable managers to apply these techniques within further education and evaluate both the effectiveness of these techniques and the methods of importing them; (4) develop a mechanism for introducing enterprise approaches into the work of students and evaluate the effectiveness of these approaches; and (5) make recommendations for further applications of enterprise approaches within further education. This research requires the integration of academic disciplines in that it combines approaches to both

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educational research and to management development in the field of enterprise. The methodology falls into three distinct phases: (1) review of the literature; (2) project activity; and (3) evaluation. Status: Individual research Date of Research: 1991–1995 KEYWORDS: enterprise education; further education; work education relationship 11/1165 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Hall, E. Dr; Hall, C. Ms Outcomes of experiential learning Abstract: This is an ongoing project which examines the outcomes of experiential interpersonal skills training programmes which have been developed over the years at the Centre for the Study of Human Relations at the University of Nottingham. A series of studies have been conducted, partly associated with four Ph.D students. All of the evaluations have involved experienced teachers who attended six-day residential courses or extended award bearing courses to gain an M.Ed. or an Advanced Diploma. Data has been collected before, during and up to three years after the courses. Data was collected using standardised questionnaires, interviews, diaries of critical incidents, outcomes of goal setting, learning journals and data collected during experiential exercises during the courses. A consistent pattern has emerged over several studies. The participants reported significant changes in both their personal and professional lives. These changes involved reports of reductions in stress, a greater sense of control over one’s life and a shift to a more humanistic approach to discipline issues. These changes involved relationships with both students and colleagues. There was also a strong ‘Sleeper effect’ in several of the studies in which a significant improvement was obtained at the end of the course, followed by a much more substantial increase one year later. Further studies have involved the evaluation of the development of the same forms of training with students in schools. Published Material: HALL, E. & HALL, C.A. (1988). Human relations in education. London: Routledge.; HALL, E. & HALL, C. & LEECH, A. (1990). A scripted fantasy in the classroom. London: Routledge.; HALL, C. & DELANEY, J. (1992). ‘How a personal and social education programme can promote friendship in the infant class’, Research in Education, No 47, pp.29–39.; DAY, C, HALL, C.A., GAMMAGE, P. & COLES, M. (1993). Leadership and curriculum in the primary school: the roles of senior and middle management. London: Paul Chapman Publishing.; SIRIN, A., HALL, E., HALL, C. & RESTORICK, J. (1995). ‘ltem analysis of the “my use of interpersonal skills inventory'”, British Journal of Guidance and Counselling, Vol 23, No 3, pp.377–386. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Nottingham University: School of Education £4,000; Universities Funding Council £4,000; Enterprise in Higher Education £7,500 Date of Research: 1974-continuing KEYWORDS: experiential learning; interpersonal competence; locus of control; outcomes of education; stress—psychological; student experience; teacher education 11/1166

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School of Education, University Park, Nottingham NG7 2RD 01159 515151 Parker-Jenkins, M. Dr What is the experience of Muslim girls in a Muslim school in Britain?: An ethnographic study with proposals for change Abstract: Muslims comprise the third largest religious group in Britain today, after Roman Catholics and Anglicans. Whilst multiracial, multi-cultural and multi-lingual in nature, they are united by the faith dimension of their lives. The powerful revival of Islamic Fundamentalism of late has deeply affected the thinking of Muslim minority groups in the West. The education system has been criticised by Muslims, who see an incompatibility between values taught at home and those at school. The objective of this research is therefore to make a study of Muslim education as offered by a selected Muslim girls’ independent school and to accumulate new and timely information. Other research aims are to examine the cognitive basis of Islamic education and the selection of knowledge. The research methodology is predominantly ethnographic with an indepth study of a girls’ Muslim school and shorter studies of five other Muslim schools for comparative analysis. Following the traditions of ethnography, the research aims to examine the experience of Muslim girls in a Muslim school. Furthermore, proposals for change will be explored, and policy implications concerning the educational needs of Muslim children within the maintained school system. Published Material: PARKER-JENKINS, M. (1990). ‘Why Muslim needs won’t disappear’, New Era in Education, Vol 71, No 1, pp.14–16. Status: Sponsored project Source of Grant: Economic and Social Research Council £14,500 Date of Research: 1993–1995 KEYWORDS: Islamic education; Muslims; religion and education; religious cultural groups; women’s education 11/1167 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Ubuz, B. Miss; Supervisor: Phillips, R. Dr; Bibby, N. Mr The effects of a computer based curriculum on the achievement of freshmen university students Abstract: Calculus has held its importance in the core undergraduate mathematics curriculum. The Curriculum has often been reconsidered since the introduction of microcomputers in 1979. This investigation is about how microcomputers have been integrated into the teaching and learning of calculus concepts to improve students’ understanding and to retain their understanding for the subsequent courses. This study is conducted on the necessity for students to acquire not only computational understanding but also conceptual understanding to analyse and solve routine or non-routine problems logically. Understanding the concept of integral appears to be difficult to a large proportion of students. This study investigates in some depth the effects of a particular computer-rich approach to the introductory teaching of integral calculus on students’ learning behaviours and mathematical performance.

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Published Material: UBUZ, B., ERSOY, Y. & BERBEROGLU, G (1992). ‘Relative effectiveness of two methods of instruction on achievement in solving word problems in calculus’. In: Book of abstracts of short presentations (7th International Congress on Mathematical Education, 17–23 August 1992, Quebec). Status: Individual research Date of Research: 1992–1995 KEYWORDS: calculus education; computer uses in education; higher education; information technology; mathematics education; students 11/1168 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Harrison, C. Dr New paradigms in reading assessment Abstract: This is one of the Economic and Social Research Council sponsored seminar series. The goal of this seminar is to bring together experts on reading assessment, in order to share and disseminate information in this rapidly developing field. Participation is by invitation, and includes leading academics from the UK, USA and Europe, and specialists from schools and other bodies with interest and expertise in assessment. The seminar also has the goal of producing for publication two books based on the papers given at the seminar. Status: Sponsored project Source of Grant: Economic and Social Research Council £4,998 Date of Research: 1994–1995 KEYWORDS: assessment; reading ability; reading achievement; seminars 11/1169 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Nye, R. Ms; Supervisor: Hay, J. Dr Understanding children’s spirituality: clearing away the confusion in religious education Abstract: The Education Reform Act 1988 and subsequent government publications require that schools give serious attention to spirituality in the curriculum. Unfortunately, as a recent survey by the Culham Institute has shown, there is widespread confusion about the meaning of the term spirituality within the teaching profession and very little research information about the content of children’s spirituality. The task of this project is to investigate how spirituality manifests itself in contemporary British children aged 5/6 and 10/11. The theoretical basis of the project is the hypothesis of Alister Hardy that spiritual awareness is a natural function of the human species which has evolved because it has survival value to the individual. On this supposition, spirituality in some form is a potential in all children. The problem is to identify what will count as falling within the category and to develop an understanding of how this expresses itself in the contemporary context. Using the methodology of grounded theory, recorded conversations are being conducted with groups of children (selected for differences of gender, culture, religious belief etc) at National Curriculum key stages 1 and 2 and an analysis made of the transcribed texts. The intention is to develop a coherent battery of information and to create a detailed theory of children’s spirituality. It is intended that

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this will form the basis of a practical handbook for the work of those with responsibility for spirituality within the school curriculum. Status: Sponsored project Source of Grant: 3 Trust Funds £70,000 Date of Research: 1994-continuing KEYWORDS: religion; religious education 11/1170 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Yuk-Hang, S. Ms; Supervisor: Shipstone, D. Dr Science and Technology in Society education for primary pupils in Hong Kong Abstract: Since the 1970s, there has been growing awareness of the need to incorporate social or societal aspects of science into the science curriculum and a number of science curriculum reforms have incorporated a Science and Technology in Society (STS) approach. STS has been variously implemented in these reforms, however. At one end of the scale science content is used as the basic organiser of the curriculum, with due emphasis given to applications in daily life, technological aspects and social relevance. At the other is the use of STS issues as the central organiser, with science content being developed from these. This research seeks to suggest what type of STS approach to science teaching would be most suitable at primary level in Hong Kong and to evaluate the consequences of adopting this approach through the implementation of a schoolbased curriculum project. A literature review will examine the variety of meanings attached to STS worldwide, the historical development of the STS movement and the various curricular approaches employed with STS. Teachers’ views on the desirable nature of an STS approach and its value will be determined through individual interviews and a questionnaire survey. The school-based project will be developed through revision of one section of the Hong Kong General Studies curriculum in response to the teachers’ views together with evidence currently available on the children’s cognitive development, moral development and societal thinking. The evaluation of this project will inform proposals for further development of STS within the primary school curriculum in Hong Kong. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Hong Kong; science education; science technology and society; technology education 11/1171 School of Education, University Park, Nottingham NG2 7RD 01159 515151 Coles, M. Dr; Fraser, V. Ms; Hall, C. Ms; Youngman, M. Dr The W.H. Smith children’s reading choices project Abstract: This research aims to replicate the Schools’ Council (1970s) Enquiry which sought to discover the extent and kind of children’s voluntary reading. The researchers intend, via survey and follow-up interviews, to provide up-to-date and detailed information on the voluntary reading habits of 10, 12 and 14 year old children in order that we have evidence which will improve the nature of literacy in the 1990s, and information which will enable parents, teachers and the book trade to promote wider

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reading. The survey consists of a questionnaire to 8,000 children within the designated age categories using a sample so selected that fmdings can be generalised to children throughout the country. There will be a 1% sample of follow-up interviews in order to supplement the quantitative data with qualitative information. Status: Sponsored project Source of Grant: W.H. Smith PLC £15,000 Date of Research: 1994–1995 KEYWORDS: books; childreris literature; reading habits 11/1172 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Birmingham University, School of Education, Edgbaston, Birmingham B15 2TT 0121 414 3344 Cotton, A. Mr; Supervisor: Burton, L. Prof. A mathematics curriculum for social justice Abstract: Mathematics educators with an interest in issues of social justice concentrate their efforts in two key areas: 1) countering the underachievement of students from minority groups; and 2) meeting the growing demand for mathematicians and scientists in the increasingly technological workplace. The issue of student empowerment is a key one in this debate. These arguments have been developed to include the notion of equity. This is the idea that mathematics can and indeed should prepare students to restructure the social systems in order to remove the barriers that women, minorities and other experience in their jobs and in the social institutions with which they interact. Much energy has been spent alleviating what are seen by many as the detrimental effects of the mass of government legislation over the last ten years; energy which may have been better spent proposing and building an alternative agenda around notions of education for social justice. The research aim is to build a model for a mathematics curriculum on ideas of social justice and to propose an action plan for the implementation of this curriculum. The research plan is: 1) A philosophical overview of the ideas underpinning social justice. 2) Interviews with groups of teachers, learners, community groups and politicians, to examine and refme their notions of social justice. 3) The development of curriculum material for use within mathematics classrooms to evaluate pupils’ notions of social justice. 4) The building of a model for a mathematics curriculum and an action plan for its development. The model is to recognise the power of mathematics as a tool for social change and to take as a starting point the ideas of social justice developed throughout the study. Status: Individual research Date of Research: 1994-continuing KEYWORDS: curriculum development; justice; mathematics education; social change; social values 11/1173 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Leicestershire Careers and Guidance Service, Pocklingtons Walk, Leicester LE1 6BT 01162 627254 Parker-Jenkins, M. Dr; Haw, K. Ms; Irving, B. Mr

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Muslim girls: career destinations and labour market implications Abstract: Muslim women presently constitute an unknown percentage of the workforce in Britain, and we know very little about their career patterns, choices of employment or career destinations. They are often perceived as an ‘invisible’ and unobtrusive element of the labour market and are under-utilised in terms of their potential as human resources and their contribution to the economy. The central objectives of this research are: 1) To develop a fuller understanding of the intersections between gender, class, ethnicity, racism and religion, and how such a multiplicity of factors inscribe the position of Muslim women in the labour market. 2) To analyse the role that educational and career institutions play in encouraging or discouraging young Muslim women along certain paths of education and employment, and thus the reasons for their career destinations and advancement in the United Kingdom. The significance of this research is that it aims to study Muslim women post-16, within identified geographical areas. Further, within the framework of analysis, the research seeks to explore issues behind the underrepresentation of Muslim women in their perceptions and experiences of paid employment and educational institutions, and proposes new approaches to policy and practice. Published Material: PARKER-JENKINS, M. (1990). ‘Why Muslim needs won’t disappear’, New Era in Education, Vol 71, No 1, pp.14–16.; PARKER-JENKINS, M. (1991). ‘Muslim matters: the educational needs of the Muslim child’, New Community, Vol 17, No 4, pp.569–582.; PARKER-JENKINS, M. (1992). Educating Muslim children. Nottingham: Nottingham University, School of Education.; PARKER-JENKINS, M. (1995). Children of Islam: teacher’s guide to meeting the needs of Muslim pupils. Stokeon-Trent: Trentham Books Ltd. Status: Sponsored project Source of Grant: Leverhulme Trust Date of Research: 1995-continuing KEYWORDS: career choice; careers; ethnic groups; labour market; Muslims; religious cultural groups; women’s education; women’s employment 11/1174 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Mid Trent College of Nursing and Midwifery, Headquarters ‘A’ Floor, Queens Medical Centre, Nottingham NG7 2UH 01159 421421 Chapple, M. Miss; Supervisor: Murphy, R. Prof. A formative evaluation of the first two years of a new Bachelor of Nursing course Abstract: The aim of this study is to evaluate the processes of teaching and learning within the first two years of a Bachelor of Nursing (BN) course with a view to monitoring and improving the process of education taking place. The study is addressing three questions: a) What are the students’ views of the teaching processes and learning experiences during the foundation programme of the course? b) How do the students’ views of these processes and experiences compare with those of staff (clinical and tutorial) who are involved with teaching and supporting learning? c) What is the context/learning milieu within which these teaching processes operate? An action research approach is being used in conjunction with responsive evaluation as described

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by Stake. (Stake, R.A. (1988). ‘An evolutionary view of educational improvements’. In: House, E.R. (Ed). New directions in educational evaluation. Lewes: Falmer Press). The methods being employed include the nominal group technique as a form of student group evaluation at the end of each term: informal interviews/conversations; participant observation; field notes and student diaries. The first three cohorts of students are being interviewed once during the first two years of the course. The aim of these interviews is to obtain more detailed information about the students’ views of the teaching and learning processes and to find out whether these correlate with data obtained during the formal formative and summative evaluations of the course. Published Material: CHAPPLE, M., ALLCOCK, N. & WHARRAD, H.J. (1994). ‘Bachelor Nursing students’ experiences of learning biological sciences alongside medical students’, Nurse Education Today, Vol 13, No 6, pp.426–434. Status: Individual research Date of Research: 1990–1996 KEYWORDS: course evaluation; nurse education; student attitudes; teaching methods 11/1175 School of Education, University Park, Nottingham NG7 2RD 01159 515151 Mid Trent College of Nursing and Midwifery, Headquarters ‘A’ Floor, Queens Medical Centre, Nottingham NG7 2UH 01159 421421 Murphy, R. Prof.; Fraser, D. Mrs; Worth-Butler, M. Mrs An outcome evaluation of the effectiveness of pre-registration midwifery programmes of education Abstract: Midwifery education has recently seen the introduction of a new ‘direct entry’ (pre-registration) programme, alongside the traditional programme of midwifery education which required students to be previously registered as general nurses. Whilst many practitioners have welcomed the possibility of a more cost-effective programme which emphasises the ‘normar nature of midwifery, many have reservations about the competence of midwives trained through the programme, to care for a woman who has a medical, surgical or psychiatric problem. This project sets out to evaluate the effectiveness of the pre-registration programme in producing midwives who are competent to practise at the point of registration. Assessment tools currently being used in the programmes will be examined and used to develop a new assessment tool which will then be used to evaluate the outcomes of the pre-registration programme. A second phase of the study will involve looking at midwives who have trained through the preregistration programme, one year on. Career intentions and patterns and intention rates will be examined alongside a comparative assessment of their knowledge, attitudes and competencies as midwives. Evidence regarding the effectiveness of the programme will be gathered through interviews, observations and document analysis. Status: Sponsored project Source of Grant: English National Board for Nursing, Midwifery and Health Visiting £150,000 Date of Research: 1993–1996 KEYWORDS: medical education; nurses; obstetrics Open University

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11/1176 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Chambers, E. Ms Humanities higher education (especially distance education) Abstract: The named researcher and other members of the Humanities Higher Education Research Group (HERG) at the Open University are committed to investigating all aspects of the teaching and study of the humanities at tertiary and ‘access’ levels: theory; policy; curriculum; principles of course design and development; pedagogy; course evaluation; student characteristics; study skills and preparedness for employment. The following projects are current: 1) Collaborative evaluation of an interculturally developed distance taught course, ‘What is Europe?’ (with the University of Tiibingen, Germany). 2) Philosophies and theories of distance education (with Deakin University and the University of South Australia, Australia). 3) Adults’ experience of studying literature: implications for undergraduate teaching; 4) Uses of computer mediated communication in humanities distance education. 5) The relative effectiveness of different modes of televised performance in the teaching and study of drama. 6) Course-based research and evaluation in humanities distance education. 7) The knowledge, qualities and skills required by employers in the publishing industry of their humanities graduate recruits. 8) An innovative approach to teaching classical texts in translation: Homer and Greek Tragedy. 9) Reading, discourse and learning. The research methods include: questionnaire studies (coded and open items); telephone interview; face-to-face interview (individuals and student groups); analysis of student demographic and institutional data (e.g. dropout, assignment and examination grades/pass rates etc); scrutiny of assignment scripts, computer interactions; participant-observation; focus groups. Surveys are normally conducted with samples of between 200–600: interviews etc. usually involved between 10–25 participants. The HERG runs a national ‘Humanities Disciplines Network’ with 80 researcher/educator members drawn from 50 institutions of higher education, and professional bodies (e.g. the Workers’ Educational Association, the Society for Research into Higher Education, the Council of University Classics Departments). Members of the network exchange information (through regular newsletters) and papers, undertake collaborative research, meet annually at a conference, and intend to establish an academic journal in the broad field of humanities higher education. In 1996/97 the network will be extended internationally. Published Material: CHAMBERS, E.A. (1984). ‘A project component in architectural history’. In: HENDERSON, E. & NATHENSON, M. (Eds). Independent learning in higher education. Englewood Cliffs, New Jersey: Prentice-Hall Inc.; CHAMBERS, E.A. & DURBRIDGE, N. (1987). ‘Treparing for the examination’, A102 An Arts Foundation Course, Units 31–32. Milton Keynes: Open University Press.; CHAMBERS, E.A. (1991). ‘Improving Foundation Level study at the Open University through evaluation of student experience’. In: Proceedings of the CNAA Conference Academic Quality Assurance’. London: CNAA.; CHAMBERS, E.A. (1992). ‘Work-load and the quality of student learning’, Studies in Higher Education, Vol 17, No 2, pp. 141–152. Status: Sponsored project Source of Grant: Open University Date of Research: 1975-continuing

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KEYWORDS: adult students; distance education; humanities; mature students; open universities; student attitudes 11/1177 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Kirkup, G. Ms; Kirkwood, A. Mr; Jones, A. Dr Home use of domestic information and communication technologies to support distance learning Abstract: The Institute of Educational Technology Home Computing Group was originally set up in 1988 to evaluate the impact of the Home Computing Policy, but has since broadened its work as recent technical developments and a convergence of communications and information technology (IT) mean that it is no longer appropriate (or perhaps even possible) to focus only on computers. In the next capacities as well as support a variety of media, will be widely few years, forms of household leisure technology, which will have IT available in the UK and most of Europe. Some of these, but it is not yet clear which, will have great potential as educational devices. Therefore, in addition to monitoring of student access to, and use of personal computers, research needs to be done on the educational potential of, and student access to, other kinds of new IT media. One of the group’s aims is to develop generalisable knowledge about the educational potential of, and access to, new IT media. Particular ongoing work includes: 1) analysing and presenting baseline information on ownership of and access to IT equipment in domestic and work environments which can support Open University study; 2) bringing this information together with other national data on household ownership of equipment; 3) investigating tutors’ access to IT and attitudes towards it, evaluating innovative course components related to IT, e.g. the use of CD-Roms for resource based learning, and computer mediated communication. Research methods include survey questionnaires at points in the year, interviews and self-completion diaries. Published Material: KIRKUP, G. & KIRKWOOD, A. (1991). ‘Access to computing for home-based students’, Studies in Higher Education, Vol 16, No 2, pp. 199–208.; JONES, A., KIRKUP, G., KIRKWOOD, A. & MASON, R. (1992). Providing computing for distance learners: a strategy for home use’, Computers and Education, Vol 18, Nos 1– 3, pp.183–193.; JONES, A., KIRKUP, G. & KIRKWOOD, A. (1992). Pesonal computers for distance education: the study of an innovation. London: Paul Chapman.; KIRKUP, G. & JONES, A. with JELFS, A., KIRKWOOD, A. & TAYLOR, J. (1995). ‘Diversity, openness and domestic information and communication technologies’. In: SEWART, D. (Ed). One world, many voices: quality in open and distance learning. Milton Keynes, Open University and International Council for Distance Education. Status: Sponsored project Source of Grant: Open University Date of Research: 1988-continuing KEYWORDS: computer uses in education; distance education; information technology; microcomputers; open universities 11/1178 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Whalley, P. Dr; Williams, D. Dr

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A ‘virtual’ microscope Abstract: This project is concerned with developing a ‘virtual’ microscope which allows the student to choose, manipulate and examine rock samples on the computer screen. Embedding the ‘virtual’ microscope within a general multi-media database will provide the student with a powerful tool for enquiry and learning. The primary problems that the researchers intend to tackle are pedagogic not technical—what does or does not aid student learning in the summer school environment, and how may computer-based materials be integrated with the other media being used? An important part of the project will be the developmental testing of the materials at Open University summer schools with the general aim of finding the right balance between questioning and support for the student. An immediate use of the materials will be to enrich the experience of the less mobile students attending these summer schools. Whilst other students go out collecting samples ‘in the field’, these students will be able to make detailed analyses of equivalent rock samples and consequently be able to make greater contributions to group discussions. A simple extension of the project on the lines of the well known ‘Eco-Disc’ project would allow the student to ‘move’ around computer based images and video clips of the hill or quarry and choose from where they would like a ‘sample’ to be taken. This would obviously empower disabled students to undertake courses and projects from which they would otherwise be blocked. Status: Sponsored project Source of Grant: Open University: Institute of Educational Technology £60,300 Date of Research: 1993-continuing KEYWORDS: computer assisted learning; earth science; educational equipment; microscopes; simulation; special educational needs 11/1179 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Whalley, P. Dr An alternative metaphor for teaching control technology Abstract: Control technology is viewed as a good way to provide practical experience of programmable systems that are familiar to children such as sliding doors, level crossings etc. Teachers using this technology usually also have the higher level goals of encouraging ‘systems thinking’ and general problem solving skills. Using a computer in this way to control physical micro-worlds can be an interesting and powerful educational experience. Unfortunately there is often a gulf between these aims and what happens in the classroom. The higher order goals are frequently lost in the struggle to cope with the presently available control technology environments. The project represents an attempt to create a graphic objectorientated control language for children. The underlying nature of environments like HyperTechnic is quite different from their procedural equivalents, and is in several ways intuitively more comprehensible. For example conditionals and loopcontrol are implicit in the way that the objects operate and do not have to be explicitly taught. The micro-worlds that the children are to explore and control are made up of plastic and cardboard models, rather than the purely screen-based, and hence necessarily more abstract, micro-worlds that are often provided for children. The immediate practical goal of this research is to evaluate to what extent the level of description and explanatory metaphors used to describe control technology problems affects children’s understanding

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of them. A longer term aim is to foster understanding of how children comprehend the deeper conceptual problems underlying this form of task. Published Material: WHALLEY, R (1990). ‘HyperTechnic—a graphic objectorientated control language’. Presented at the Seventh International Conference on Technology and Education, Brussels, March 1990.; WHALLEY, P. (1991). ‘Level of description as a factor in children’s interactions with computers’. Presented at the Fourth European Conference for Research on Learning and Instruction (EARLI), Turku, Finland, August 1991.; WHALLEY, P. (1992). An alternative metaphor for teaching control technology’. Proceedings of the East-West Conference on Emerging Computer Technologies in Education, Moscow, April 1992.; WHALLEY, P. (1993). ‘Making control technology work in one classroom’, British Journal of Educational Technology (in press). Status: Individual research Date of Research: 1990–1994 KEYWORDS: computer simulation; computer uses in education; control technology; logo; models 11/1180 Institute of Educational Technology, Walton Hall, Milton Keynes M K7 6AA 01908 274066 Moar, M. Mr; Supervisor: Whalley, P. Dr The construction of dynamic documents by children Abstract: Project work seeks to encourage pupils’ freedom to investigate a subject. It requires the selection, organisation and presentation of learned materials and as such is seen as a valuable part of current educational practice in British classrooms. Typically, the end product of a project is a document consisting of text together with appropriate graphics. It is now possible however to produce dynamic computer based documents in the classroom, which incorporate moving images, text and sound. The thesis explores this possibility by looking briefly at the cognitive effects of producing media in an educational context and considering the representational qualities of such dynamic documents. The development of a methodology for dynamic document use based on conventional classroom practice is described, and suggestions for future research are made. Published Material: MOAR, M. (1992). ‘The construction of dynamic documents by children’. In: Proceedings of the ‘East-West Conference on Emerging Computer Technologies for Education’, Moscow, April 1992. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1989–1995 KEYWORDS: animation; computer uses in education; information technology; pupil projects 11/1181 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Issroff, K. Ms; Supervisor: Scanlon, E. Dr; Jones, A. Dr Motivation and collaboration in computer-assisted learning of chemistry

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Abstract: This research aims to investigate the motivation of secondary school students learning from computers in different learning situations. Motivation appears to change when students use computers for learning, especially when working collaboratively. In order to investigate the nature of this different motivation, quantitative and qualitative motivational indices can be measured. Quantitative indices refer to the students’ behaviours during learning, while qualitative indices refer to their feelings and attitudes towards the learning. Studies of cooperative learning at the computer have focused predominantly on the cognitive aspects of the interaction and results have not been conclusive. By investigating the psychological environment which surrounds the computer, it may be possible to explain some aspects of the cooperative learning process. The main study involves 15 individuals and 30 pairs learning chemistry from a computer. There is pre- and post-testing of both cognitive and motivational factors and the sesssions are video-taped for quantitative motivational indices. It is hoped that the results of this research will provide guidelines for designers of educational software, and educators in setting up effective computer-assisted learning situations and help us to understand the processes which occur when students work at the computer in different learning situations. Published Material: ISSROFF, K. (1992). Cooperative computerassisted learaing. CITE Report No 173. Milton Keynes: Open University; Institute of Educational Technology.; ISSROFF, K. (1992). Motivation and computer-assisted learning. CITE Report No 174. Milton Keynes: Open University; Institute of Educational Technology. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1991–1995 KEYWORDS: computer assisted learning; computer uses in education; cooperative learning; human computer interaction; information technology; learning processes 11/1182 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Taylor, M. Mrs; Valentine, C. Mr; Supervisor: Vincent, A. Prof. Access to teaching materials for visually impaired learners Abstract: Compact disc versions (electronic and audio) of print course material from a number of Open University (OU) courses are being produced for students who are unable to use conventional print. This approach is part of a long term strategy to provide disabled students with the choice of the most appropriate medium for course texts. The first courses were made available to selected students in 1994. Twelve courses have subsequently been transformed. Desktop or portable computers, with CD-ROM drives and appropriate enabling technologies, are being used by students to access modified versions of electronically published print materials. This modification involves the replacement of mark-up commands used for publishing through print and adding new mark-up commands that provide an appropriate layout of text for the CDROM delivery medium as well as taking into account that the text will be used with screenreaders (synthetic speech) or other enabling technologies. A retrieval program (ReadOut) has been developed that is compatible with enabling technologies, and allows for a more structured presentation of the course material and a higher level of interactivity. The

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project continues with funding from the Guide Dogs for the Blind Association and the Higher Education Funding Council for England. Published Material: HAWKRIDGE, D. & VINCENT, T. (1992). Learning difficulties and computers: access to the curriculum. London: Jessica Kingsley.; VINCENT, T. (1994). ‘Distance teaching and visually impaired students: an electronic environment’. In: All our learning futures: the role of technology in education. Glasgow: Scottish Council for Educational Technology. Status: Sponsored project Source of Grant: Higher Education Funding Council for England; Guide Dogs for the Blind Association Date of Research: 1993-continuing KEYWORDS: blindness; computer uses in education; information technology; optical data discs; special educational needs; speech synthesisers; visual impairments 11/1183 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Chambers, E. Ms; Rae, J. Mrs Adults’ experience of studying literature: implications for undergraduate teaching Abstract: An exploration of students’ experiences of studying literature, with a focus on the teaching/learning of literary theory and its relationship to processes of close textual analysis. The research is grounded in the application of theories of discourse to teaching/learning in humanities higher education. The outcomes will be twofold: a set of practical pedagogical recommendations for teachers of literature in higher education, and refmement of the theoretical approach itself. The research cohort will be approximately 600 students taking the course ‘Literature in the Modern World’ in 1994. A combination of questionnaire study, open-ended commenting, selective follow-up interview by telephone, and selective study of written assignments will be used. Status: Sponsored project Source of Grant: Open University £9,972 Date of Research: 1994–1995 KEYWORDS: higher education; literary criticism; literature 11/1184 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Scanlon, E. Dr; Taylor, J. Dr; Whitelock, D. Dr Mediating science learning at a distance with new technology Abstract: The aims of the study are to: 1) measure the effects of different mediating technologies on collaboration between pairs of participants in science problem solving; 2) develop methodologies within a social constructivist perspective for analysing and studying effective collaboration on a range of features including task performance; 3) investigate a number of analytical tools to demonstrate modes and measures of pair interactions; and 4) report both methodological issues and research findings to the distance learning community and to the research community at large. The researchers propose to evaluate the ‘state of the art’ technologies which will support distance learners in science problem solving tasks. Their interest is in measuring the effects of computer supported learning environments. Science based computer assisted learning software has

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been evaluated in its use with both children in schools and adults at the Open University. The two main types of studies proposed are: a) naturalistic and b) laboratory-based. The laboratory-based studies will provide refinement for the techniques used to conduct the studies, the data capture and analysis. A more naturalistic setting will then be used in which to replicate and validate the fmdings. The focus is to explore the potential of collaborating technologies for distance learning and to match task performance with a number of collaborative conditions. Published Material: SMITH, R., O’SHEA, T., O’MALLEY, C, SCANLON, E & TAYLOR, J. (1991). ‘Preliminary experiments with a distributed, multi-media problem solving environment’. In: BOWERS, J.M. & BENFORD, S.D. (Eds) Studies in computer supported cooperative work: theory, practice and design. Kidlington: Elsevier Science Ltd.; SCANLON, E., O’SHEA, T., SMITH, R., O’MALLEY, C. & TAYLOR, J. (1993). ‘Running in the rain: using a shared simulation to solve open-ended physics problems’, Physics Education, Vol 28, No 2, pp.107–113.; WHITELOCK, D., TAYLOR, J., O’SHEA, T., SCANLON, E., CLARK, R & O’MALLEY, C. (1993). ‘Challenging models of elastic collisions with a computer simulation’, Computers and Education, Vol 20, No 1, pp.1–9. Status: Sponsored project Source of Grant: Open University Date of Research: 1994-continuing KEYWORDS: computer assisted learning; computer uses in education; cooperation; distance education; group work; information technology; science education 11/1185 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Laurillard, D. Prof. Interactive media in the classroom: evaluation report Abstract: This was a joint study with colleagues in the Universities of Sussex, Salford, Surrey and Wolverhampton. The aims of the study were: 1) to evaluate the Interactive Video World of Number materials developed by the National Curriculum Council for the mathematics curriculum; 2) to investigate the contribution of interactive media to the school curriculum and to students’ learning in order to develop an informed educational perspective on new interactive technologies; 3) to recommend strategies for successful implementation of new technologies. The study combined qualitative and quantitative methods of evaluation in 16 primary, 18 secondary and 1 middle school, together with quantitative surveys involving a further 208 schools, 2 from each local education authority. Each school received 1, 2 or 3 workstations, plus the World of Number primary or secondary discs, and core schools had 4 or 5 additional discs relevant to other areas of the National Curriculum. Some schools also received Compact Disc Interactive (CD-I) and Commodore Dynamic Total Vision (CDTV) systems, so that comparisons could be made across the interactive media. Some of the key recommendations arising from the findings were: a) Designers must find ways of offering teachers control and flexibility over materials, but without under-utilising the key benefits of interactivity; b) The teaching of information handling in schools needs urgent reconsideration; c) The motivational value of the medium means that it should be targeted on low ability pupils for whom it makes significant differences to their interest and attention span; d) New

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technology for education requires an industrial model for its development and implementation, to achieve the standards of excellence and the economies of scale it needs to be worthwhile. Published Material: LAURILLARD, D., BARIC, L., CHAMBERS, P., EASTING, G., KIRKWOOD, A., PLOWMAN, L., RUSSELL, P. & TAYLOR, I (1994). Teaching and learning with interactive media: lessons for the classroom. Coventry: National Council for Educational Technology; PLOWMAN, L. & CHAMBERS, P. (1994). ‘Working with the new generation of interactive media and technologies in schools: CD-I and CDTV’, British Journal of Educational Technology, Vol 25, No 2, pp.125–134.; TAYLOR, J. & LAURILLARD, D. ‘Stepping stones: evaluation of interactive media in the classroom’, Journal of Educational Television, Vol 21. (in press). Status: Sponsored project Source of Grant: National Council for Educational Technology Date of Research: 1992–1994 KEYWORDS: computer uses in education; information technology; interactive video; multimedia approach 11/1186 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Bacsich, P. Dr; Mason, R. Dr VODER Abstract: The aim of this project is to investigate the use of interactive broadband technology to deliver inservice courses to teachers and university staff. The system will contain video, audio and multimedia resources. Teachers and academics will study a course on ‘teaching using multimedia in education’. A comparison will be made with participants taking an alternative route through the material using lower brandwidth, in order to ascertain the benefits of broadband. Phase 1 of the project is for one year only and will involve about 200 users: Open University central academics, teachers from local schools and networked users from outside the University. Subsequent phases with many more users are planned. One of the key issues to be addressed in the project is the scalability of the trial and its replicability in other organisations. The topic of the trial, teaching and learning with multimedia, is relevant both to teachers and to university staff whose multimedia skills need to be upgraded. The Institute of Educational Technology will be piloting new techniques for teaching basic approaches to multimedia, through the use of video to analyse how students react to various kinds of multimedia designs. Status: Sponsored project Source of Grant: Microsoft Date of Research: 1996–1996 KEYWORDS: computer uses in education; information technology; inservice teacher education; multimedia approach 11/1187 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Jones, A. Dr Using the computer as a therapeutic tool with children

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Abstract: This project investigates the possibilities of using the computer as a therapeutic tool with children. Various approaches will be surveyed briefly and empirical studies carried out on the use of one recent application, Bubble Dialogue. Bubble Dialogue is a technique for capturing dialogue in a role play situation. It provides a comic-script environment where there will typically be two characters, and the child is invited to create the characters’ dialogue, and thus produce a script. One of the powerful things about the technique is that the children create both speech and thought “bubbles”, thus giving them the opportunity to decide what the character says publicly and privately. Although it has hitherto been used for educational purposes, the evidence from this research suggests that Bubble Dialogue may provide a bridge between a child’s private and public world. In this, it can play an effective role by providing a medium for storytelling, already established as a tool for educational therapy but, in addition, can give the child the control, distance and interaction which dictating a story cannot achieve. In these circumstances, significant others in the child’s environment, in this case foster and adoptive parents, can be drawn at one remove (through role play) into collaborative, reflexive debate about relationships within the group. Published Material: JONES, A. & MCMAHON, H. (1994). ‘The use of Bubble Dialogue as a therapeutic tool for children’. Paper given at the BPS Conference, Strathclyde, September 1994. Status: Sponsored project Source of Grant: Open University Date of Research: 1994–1995 KEYWORDS: cartoons; computer uses in education; educational therapy; emotional adjustment; information technology; story telling; therapy 11/1188 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Fenley, S. Ms; Supervisor: Taylor, J. Dr Delivery platform for multimedia and their contribution to learning Abstract: The research project is initially investigating the various platforms presently available and future development prospects of multimedia. The different types and structures will then be examined to determine whether or not this facilitates the learning process and whether this could be improved. Various strategies will be devised to assess this and samples of the multimedia products will be used with groups of primary, secondary and adult groups. These usage surveys will then be interrogated to generate guidelines and a critical assessment will be produced and tested. It is hoped that a prototype design may be produced if there is sufficient time. Status: Individual research Date of Research: 1994-continuing KEYWORDS: computer uses in education; information technology; multimedia approach 11/1189 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Oram, I. Mr; Supervisor: Kaye, A. Mr; Thomson, A. Prof. Use of computer supported collaborative learning in management education

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Abstract: The case study is a common method of tuition in management education. It is particularly used in graduate management courses such as the Master of Business Administration (MBA). Typically a small group of students work together on a case. The case, possibly one of many in a term’s case pack, can be anywhere from 1 to 50 pages of paper and often poses a specific question. The group analyses the case, develops a proposed course of action and presents the proposal to the rest of the class (and tutor) for comment. Prima facie, this is fertile ground for Computer Supported Collaborative Learning (CSCL). The group must collaborate to develop a solution. For part-time or distance students, computer mediated communication offers a proven means of collaboration. Computer searching and manipulation of data offers a means of comprehensively analysing a large case. Many management education institutions are adopting CSCL; whether for educational or commercial reasons is a matter of debate. What they do not know is whether or not CSCL has any impact on the learning outcomes. The research programme addresses this issue. Status: Individual research Date of Research: 1994-continuing KEYWORDS: case studies; computer uses in education; cooperative learning; distance education; group work; information technology; management studies 11/1190 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Whalley, P. Dr; Linney, J. Mr Active learning with time based media Abstract: The project is concerned with the evaluation of an innovatory accessing system for digital time-based media such as animations and video. With this interface, new forms of video teaching material can be created which may have some educational significance. For example, the temporal ordering of ‘shots’ and their associated ‘voiceover’, can change as the student interacts with the material in a different way. It is primarily the possibility of such amorphous aspects within computer-based teaching materials that can provide the crucial ‘added value’ that justifies their creation. Status: Sponsored project Source of Grant: Open University £19,434 Date of Research: 1994–1995 KEYWORDS: computer uses in education; information technology; interactive video; multimedia approach 11/1191 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Thorpe, M. Ms Assessment design and learning Abstract: The project aim is to provide an indepth study of the impact of particular approaches to assessment design on student learning. A mix of both quantitative analysis and semi-structured student interviews will be used to assess the effectiveness of a range of different types of assessment, in relation to: 1) encouragement towards engagement with course content—deep as opposed to surface learning; 2) support for skill development by students; 3) impact of feedback from tutor—on ability to study,

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confidence levels, future progress. Collaborative work with another UK university department may be undertaken. The scope of the project will be limited to courses where there is an element of skills assessment in the course strategy and may also include courses using electronic communication at some stage in the assignment process. The methodology used will be to analyse existing quantitative surveys of student feedback on courses specialising in assignment component data. Student interviews will be used to explore a selected range of issues in greater depth, and numbers here will be below 50. Student surveys encompass at least 10,000 annually, with perhaps one quarter being analysed specifically for this research. Published Material: ROBERTS, D. & THORPE, M. (1994). Feed-back on feedback: a case study of students’ perceptions of feedback on their assignments, Teaching and Consultancy Centre Report No 88. Milton Keynes: Open University, Institute of Educational Technology. Status: Sponsored project Source of Grant: Open University £19,994 Date of Research: 1995–1996 KEYWORDS: assessment; distance education; feedback 11/1192 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Chambers, E. Ms; Wilson, K. Dr; Baumeister, H-P. Mr; Winck, M. Mrs A case-study evaluation of inter-culturally developed distance learning materials: the EADTU collaborative course ‘What is Europe?’ Abstract: The research involves evaluation of an undergraduate course, ‘What is Europe?’, the first joint project undertaken by European distance teaching institutions and coordinated by the Programme Committee of the European Association of Distance Teaching Universities (EADTU). The course comprises four modules and involved the following collaborators: 1) The history of the idea of Europe (Netherlands). 2) European democratic culture (France). 3) Aspects of European cultural identity (Germany). 4) Europe and the wider world (UK). Teaching material is in the mother tongue or English. A complete English version was published by the UK Open University and first presented in February 1993. In Germany, the materials are used in professional development contexts. The British and German collaborators are evaluating the uses and reception of their respective modules in each other’s countries. They are aware that their curricula and teaching materials are informed by different national attitudes and different assumptions about the nature of teaching and learning: also, that students/addressees studying the modules exhibit different social, educational and professional characteristics. The question is, how readily will British students ‘accept’, and how successfully learn from, material produced from within German cultural and educational traditions, and vice versa? This involves investigation of multiple variables (students’ educational backgrounds, purposes of study, age and gender), in the context of a questionnaire study using a matched sample of students/addressees in each country. Published Material: CHAMBERS, E.A. & WINCK, M. (1993). Quality assurance in open and distance learning: Eurpopean and international perspectives. Milton Keynes: Open University/European Distance Education Network. Status: Sponsored project

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Source of Grant: British Council (Germany) under the ARC Programme £2,000 Date of Research: 1993–1995 KEYWORDS: course evaluation; distance education; educational materials; Europe; European studies; international educational exchange; material development 11/1193 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Edirisingha, E. Mr; Supervisor: Hawkridge, D. Prof. Interactive media in agricultural education Abstract: This study will test the feasibility of using interactive media for farmers learning at a distance. It is of potential importance in the UK, because of the growing necessity to change existing farming practices. Changing European agricultural policies, changing relationships between the agricultural sector and countryside afFairs, and environmental and safety aspects force farmers to change their agricultural practices. Traditional media such as broadcasting and audio and videocassettes have been used with some success in agricultural education, but little has been done to test the feasibility of using interactive media such as computer-based and conferencing technologies. Since farmers are physically isolated, widely dispersed and heterogeneous, as far as possible the learning opportunities should be available on their farms. Interactive media could provide effective learning experiences for farmers whose attitudes towards learning are very much shaped by their life style. This research will attempt to investigate: how farmers learn in their social and occupational context; how farmers learn from interactive media; and how interactive media contribute to effectiveness of learning. The study will be in five stages: 1) literature review for developmental and evaluative evidence from earlier studies in the UK and elsewhere; 2) ethnographic study of farmers’ approach to their continuing education, their updating needs, and their attitudes to interactive media; 3) modelling of the characteristics of farmers, their updating needs, and interactive media; 4) field test and evaluation of selected examples of relevant software/media; 5) revision of the model in the light of the field test and evaluation. Status: Individual research Date of Research: 1994-continuing KEYWORDS: agricultural education; computer uses in education; distance education; farmers; information technology; interactive video; telecommunications; teleconferencing 11/1194 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Lewin, C. Ms; Supervisor: Fung, P. Dr; Jones, A. Dr The development and evaluation of software for teaching reading at primary level Abstract: Before developing an intelligent computer assisted reading system for children with reading levels substantially below their chronological age, the types of software currently being employed in the primary classroom need to be evaluated. Incorporating the major strengths and addressing the weaknesses of such software, together with the wealth of research literature on the theory of learning to read, is a necessary step in forming sound foundations for the design of an innovative learning platform. Two types of software will be evaluated. One is a case study of an implementation of talking word processors (The Somerset Talking Computer Project).

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The second is an evaluation of the educational significance of the use of talking book software, which brings children’s books to the computer screen in an interactive and visually exciting form, using digitised speech. From these reviews two main points emerge. Firstly, in any educational capacity, the interaction with computers and software is strongly motivating for children. Secondly, the addition of speech synthesis or digitised speech enables constant reinforcement of the sound of a word with its written form, and contributes significantly to the possible improvements in reading ability. This could be significant in providing specialised support and phonological coaching to poor readers. The findings will form the basis for an intelligent system. This is based on a model of a child reading to and interacting with an intelligent and supportive tutor in a multisensory forum, utilising sound and vision to its best educational effect. Status: Individual research Date of Research: 1994-continuing KEYWORDS: computer assisted reading; computer uses in education; information technology; reading difficulties; reading teaching; talking computers 11/1195 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Chambers, E. Ms; Coe, T. Mr; Rae, J. Mrs Comparison and assessment of different televisual forms of presenting drama for study Abstract: This project involves the comparison and assessment of different televisual forms of presenting drama for study, with the aim of identifying a form that enables students successfully to analyse the processes and meanings of performance. Comparison will focus on students’ responses to the two standard ways of presenting drama televisually in educational contexts: a) the play in rehearsal; b) the play in performance. The strengths and weaknesses of each mode will be assessed, and recommendations made regarding future ways of presenting drama most effectively. The phases of the project, and research methods to be employed, are as follows: 1) Identify a course which employs mode (a) television (TV) of the play in rehearsal, and one which employs mode (b) TV of the play in performance. 2) Identify the student cohorts—those who have studied both courses. 3) Conduct a questionnaire study of students’ responses to the two modes of presentation, including open-ended questions. 4) Examine objective data— student demographics and educational histories; and compare performance in dramarelated assignments in the two courses. Status: Sponsored project Source of Grant: Open University £5,283 Date of Research: 1994–1995 KEYWORDS: drama; television 11/1196 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Chambers, E. Ms; Rae, S. Mr; Rae, J. Mrs Use of computer-mediated communication by teachers and their students in humanities higher education Abstract: Although a number of teachers of the humanities are experimenting with computer-mediated communication (CMC) as a ‘teaching’ medium, no systematic study

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of the ways in which they have been using it has been undertaken. Neither do we know the extent to which CMC is used in this domain, nor the effectiveness of its various uses in terms of teaching/learning. It is believed that there are in fact many potentially effective uses of CMC in the humanities, and that use of the medium ought to, and will, become more widespread. It should do so on the basis of rigorous research. The first phase of the project will be to examine the range of purposes for which teachers have used CMC with their students to date, e.g. for ‘tutorial’ discussion; to enable review of draft assignments; to relay bibliographical and other information (teachers to students); to encourage communication in a foreign language. Once comprehensive classification has been achieved, the researchers will: collate the results of a range of these early experiments, in each category; evaluate them; draw conclusions about the benefits of using CMC in humanities higher education; make recommendations regarding future uses of CMC in this domain. Status: Sponsored project Source of Grant: Open University £8,938 Date of Research: 1994–1995 KEYWORDS: communications; computer uses in education; human computer interaction; information technology; telecommunications; teleconferencing 11/1197 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Oliver, M. Mr; Supervisor: Fung, P. Dr; O’Shea, T. Prof. Supporting learaing modal logics through visualisation and manipulation tools Abstract: It has already been established that computers can aid the learning of classical first order logics in two ways: 1) by graphical representations of the language, which make it more approachable, and 2) by providing automated proof checkers, which remove some of the tedium traditionally associated with the topic. The researcher intends to consider ways in which these results can be extended to the area of modal logics, and to find appropriate graphical interfaces and examples with which to manage and explain the concepts. Furthermore, it is not clear whether graphical interfaces are still useful once familiarity with symbolic systems has been established -for example, once first order logic has been learnt using a tool such as Tarski’s World (Barwise and Etchemendy, 1990), will there be any significant benefit from introducing the new concepts of modality using graphics? In order to assess and answer these problems, it is planned to use two test groups of 15–20 students, and supplement these results with case studies. The outcome of this work should help to ascertain whether or not modal logistics benefit from a graphical treatment and, if so, to provide criteria for the development of an appropriate software tool. Status: Individual research Date of Research: 1994-continuing KEYWORDS: computer graphics; computer uses in education; educational software; information technology; logic 11/1198 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Fung, P. Dr; Jones, A. Dr; O’Shea, T. Prof.; Calder, J. Dr; Robertson, S. Dr

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Investigating the potential of portable computing in learning environments Abstract: The aim of the research project is to investigate the impact of high access to portable (‘palmtop’) computers in various educational settings. Following on from a previous short-term study in which several classes in a secondary school were given Acorn pocket book computers for 3 weeks, the current study is monitoring the use of the computers over a complete school year. The project aims to investigate the role such computers can play in different educational settings and by different groups. These include teachers, students and school pupils. The project is also looking at the attitudes and information technology (IT) skills of the teaching staff of a secondary school (approximately 70 teachers), a class of 30 secondary school pupils, approximately 70 Open University students and 5 Open University staff, with a view to assessing how these attitudes and skills change with continuous experience with palmtop computers. The study uses questionnaires, observational methods, interviews and experimental approaches. Status: Sponsored project Source of Grant: Open University £24,484 Date of Research: 1994–1995 KEYWORDS: computer literacy; computer uses in education; information technology; microcomputers 11/1199 Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 De Montfort University, Department of Media and IT, The Gateway, Leicester LE1 9BH 01162 551551 Humberside University, School of Policy Studies, Inglemire Avenue, Hull HU6 7LU 01482 440550 Lefrere, P. Dr; Brown, S. Prof.; Karran, T. Dr PILOT (Project information, linking, orientation and training) Abstract: The researchers are developing a telematic support system for work-based projects and placements, and student projects in general. The system is designed for use by all higher education (HE) institutions. It will link people who want placements and training, with people who can provide placements and training. It uses a rapid-response electronic system, with multimedia databases, accessed via the Internet/JANET. This should ensure better matching of project placements to students’ competencies; and enhance inter-personal, presentational and self-appraisal skills and career prospects, particularly for disadvantaged or minority groups. Another outcome will be dissemination of best practice about organisation of placements and projects. The first users of the system are employers (seeking trained personnel for projects) and universities (seeking appropriate work placements and projects for students). In due course, the system will be extended beyond placements and projects, to provide on-thejob training for people already in work. Research is needed into many aspects of the system, particularly its educational aspects. These include studies of learners who use the system to create multimedia CVs, design their own study programs, access materials appropriate to their learning styles, conduct self-assessment and receive feedback at a distance from educational institutions, which become facilitators rather than direct

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providers of this learning process. Some of these aspects will be studied, but other complementary studies are welcomed. Interested researchers can discuss their plans with any of the partner institutions (the Open University, De Montfort and Humberside). Status: Sponsored project Source of Grant: British Telecom £100,000 Date of Research: 1995-continuing KEYWORDS: computer networks; computer uses in education; industry higher education relationship; information technology; placement; student projects 11/1200 Institute of Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Hatzipanagos, S. Mr; Supervisor: Hodgson, B. Dr; Scanlon, E. Dr Physics education and information technology. Simulations for physics learners: reality versus abstraction Abstract: Computer-based simulations in physics can result in what Champagne (1980) calls ‘the student’s private Newtonian revolution’ by helping students to differentiate between their individual ‘Aristotelian’ frameworks and the formalisms of Newtonian physics. Implications arise about the degree to which pupils expect and perceive simulations to be real and how those perceptions affect their interaction with the simulation. The focus of this research is combining real experiments with computersimulated laboratories in order to compare the two and enhance the simulations’ credibility. The outcome should be to convince students that the same rules apply in simulations and in the real world. Status: Individual research Date of Research: 1993–1996 KEYWORDS: computer simulation; computer uses in education; information technology; physics; simulation 11/1201 Mathematics Faculty, Centre for Mathematics Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Auckland University, Mathematics Education Unit, Auckland, New Zealand Graham, A. Mr; Reilly, I. Prof. Using numbers and relationships Abstract: This project shares the expertise of the Centre for Mathematics Education of the Open University and the Mathematics Education Unit of Auckland University. The main focus is the provision of foundation mathematics courses for the wide range of students who are entering tertiary education. In particular, the research will look at number and relationships and explore how student expectations, interests and the educational context of the course all play a part in how students develop understanding in these areas of basic mathematics. This will therefore involve research in the following aspects: (a) the access and enrolment in foundation courses for different gender, ethnic and socio-economic groups, looking at the reasons for unequal enrolment and producing course materials specific to the interests of particular groups of students; (b) investigating non-academic perceptions of and uses of number and relationships and how this can be taken account of in writing effective teaching materials; (c) the use of technology

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(particularly the graphics calculator and spreadsheets) to enhance the understanding of numbers and relationships. Status: Sponsored project Source of Grant: British Council Date of Research: 1993–1996 KEYWORDS: higher education; introductory courses; mathematics education; numbers; numeracy 11/1202 School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Bancroft, D. Dr Temporal inference research project Abstract: It is arguably the case that much human reasoning and problem solving rests on an understanding of the temporal interrelations between events. Early and effective development of temporal understanding may then make a considerable contribution to wider cognitive skills. There has been a considerable amount of European laboratory based research investigation of the development of children’s understanding of time. One outcome is the suggestion that the co-ordination of temporal concepts is problematic for children until late in childhood since it depends on considerable cognitive sophistication. Another possibility is that young children are capable of dealing with temporal concepts when not obstructed by ‘interfering’ factors. There is also evidence from the psycholinguistic tradition which suggests that children use the language of ‘time’ effectively from a very early age. The aim of the project is to investigate children’s ability to reason about, and manipulate the concepts of Order and Duration in order to resolve some of the theoretical issues and to identify means of encouraging the development of temporal reasoning. Children aged between 4 and 7 years are presented with temporal problems on a microcomputer. Children have either mouse or concept keyboard control of the computer, thus allowing a behavioural indication of comprehension. Results to date indicate that, although not all temporal problems are of equal complexity, children of this age are capable of producing sophisticated solutions and that this ability can be developed and promoted. Status: Sponsored project Source of Grant: Open University Date of Research: 1987-continuing KEYWORDS: cognitive development; reasoning; temporal integration; time perspective 11/1203 School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 McCormick, R. Dr; Murphy, P. Ms Problem solving in technology education Abstract: The Problem Solving in Technology Education (PSTE) project team comprises Marian Davidson, Sara Hennessy, Bob McCormick and Patricia Murphy. The team is applying a situated learning perspective to technology education. This entails examining what kinds of ‘problem solving’ actually take place in technology classrooms, relating this to what teachers believe and communicate to pupils. The researchers are

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investigating whether pupils are superficially following prescribed models of the design process. Key issues under investigation include: (1) the relationship between teachers’ and children’s agendas, perceptions and beliefs concerning Design and Technology (D&T) activities; (2) the influence of teachers’ agendas on children’s problem solving behaviour; (3) children’s recognition of links across the component subject contexts, and between D&T activities and problem solving activities in the outside world. The work entails indepth observation of D&T activities and interviews with pupils and teachers, focusing on the nature of the planning, decision making and problem solving strategies that children use in designing and making an artefact, and in coping with problems which arise along the way The results indicate that teachers are not always successfully communicating the design process and that perceived links between diverse activities are minimal. This work challenges the popular idea that ‘problem solving’ in technology denotes a holistic ‘design-and-make’ process. The design process is projected as a ritual to be followed that, at times, does not affect the design thinking of the pupils. Problem solving is only indirectly related to this process and for some pupils only emerges in course of the making activity. Others experience more ongoing problems, but these are not necessarily related to the teachers’ aims for the activity. It is also evident that lack of conceptual understanding has a profound effect on the pupils’ success in designing and making. Published Material: HENNESSY, S. & McCORMICK, R. (1993). ‘The general problem solving process in technology education: myth or reality?’, In: BANKS, F. (Ed). Teaching technology. Open University Post-Graduate Certificate of Education Course E885 reader. London: Routledge.; HENNESSY, S., McCORMICK, R. & MURPHY, P. (1993). ‘The myth of general problem solving capability: design and technology as an example’, Curriculum Journal, Vol 4, No 1, pp.73–89.; McCORMICK, R., HENNESSY, S. & MURPHY, P. (1993). ‘Problem-solving processes in technology education’. International Technology Education Association 55th Annual Conference, Charlotte, North Carolina, April 1993.; McCORMICK, R., HENNESSY, S. & MURPHY, P. (1993). ‘A pilot study of children’s problem-solving processes’. Proceedings of the International Conference on Design and Technology (IDATER), Loughborough, September 1993.; MURPHY, P., McCORMICK, R., DAVIDSON, M. & HENNESSY, S. Uncharted territory: problem solving in design and technology. Buckingham: Open University Press. (in press). A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Economic and Social Research Council £120,000 Date of Research: 1992–1996 KEYWORDS: design and technology; learning strategies; problem solving; technology education 11/1204 School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Bennett, N. Dr The impact of single-sex teaching in a mixed school on patterns of school choice Abstract: This is a case study of the impact of a decision by one school to alter its teaching and pupil organisation in response to intense local competition and over-supply of secondary school places, and in a climate of turbulence and local structural change.

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Interviews with local headteachers and with school staff, and a questionnaire to parents choosing the local schools for September 1995 intake, will be combined with documentary analysis to investigate perceptions of the change, expectations of the teachers on student recruitment, and compare these with patterns of recruitment and parents’ expressed reasons for their choice of school. A follow-up survey of the 1997 intake parents is being negotiated. Status: Individual research Date of Research: 1993-continuing KEYWORDS: marketing; parent choice; school organisation; single sex classes 11/1205 School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Universidade Aberta, Palacio Ceia, Rua da Escola, Politeenica 141–147, 1200 Lisbon, Portugal Utrecht University, IVLOS Institute of Education, PO Box 80127, 3508 TC, Utrecht, Netherlands University of Tampere, Department of Teacher Education, Box 346, 13131 Hameenlinna, Finland Moon, R. Prof.; Banks, F. Mr; Hobbs, S. Ms; Ferreira, M. Dr; Veen, W. Dr; Niemi, H. Prof. Open and distance learning in initial teacher education in Europe (ODLITE) Abstract: Open and distance learning methodologies are being exploited in a range of professional and vocational contexts. In cooperation with colleagues in Finland, The Netherlands and Portugal, this project will seek to survey the extent to which such teaching and learning strategies are being used in the field of initial teacher education across Europe. The project will combine quantitative methods with a small number of selected case studies to give an indication of the range of activity in elementary, secondary and vocational teacher preparation courses, and point to good practice in this new and growing area. Status: Sponsored project Source of Grant: European Union: SOCRATES £94,650 Date of Research: 1996-continuing KEYWORDS: comparative education; distance education; open education; preservice teacher education 11/1206 Science Faculty, Centre for Science Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Sharp, G. Ms; Supervisor: Whitelegg, E. Ms; Murphy, P. Ms Cognitive Acceleration in Science Education (CASE) related to age intervention and gender differentiation Abstract: The project is to investigate a variety of science teaching intervention procedures with particular reference to age of intervention and gender differentiation, with the aim of discovering what types of intervention can be used to improve the science education of individual pupils within the 10 to 12 year old age range. The project is looking in detail at one recent intervention programme, the Cognitive Acceleration in

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Science Education (CASE) project, and comparing the effects of this to other intervention strategies, including inservice teacher education (INSET) on equal opportunities, primary science collaborative learning methods, single sex teaching, etc. Much of the initial research will be to collate information on intervention strategies that have been used on a city, national and international basis. Whilst carrying out this research the project will use the 30 activity lessons as designed by Shayer et al with Year 7 pupils and will introduce the use of these materials at one of the feeder schools. The evaluation packs as provided by the CASE project will be used. New sets of evaluation and analysis documents will also be developed. Self-assessment, as well as group and individual interviews, will be used with pupils and teachers. The standard assessment tasks for the National Curriculum will be used with all the pupils and although these will be testing knowledge rather than cognitive understanding, they may be of some use. Status: Individual research Date of Research: 1993-continuing KEYWORDS: intervention; science education; sex differences 11/1207 Science Faculty, Centre for Science Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Whitelegg, E. Ms; Issroff, K. Ms; Scanlon, E. Dr; Hodgson, B. Dr; Murphy, P. Ms Collaborative learning and primary science (CLAPS) Abstract: The aim of this work is to investigate the processes which occur in groups tackling investigative science tasks in primary classrooms and the ways in which these processes can support the children’s science learning. The researchers have carried out a naturalistic study following groups of eight and nine year old children undertaking investigative tasks as part of their normal science classroom work. Recent developments in the primary science curriculum and trends in classroom organisation make this study timely, The theoretical background to the study is the constructivist perspective on learning and an analysis of the role of conceptual conflict as part of the contribution made to children’s learning by groupwork. Groups of children were videotaped and their conversations recorded as they worked on group tasks over an extended period of time. Additionally, the teachers and children were interviewed about their perceptions of the tasks. The children were given various probes to assess both their conceptual and procedural knowledge. The data is now being analysed and various issues are emerging: the role of conceptual, procedural and social conflict, gender differences and the role of the teacher. The researchers will carry out a second major study, investigating these issues. The expected outcomes of the study are a description of the features of the task and group composition which contribute to pupils’ successful science learning, and the documentation of good practice for teachers of this age group. Published Material: WHITELEGG, E., MURPHY, P., SCANLON, E. & HODGSON, B. (1992). ‘Investigating collaboration in primary science classrooms: a gender perspective’. Vol 1. Proceedings of East and West European GASAT Conference, Eindhoven, Netherlands, October 1992.; WHITELEGG, E., MURPHY, P., SCANLON, E. & HODGSON, B. (1993). Group work on science investigations—do girls and boys differ? In: BENTLEY, D. & WATTS, M. (Eds). Primary science and technology: practical alternatives. Buckingham: Open University Press.; SCANLON, E., MURPHY,

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R, HODGSON, B. & WHITELEGG, E. (1994). A case study approach to studying collaboration in primary science classrooms’. In: FOOT, H.C. (Ed). Group and interactive learning: proceedings of the international conference on group and interactive learning, Strathclyde, 1994. Southampton: Computational Mechanics Publications.; MURPHY, P., SCANLON, E., HODGSON, B. & WHITELEGG, E. (1994). ‘Developing investigative learning in science—the role of collaboration’. Proceedings of the ECUNET European Conference on Curriculum, University of Twent, Ensched, The Netherlands, August 31-September 2, 1994. Status: Sponsored project Source of Grant: Open University £27,000 Date of Research: 1993–1995 KEYWORDS: dassroom observation techniques; group work; learning activities; science activities; science education 11/1208 Science Faculty, Centre for Science Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Nottingham Trent University, Faculty of Education, Clifton Hall, Clifton, Nottingham NG11 8NS 01159 418418 Tresman, S. Dr; Silkstone, B. Dr; Fox, D. Mr; Spurr, S. Ms How much science do teachers need to know to realise the potential of science in primary classrooms Abstract: This project aims to investigate the question of how much science primary teachers need to know to realise the potential of their pupils. Since the introduction of the National Curriculum, there has been a substantial degree of inservice teacher education (INSET) in science for primary teachers, but little research into the nature, level and content of the science presented to teachers, and the impact of this on their expectations of what they, and their pupils, can achieve in science. In a small scale study in 1992, Dennis Fox used reflective diaries to enable course participants on a 20-day science course to reflect on their experiences of the course and to share these reflections between course members. These shared reflections then formed the basis for developing involvement and progression through the science course. Phase 1 of the current project has widened the earlier project to include a further 6 groups, each of around 20 teachers. The central technique for obtaining information on how teachers are engaging with these programmes of training is a system of personal reflective diaries. The diaries, which are produced individually and remain anonymous within the group, become part of a group record for course members. The first wave of data is now being analysed according to the nature and frequency of style of response from participating teachers and course leaders. A second publication has resulted from this phase (see publications). Phase 2 of the project is now underway, coinciding with the first year of presentation of a revised Open University (OU) course, ‘Primary Teachers Learning Science’. Phase 2 is using questionnaire, interview and responses to OU assignments to construct models of concepts acquisition and personal learning in science and the impact this has on professional practice.

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Published Material: TRESMAN, S. (1993). ‘A new primary science project’, Education in Science, No 152, p.27.; TRESMAN, S., FOX, D. & HODGKINSON, L. (1993). ‘How much science do teachers need?’, Primary Science Review, No 27, pp.26– 27.; TRESMAN, S. & EDWARDS, D. (1993). ‘Reflections on practice: some illustrations’. In: WHITELEGG, E. et al. Challenges and opportunities for science education. London: Chapman.; FOX, D. & TRESMAN, S. ‘Meeting inservice needs in primary science: using reflective diaries’, British Journal of Inservice Education. (in press). Status: Sponsored project Source of Grant: Open University; Nottingham Trent University Date of Research: 1993–1995 KEYWORDS: inservice teacher education; primary school teachers; science education; teacher attitudes

Oxford Brookes University 11/1209 School of Education, Wheatley Campus, Wheatley, Oxford OX33 1HX 01865 485930 Jones, C. Mrs; Supervisor: Wilson, M. Ms; Silver, H. Prof.; Measor, L. Dr A longitudinal study of some factors influencing children’s attitudes to science between the primary and secondary stages of education Abstract: The proposed investigation will aim to evaluate children’s attitudes to science, and the changes (if any), over a period of 4 years, between the primary and secondary stages of education. It will follow on from the numerous research findings which have shown concern about science uptake in the later years of schooling and, particularly, the low uptake by girls in physical sciences. The investigation, to discover children’s attitudes to science, will use structured mini-essays (at primary level); questionnaires; and interviews of children as they leave their primary school in July 1994, in the secondary school (after 1 term), and annually until age 14. It will take account of in-school and outof-school factors and allow for an analysis of gender differences. Ideally, the survey will be extended so as to assess outcome (as measured by uptake of science components after age 16) at the end of National Curriculum key stage 4. The project proposes to use 3 primary schools in the area, each of which ‘feed’ about 60 children per annum into one large, coeducational comprehensive school at age 11. Expected sample size should be of the order of 150 children per annum. Status: Individual research Date of Research: 1994-continuing KEYWORDS: primary secondary education; pupil attitudes; science experiments; sex differences 11/1210

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School of Education, Wheatley Campus, Wheatley, Oxford OX33 1HX 01865 485930 Harkin, J. Dr The effect of outcome-based programmes on communication in teaching and learning Abstract: To investigate the patterns of communication in learning programmes where an outcome-based model is being used. Case studies will be conducted in a number of institutions of further and higher education. A collaborative approach will be used based on active participation by teachers and learners; observation, questionnaires and interviews will be employed. It is hoped to disseminate the results through publication. Status: Sponsored project Source of Grant: Oxford Brookes University £70,000 Date of Research: 1994–1995 KEYWORDS: communication research; competency based education; further education; higher education; learning processes; teaching methods 11/1211 School of Education, Wheatley Campus, Wheatley, Oxford OX33 1HX 01865 485930 Thomas, G. Dr; Loxley, A. Mr International comparison of special needs administration Abstract: Comparisons will be made of administrative practice in the most developed integration schemes (for instance, those existing in Scandinavia and Italy and, to a lesser extent, the USA), with those which have faced greater problems (for instance, in the UK). The relationship between that administrative practice and its outcome in terms of forms assessment, waiting periods and ultimate degree of integration will be examined. For example, the discussion concerning strategic local arrangements for fostering integration in Massachusetts as a means of realising the broader aims of US national legislation enacted in Public Law 94–142, is directly comparable to discussion currently occurring in this country about local arrangements to effect the broader aims of the Education Act 1981 in tandem with the Education Reform Act 1988, Local Management of Schools (LMS) and, Local Management of Special Schools (LMSS). This country’s existing arrangements are widely taken to have been unsuccessful. Conclusions will be drawn about the importance or policy, and the nature of those structures. Methodology will include otherwise of administrative structures in effecting the realisation of documentary, bibliographic, and questionnaire. Results of the project will be disseminated to local authorities, via articles in relevant professional and refereed journals. In year 1 the researchers will examine in detail the comparative statistics on integration in Western Europe, North America and Australasia and publish these with commentaries on likely causes of difference. In year 2 examination of administrative procedures will be completed and these related to the year 1 statistics, and the conclusions published. Status: Sponsored project Source of Grant: Oxford Brookes University £20,000

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Date of Research: 1994–1996 KEYWORDS: comparative education; educational administration; educational policy; Italy; mainstreaming; Scandinavia; special educational needs; support services 11/1212 School of Education, Wheatley Campus, Wheatley, Oxford OX33 1HX 01865 485930 Brimblecombe, N. Ms; Ormston, M. Mr; Shaw, M. Ms An investigarion of the OFSTED inspection arrangements in schools, with particular reference to the effects on teachers Abstract: A new system of school inspections was implemented by the Office for Standards in Education (OFSTED) in September 1993. A pilot study on the ‘trial’ inspections following the OFSTED format suggested areas for further study and resulted in the publication of a book on preparing for inspection. The research aims to identify the effects of, and responses to, inspection, in particular by schools, in order to enable the development of strategies for schools to prepare for the inspection process. The project is in several parts, looking at different areas and perspectives of the inspection process; the main focus being on schools. The study will include a national survey into the attitudes and experiences of teachers having an inspector in their classroom, follow-up indepth case studies into inspection in schools from the perspective of participants from a number of different areas, and an analysis and comparison of the inspection reports. Published Material: ORMSTON, M. & SHAW, M. (1993). Inspection: a preparation guide for schools. Harlow: Longman.; ORMSTON, N. & SHAW, M. (1994). Inspection and the grant maintained school. Occasional Paper. High Wycombe: Grant Maintained Schools Centre. Status: Sponsored project Source of Grant: Oxford Brookes University Date of Research: 1993–1996 KEYWORDS: educational change; inspection; teacher attitudes 11/1213 School of Education, Wheatley Campus, Wheatley, Oxford OX33 1HX 01865 485930 Bines, H. Dr The changing role of local education authorities in relation to special educational needs Abstract: The role of local education authorities (LEAs) is rapidly changing as a result of legislation and government policies designed to devolve more responsibilities to schools within a quasi-market approach to education. Such changes will include policy and provision for special educational needs. This research will examine such developments, and their particular impact on perceptions held by LEA personnel, headteachers and practitioners in schools about the future role of LEAs in this new policy and

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organisational context. It will use interviews and questionnaires to examine such perceptions within one particular LEA in the first instance. Further comparison with another LEA may be developed from this particular case study. Issues to be explored will include: perceptions of the specific role and responsibilities of LEAs and schools; the consequent impact on policy, provision and practice; and the range of strategies and resources required to implement these new approaches. Published Material: BINES, H. & THOMAS, G. ‘From bureaucrats to advocates?: the changing role of LEAs’, Support for Learning, Vol 9, No. 2. (in press). Status: Sponsored project Source of Grant: Oxford Brookes University Date of Research: 1993–1995 KEYWORDS: educational administration; educational change; educational policy; local education authorities; special educational needs 11/1214 School of Education, Wheatley Campus, Wheatley, Oxford OX33 1HX 01865 485930 Wilson, M. Ms A comparative study of women in educational management in Europe Abstract: This research project will investigate the disparity in the representations of women in educational management. It will draw together research carried out by key experts in Ireland, Greece, Spain, France, the Netherlands, Hungary, Sweden and the UK; present a European overview; and bring together policy recommendations. The project will draw on existing secondary research into patterns of recruitment and promotion. Where such data does not exist on a national scale, quantitative research in case-study institutions may be undertaken. Data will be supplemented by semi-structured interviews with women members of staff in promoted positions. At this stage, 8 interviews per country, totalling 64 interviews, are envisaged. Status: Sponsored project Source of Grant: Oxford Brookes University Date of Research: 1994–1995 KEYWORDS: educational administration; Europe; management in education; teacher employment; teaching profession; women; women’s employment

Oxford University 11/1215 Department for Continuing Education, 1 Wellington Square, Oxford OX1 2JA 01865 271444 Thomas, G. Dr Scientific literacy

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Abstract: The project builds on the national survey of public understanding of science carried out by the researcher and other collaborators in 1988. Its aim is to establish a framework for the public understanding of science which meets the (conflicting) aspirations of the scientific profession, the proponents of participatory democracy, economic utility, and cultural literacy. Published Material: DURANT, J.R., EVANS, G.A. & THOMAS, G.P. (1989). ‘The public understanding of science’, Nature, Vol 340, pp.11–14.; DURANT, J., EVANS, G. & THOMAS, G. (1992). ‘Public understanding of science in Britain: the role of medicine in the popular representation of science’, Public Understanding of Science, Vol 1, pp.161–182.; THOMAS, G. (1993). ‘Science in the public mind: a cause for concern?’ Schering Lecture No 15. Berlin: Schering Research Foundation. Status: Individual research Date of Research: 1988-continuing KEYWORDS: attitudes; public opinion; scientific literacy 11/1216 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Grimes, J. Dr; Supervisor: Mclntyre, D. Mr; Fuller, M. Dr Cultural capital, ethnicity and early education Abstract: The study considers the use of Bourdieus’ theory of cultural reproduction as a means of understanding the educational aspirations and experiences of different ethnic groups. The study examines the concept of habitus as a means of understanding the influences upon the cultural identities from diverse backgrounds, and investigates how the concept of cultural capital might relate to the educational experiences of pupils from different ethnic groups. The empirical study takes the form of ethnographic case studies in Years 1 and 2 of two urban first schools with culturally diverse populations. These focus on the teachers’ perceptions and treatment of cultural diversity, the effects of the National Curriculum and Christianity upon their multi-cultural initiatives, the role and function of Section 11 staff, and the various perceptions of appropriate educational attainment held by the teachers, pupils and parents. Status: Individual research Date of Research: 1991–1995 KEYWORDS: academic aspiration; cultural background; ethnic groups; primary education 11/1217 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Mashhadi, A. Mr; Supervisor: Woolnough, B. Mr What is the nature of the understanding of the concept of ‘waveparticle duality’ among A-level physics students?

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Abstract: Quantum theory is arguably the most successful physical theory that has ever been conceptualised, and yet Einstein once remarked that quantum theory reminded him of ‘the system of delusions of an exceedingly intelligent paranoiac, concocted of incoherent elements of thought’. At the heart of quantum theory lies the concept of ‘wave-particle duality’. This is the first study of A-level physics students’ understanding of quantum physics in the UK. Following a review of the research literature, this study identifies students’ conceptions of quantum phenomena, models and the ontological and epistemological status of theoretical entities. The relationships between these conceptions are investigated by developing a structured questionnaire and using multivariate analytical techniques (multidimensional scaling, cluster analysis, and factor analysis) to identify groupings of conceptions and relate these to underlying interpretable dimensions (n=300 students). Differences between first and second year groups are described. Published Material: MASHHADI, A. (1993). ‘What is the nature of the understanding of the concept of ‘wave-particle duality’ among pre-university physics students?’. In: Proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics, Cornell University, Ithaca, New York, 1–4 August, 1993.; MASHHADI, A. (1994). ‘Students’ conceptions of quantum physics’. In: Proceedings of the Conference on Thinking Science for Teachnig: the Case for Physics, Rome University, Italy, 22–27 September, 1994.; MASHHADI, A. (1995). ‘Students’ conceptions of quantum physics’. In: Proceedings of the European Conference on Research in Science Education at University of Leeds, 7–11 April, 1995. London: Falmer Press.; MASHHADI, A. (1995). Advanced level physics students’ understanding of quantum physics’. Paper presented at the European Conference on Educational Research at the University of Bath, 14–17 September, 1995. Status: Individual research Date of Research: 1992–1996 KEYWORDS: concept teaching; physics; quantum mechanics 11/1218 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Nardi, E. Ms; Supervisor: Jaworski, B. Dr A study of the novice mathematician’s cognitive difficulties in the encounter with mathematical abstraction Abstract: The study is an investigation of the problematic aspects of the novice mathematician’s encounter with mathematical abstraction in the transition from school to advanced mathematical thinking. For this purpose, 20 first year mathematics undergraduates, from the Mathematical Institute at Oxford University, have been taperecorded and observed in individual tutorials during the first and second terms of their studies. They have also been interviewed twice, once at the end of each term. Observation and interviewing aim at the identification of the novice’s reasoning and conceptual difficulties with regard to their introduction to advanced mathematical concepts. These include fundamental concepts from: the foundations of analysis; calculus; topology; linear algebra; abstract algebra. The analysis draws on tools from the

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constructivist tradition as well as current developments in the psychology of mathematics education such as: 1) the notion of reflective abstraction; 2) the interplay between concept image and concept definition; 3) the notion of procepts; 4) the epistemological and psychological duality (process/ object) of mathematical concepts and the cognitive development towards reification; and 5) mathematical growth as a linguistic and symbolic enculturation process. The analysis of the material aims at the emergence of psychological theory with regard to the novice’s mathematical growth. Also the didactical implications of this theorising are considered. Status: Individual research Date of Research: 1992–1996 KEYWORDS: concept teaching; higher education; mathematical concepts; mathematics achievement; mathematics education 11/1219 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Randell, S. Ms; Supervisor: Mclntyre, D. Mr Parents, teachers, pupils: different contributions to understanding pupils’ needs? Abstract: This research is about the relationship between parents and their children’s schools. Its concern is that the way in which the relationship is conceptualized has failed to make effective links between parents and their children’s learning, or to provide a meaningful and unproblematic role for parents in interactions with their children’s schools. Communication between parents and teachers centres on children’s academic progress, but their dialogue is framed by a school-based agenda. Evaluations of, and explanations for, pupils’ abilities are formed by teachers along limited dimensions. Parental input into these evaluations is precluded by the limitations of the home-school relationship. So, a central theme is the question of the information on which teachers base judgements about pupils, and the cognitive processes involved in interpreting this information. The research focuses on transition between primary and secondary education. It is a time when the relationship between parents and their children’s schooling undergoes significant changes. Secondary school teachers get to know and form judgements about their new pupils. The interface between the two sectors facilitates access to the sort of information taken account of by teachers, parents and children. The qualitative research design follows 6 pupils from their last term at primary school and throughout their first year at secondary school. The children were identified by primary school teachers to include boys and girls, varying levels of academic ability, socioeconomic background and family involvement in school, as perceived by the teachers. The children, their parents and teachers were interviewed at regular intervals and some classroom observation undertaken. Status: Individual research Date of Research: 1993–1996 KEYWORDS: home school relationship; parent participation; parent school relationship; primary to secondary transition

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11/1220 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Hayward, G. Dr Pedagogic decision making of beginning science teachers Abstract: This project attempts to explore the types of knowledge used, and decisions made, by beginning science teachers over the course of the Postgraduate Certificate in Education (PGCE) year, in relation to their pre-active thinking whilst lesson planning and their interactive thinking whilst teaching. There are six interns in the sample. The data consits of: 1) three semi-structured interviews with each intern, conducted at the beginning, middle and end of the course, about their current thinking about science teaching; 2) three tape-recorded ‘think aloud’ traces for each intern, collected on three occasions during their school-based practice (each trace covers the planning of one lesson); 3) systematic observation notes of the lesson collected as it was taught; 4) taped debriefmg sessions after each leasson (these tapes are currently being transcribed). Status: Individual research Date of Research: 1994–1996 KEYWORDS: lesson plans; preservice teacher education; science education; student teachers; teaching practice; teaching process 11/1221 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Jaworski, B. Dr; Lee, C. Ms Mathematics teacher enquiry (MTE) project Abstract: The prqject involved a study of the classroom research undertaken by five mathematics teachers, its influence on the teachers’ development of mathematics teaching, and issues arising. The two university researchers studied the process and practices of the teachers’ research. The teachers themselves selected the area of their research, developed questions and engaged in classroom enquiry. Their methods included questionnaires, interviewing and observation of students’ work; recording and subsequent analysis of students’ conversations; critical scrutiny of their own developing thinking. The university researchers employed methods of interviewing and classroom observation of the teachers. All members of the project met twice termly to discuss experiences and issues. Analysis involved close scrutiny of the data, categorisation and pattern seeking. Initial tentativeness of teachers as researchers was overwhelmingly evident. Teachers relied on the visits of university researchers to motivate and encourage their work. Throughout a year, the teachers’ confidence grew as they iearned from their initial steps of enquiry, refined research questions and developed awareness of the appropriateness of methods. Mathematical issues were the substantive basis of their research, these varied according to research questions. At the end of one year, the teacher-researchers had developed a degree of confidence in their research ‘ability’ and determined to continue

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with their research. They indicated their feelings that they were only just beginning as ‘real’ researchers. The university researchers were of the view that a genuinely collaborative enterprise could now begin, with teacher-researchers taking on a partnership role in the project. Further funding is sought to continue the project, meanwhile all the partners are maintaining contact. The project raised questions about the nature of research from the perspective of the teacher-researcher: it questions the links between ‘good reflective practice’ and classroom research. A characterisation of teachers developing as researchers, both in knowledge and practice was an important outcome. It questions critically the position of mathematics in the research and its findings. A report is in preparation. Published Material: JAWORSKI, B. & LEE, C. (1994). ‘Studying the process of teacher research in the development of mathematics teaching’. Proceedings of the British Society for Research into Learning Mathematics Conference, London, December, 1994.; JAWORSKI, B. (1995). ‘The development of mathematics teaching through teachers’ classroom research’. Proceedings of the European Research Conference on the Psychology of Mathematics Education, Osnabriick, Germany, 1995. Status: Sponsored project Source of Grant: Oxford University £8,000 Date of Research: 1994–1996 KEYWORDS: classroom research; mathematics teachers; researchers; teacher development; teachers 11/1222 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Davies, C. Dr; Romney, J. Dr; Byrne, C. Mrs Teaching and learning writing across the curriculum Abstract: This research concerns the literacy demands, especially the writing demands, that pupils must cope with daily across the school curriculum in order to succeed in their learning. The kinds of literacy skills indicated here include: the ability to read a wide range of texts from different subject areas, purposefully and systematically; the ability to record, develop and organise knowledge and ideas through note-making; the ability to write according to the discourse demands of different subject areas. During the initial exploratory phase of the research, the two central questions are: 1) To what extent are different pupils capable of meeting the actual writing and reading demands that they encounter in the course of their learning? 2) What do teachers do to enable pupils of varying abilities to meet those demands? The present exploratory stage of the research focuses on a number of Year 6 classes in 3 different primary and middle schools, and combines the testing of pupils’ literacy skills, observation of lessons across the curriculum, interviews with pupils and with teachers. The central focus is upon the extent to which teachers and pupils share explicit understandings about the nature and specific requirements of different writing tasks. Status: Sponsored project Source of Grant: Oxford University £9,000

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Date of Research: 1995-continuing KEYWORDS: content area reading; content area writing; cross curricular approach; literacy; reading skills; study skills; writing across the curriculwn; writing skills 11/1223 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Kruger, C. Mr; Mant, J. Mrs; Supervisor: Summers, M. Mr Teaching electricity effectively: case studies of primary classrooms Abstract: The principal objective of the research is to identify those teaching strategies and learning activities which move primary school pupils towards the scientific view of electricity and electrical circuits. The main criteria of effective teaching will be pupils’ learning outcomes in comparison with their starting points. The research methodology will involve interviews with pupils and their teachers, and classroom observation. The outcome will be a substantial publication for inservice and preservice teacher education which will: 1) document the case studies and the ways in which children’s ideas developed; 2) assess the effectiveness of the various approaches used by teachers; 3) provide a compendium of teaching knowledge for this area of the curriculum in primary schools; and 4) include suggestions for using the material in teacher education courses. Published Material: SUMMERS, M., KRUGER, C. & MANT, J. (1995). Current understanding: electricity concepts and practice for primary and non-specialist secondary teacher education. Oxford: Oxford University, Department of Educational Studies and Institution of Electrical Engineers, Understanding Electricity Educational Service. Status: Sponsored project Source of Grant: Institute of Electrical Engineers £18,000; Esso UK PLC £6,000; Oxford University £5,500 Date of Research: 1996–1996 KEYWORDS: electricity; primary education; science education; teaching methods 11/1224 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Pring, R. Prof.; Hayward, G. Dr; Tooley, J. Dr Attitudes of young people towards business and industry Abstract: The project explored young people’s attitudes towards industry, in particular the ways in which those attitudes are formed. There are two parts: 1) a review of the literature; 2) pilot case studies of 4 comprehensive schools—inner-city, urban, suburban, all-boys, all-girls and mixed—in which 112 young people in Years 9 and 12 were interviewed. All interviews were taped, transcribed and analysed. Although the literature survey was extremely thorough, the case studies were too few to serve any purpose other than to: 1) challenge some of the ‘received wisdom’ of the literature; 2) open up new insights; 3) suggest hypotheses which might be put to the test in more extensive

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enquiries; and 4) suggest ways in which those enquiries might be conducted. The main findings were: 1) Much previous research depended on questionnaires which have not been very revealing about how attitudes and relevant values are formed. As a result, it has missed out important aspects, i.e. the significance of small entrepreneurial and work activities of young people inside and outside school. 2) The literature, and young people, unless prompted, often fail to make distinctions between different sorts of industry, thereby suggesting a generally negative attitude when they have in mind only large scale and manufacturing industry. Towards industry more widely understood, especially towards small business and commercial activities and the making of profit, there tends to be a more balanced, indeed positive, attitude. 3) Where there were more negative attitudes, reminders and promptings would quickly raise more complex and favourable responses, showing an openness to dialogue and development. 4) Negative attitudes are often connected with an ignorance both of what it is is, or could be like, to work in industry, and of aspects such as sales, design, personnel, making. Upon prompting, many came quickly to see possibilities of which previously they had been only dimly aware. 5) One significant issue which affected attitudes was that conceraing the relation of industry to environmental pollution. 6) There is not the evidence to support the popular myth that negative attitudes are promoted by teachers under the guise of ‘liberal values’, but nor is there evidence of schools having a particularly positive influence. Work experience, careers education and curriculum seem to impinge little upon the formation of attitudes towards industry. The educative formation of attitudes, through exploration of relevant values or self-evaluation, rarely found a place in an information dominated approach. 7) Significant formative experiences were often personal ones, connected with parental occupations, television programmes or chance events. Action to follow includes: 1) Large scale quantitative survey to ascertain the validity of the observations made on the basis of the literature review and the pilot studies. 2) More representative case studies to explore the questions raised. 3) Action research in pilot schools to see how actions, based on the case studies, might change the teaching and climate affecting attitude formation. Status: Sponsored project Source of Grant: Industry in Education £12,000; Oxford University £6,000 Date of Research: 1995–1995 KEYWORDS: business; industry; pupil attitudes 11/1225 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Walford, G. Dr The implementatioii of policy on faith-based grant maintained schools Abstract: This research continues earlier research on the activities of pressure groups within education that lead to important changes to the Education Act 1993. This Act allows existing private schools to ‘opt into’ the state sector and become sponsored grant maintained schools. The current research is concerned to investigate the policy implementation process and will follow the paths of various faith-based private schools into the grant maintained sector.

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Published Material: WALFORD, G. (1994). ‘Weak choice, strong choice and the new Christian schools’. In: HALSTEAD, Mark J. (Ed). Parental choice and education: principles, policies and practice. London: Kogan Page.; WALFORD, G. (1994). ‘The new religious grant-maintained schools’, Educational Management and Administration, Vol 22, No 2, pp.123–30.; WALFORD, G. (1994). ‘Ethics and power in a study of pressure group politics’. In WALFORD, G. (Ed). Researching the powerful in education. London: UCL Press.; WALFORD, G. & POYNTZ, C. (1994). ‘The new Christian schools: a survey’, Educational Studies, Vol 20, No 1, pp. 127–143.; WALFORD, G. (1995). ‘The Christian Schools Campaign—a successful educational pressure group?’, British Educational Research Journal, Vol 21, No 4, pp.451–464. A full list of publications is available from the researcher. Status: Sponsored project Sowce of Grant: Oxford University £3,500 Date of Research: 1995-continuing KEYWORDS: Church and education; educational legislation; educational policy; grant maintained schools; independent schools; religion and education 11/1226 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Mclntyre, D. Mr; Grimes, J. Dr; Davies, C. Dr Evaluation of Peers Early Education Partnership Initiative Abstract: The Peers Early Education Partnership (PEEP) Initiative is intended to foster effective partnership between the parents of preschool children (from birth to 5) and professional educators with a view to all children, in the target area of South Oxford, developing language and pre-literacy skills, self-esteem and a ‘mastery orientation’ before entry to school to provide a strong foundation for successful school careers. Evaluation of this initiative involves both the provision of formative information to the directors of the intervention project and a summative evaluation. Elements of the evaluation strategy include: 1) an ongoing critique of the intervention plans as they develop; 2) exploring the perspectives of different groups of people on whom the initiative might impinge; 3) critically monitoring the implementation of the intervention plans, their short-term effects, and the reactions of those involved; 4) conducting quasiexperimental studies to evaluate the longer term effects of the intervention. Statits: Sponsored project Source of Grant: Hamilton Trust £60,000 Date of Research: 1995-continuing KEYWORDS: early childhood education; early experience; home school relationship; intervention; parent teacher cooperation; prereading experience; preschool education; young children 11/1227 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY

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01865 274024 Van Rooy, W. Ms; Supervisor: Hayward, G. Dr; Mclntyre, D. Mr A-level biology teachers’ thinking about controversial issues Abstract: This research focuses on the manner by which a small group of experienced Alevel biology teachers think about the teaching of biological controversial issues. The study examines the thinking of biology teachers as they go about their normal day to day teaching of biology. Of major interest are the possibilities and constraints which teachers see for the incorporation of state of the art biological research into current teaching practice as a means of teaching biological concepts. Seven experienced A-level teachers participated in the initial set of interviews, of whom 4 later became case studies. These 4 teachers were interviewed and observed teaching a group of A-level students over a period of between 6–8 weeks. Each teacher chose a controversial issue which would fit into the time frame—the issues investigated to far were organ transplantation, infertility, diabetes and animal experimentation. The data collected so far shows a richness and complexity of thinking underlying the pedagogic decision-making of teachers when deciding to use controversial issues as part of their biology teaching. The data also seems to indicate that curriculum developers and innovators in biology education would do well to take into account teacher thinking, classroom contexts and syllabuses with respect to the development, implementation and use of innovative teaching approaches and resource materials. Status: Individual research Date of Research: 1993–1996 KEYWORDS: biology; biology teachers; controversial issues—course content; science education; teacher attitudes 11/1228 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 London University, Institute of Education, Department of Economics, Geography and Business Education, 20 Bedford Way, London WC1H 0AL 0171 5801122 Corney, G. Mr; Supervisor: Slater, F. Dr Student geography teachers’ thinking and teaching about environmental issues Abstract: Teaching about environmental issues is an important part of the secondary school geography curriculum. It presents teachers with choices about the nature of subject matter and approaches to teaching and learning. Student teachers begin their Postgraduate Certificate in Education (PGCE) course with experiences, beliefs and preconceptions about the nature of subject matter and approaches to teaching and learning; during their course they have experiences which may influence their beliefs, and they have opportunity to put their beliefs into practice. The purpose of the research is to investigate their beliefs and practice in this area during their PGCE course, and to try to discover how these are influenced by various factors. This is a qualitative study consisting of several types of data. Data was collected for a complete cohort of 30

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geography student teachers through a structured writing exercise on 3 occasions during the year; 5 students were followed as case studies, and additional data was collected through semi-structured interviews, classroom observation and related interviews. Analysis is being undertaken through ‘constant comparative’ categorisation. Further analysis is needed before results and conclusions are identified. Published Material: CORNEY, G.J. (1994). ‘Teaching environmental topics by beginning geography teachers’. Proceedings of the Environmental Education in the 21st Century International Conference on Environmental Education, Guanzhou, China, 1994.; CORNEY, G.J. (1995). An eclectic approach to qualitative research design’. In: WILLIAMS, M. (Ed). Understanding geographical and environmental education: the role of research. London: Cassell. Status: Individual research Date of Research: 1992-continuing KEYWORDS: environmental education; geography; preservice teacher education; student teacher attitudes; student teachers; values 11/1229 Department of Educational Studies, 15 Norham Gardens, Oxford OX2 6PY 01865 274024 Michigan State University, College of Education, Erickson Hall, East Lansing, Michigan 48824, USA Corney, G. Mr; Feiman-Nemser, S. Dr; Paine, L. Dr Mentored learning to teach Abstract: This is a cross-national study focusing on how novices learn to teach in the company of experienced school teachers (mentors) and university tutors in the UK, USA and China. Data collection strategies include semi-structured interviews of novices and mentors; observation of novice teaching and mentor-novice discussions; and completion of weekly logs of activities and interactions. Some of these events are being videotaped and shown to researchers and practitioners in different countries. Analysis will attempt to answer the questions: 1) What do novices learn from and with mentors? 2) How do mentor teachers contribute to novices’ learning to teach? 3) What features in the context support or constrain productive mentoring relationships? Status: Collaborative Date of Research: 1991–1996 KEYWORDS: China; comparative education; mentors; preservice teacher education; school based teacher education; student teachers; United States of America

Paisley University 11/1230 Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321

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Bowman, M. Mr Social interaction around a word processor Abstract: This study addresses the question: ‘How, and to what extent, do primary school children working in a small group use social interaction to create a story, during a word processing exercise?’. Talk and actions of single-sex groups of four children were videotaped, and the children’s dialogue was used as evidence of cognitive processes and pupil-pupil interaction, in an attempt to describe processes of social interaction within the group. Groups were each recorded during a single session lasting between 20 and 60 minutes, and transcription and analysis was carried out for 4 groups. Using a social constructivist framework within which to analyse the data, the study reveals that: within each group, one person was responsible for producing a much greater proportion of the story content than any other; and there are clear gender-based differences in style of participation within the groups. By considering the group as a structure within which knowledge may be commonly constructed; by examining the evidence for sociocognitive conflict; and by considering the possibility of peer-peer scaffolding, it is argued that social interaction is an important element of collaborative writing at the computer. Published Material: BOWMAN, M.D. (1994). Social interaction around a word processor. Paisley: University of Paisley. Status: Sponsored project Source of Grant: University of Paisley, Faculty of Education £400 Date of Research: 1994–1994 KEYWORDS: children as writers; computer uses in education; group work; information technology; primary school pupils; story telling; word processors; writing— composition 11/1231 Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321 Holligan, C. Dr Case studies of nurseries—staff perceptions of values in Scottish Abstract: These case studies took place in three urban nurseries, two in areas of social deprivation, the other in an affluent middle-class suburb. All staff, nursery teachers and nurses were interviewed using a semi-structured format; also documents and observational tape-recordings added to data collection. The research took place over 1992–94 and was funded by the Gordon Cook Foundation, Aberdeen. The research found that staff based their ideas about values in terms of views about the children’s needs. Their perspectives were affected by perspections of the community and the child in context of their family. Tensions were identified between helping children to thrive generally in society and respecting socialisation pressures beyond the nursery: equal opportunities were practised to differing degrees in these nurseries and conflicts have arisen with some parents with traditional sex-role views; aggression also proved an area of conflict since it seemed to include ‘survival values’, but was disruptive of nursery ethos. Children from the middle-class nursery exhibited less physical/verbal aggression,

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and staff believed there was a greater consensus with them and the community. Poverty was cited as a key factor by staff in the other nurseries as disruptive of ‘family values’. Published Material: HOLLIGAN, C. (1994). Values in the nursery. Paisley: University of Paisley, Faculty of Education.; HOLLIGAN, C. (1994). The curriculum in photographs—learning values in the nursery school. Paisley: University of Paisley, Faculty of Education.; TIMES EDUCATIONAL SUPPLEMENT SCOTLAND. (1994). “When home and class collide”. Chris Holligan looks at conflicts of values in the nursery, May 20, 1994.; HOLLIGAN, C. (1995). ‘Staff perceptions of teaching and learning values in Scottish nurseries’, Education 3–13, Vol 23, No 1, pp.45–54. Status: Sponsored project Source of Grant: Gordon Cook Foundation, Aberdeen Date of Research: 1992–1994 KEYWORDS: day care centres; nursery school teachers; nursery schools; teacher attitudes; values 11/1232 Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321 Holligan C. Dr The curriculum in photographs—teachers’ perspectives on values in nurseries Abstract: This study used methods adapted from social anthropology and applied them to using photographic methods to elucidate staff perspectives in actual learning contexts in nurseries. The views of the headteacher and a senior teacher inform this project. It was funded by the Gordon Cook Foundation and supplements the case study research on values in nurseries. Staff tend to identify all the positive values to be found in nurseries which they believe arise from careful planning based around varied resources, including the local community. Coupled with each of the 80 photographs classified into the categories of values examined by the Scottish Consultative Committee on the Curriculum are detailed captions which give a descriptive analysis of the learning imputed to each photograph. Published Material: HOLLIGAN, C. (1994). Values in the nursery. Paisley: University of Paisley, Faculty of Education.; HOLLIGAN, C. (1994). The curriculum in photographs—learning values in the nursery school. Paisley: University of Paisley, Faculty of Education.; TIMES EDUCATIONAL SUPPLEMENT SCOTLAND. (1994). “When home and class collide”. Chris Holligan looks at conflicts of values in the nursery, May 20, 1994.; HOLLIGAN, C. (1995). ‘Staff perceptions of teaching and learning values in Scottish nurseries, Education 3–13, Vol 23, No 1, pp.45–54. Status: Sponsored project Source of Grant: Gordon Cook Foundation, Aberdeen Date of Research: 1992–1994 KEYWORDS: day care centres; nursery school teachers; nursery schools; photography; teacher attitudes; values 11/1233

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Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321 Bowman, M. Mr Children, word processors and genre Abstract: This study describes how groups of children constructed text of a particular genre using a word processor. Using children’s dialogue as evidence of linguistic and cognitive processes, and an analytical framework which draws both from linguistics and from a neo-Vygotskian model of cognitive psychology, the study reveals that: 1) the kinds of talk used during the construction of text by groups were, to some extent, independent of the genre of text being created; 2) the finished texts contain traces of multiple authorship, including the appropriation of the teacher’s voice; 3) pupils used metalanguage to deal with features of the text; 4) pupils showed some awareness of audience; 5) there is evidence of the use of genreappropriate features; 6) pupils used various conversational strategies to share in the construction both of talk and of the text; 7) groups pursued a conversational stxategy of positive politeness through utterances of positive polarity; and 8) there is evidence of intersubjectivity and the construction of common knowledge amongst group members. Status: Sponsored project Source of Grant: University of Paisley £400 Date of Research: 1995–1995 KEYWORDS: children as writers; computer uses in education; group work; information technology; literary genres; word processors; writing—composition; writing exercises 11/1234 Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321 Gibson, G. Mr Student teachers’ views on gender issues in education Abstract: A small group of female students in the third year of a four year B. Ed (Primary) course at a Scottish university took part in paired discussion of a number of questions concerning the effects of gender differences in education. Analysis of transcripts suggested that students held contradictory views about particular issues, while advocating gender equality as a broad aim. Views about gender in education seemed to derive from a liberal feminist ‘equal opportunities’ perspective, with no evidence being found of any more radical frameworks being used to conceptualise the influences of gender differences in schools. These findings are in keeping with earlier researchers’ findings about attitudes of teachers and student teachers towards gender issues. The findings led to some changes in course design in the faculty where it was carried out. Further work is planned in relation to students who have taken the amended courses. Status: Individual research Date of Research: 1992-continuing

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KEYWORDS: gender equality; preservice teacher education; sex differences; student teacher attitudes; student teachers 11/1235 Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321 Robertson, J. Mr Promoting information technology competences with student primary teachers Abstract: Initial teacher education centres have a crucial role in promoting the use of information technology (IT) in schools through their opportunity to influence new teachers. There is some concern about the extent to which they are currently fulfilling their role. This study reviews recent, relevant research with a view to identifying key factors influencing the quality of course provision. Gaps in current research are suggested and recommendations are made for the future. Status: Sponsored project Source of Grant: University of Paisley £1,500 Date of Research: 1993–1995 KEYWORDS: computer uses in education; information technology; preservice teacher education 11/1236 Craigie Campus in Ayr, Faculty of Education, Beech Grove, Ayr KA8 0SR 01292 260321 Hardman, V. Ms; Stefani, R. Mr A survey and evaluation of the effectiveness of the guidance and counselling system for students in a faculty of education Abstract: This study investigated the management of the guidance and counselling system in a higher education institution and looked at the response of first year students to this in order to make recommendations to improve the system. Information was gathered by looking at current policy and by questionnaire. (In further studies, interviews will also be carried out). The analysis shows that the structure of the system is generally acceptable to students, and indeed follows systems in other institutions. A more proactive approach would be desirable, with more developmental work being built into the system. Services are used by a minority of students and further dissemination on the availability of help should be considered. The role of the personal tutor is defined by management, but not sufficiently closely to ensure that this important aspect of the system works as intended. Personal tutors need to be more rigorous in carrying out their role. Feedback on the system should be made regularly, so that management can ascertain student views at regular intervals to improve the system for its clients. Status: Individual research Date of Research: 1994–1996

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KEYWORDS: counselling effectiveness; counselling services; guidance; higher education; institutes ofhigher education; pastoral care—education; student health and welfare; students

Plymouth University 11/1237 Department of Mathematics and Statistics, Centre for Teaching Mathematics, Drake Circus, Plymouth PL4 8AA 01752 600600 May, W. Ms; Supervisor: Berry, J. Prof.; Mosley, P. Mrs The effects of maturation on pupils’ participation and achievement in mathematics Abstract: The purpose of this research is to investigate if there are gender differences related to maturation and the participation and achievement of pupils in mathematics, particularly of associated absences and any related, psychological or physical factors. Status: Individual research Date of Research: 1992–1996 KEYWORDS: individual development; mathematics achievement; mathematics education; pupil participation; sex differences 11/1238 Department of Mathematics and Statistics, Centre for Teaching Mathematics, Drake Circus, Plymouth PL4 8AA 01752 600600 Rowlands, S. Mr; Supervisor: Graham, E. Dr; Berry, J. Prof. The use of concept questions to improve student understanding of mechanics Abstract: The majority of mechanics students have misconceptions of force that can impede their understanding of the subject as a whole. The aim of the research project is to develop and evaluate a teaching package that uses concept questions to overcome misconceptions of force. The teaching method employed by the package is the Socratic dialogue, which consists of a series of concept questions. For each concept question is a list of anticipated student responses, and for each student response is a parallel question which demands the same Newtonian response as the concept question but to a different phenomenon. The package has been developed in the light of a small pilot survey, and is currently being reviewed by 18 schools. While there has been considerable research into some aspects of student understanding of mechanics, there appears to be little or no research on misconceptions involving moments. However, exploratory work with some students suggests that some misconceptions exist. A questionnaire that consists of concept questions on moments has been designed and is currently being completed by a sample of 500 sixth form students. The aim of the survey is to form a hierarchy that models the development of student understanding of moments. This model will then be

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used to formulate a teaching strategy to overcome misconceptions, which will then be evaluated in the same way as the force package but on a smaller scale. Status: Individual research Date of Research: 1994–1996 KEYWORDS: concept teaching; force; mechanics—physics; physics 11/1239 Department of Mathematics and Statistics, Centre for Teaching Mathematics, Drake Circus, Plymouth PL4 8AA 01752 600600 Maull, W. Mrs; Supervisor: Berry, J. Prof.; Stockel, C. Dr Teaching differential equations using multlmedia methods Abstract: Various bodies have expressed concerns over the falling mathematical ability of engineering undergraduates. In an experiment at Plymouth the researcher observed engineering and mathematics students carrying out the same mathematical modelling exercise, and noted significant differences. It is proposed that the way in which engineers and engineering students ‘do mathematics’ is different and that the mathematics teaching of engineering students should take this into account. A questionnaire has been devised which asks respondents to rank various options in order of how well they represent a particular idea or situation, or how closely they resemble a target idea. From the preferences expressed, some picture of the mathematical ideas of the respondents can be built up. After a pilot study, about 40 each engineering and mathematics undergraduates have been questioned at the start of their first year, and again at the end of their first year. Final year students are also being questioned at the end of their studies. Groups of L6 and U6 A-level mathematics pupils and engineering graduates working in local manufacturing companies are also being sampled as a comparison. The pilot study showed an apparent maturing of mathematical ideas between final year engineering students and practising engineers. The main study appears to show slight differences between the students of mathematics and engineering at intake: these are expected to increase as they progress through their courses. In the light of these results, a multimedia package is being developed to teach differential equations concepts to engineering students in a modelling context. Published Material: MAULL, W., BERRY, J. & STOCKEL, C. (1995). ‘Teaching engineering mathematics through computer technology’. In: Proceedings of the 13th International Conference on Production Research, Jerusalem, 1995. Status: Individual research Date of Research: 1994-continuing KEYWORDS: concept formation; engineering education; higher education; mathematical concepts; mathematics education; students 11/1240 Department of Psychology, Drake Circus, Plymouth PL4 8AA 01752 600600

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Newstead, S. Prof.; Franklyn-Stokes, A. Dr Academic dishonesty in students Abstract: The purpose of this project is to investigate the nature, frequency and causes of various forms of cheating behaviour. A general purpose questionnaire has been developed which has been given to staff and students at several universities in the UK and abroad. The results indicate that staff underestimate the frequency of cheating compared to students, and that this is especially marked with coursework. Staff also rated most types of cheating behaviour as more serious than did students, but there were exceptions to this, notably cheating in group projects. Among the students, there were also interesting differences between mature students and others, with mature students responding more like staff. Follow-up research has investigated self-reported frequency of cheating. The results have demonstrated interesting individual differences based on gender, age, discipline studied and reason for studying for a degree. Future research will investigate more thoroughly the reasons for cheating, both in undergraduate students and other educational contexts. Published Material: FRANKLYN-STOKES, A. & NEWSTEAD, S.E. (1993). ‘Cheating: who does what and why?’. Proceedings of the Annual Conference of the Social Psychology Section of The British Psychological Society, Oxford, September 1993.; FRANKLYN-STOKES, A. & NEWSTEAD, S.E. (1993). ‘Undergraduate cheating: studies across disciplines’. Proceedings of the London Conference, The British Psychological Society, London, December 1993.; NEWSTEAD, S.E. & FRANKLYNSTOKES, A. (1993). ‘Cheating behaviour: staff and student perceptions of its frequency and gravity’. Proceedings of the Annual Conference of The British Psychological Society, Blackpool, April 1993.; NEWSTEAD, S.E., FRANKLYN-STOKES, A. & ARMSTEAD, P.A. (1994). ‘Student cheating and its relationship to discipline studied’. Proceedings of the Annual Conference of The British Psychological Society, Brighton, March 1994.; FRANKLYN-STOKES, A. & NEWSTEAD, S.E. ‘Undergraduate cheating: who does what and why?’, Studies in Higher Education. (in press). Status: Individual research Date of Research: 1992–1995 KEYWORDS: cheating; discipline problems; higher education; higher education; plagiarism; student behaviour 11/1241 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Mackenzie, R. Mr; Supervisor: Hannan, A. Dr; Taylor, G. Dr Educating teachers to be intellectuals: a study of an attempt to enable preservice primary teachers to develop as critically reflective practitioners Abstract: The concept of the reflective practitioner has been explored and extended in a critical direction, and the investigation has been both conceptual and empirical. The case for teachers to act as transformative intellectuals rather than State technicians has been

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argued within the context of a post-modern period of cultural and legislative change in society and in relation to primary school practices developed beyond the ideological polarisations of the past period. The empirical part of the investigation is based on an attempt to incorporate the concept of teachers as intellectuals in a B Ed Educational Studies course component entitled ‘Teachers and Children of the Future’. The course aims to support emerging teachers in developing a personal philosophy of education within collegial frameworks so that contemporary challenges should not swamp them personally or professionally. Action research and an ethnographic stance has been used to investigate the aims, content, pedagogy and outcomes of the course which 80 B Ed students have now completed. A smaller group of ex-students, now Newly Qualified Teachers (NQTs), are assisting a follow-through into the first year of teaching: the aspiration is to compare and contrast the conceptual and empirical positions of the course with the experienced realities of being an NQT in the 1990s. The research stance has also been developed to incorporate a polyphonic post-modern account alongside autoethnography Status: Sponsored project Source of Grant: Plymouth University £4,657.50 Date of Research: 1990–1995 KEYWORDS: intellectuals; newly qualified teachers; preservice teacher education; professional development; teacher role; teaching profession 11/1242 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Graham, J. Mr An investigation into the feasibility of presenting mathematics in the same form to pupils witfain National Curriculum key stages 2, 3 and 4 Abstract: Circular No. 17/91 (DES, 1991) states that “Teachers are required to teach with a view to pupils achieving levels of attainment within the ranges specified for that key stage.” The aim of the research is to ascertain how realistic it is to present pupils in different key stages with common ‘teaching materials’ aimed at giving them opportunities to achieve common levels of attainment. It is envisaged that four different teaching ‘units’ will be employed and four different ‘clusters’ of schools will be sought comprising the following types: (a) primary—pupils aged 10/11, and middle—pupils aged 11 (key stage 2); (b) lower secondary—pupils aged 14 (key stage 3); (c) upper secondary—pupils aged 16 (key stage 4). In total, 16 groups/classes will be approached. The research will include a quantitative analysis of the effectiveness of the teaching materials used, using a two-way analysis of variance linked to a Latin square design. Status: Sponsored project Source of Grant: Plymouth University £2,546.50 Date of Research: 1993–1995 KEYWORDS: assessment; educational materials; mathematics achievement; mathematics education; National Curriculum

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11/1243 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Fisher, R. Dr; Supervisor: Taylor, G. Dr; Clibbens, J. Dr; Hannan, A. Dr A study of the role and practice of the teacher of reading at National Cumculum key stage 1 Abstract: The study aims to examine the decisions made by teachers of early reading as demonstrated by their responses to children. A pilot study examined the role of the teacher in four Reception/Year One classes and considered the relationship between what the teacher did to teach reading and what the children learned. This led to a further study of infant teachers in the classroom. Teachers were studied in their interactions with children in relation to literacy. They were then interviewed about their thinking at the time of interaction. This aimed to develop an understanding of the cognitive processes involved in the spontaneous decisions related to the teaching of reading made by teachers in the classroom. Published Material: FISHER, R. (1992). Early literacy and the teacher. London: Hodder and Stoughton.; FISHER, R. (1993). ‘Starting to read’, Reading, Vol 27, No 1, Spring (in press). Status: Individual research Date of Research: 1991–1995 KEYWORDS: beginning reading; infant school education; reading teaching; teacher pupil relationship; teaching methods 11/1244 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Merryfield, A. Mr; Supervisor: Hannan, A. Dr, Lever, M. Mr Expanding horizons: multicultural and international education in the South West of England Abstract: The research examines one aspect of the relationship between a system of state education and the society which supports and funds it. The United Kingdom is a multicultural and multiracial society, one of many such societies in a diverse and changing world, but the National Curriculum introduced recently makes few specific references to this broader picture. Much will be left to the initiative of individual schools and teachers. The research looks at the effects of greater centralisation on the one hand, and the need for State schools to provide an education appropriate for all pupils on the other. It focuses on examples of good practice in multicultural and international education in what is mainly a ‘white’ area (the South West of England) and asks—is a more centralised curriculum necessarily a more relevant one, as the legislators claim? Status: Sponsored project

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Source of Grant: Plymouth University £19,000 Date of Research: 1992–1995 KEYWORDS: centralisation; educational practices; multicultural education; National Curriculum

international

education;

11/1245 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Dyer, A. Mr Re-storying the landscape Abstract: An environmental education project aimed at using all of the arts in the interpretation and discovery of the natural world. Children are encouraged to rediscover some of the stories about particular or nearby landscapes, or invent new ones. The experimental phase of the project took place at Killerton Park near Exeter in Devon, with a group of children taking part in a ‘Dragon Quest’. A day visit programme has been developed and trialled for two years with over 100 schools. Workshops, conference and consultation presentations have been given throughout Britain and Europe. The results will be published in a handbook for teachers, leaders and parents. Status: Sponsored project Source of Grant: National Trust; Plymouth University, jointly £1,039 Date of Research: 1990-continuing KEYWORDS: environmental education; field studies; geographic location; local studies; story telling 11/1246 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Lee, C. Mr; Supervisor: Hannan, A. Dr; Nias, J. Prof. Teacher perceptions of bullying and its management Abstract: The research of bullying has usually involved questionnaires set by the researcher. However, this piece of work will seek to use a variety of scenarios, followed by structured interviews, to gain access to teachers’ views on the extent and management of the behaviour in their schools. The primary school, which has received less attention than the secondary sector, will be the principal focus of the work. Research will centre on: the behaviours that teachers consider to be bullying; the extent to which they see it as a problem in their schools; and the impact of the teacher’s gender, age, experience and status within the school to determine any variations in the definition. There is a need to determine whether teachers build stereotypes of bullies and victims, and to examine their reactions to incidents reported to them. Management issues to be addressed include: perceived location and timing of bullying; efficacy of policies adopted; the amount of

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consideration that the school has given to the subject; and the degree to which this is seen as reflecting the extent of the problem. Teachers’ attitudes towards their role and responsibility in the management of the matter will be considered. Teachers’ views on a number of specific initiatives in the management of bullying, such as ‘the no-blame approach’, ‘bully courts’ and ‘shared concera method’, and their potential value to the primary school will be sought. Status: Individual research Date of Research: 1994-continuing KEYWORDS: antisocial behaviour, behaviour problems; bullying; discipline policy; discipline problems; teacher attitudes 11/1247 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Gill, J. Mrs; Supervisor: Halstead, J. Dr; Hannan, A. Dr The nature and justifiability of the Act of Collective Worship in schools Abstract: The act of collective worship continues to be a compulsory element in the daily organisation of all maintained schools, and this legal requirement, together with the current debate on the spiritual, moral and cultural development of children and young people, constitutes the background within which this research is sited. Its aims are to: 1) examine the purpose, provision and implementation of the act of worship; 2) identify, explore and analyse its explicit and implicit features, together with the responses and perceptions of its participants; and 3) examine the issues raised, with particular reference to the development of spiritual, moral and cultural values, and the justification of its compulsory place in the curriculum of contemporary, secular and pluralist society. Data collection involves the use of observation, interview and questionnaire; this includes material from both primary and secondary schools in rural and inner-city areas, and from the public and private sectors. The study will examine the overt content and context of the act of worship and the underlying values and attitudes which are transmitted, seeking to identify the intentional and unintentional features of the hidden curriculum which are also present. Questions concerning the nature and purpose of the act of worship in a society which is both pluralist and secular, and which requires schools to provide pupils with a framework of religious and moral values, will be addressed. Status: Individual research Date of Research: 1993-continuing KEYWORDS: moral development; religion and education; religious attitudes; school worship; values education 11/1248 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309

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Shorman, S. Ms; Supervisor: Dibbo, J. Mr; Halstead, J. Dr; Hannan, A. Dr Health focused physical education: meeting the needs of the whole child Abstract: Health focuses in physical education have tended to concentrate largely on the physical mechanisms of the body. This research is intended to challenge the established perspectives and will consider claims that if teaching in health focused physical education (HFPE) was holistic in conception and delivery, well-being would be promoted (Whitehead 1987). Despite a growing body of research pursuing a variety of themes to do with approaches to HFPE, there is as yet no research which focuses on the concept of monism. The project includes: 1) A survey of existing practice through case study analysis, having particular reference to the concept of personhood underlying the practice; 2) A discussion of the current perspectives of teaching HFPE in the primary sector which have a stress on the physiological dimension; 3) A detailed examination of the concept of monism in relation to the notions of: a) needs; b) the whole child and concept of personhood; c) health; d) well-being, both individually and via social context; and e) holistic education. The research will draw from the results of the above investigations in order to generate a new approach to HFPE, which may involve an element of action research to evaluate their impact on teaching and learning. Status: Individual research Date of Research: 1993–1996 KEYWORDS: health; holistic approach; physical education; well being 11/1249 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Hannan, A. Dr The initial training of primary school teachers Abstract: The work has involved two major surveys: the first early in 1992 gathered student and headteacher reaction to Kenneth Clarke’s proposals for the reform of initial teacher training (ITT); and the second, in the summer of 1993 collected responses from head-teachers, parents, students and tutors, to the proposals for primary ITT which (with the exception of the “mums’ army” idea) became the new criteria for the accreditation of training arrangements in 1994. Both surveys took place in Devon, the first involving 358 students and 146 headteachers; and the second, 264 headteachers, 267 parents, 242 students and 50 tutors. Preliminary analysis of the quantitative data is complete and qualitative analysis of the openended ‘further comments’ is now underway. Published Material: HANNAN, A. & NEWBY, M. (1993). ‘Student teacher and headteacher views on current provision and proposals for the future of initial teacher education for primary schools’, Collected Original Resources in Education, Vol 17, No 1, Fiche 1.; HANNAN, A. (1993). The initial training of primary school teachers: response to the DFE (an interim report). Plymouth: Plymouth University, Faculty of Arts and Education.; HANNAN, A. (1994). ‘Headteachers’, parents’, students’ and tutors’ responses to the reform of primary initial teacher education’. In: REID, L, CONSTABLE,

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H. & GRIFFITHS, R. (Eds). Teacher education reform: current research. London: Paul Chapman Publishing.; HANNAN, A. (1995). ‘The case for school-led primary teacher training’, Journal of Education for Teaching, Vol 21, No 1, pp.25–35. Status: Sponsored project Source of Grant: Plymouth University Date of Research: 1992–1995 KEYWORDS: educational change; parent attitudes; preservice teacher education; primary school teachers; student teacher attitudes; teacher attitudes; teaching profession 11/1250 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Hayes, D. Dr Headteachers of small schools: career histories, motivation and the nature of occupational success Abstract: Data has been accumulated through semi-structured interviews with the headteachers of six small primary schools. Selection of respondents depended upon accessibility of the schools, familiarity with the school context to enhance the ethnographic nature of the research, availability of the headteachers for one or two hourlong interviews and ‘right of reply’ opportunities, and agreement to an ethics protocol. Headteachers at differing stages of their small school headship were used. The research process relied on an interaction between provisional theoretical constructions gained through a knowledge of the literature, the researcher’s own experience of primary school headship, and evidence which emerged from data. The research is intended to contribute towards increasing the professional competence and insights of the headteachers involved. In this sense, the research is a ‘case study’, that is, it is of benefit and interest to those people who are studied. Findings suggest that career paths are shaped by a matrix of factors, including personal aspiration, opportunity, encouragement, disposition and destiny. The respondents’ preparation for the role of small school headteacher were extremely varied, suggesting that future training for headship would benefit from being more specifically focused and targeted. Status: Sponsored project Date of Research: 1994–1996 KEYWORDS: career development; head teachers; primary schools; school size; small schools; teaching profession 11/1251 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Lee, C. Mr; Supervisor: Hannan, A. Dr; Hayes, D. Dr; Nias, J. Prof.

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Bullying in the primary school: a case study Abstract: This research is an examination of the perceptions of staff, pupils and parents of bullying in a primary school. It seeks to gain insights through a case study of a single school which is involved in developing policy and practice into incidence, definition, management and impact of a phenomenon that has received considerable recent publicity. There is a need for a body of qualitative longitudinal research which places the problem in the context of one school’s perceptions and the perspectives of the children, their teachers, other staff and parents on bullying which have yet to be investigated, although some research has been undertaken into teacher perception in the secondary sector. The school is one which has been considering the issue of bullying and has been made aware of the issues and implications of the research through an ethics protocol and has been willing to permit the forms of access and research cited in the document. The case study into issues highlighted above will be conducted by semi-structured interviews with school staff, parents and pupils, and by non-participant observation. This analysis of the various perspectives on bullying is intended to facilitate greater understanding of the issue in the school context and may provide valuable information for schools as they seek to comply with the requirements of inspection criteria. Status: Individual research Date of Research: 1994-continuing KEYWORDS: bullying; discipline problems; primary schools 11/1252 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Silver, H. Prof.; Silver, P. Mrs Students: changing lives, changing roles Abstract: The study is of the changes in students’ roles on higher education campuses since the end of the 1960’s. The focus is on student participation in the lives of their institutions, other than in formal teaching/learning settings. This takes account of changing student constituencies, representation on course and institutional committees, student unions, campaigns, community action and other forms of student involvement. The main sources are the college/ university and student union records, plus some interviews, at four English and two Scottish institutions, and a small comparative study of three American institutions. The period chosen begins with the decline of the main period of student activism in the late 1960’s, and the publication in 1970 of the last book to consider student roles (though with a focus on national student organisation): Ashby, E. & Anderson, M. (1970). The rise of the student estate in Britain. London: Macmillan. Status: Individual research Date of Research: 1994–1996 KEYWORDS: activism; higher education; student behaviour, student interests; student organisations; student participation; student unions; students

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11/1253 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Fisher, R. Dr Teaching of reading in the child’s first year of school Abstract: The study aims to find out more about how teachers go about teaching children to read. It is undertaken in the belief that ‘methods’ of teaching reading do not adequately describe what teachers do. The research is inductive in design and ethnographic in methodology. To date, six experienced infant teachers have been observed by nonparticipant observation. The responses made by these teachers to children in their classes, while engaged in literacy activities, were analysed. The teachers were also interviewed after the observation sessions about their thoughts and actions during the teaching period. Very little direct teaching was observed and teachers seemed to be reacting more often than working from preformulated plans. This has been termed ‘crisis management’ by some, but this research indicates that this ‘reaction’ could be seen as purposeful interaction. Teachers covered a wide range of literacy activities, however, their interactions with children were in response to social, affective and managerial concerns, as well as cognitive ones. Published Material: FISHER, R. (1993). ‘The teacher’s role in early literacy’. In: WRAY, D. (Ed). Literacy: text and context. Royston: United Kingdom Reading Association.; FISHER, R. (1994). ‘Starting to read’, Reading, Vol 28, No 2, pp.22–27.; FISHER, R. (1995). Teacher decision making in early literacy teaching’. In: OWEN, P. & PUMFREY, P. (Eds). Children learning to read: international concerns. Volume 1. Emergent and developing reading: messages for teachers. London: Falmer Press. Status: Individual research Date of Research: 1991–1996 KEYWORDS: infant school teachers; literacy education; reading; reading teaching; teaching methods 11/1254 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Tyrer, R. Mr; Supervisor: Rodd, J. Dr; Hannan, A. Dr; Lee, C. Mr Analysis of the relationship between Individual Education Plans and classroom activities Abstract: The Education Act 1993 establishes the principle that pupils with special educational need who are giving ‘cause for concern’ should be subject to a 5-stage model of assessment. From stage 2 each pupil should have an Individual Education Plan (IEP) giving clear details of specific provision, programmes, targets and time limits. There is a general consensus that lEPs should be functional and age appropriate, but there is

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evidence to strongly suggest that there is little relationship between the content of the IEP and instructional activities. The aim of this research is to provide information on the overall value of the process centred on IEPs by examining the quality of practice. Following a literature search and construction of an ethics protocol, it is proposed, at this stage, to examine the lEPs of pupils in Year 6, along with other qualitative data, and follow them through Year 7 and the transition to secondary school. The method will involve the analysis of IEPs, the categorisation of goals into exclusive domains which will allow for the pupils to be rated and compared. This will be accompanied by teacher, pupil and parent interview, and classroom observation. Status: Individual research Date of Research: 1995-continuing KEYWORDS: individual education plans; individual needs; learning activities; special educational needs 11/1255 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Rodd, J. Dr The perceptions of early years managers in relation to leadership roles and responsibilities Abstract: A compelling body of research literature has been amassing over the past decade which indicates that the quality of programmes and services in early years provision is related to effective leadership by teachers and managers in centres and schools. In fact, leadership has been identified as one of the critical attributes underpinning quality early years provision in a number of countries. In order to investigate their understanding of leadership and issues related to their managerial role, 90 experienced teachers and managers of early years services throughout the UK were invited to participate in a structured group interview. The data collected included biographical details, training, qualifications and experience and perceptions about aspects of professional development. Perceived relevant characteristics and skills related to their roles and responsibilities, the impact of initial and inservice training and stage of professional development on effective performance as a manager of early years services were investigated. The findings revealed that a range of perceptions exist about early years teachers’ and managers’ roles and responsibilities, the need for and ways in which leadership can be undertaken. Years of experience and stage of professional development, rather than initial training and type of qualification, appeared to be important in determining a broad understanding of the leadership aspect of the teacher’s or manager’s role. The implications for initial and inservice training of early years teachers and managers are highlighted. Published Material: RODD, J. (1994). Leadership in early childhood: the pathway to professionalism. Buckingham: Open University Press.; CLYDE, M. & RODD, J. (1994). ‘More than just baby-sitters: family day care providers’ perceptions of the caregiving role’, Australian Journal of Early Childhood, Vol 19, No 2, pp.37–42.

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Status: Sponsored project Source of Grant: Plymouth University £850; Melbourne University £1,500; Australian Research Council £4,250 Date of Research: 1991–1996 KEYWORDS: early childhood education; leadership; management in education; preschool education; teacher development 11/1256 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Gulliver, J. Mr; Supervisor: Taylor, G. Dr; Nias, J. Prof.; Mackenzie, R. Mr Educative encounters relating to children writing in the humanities Abstract: This study is concerned with assessments’ assumed integral relationship to teaching and learning. It seeks to account for how, in the context of everyday classroom activity in the humanities, two primary school teachers informally endeavour to relate their teaching to puupils’ developing ideas. The approach is interpretive and based on data gathered through participant observation of teacher-pupil interaction and interviews with the teachers concerned. Initial results suggest that, in these classrooms, the momentbymoment attunement of action to children’s meanings offers a more productive way of accounting for what teachers do, than cycles of activity built on the calibration of achievement against external scales of progression. Status: Individual research Date of Research: 1993-continuing KEYWORDS: assessment; assessment by teachers; classroom research; primary education; primary school teachers 11/1257 Faculty of Arts and Education, Rolle School of Education, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Hannan, A. Dr Providing for pupils with special educational needs in one local education authority’s primary schools Abstract: A survey of headteachers of all primary schools in one local education authority (LEA) on providing for pupils with special educational needs, was carried out between the end of January and the end of March 1995. Four hundred and forty-one copies of the questionnaire were distributed and 157 returned (a response rate of 35.61%). Results include: a) 76.2% of respondents were less than satisfied with the current procedures for determining and distributing funds associated with statementing; b) 42.9% were less than confident of their ability to meet the needs of the new Code of Practice.

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Status: Sponsored project Source of Grant: (LEA) Association of Primary Headteachers £446 Date of Research: 1995–1996 KEYWORDS: head teachers; primary schools; special educational needs; statements—special educational needs 11/1258 Faculty of Arts and Education, School of Humanities and Cultural Interpretation, Douglas Avenue, Exmouth EX8 2AT 01395 255309 Clark, V. Dr; Supervisor: Halstead, J. Dr; Hannan, A. Dr Bereavement and moral and spiritual development: an exploration of the experiences of children and young people Abstract: The general principles established in the first section of the Education Reform Act 1988 (ERA) ensure that the education received “promotes the spiritual, moral (and) cultural…development of pupils at school and of society”. Such developments, however, may be affected by personal rather than educational circumstances—such as the loss by death of a significant person in the child’s life. Despite steady increase in research into the effects of bereavement in the adult population, less has been written about bereaved children’s reactions and, in particular, of the links that may exist with spiritual and/or moral development. The aim of this research is: (a) to review the literature concerning spiritual, moral (and religious) development and bereavement reactions and to identify common themes, particularly regarding children and young people; (b) to analyse the responses obtained through interviews and questionnaires from children, young people and adults concerning the feelings, thinking and behaviour following bereavement; and (c) to indicate what the implications of these findings are for the implementation of ERA. Respondents, who will be contacted through schools, colleges, and other networks, will provide information through taped interviews and questionnaires, thus providing both breadth and depth of response. It is anticipated that some correlation between childhood bereavement and spiritual and/or moral thinking/development will appear, despite variations in its frequency and intensity and in individual awareness of it. Adults are likely to provide a longer term perspective of their development in this respect; children and young people will provide information as to how their educational life is/ was affected by bereavement. Status: Individual research Date of Research: 1993–1996 KEYWORDS: bereavement; child development; death; individual development; moral development; youth 11/1259 Faculty of Arts and Education, School of Humanities and Cultural Interpretation, Douglas Avenue, Exmouth EX8 2AT 01395 255309

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Bainbridge, K. Ms; Supervisor: Halstead, J. Dr Adolescence, values, and sex education Abstract: The research is examining values in an educational context, and specifically the values systems of adolescents, to gain an understanding of the varied and sometimes confiicting values networks that shape, influence and advise their perceptions. A controversial area of the school curriculum, sex education is examined—including the influences of moral, political, cultural, religious and economic agendas. Ethnographic research is being conducted in a Devon secondary school, through a longitudinal tracking study of a Year 9 tutor group. Health education is being specifically monitored, including a county-based sex education programme from the local health authority. Through informal observation techniques, a background examination of cultural, social and religious values is being carried out, including parental values and the core values of the school. Also examined are sources of the adolescents’ values, including the media and the peer group. Specific research aims are: 1) To study values in education, and to examine specifically sex education in this context. 2) To assess the values underpinning school-based sex education using a longitudinal secondary school study, in the context of the wider values networks that have a contributing influence on adolescents. 3) To reexamine sex education in schools in light of this study. Status: Sponsored project Source of Grant: Higher Education Funding Council Date of Research: 1994-continuing KEYWORDS: adolescent attitudes; adolescents; sex education; values 11/1260 Faculty of Arts and Education, School of Humanities and Cultural Interpretation, Douglas Avenue, Exmouth EX8 2AT 01395 255309 James Cook University, School of Education, Queensland, Australia 4811 West Virginia University, College of HR & E, 604 Allen Hall, PO Box 6122, Morgantown, West Virginia 26506–6122, USA Peel, R. Dr; Patterson, A. Dr; Gerlach, J. Dr Beliefs about ‘English’: an international comparison Abstract: The project has been designed to investigate the beliefs held by specialists in English about the scope and purpose of the area in which they work. That area itself is undergoing constant redefinition and enlargement as developments such as media education, information technology and networking, debates about literacy and linguistics, genre and reading methods, and discussions about post-structural theory and its relationship to classroom practice all impact on the pedagogy and methodology of ‘English’. At a time of great ferment and turbulence, when ‘English’ itself becomes the site for anxieties about the future of civilisation and the moralising effect of education, it is important to establish how teachers are responding to these changes, and to see if it is possible to create a model of ‘English’ that will have widespread support among specialists and across the phases. This is the aim of the research, and by comparing the

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results of separate investigations currently underway in England, Australia and the United States, the researchers hope to assemble a report that could be of considerable importance for the development of ‘English’ teaching as we enter the 21st century. Published Material: PEEL, R. & HARGREAVES, S. (1995). ‘Beliefs about English: trends in Australia, England and the United States’, English in Education, Vol 29, No 3, pp.38–49.; PEEL, R. & CURTIS, F. (1996). ‘Becoming and being a specialist: anticipating and experiencing higher education English’, Teaching in Higher Education, Vol 1, No 2, pp.227–243. Status: Collaborative Date of Research: 1992-continuing KEYWORDS: Australia; comparative education; English; English studies teachers; United States of America

Policy Studies Institute 11/1261 100 Park Village East, London NW1 3SR 0171 468 0468 Hagell, A. Dr; Newburn, T. Dr; Shaw, C. Ms Changing Lives Abstract: Changing Lives is a series of surveys that are designed to provide a regular source of information about the education, training and work experiences of young people from Britain’s inner cities. A cohort of young people have been surveyed three times during the year after they complete their compulsory education. This research design allows a thorough examination of initial post-school destinations and, in addition, it will provide information on progress, satisfaction and further transitions (for example, college drop-outs and trainees gaining employed status) as well as comparing the differential experiences of young women and men and members of different ethnic groups. Published Material: SHAW, C. (1994). Changing Lives 1. London: Policy Studies Institute.; SHAW, C. (1994). Changing Lives 2. London: Policy Studies Institute.; SHAW, C. (1994). Changing Lives 3. London: Policy Studies Institute.; HAGELL, A. & SHAW, C. (1996). Opportunity and disadvantage at age 16. London: Policy Studies Institute. Status: Sponsored project Source of Grant: Various business charities and training and enterprise councils Date of Research: 1993–1995 KEYWORDS: cohort analysis; school leavers; school to work transition; sixteen to nineteen education; training; youth employment 11/1262 100 Park Village East, London NW1 3SR

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0171 468 0468 Payne, J. Dr; Cheng, Y. Dr; Casey, B. Dr; Witherspoon, S. Ms; Smith, D. Prof. England and Wales Youth Cohort Study work programme Abstract: Secondary analysis of the England and Wales Youth Cohort Study (YCS) on topics of interest to the sponsoring departments. The YCS tracks large and representative samples of young people over the first few years after the end of their compulsory schooling, through a series of postal questionnaires sent out at yearly intervals. Eight cohorts have been tracked so far, with an average size at sweep 1 of around 14,000. Topics covered by the Policy Studies Institute’s analyses include: options at 16 and paths through education and training provision for 16–18 year olds; the role of careers guidance and the Careers Service; truancy and its consequences; factors involved in the decision to stay in full-time education at 16 (including the role of the Year 11 school); subject choice in full-time education between 16 and 18; and outcomes in early adulthood from options at 16 in terms of earnings, qualifications gained, and the risk of unemployment. Published Material: PAYNE, J. (1995). Routes beyond compulsory schooling. Employment Department Research Series Youth Cohort Report No.31. Sheffield: Employment Department.; PAYNE, J. (1995). Qualifications between 16 and 18: a comparison of achievements on routes beyond compulsory schooling. Employment Department Research Series Youth Cohort Report No.32. Sheffield: Employment Department.; WITHERSPOON, S. (1995). Careers advice and the Careers Service: the experiences of young people. Employment Department Research Series Youth Cohort Report No.33. Sheffield: Employment Department.; CASEY, B. & SMITH, D. (1995). Truancy and youth transitions. Research Series Youth Cohort Report No.34. Sheffield: Department for Education and Employment.; CHENG, Y., PAYNE, J. & WITHERSPOON, S. (1995). Science and mathematics in full-time education after 16. Research Series Youth Cohort Report No.36. Sheffield: Department for Education and Employment. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Department for Education and Employment £170,000 Date of Research: 1993–1995 KEYWORDS: choice of subjects; cohort analysis; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth; youth employment

Portsmouth University 11/1263 Academic Development Centre, University House, Winston Churchill Avenue, Portsmouth PO1 2UP 01705 876543 Sheffield University, Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Selway, I. Mrs; Supervisor: Rowland, S. Mr

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Organisational change and professional practice in a restructured higher education institution Abstract: Exploration of the dimensions of structural change within the higher education sector as a whole, using a post-modern paradigm and critical theory framework. Locating University of Portsmouth within this context, changes in professional practice will be explored to identify the effects of the transformation of higher education on the professional identity of academics. The methodology is enthnographic, using a ‘stories at work’ approach, as well as collaborative enquiry. An initial review of policy documents, both national and ‘local to the institution, will employ content analysis and the concept of neo-narrative to identify metaphors of meaning, language use and ideological ‘shifts’ concerning the purpose of higher education. Status: Individual research Date of Research: 1994-continuing KEYWORDS: higher education; organisational change; organisational climate; professional recognition; teaching profession 11/1264 Department of Psychology, The Sarah Duffen Centre, Belmont Street, Southsea, Portsmouth PO5 1NA 01705 876543 Nye, J. Ms; Supervisor: Fluck, M. Dr; Buckley, S. Prof.; Bird, G. Mrs Development of numerical skills in children with Down’s Syndrome Abstract: In 1994/95 as part of a BSc (Hons) Psychology Degree, the researcher carried out a study which documented the numerical and receptive language abilities of children with Down’s Syndrome. A group of 16 children with Down’s Syndrome in Hampshire and West Sussex were studied. A battery of tests were implemented, including 4 tests of numerical skills. Each of the numerical tests was thought to have advantages for assessing skills in this population, depending on the situation and purpose of assessment. In addition, a positive correlation was found between receptive grammar and numerical skills. The relationship between numeracy and receptive vocabulary was not significant. This study highlighted how little is known about the development of numerical knowledge and skills in this population, or about effective intervention strategies. This is supported by reports from teachers involved in the research at the Sarah Duffen Centre concerning mainstream schooling. The current research aims to improve this situation. It is likely to investigate the social aspects of numerical skills development, connecting with previous projects at Portsmouth University that have been conducted with typically developing children. The focus of the research is likely to be mother-child interactions, including maternal scaffolding of counting procedures and strategies, cardinal reference by mother and number vocabulary used during interactions. Published Material: NYE, J., CLIBBENS, J. & BIRD, G. (1995). ‘Numerical ability, general ability and language in children with Down’s Syndrome’, Down’s Syndrome: Research and Practice, Vol 3, No 3, pp. Status: Individual research Date of Research: 1995–1996

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KEYWORDS: Downs syndrome; mother child relationship; numeracy; parent participation; special educational needs 11/1265 Department of Psychology, The Sarah Duffen Centre, Belmont Street, Southsea, Portsmouth PO5 1NA 01705 876543 Appleton, M. Miss; Supervisor: Buckley, S. Prof.; Bull, R. Prof.; Fellows, B. Dr Reading and language development: a comparison of preschool children with Down’s Syndrome, hearing impairment or typical development Abstract: This PhD work involves conducting a 2-year longitudinal study examining reading and language development in preschool children with either Down’s Syndrome, hearing impairment or typical development. The aims of the research are to assess reading development in these children and to consider whether reading actually aids language development in children with Down’s Syndrome or hearing impairment. The research follows the progress of 20 children with typical development, 20 children with Down’s Syndrome and 14 children with hearing impairment. Data is collected on each child’s language ability and developmental ability. Language ability was measured on the Reynell Language Development Scales (which measures verbal comprehension and verbal expression). Developmental ability was measured on either the British Ability Scales (which measures visual recognition, verbal comprehension, naming vocabulary and digit recall) for children over the age of 3.5 years, or the Bayley Scales of Infant Development for the younger children. Statistical analysis on the initial data suggests that the typical developers obtained higher scores on both language and developmental ability than did children with Down’s Syndrome or hearing impairment. Children with hearing impairment scored significantly higher on digit recall than children with Down’s Syndrome. Apart from this score there was no significant difference found between children with Down’s Syndrome and children with hearing impairment. The progress of these children’s language developmental and reading ability will be followed over 2 years. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Down’s syndrome; early childhood education; hearing impairments; language acquisition; reading ability; reading skills; special educational needs; young children 11/1266 Department of Psychology, The Sarah Duffen Centre, Belmont Street, Southsea, Portsmouth PO5 1NA 01705 876543 Bird, G. Mrs; Laws, G. Dr; Byrne, A. Ms; Supervisor: Buckley, S. Prof. Mainstream education of children with Down’s Syndrome

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Abstract: This study aims to develop models of good practice for mainstreaming children with Down’s Syndrome. Many aspects of the placement are being investigated, including factors relating to the school, the management of the placement, the child and their family, access to the curriculum and adaptation of teaching materials, particularly with regard to the specific learning profile associated with Down’s Syndrome and the children’s invididual needs. The children’s social development is also a focus of research and this links with placement management, educational progress/attainment and individual differences. This research is collaborative with schools, educational psychologists, local education authorities (LEAs), parents and others involved to obtain information about mainstreaming and meeting the educational needs of children with Down’s Syndrome in order to inform and promote good practice nationally. Published Material: BIRD, G. & BUCKLEY, S.J. (1994). The educational needs of children with Down’s Syndrome: a resource pack for teachers. Portsmouth: University of Portsmouth. Status: Sponsored project Source of Grant: Portsmouth Down’s Syndrome Trust; Down’s Syndrome Association; David Solomon Trust Date of Research: 1990-continuing KEYWORDS: Down’s syndrome; mainstreaming; special educational needs 11/1267 Department of Psychology, The Sarah Duffen Centre, Belmont Street, Southsea, Portsmouth PO5 1NA 01705 876543 Laws, G. Dr; Supervisor: Buckley, S. Prof.; MacDonald, J. Dr Memory and language development in children with Down’s Syndrome Abstract: This project is a continuation of research which piloted a programme to teach memory strategies to children with Down’s Syndrome in 1993. This demonstrated that the children could be trained to use rehearsal and organisation strategies as a way to increase memory span. Fourteen of the children involved in this earlier training have been revisited to assess the long term effects of the training. After 3 years, the effects of the training have not been maintained. However, the researchers found interesting and signficant advances in short term memory, vocabulary and grammar for children with Down’s Syndrome who have learned to read since the study began. A revised teaching programme has been developed along with new materials for use in the research, and also for sale to parents and teachers. Currently, about 30 children from 3 special schools in Surrey are taking part in research to evaluate the programme. An important aim of the new programme is to persuade the schools and/or parents to continue with some level of training after the initial intensive course. It is only by maintaining the memory skill over time that there will be the chance to investigate: a) whether memory development will continue; and b) whether increased memory capacity will result in the improved language development that would be theoretically predicted. Published Material: LAWS, G., BUCKLEY, S., MACDONALD, J., BIRD, G. & BROADLEY, J. (1995). ‘The influence of reading instruction on language and memory

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development in children with Down’s Syndrome’, Down’s Syndrome: Research and Practice, Vol 3, No 2, pp.59–64.; LAWS, G., MACDONALD, J., BUCKLEY, S. & BROADLEY, I. (1995). ‘Long term maintenance of trained memory strategies in children with Down’s Syndrome’, Down’s Syndrome; Research and Practice, Vol 3, No 3. Status: Sponsored project Source of Grant: Higher Education Funding Council for England Date of Research: 1994–1996 KEYWOKDS: cognitive development; Downs syndrome; language acquisition; literacy education; memory; special educational needs 11/1268 Department of Psychology, The Sarah Duffen Centre, Belmont Street, Southsea, Portsmouth PO5 1NA 01705 876543 Byrne, A. Ms; Supervisor: MacDonald, J. Dr; Buckley, S. Prof.; Fellows, B. Dr Investigating the literacy, language and memory skills of children with Down’s Syndrome and their mainstream peers Abstract: This longitudinal study is charting the literacy and other cognitive skills of 24 children with Down’s Syndrome and 2 comparison groups of children selected from their mainstream classes. One group were average readers (n=42) and the other group were matched to the children with Down’s Syndrome on reading ability (n=31). The baseline data revealed that the children with Down’s Syndrome had uneven performance profiles with relatively advanced reading skills, compared to their other cognitive skills. The group of reading matched children attained significantly higher scores than the children with Down’s Syndrome on all measures other than reading. This reading matched group, who were generally of below average reading ability for their age, were also signficantly delayed relative to the average readers on measures of language, number and memory. As a group the average readers were average on all measures. All 3 groups are being followed longitudinally to explore the progress of the children and to look at the developmental interrelationships between reading, language and memory skills. The children have also completed a series of experimentally controlled reading tasks. The tasks were designed to look more closely at the strategies the children are using to read. The results are currently being analysed to establish the age and stage of reading development at which the children move from using a logographic strategy to an alphabetic strategy and to compare strategy use in the 3 groups of children. Published Material: BUCKLEY, S. & BYRNE, A. (1994). ‘The links between language, literacy and memory skills in children with Down’s Syndrome’, Portsmouth Down’s Syndrome Trust Newsletter, Vol 4, No 2, pp.9–11.; BYRNE, A., BUCKLEY, S., MACDONALD, J. & BIRD, G. (1995). Investigating the literacy, language and memory skills of children with Down’s Syndrome’, Down’s Syndrome: Research and Practice, Vol 3, No 2, pp.53–58.; BUCKLEY, S., BIRD, G. & BYRNE, A. (1996). ‘Reading acquisition by young children with Down’s Syndrome’. In: GUNN, P. & STRATFORD, B. (Eds). New approaches to Down’s Syndrome. Second Edition. London: Cassell.

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Status: Individual research Date of Research: 1993–1996 KEYWORDS: cognitive ability; Down’s syndrome; literacy education; mainstreaming; memory; reading ability; reading skills; special educational needs 11/1269 School of Education and English, Furze Lane, Milton, Ports-mouth PO4 8LW 01705 876543 White, J. Mrs; Supervisor: Jones, K. Dr; Selway, I. Mrs; Birch, R. Dr Access to higher education Abstract: Thames Valley Enterprise, a Training and Enterprise Council (TEC), has commissioned Portsmouth University to undertake a 3 year research project to help underpin its commitment to the attainment of the National Targets for Education and Training. Its rationale is that with the increased expectation of school/further education (FE) students’ achievement at National Vocational Qualification (NVQ) level 3 equivalent, and the use of these achievements to access higher education (HE), it is necessary to evaluate the effectiveness of advice and support offered to those students at identified key stages. The research will monitor students through two key stages of progression, these being identified as: the beginning of Year 10 to end of Year 11 (or equivalent); and the beginning of Year 12 (or equivalent) to end equivalent 1st year higher education. Schools will be selected from the Thames Valley area using student achievement levels at Level 3 as criteria. The key research method will be tracking of small groups of students. Due reference will be made to the inherent variables and to the characteristics of longitudinal research. It is expected that quantitative data will come mainly from secondary sources with primary sourees providing most qualitative data. Research methods will include: ongoing literature search; gathering and analysis of secondary data; structured interviews at planned, spaced intervals; group discussions; case study; some direct observation; and account (student and other). The research project is being monitored by a steering group consisting of senior staff from Thames Valley Area Education and Careers Service, Portsmouth University and Thames Valley Enterprise. Status: Sponsored project Source of Grant: Thames Valley Enterprise Date of Research: 1994-continuing KEYWORDS: access to education; further education; higher education; national vocational qualifications 11/1270 School of Education and English, Furze Lane, Milton, Ports-mouth PO4 8LW 01705 876543 Stepien, D. Mrs; Supervisor: Lawrence, B. Dr; Murray, L. Dr; Lupton, C. Dr

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Children living in temporary accommodation: educational disadvantage in the early years of schooling Abstract: Previous research suggests that ‘deprivation does damage’ and points to the importance of the family environment as factors influencing the educational attainment of children. There has been a general growth nationally in the number of families bringing up young children in temporary accommodation. However, little research has been carried out with regard to educational development. In collaboration with statutory and voluntary agencies in the Portsmouth area, this 3 year research project is investigating the impact of residence in temporary accommodation on the intellectual and social functioning of children. The notion of deprivation has been extended to include the concept of ‘disruption’. Four empirical indicators ‘disruption’, ‘housing’, ‘family status’ and ‘neighbourhood area’ will be related to school-based measures of attainment in an attempt to provide an assessment of whether social, emotional or functional aspects of schooling are affected, in particular, by disruption. The research involves a cohort of over 220 children taken from 7 primary schools who are being tracked through the first 2 years of their formal schooling. In addition, case studies of a number of families from this original cohort will be undertaken. The mid-tenn results suggest that children who have been disrupted in their housing and/or their schooling are doing less well than those who have not been disrupted. Children who have lived or are living in temporary accommodation are doing less well in terms of their vocabulary development but (paradoxically) are well adjusted in the school situation. The research has also pointed to the inherent difficulties in this field and the necessity for collaboration between a range of statutory and voluntary agencies. Four reports have been produced in 1995: Report to the Bill Sargent Fund/Portsmouth Housing Association Group; The Robert Centre Report; an interim report to the contributing agencies/Portsmouth City Council; and the Schools Profile Data. Status: Sponsored project Source of Grant: Portsmouth City Council £5,000; Portsmouth Social Services £5,000; Portsmouth Housing Trust £2,000 Date of Research: 1994-continuing KEYWORDS: academic achievement; child development; disadvantaged; family problems; home environment; home school relationship; homeless people; housing 11/1271 School of Education and English, Furze Lane, Milton, Ports-mouth PO4 8LW 01705 876543 Murray, L. Dr; Lawrence, B. Dr The analysis of curriculum provisions for Personal and Social Education in selected secondary schools in England and Wales Abstract: The project objectives are to: 1) determine the origins and antecedents of PSE (Personal and Social Education) in secondary education in the UK; 2) measure the extent to which recent legislation (The Education Reform Act 1988, Children Act 1989) mediates the character and provision of PSE; 3) identify and define the elements comprising formal and informal PSE curricula in secondary schools; 4) evaluate the

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extent to which PSE provisions are successful in moderating the social behaviour of ‘at risk’ students; 5) compile a good practice guide for use by PSE teachers in school. The project will involve: a) a concept development phase (3 months)—chronological identification of criterion documents to define the legal rational basis of PSE+ development of keywords based content analysis dictionary; b) a measurement of intervention phase (1 month)—use of a standardized inventory (Self Esteem CFSEI-2) in pre- and post- test modes in schools known to be characterised by ‘good’ PSE practice; c) a surveying schools phase (3 months)—postal questionnaire to 10–20 schools in England and Wales in areas of varying socio-economic character, followed by directed interviews with 2 PSE tutors in each school; d) writing a good practice guide for curriculum PSE in schools (4 months)—information gained from the empirical phases will be incorporated in a good practice guide for wide dissemination in schools. Published Material: MURRAY, L. (1992). ‘What is practitioner based enquiry?’, British Journal of Inservice Education, Vol 18, No 3, pp. 191–196.; MURRAY, L. (1995). ‘Personal and social education and competency requirements for initial teacher education’, Pastoral Care in Education, Vol 13, No 4, pp.11–17. Status: Sponsored project Source of Grant: Calouste Gulbenkian Foundation £6,350 Date of Research: 1996–1996 KEYWORDS: citizenship education; individual development; life skills; pastoral care—education; personal and social education; social development 11/1272 Social Services Research and Information Unit, Kings Rooms, Bellevue Terrace, Portsmouth PO5 3AT 01705 876543 Portsmouth University, School of Education and English, Furze Lane, Milton, Portsmouth PO4 8LW Lupton, C. Dr; Lawrence, B. Dr; Faupel, A. Mr; Hayden, C. Ms Children excluded from primary schools in England and Wales Abstract: The background to this research includes the legislative and other changes which have created increased pressure on schools and families, since the early 1980s. In particular the creation of an education ‘market place’ is likely to be increasingly problematic, in relation to meeting the needs of the less ‘marketable’ child. However, there is little reliable information about the real extent to which there are pupils, particularly in the younger age groups, who are out of school for significant periods (weeks or months). Furthermore there has been no attempt to record the experience of exclusion from the point(s) of view of those most centrally involved. In conducting this sensitive study we aim to provide evidence of the difficulties schools and families are facing. The research also aims to inform the development of suitable support structures and alternative provisions for schools and families coping with troubled and/or troublesome children. The research will comprise the following three main stages: (1) a national profile: the compilation and analysis of existing data on school exclusions. Postal questionnaire to all local education authorities (LEAs) in England and Wales; (2)

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case study (local education authorities): four LEAs chosen to represent a range of policies and practices in relation to exclusion and special needs provision, as well as a range of geo-political and socioeconomic profiles (England and Wales); and (3) case studies of excluded children: in each LEA, ten children, their parents and previous teacher(s) will be interviewed to ascertain their experiences of the process of exclusion. Status: Sponsored project Source of Grant: Economic and Social Research Council £95,320 Date of Research: 1993–1995 KEYWORDS: disciplinepolicy; disruptive pupils; educational change; expulsion; primary schools; problem children; special educational needs; suspension

Queen’s University of Belfast 11/1273 School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 McAleese, L. Mr; McConnell, B. Miss; Supervisor: Jarman, R. Miss A survey of science at Northern Ireland Curriculum key stage 4 in a sample of Northero Ireland schools Abstract: This study aims to investigate a range of issues associated with science provision at Northern Ireland Curriculum key stage 4 in schools in Northern Ireland. The research focuses on a survey of: 1) the organisation, timetabling and teaching arrangements for the science curriculum within schools; 2) the uptake of single science, double science and triple science courses and the factors influencing pupils’ choice of option; 3) pupils’ performance in single science, double science and triple science courses and their subsequent course/career choices. A sample of 30 post-primary schools, stratified by school type and management type, has been drawn. In these project schools, over the next three years, a series of semistructured interviews will be conducted with the major stakeholders in the Science at Key Stage 4 Programme—the principal, the head of science, the head of careers and the pupils. In addition, questionnaires are being adminstered to the pupils, pre-course and postcourse, to investigate their attitudes to science and to survey their reasons for choosing particular science programmes. Published Material: JARMAN, R. & MCALEESE, L. (1995). ‘Legislated learning: a study of pupils’ attitudes to some aspects of science at key stage 3 in the Northern Ireland Curriculum’, Journal of Teacher Development, Vol 4, No 1, pp.20–31. Status: Sponsored project Source of Grant: Department of Education for Northern Ireland £92,891 Date of Research: 1993–1996 KEYWORDS: choice of subjects; National Curriculum—Northern Ireland; pupil attitudes; science education 11/1274

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School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 Jarman, R. Miss; Supervisor: Curragh, E. Dr Secondary teachers’ planning for primary science/secondary science curricular continuity: the impact of the Northern Ireland Curriculum Abstract: The study aims to compare secondary science teachers’ planning for primary science/secondary science curricular continuity just prior to, and at, a number of critical stages subsequent to the introduction of the Northern Ireland Curriculum. During 1989/90, semi-structured interviews were conducted with heads of science in secondary schools to explore their perceptions on primary science and primary science/secondary science continuity, and their practice in respect of primary science/secondary science links and continuity. This provided baseline information for phase 2 of the study. A sample of 50 schools were revisited on a number of occasions after the first cohort of children to experience the full curriculum at key stage 2 had progressed to key stage 3. These schools’ perceptions and practices in respect of primary/secondary continuity in science were again explored. Published Material: JARMAN, R. (1995). ‘Science is a green field site: a study of primary science/secondary science continuity in Northern Ireland’, Educational Research, Vol 37, No 2, pp.141–157. Status: Individual research Date of Research: 1989–1996 KEYWORDS: developmental continuity; National Curriculum—Northern Ireland; primary secondary education; science education 11/1275 School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 McMahon, J. Ms; Supervisor: Gardner, J. Prof. Teaching and learning technology project evaluation Abstract: The evaluation is looking at the impact of computers in teaching and learning within the Queen’s University of Belfast, with implications for higher education in general. The overall objective is to identify the attitudinal, environmental policy and teaching/ learning factors which inhibit or facilitate student usage of computers. The project is longitudinal in nature and involves observation of the various computing facilities at the University, as well as interview and questionnaire surveys with samples of students and members of staff. This target group will be monitored over the following 2 years to assess changes in attitudes and student computer usage patterns and competence. Status: Sponsored project Source of Grant: Department of Education for Northern Ireland; Higher Education Funding Council for England Date of Research: 1993–1996 KEYWORDS: computer assisted learning; computer uses in education; higher education; information technology

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11/1276 School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 O’Rawe, D. Mr; Supervisor: Neil, R. Dr An evaluation of Science Across Europe materials Abstract: The aim of the project is to investigate the extent to which materials in science, designed with a European emphasis, can influence pupils’ attitudes to languages, science and Europe. Seven schools in Northern Ireland, currently working with the materials, form the sample. Interviews are conducted with members of staff involved in teaching the units of work and with groups of pupils in each school. The interviews with pupils are followed up by questionnaires which ask detailed questions about attitudes to the materials and to the various subjects. Status: Sponsored project Source of Grant: Queen’s University of Belfast £3,000 Date of Research: 1994–1996 KEYWORDS: educational materials; Europe; languages; modern language studies; pupil attitudes; science education 11/1277 School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 Knipe, D. Mr; Supervisor: McEwen, A. Dr; Gallagher, A. Dr Girls and A-level Science (1985–1995) Abstract: The project is a 10-year follow-up to research previously supported by the Equal Opportunities Commission for Northern Ireland. The aims were to examine patterns of uptake of Science A-level subjects among boys and girls, and to examine evidence on patterns of attainment. The sample comprised lower 6th form (Year 12) pupils from 21 grammar schools across Northern Ireland. A total of 728 boys and 872 girls completed questionnaires and 80 girls from 10 of the schools participated in focus group interviews. 91% of the pupils were taking 3 A-levels, with a third taking only Arts A-level subjects. Whereas 40% of the boys were taking 2 or more Science A-levels, this was so for only 31% of the girls. By contrast, only 18% of boys, but 26% of girls, were taking only 1 Science A-level. On average, boys were taking more Science A-levels than girls. This was also for pupils in comprehensive education schools as opposed to singlesex; for pupils in Protestant, as opposed to, Catholic schools; and for pupils from nonmanual, as opposed to manual, backgrounds. Among boys, the average number of Science A-levels taken in 1995 was lower than in 1985. Among girls, the average number of Science A-levels was higher in 1995 than in 1985, except for girls in Catholic schools. The focus group interviews suggested that girls retain some stereotyped views regarding particular subjects. However, the girls’ expectations of the employment prospects appear to explain why those who have chosen to take Science A-levels have done so. Educational attainment, measured by GCSE results, was higher for girls than boys. The

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evidence points to enhanced expectations and a reduction in general stereotyped views among the girls as the most likely explanations of the findings. Whereas the recent evidence from Britain has been popularly interpreted as showing the educational advantage of single-sex schooling, the evidence of this study suggests that pupils are more likely to take Science A-levels in comprehensive education schools and, for boys, are more likely to achieve high attainment in such schools. Status: Sponsored project Source of Grant: Equal Opportunities Commission for Northern Ireland Date of Research: 1995–1996 KEYWORDS: A level examinations; choice of subjects; girls; science education; women’s education 11/1278 School of Education, 69 University Street, Belfast BT7 1HL 01232 245133 Barr, A. Ms; Supervisor: Kilpatrick, R. Dr Suspensions and expidsions from schools in Northern Ireland Abstract: The numbers of pupils permanently or temporarily excluded from schools in England and Wales has been increasing in the past few years. Figures release by the Department for Education (DfE) for the academic year 1992/3 indicate 8000 pupils permanently excluded in contrast to 3000 pupils in the 1990/1 academic year. In Northern Ireland there are no province wide figures available, although individual Education and Library Boards report increases in the numbers of pupils suspended from school. The aims of the project are: 1) a statistical analysis of suspensions and expulsions from all schools in Northern Ireland; 2) an examination of the suspension and expulsion process, looking at preventative strategies, the re-integration process and examples of good practice. The methodology will include: 1) establishing systems within Education and Library Boards for monitoring suspensions and expulsions from school. Analysis of data using the Statistical Package for Social Sciences (SPSS); 2) sending questionnaires to all post primary and a sample of primary schools in Northern Ireland seeking information on their suspension procedure, preventative and re-integration strategies; 3) examining the role of the Education and Library Boards, CCMS, education welfare, social services and educational support units in the suspension process. Status: Sponsored project Source of Grant: Department of Education for Northern Ireland Date of Research: 1996-continuing KEYWORDS: discipline; expulsion; Northern Ireland; suspension 11/1279 School of Psychology, David Keir Building, Stranmillis Road, Belfast BT9 5AG 01232 245133 Queen’s University of Belfast, School of Education, 69 University Street, Belfast BT7 1HL

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McGuinness, C. Dr; Greer, B. Dr; Daly, P. Dr; Salters, M. Mr; McGillion, P. Ms; Curry, C. Dr ACTS: Activating Children’s Thinking Skills Abstract: The paper describes the development and progress of the Activating Children’s Thinking (ACTS) project which is funded by the Northen Ireland Council for the Curriculum Examinations and Assessment (NICCEA), the body responsible for the design and implementation of the Northern Ireland Curriculum. The project is part of a more general thrust in educational reform, both on this side of the Atlantic and in the US, which raises the profile of the processes of thinking in contrast to the products or outcomes of thought. ACTS is like a network of smaller projects that are being conducted on a rolling programme. During the phase which has just been completed (Phase 1January 1995-January 1996) the researchers clarified the core concepts to direct the project; analysed the Levels and Statements of Attainment within the curriculum in order to identify ‘higher order thinking process’ opportunities; identified similar initiatives in other parts of the UK and elsewhere; liaised with teachers in Northern Ireland who are already involved in structured programmes to develop thinking skills; interviewed ‘good practice’ teachers, both primary and secondary, about their views on the obstacles and opportunities for developing higher order thinking within the Northern Ireland Curriculum. The project does not intend to adopt a single set of curriculum materials, but rather to promote the core concepts, to support teachers in the use of various types of materials, and indeed, to enable them to develop their own. Consequently, the second phase of the project (beginning in March 1996) will consist of disseminating the core concepts, creating support networks for existing initiatives, evaluating a Teachers’ Handbook for ACTS (which is currently under development) with a group of primary teachers (for 8–11 year olds), and identifying the kinds of thinking which are specifically associated with subject areas not covered by existing curriculum materials (for 11–14 year olds). Status: Sponsored project Source of Grant: Northern Ireland Council for the Curriculum Examinations and Assessment Date of Research: 1995–1996 KEYWORDS: cognitive development; learning processes; learning strategies; teaching methods; thinking skills

Reading University 11/1280 Department of Linguistic Science, Whiteknights, Reading RG6 2AL 01734 875123 London University, Queen Mary and Westfield College, Department of Linguistics, Mile End Road, London E1 4NS 0171 975 5555 Kerswill, R. Dr; Williams, A. Dr; Cheshire, J. Prof.

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The role of adolescents in dialect levelling Abstract: The aim of the project is to investigate a phenomenon increasingly recognised by both linguists and lay people in recent years, the apparent decrease in phonological and syntactic differences between dialects. Three towns with differing demographic characteristics have been selected as research sites: Milton Keynes, Reading and Hull. The researchers aim firstly to describe and analyse the speech of young people from contrasting social backgrounds in each area, and compare their speech patterns with those of elderly residents, and secondly to attempt to identify the regional and social characteristics of dialect levelling processes. The main subjects of the research will be adolescents, since this age group seems to be particularly innovative in its use of language. TWrty-two 14/15 year old pupils from comprehensive schools will be recruited in each town and samples of formal and informal speech recorded. Interviews with sixteen elderly residents of each town will also be recorded for purposes of comparison. The data for each subject will comprise a reading list, an interview with a fieldworker and, in the case of the adolescents, responses to tasks designed to elicit phonological and grammatical variables. Approximately twelve phonological and twelve grammatical and discourse features currently involved in social and geographical diffusion will be transcribed, coded and analysed using a combination of quantitative and qualitative methods. Status: Sponsored project Source of Grant: Economic and Social Research Council £137,000 Date of Research: 1995-continuing KEYWORDS: adolescents; dialect studies; English; language variation; sociolinguistics; speech communication 11/1281 Department of Linguistic Science, Whiteknights, Reading RG6 2AL 01734 875123 Reading University, Department of Psychology, Whiteknights, Reading RG6 2AL Shockey, L. Dr, Watkins, A. Dr Perception of conversational English by native and non-native speakers Abstract: The research shows there are two primary strategies for the unravelling of ambiguity which occurs in relaxed, unselfconscious speech: short-term strategy, which relies on the perceiver’s knowledge of phonetics, phonology and lexicon; and long-term strategy, which relies on the perceiver’s knowledge of semantics and pragmatics. Native speakers use both of these with skill, but nonnative speakers rely very heavily on the second. This makes speech perception slower for them, because it involves processing of large spans of speech after reception, rather than ‘real time’ processing. The current research attempts to quantify the seriousness of this effect and to suggest language teaching techniques which will lessen the effect. Status: Team research Date of Research: 1993-continuing KEYWORDS: English—second language; second language teaching; speech communication

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11/1282 Faculty of Education and Community Studies, Department of Arts and Humanities in Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Hall, J. Mr; Supervisor: Adelman, C. Prof. The development, implementation and evaluation of a model of practice in art and design teacher education Abstract: This is a longitudinal study of a sample of beginning teachers of art and design, following them through a one year postgraduate course of initial teacher education and into their first teaching appointments. The research will investigate the effectiveness of the Post Graduate Certificate in Education (PGCE) Art and Design Course at Reading University, and the processes through which beginning teachers learn to teach and go on to develop and improve their practice. Published Material: HALL, J. (1991). The roles of practising teachers and university lecturers in the initial training of teachers of art and design’, Journal of Art and Design Education, Vol 10, No 3, pp.317–327. Status: Individual research Date of Research: 1991–1996 KEYWORDS: art education; design; newly qualified teachers; postgraduate certificate in education; preservice teacher education; programme effectiveness; student teachers 11/1283 Faculty of Education and Community Studies, Department of Arts and Humanities in Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Parsons, M. Mr; Supervisor: Boorman, J. Dr; Green, E. Dr The British Home Front 1938–1942 Abstract: The researcher’s interest in this area came about because of the apparent lack of understanding and knowledge of many school pupils about this period of history and the misconceptions they hold. Most pupils tend to know about the Blitz in London, but few have any idea about other target areas. They are often unaware that other aspects of life went on as normal. These misconceptions often arise because of the material available to pupils in textbooks, videos and media interpretation. Material selection is very important if the other side of the story is to be told. The researcher is therefore attempting to investigate the period from the point of view of the person in the street, and how far the war affected people at local level. For instance: to what extent were the emergency services helpful? How important were the Women’s Institute (WI), Women’s Voluntary Service (WVS), Salvation Army etc in dealing with crises? What happened when the war finished? How did people spend their leisure time? How were they affected by restrictions? Topics undertaken so far have looked at: A) The development of the Civil Defence preparations in the late 1930’s and at their implications on the people of Britain.

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Where possible, the researcher has used material from outside London, which seems to be the main source of information for school textbook examples and therefore very parochial, and included information and documentary evidence from: the city of Exeter, which was heavily bombed during the Baedeker Blitz in 1942, but was also designated as an evacuee reception area; the Isles of Scilly as a self-contained and isolated community which suffered a great deal as a result of German bombing; village communities in Berkshire; and other areas affected by evacuation and reception. Wherever possible, this information has been authenticated by cross-referencing sources. B) The question of class perceptions in Britain at this time and its influence on the propaganda of the period, using contemporary archive film and other visual material. C) Aspects of the emergency services with specific reference to the Fire Service, Air Raid Precautions and Salvation Army. D) School textbooks and popular locations for school visits to see how much depth of knowledge about this period is available to pupils at National Curriculum key stages 2 and 3 and General Certificate of Secondary Education (GCSE). Having investigated specific aspects of the Home Front as outlined above, the research will ask to what extent is this information available to children in the classroom, and how much of what we are teaching pupils is enshrouded in mythology? This will require research into popular texts. Status: Individual research Date of Research: 1991–1996 KEYWORDS: history studies; textbooks; war 11/1284 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Desombre, T. Mr; Supervisor: Denicolo, R. Dr Role and preparation of Executive Directors of Nursing in the new National Health Service (NHS) (post 1990) Abstract: The study identifies issues relating to the role of Executive Directors of Nursing in the new National Health Service (NHS) (post 1990). It identifies the function and competencies of those individuals and will suggest how these individuals should be prepared. The study uses a triangulation of research methods, but is based largely in the qualitative research paradigm. Status: Individual research Date of Research: 1992–1996 KEYWORDS: administrators; health personnel; health services; nursing 11/1285 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Denicolo, P. Dr

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Teaching for salient learning: actioning espoused theories in the face of perceived constraints Abstract: Rapid developments in knowledge, technology and policy in educational institutions enforce reflection on practice, both by teachers and learners. Building on data and results from previous staff development work, this research will investigate firstly the relationship between espoused theories of teaching and learning, theories-in-use and perceived imposed theories held by teachers. Informal research suggests that, although such teachers recognise the value of developing transferable, learning-to-learn skills in their students, they nevertheless feel constrained in their teaching strategies by overloaded syllabi and the expectations (perceived) of the culture and systems in which they work. A literature review and an indepth investigation of this, using a Personal Construct Theory approach across a range of provision, will ground the consequent research in both theory and practice. The second phase will consist of pilot trials, implementing a series of specific teaching strategies which are congruent with espoused theories but which take account of practical constraints. The results will be evaluated by triangulation of all participant views with comparisons of successful achievement between these and former students. The third phase will incorporate a similar study, using revised strategies from the second phase with a new group of students, to confirm and extend results and will also involve a follow-up study of the original student group to investigate the persistence of any new learning skills and their transfer to new learning situations. This will involve a variety of investigatory techniques with the original students and their new teachers as participants. Published Material: DENICOLO, P.M. (1993). ‘Personal and professional development across the public and private sector’. Paper given at Management in the Public Sector Conference, Kingston University, July 1993.; MAUND, L. & DENICOLO, P.M. (1994). ‘Conflict stimulation and learning’. Paper given at Second European Personal Psychology Conference, EPCA, St. Andreasberg, Germany, April 1994. Status: Individual research Date of Research: 1992-continuing KEYWORDS: learning strategies; learning theories; teaching methods 11/1286 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Miller, P. Rev.; Supervisor: Denicolo, P. Dr; Brownhill, R. Dr The recognition and resolution of dilemma Abstract: The intention is to study how well 16–19 year old students recognise and resolve dilemmas (either as these occur in everyday life, moral or political dilemmas, or in their chosen disciplines, e.g. history, physics, design or physical education). Dilemma can be deflned negatively as choice or a situation requiring a choice between equally unfavourable alternatives (‘in front the precipice, behind the wolf’, ‘between Scylla and Charybdis’) or they can be stated more positively as perplexing predicaments which, from the perspective of the observer, have a number of equally valid solutions. The

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intention is to test the prima facie evidence that the ability to recognise, accept and resolve dilemmas is domain specific, rather than general. Secondly to discover whether it has a close relationship with postformal operational thought, relativist judgements or metasystematic and dialectical thinking. It is hoped that some light will be shed on the question of which educational experiences are most supportive and relevant to the development of this ability. Status: Individual research Date of Research: 1991–1995 KEYWORDS: decision making; problem solving; student attitudes 11/1287 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Harwood, A. Dr; Supervisor: Denicolo, P. Dr The effects of institutional and curricula course changes in further and higher education with regard to implications for staff development Abstract: The introduction of National Vocational Qualifications and the requirements of business and technology education for competence-based learning have resulted in changes in the role of teaching staff from ‘lecturers’ to ‘facilitators’ of learning with a greater degree of work placement involvement and more flexible modes of operation. Institutional changes have also resulted in changes in role for staff in colleges of further education, requiring their involvement in costing, marketing, quality assurance; while at the same time experiencing reduced security of tenure. Both aspects of change require skills and abilities which were not necessarily part of ‘traditionar teaching roles and, therefore, call for appropriate staff development. Published Material: HARWOOD, A. & DENICOLO, P. (1994). ‘Views on personal and professional development: listening to people’s voices’. Proceedings of Second European Personal Psychology Conference, EPCA, St. Andreasberg, Germany, April 1994. Status: Individual research Date of Research: 1991-continuing KEYWORDS: academic staff; educational change; further education; teacher development 11/1288 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Denicolo, P. Dr Part-time research students: the integration of this role with others in their professional lives

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Abstract: This research is derived from concerns about providing relevant and appropriate support for part-time research students in particular, although it may also produce results of significance to full-time research students. It is commonly accepted that research towards a higher degree is, inter alia, demanding, time-consuming, and requires a high degree of motivation. Yet, a large number of part-time research students are mature and hence have many roles in life, personal and professional, which compete with their research student role. This research seeks to understand some of the effects that this role has on students’ lives, in particular how it contributes to and constrains other roles. A personal construct theory approach (Kelly 1955) will be used to indicate commonalities of perspectives as well as to provide case studies which illuminate possible benefits, opportunities and difficulties derived from such an undertaking. Thus, it is speculated, the results will contribute to the provision of appropriate advice and support for prospective and current students. Published Material: DENICOLO, P. & POPE, M.L. (1994). ‘A postgraduate’s journey—an interplay of roles’. In: ZUBERSKERRIT, O. & RYAN, Y. (Eds). Quality in postgraduate education. London: Kogan Page. Status: Individual research Date of Research: 1993-continuing KEYWORDS: graduate study; mature students; part time students; student research 11/1289 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 White, D. Mr, Supervisor: Pope, M. Prof.; Badger, D. Mr Inter-professional working with people with learning disabilities Abstract: The research aims to investigate the problem of knowledge learning disability and the processes by which this knowledge is acquired, with particular reference to education and training. Interprofessional working within this area provides the focus for a number of discourses. The proposal is that conflict between discourses is managed through an ‘everyday/practical’ interpretation of particular policies and philosophies such as ‘normalisation’ and ‘empowerment’. These discourses move between control and autonomy and involve a number of professions and interests, and actors may use more than one discourse about learning disability at one time. This is an under-theorised area in sociology, though some writers have applied what they see as a socioligical perspective. In particular the use of ‘social models’ of disability presents problems when used to explain the lives of people with learning disabilities. A postgraduate course for people working in the field is being observed and a range of professionals will be interviewed to investigate their knowlege base. Workers in group homes are also being interviewed; their relative training and education needs will be examined. Status: Individual research Date of Research: 1995-continuing KEYWORDS: interprofessional relationship; learning disabilities; professional development; residential care

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11/1290 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Vigneswaren, P. Ms; Supervisor: Pope, M. Prof. The role of education in the treatment of sexually abused/abusing adolescents Abstract: The aims of the research are: 1) To explore the role of education in the treatment of adolescent males who have a history of sexually traumatic and traumatised patterns of behaviour, in a therapeutic setting. 2) To investigate the perceptions of sexually abused/abusing adolescents regarding educational provision and its impact on their therapeutic exposure. 3) To develop a model for a centre of educational excellence within a therapeutic environment for the positive development of sexually abusing young men. Within this, to evaluate the project at the researcher’s place of work. The research will address inter alia the following research questions: 1) Identification and definition of criteria for excellence in education. 2) Abused/abusing young men—what is unique to this client group? 3) What is the current educational provision for young people in this category in the UK, America and Europe? 4) What are the constraints posed by difficulties in inter-agency liaison and the lack of inter-professional education and training? 5) What are the educational needs of this client group and how could these best be met? 6) How does this proposed provision recontile with ongoing therapeutic approaches to provide consistency of care? 7) How can successful reintegration into the mainstream of education and society be facilitated? The methodology will be to conduct a literature survey including American and European literature in this field, and to carry out a documentary analysis of mission statements, educational material etc. It will also include action research case studies of 12 young people and comparison with a control group matched in terms of age, family background and nature of offence. This will include depth interviews with the young people concerned—including the use of repertory grid techniques (Kelly 1955). Significant others, including family, staff and educational providers, will also be interviewed. Status: Individual research Date of Research: 1993-continuing KEYWORDS: access to education; adolescents; behaviour modification; rehabilitation; sex offenders; sexual abuse; therapy 11/1291 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Denicolo, P. Dr Higher degree research supervision: constructs and perspectives Abstract: Considerable experience of supervising PhD students, experience of the research process and of supporting colleagues as novice supervisors, led to a recognition

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of the need to research the process itself. Complaints about the quality of supervision appear regularly in the education press, yet little is provided by way of institutional guidance in the main, other than information on regulations, nor is there a substantial literature available for reference. What there is of the literature tends mainly to consist of advice to students on how to survive the process or to be of the generalised description of the difficulty of the process. A notable exception is the documentation of the experience of one tutor and her supervisors by Salmon (1993). This research aims to elaborate this work, documenting the experience of a large number of students and supervisors in order to distinguish frequently recurring problems and solutions and idiosyncratic ones, so that both supervisors and students might learn from the experience of others. The research is conducted within a personal constructivist framework, using a range of instruments to encourage participants to articulate their perspectives and constructs. This is a longitudinal study as well as an indepth one. To date, more than 50 students have contributed, along with 10 staff. Published Material: DENICOLO, P.M. & POPE, M. (1994). ‘A postgraduate’s journey—an interplay of roles’. In: ZUBERSKERRITT, O. & RYAN, Y. (Eds). Quality in postgraduate education. London: Kogan Page. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Doctoral degrees; graduate study; higher education; research; student research; supervision; supervisors 11/1292 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Howkins, E. Mrs; Badger, D. Mr; Ewens, E. Mrs Identifying critical components in effective multi-disciplinary education Abstract: A number of government reports and policies published during the 1980s and 1990s have put inter-professional education on the agenda of those charged with the education of health and social service professionals. These reports were concerned with child protection and community care and concluded that lack of cooperation between health and social service professionals was a central issue that needed to be urgently addressed. Inter-professional education is seen as one means by which this increase in cooperation can take place. Recent research commissioned by the Centre for the Advancement of Interprofessional Education (CAIPE) revealed that inter-professional education activities were taking place, for a variety of reasons, in various settings and with a wide range of differing content and teaching methods being employed. No consensus appears to exist on the appropriateness of particular approaches. The researchers are members of CAIPE, a UK-wide organisation, which seeks to promote and research effective multi-disciplinary work. Its contribution to the project would be in relation to the identification of existing courses which would be appropriate as case studies, in the dissemination of research findings by conferences and publications, and one or more of its members will join a steering group. A pilot study which evaluates the

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undergraduate modules ‘Inter-professional Working in Health and Social Work—a Life Cycle approach’, taken by students on the BA in Community Health and Nursing Studies and the BA in Social Work will provide preliminary findings, further research questions and a fine tuning of research instruments. This pilot research study is already in progress and will be completed by November 1995. At the pilot stage of the Project one module for 25 students which lasts 30 hours spread over 10 weeks is being studied (funded by University of Reading). At the next stage 6 multi-disciplinary courses around the UK will be studied. The criteria for inclusion will be courses involving 20–40 contact hours spread over 5–15 weeks and involving a minimum of 15 students. The final stage which will involve 2/3 demonstration courses is likely to involve similar criteria unless this is contraindicated by the research findings. A multi-method approach will be adopted utilising interviews, observations, documentary analysis and repertory grids as the main research method. These will be used to ascertain students’ perceptions toward patient needs and their views on interagency collaboration. This technique will be conducted both before and after shared learning on inter-professional working. Interviews will take place with 25% of the student group. Course leaders will be interviewed about the design and delivery and barriers to the development of each course. There will also be observation of at least one session of each course being studied and interviews with managers. The underlying assumption is that cooperation between health and social service professionals will be fostered if courses provide opportunities for exploration of such perceptions. Interprofessional education will not have an impact on interprofessional working unless there are changes in the constructs of those taking part in it and increased empathy for each other’s perspectives of their role in respect of the delivery of client services. Published Material: HOWKINS, E., BADGER, D. & EWENS, A. (1995). ‘A methodology for measuring the effectiveness of interprofessional education: a pilot study’. Paper presented at EMPE Ninth Meeting, Saragoza, Spain, 5–6 September, 1995.; HOWKINS, E., BADGER, D. & EWENS, A. (1996). ‘A methodology for measuring the effectiveness of inter-professional education: a pilot study’, Journal of Interprofessional Care. Status: Sponsored project Source of Grant: Reading University £7,000 Date of Research: 1995–1996 KEYWORDS: health personnel; health services; interdisciplinary approach; interprofessional relationship; professional education; social services; social work 11/1293 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Courtenay, M. Mrs; Supervisor: Gilbert, J. Prof.; Pope, M. Prof. The teaching, leaming and use of infection control practices in nursing Abstract: The research was designed to answer the following questions: 1) The theoretical principles underpinning infection control are derived from microbiology.

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Which of these principles, and infection control procedures building on these principles, are taught to student nurses, qualified nurses and health care assistants? 2) What knowledge should be taught? 3) What of this knowledge is learnt? 4) What of this knowledge is used by student nurses, qualified nurses and health care assistants to support their clinical practice regarding infection control? 5) To what extent have the recent reforms in the National Health Service (NHS) and nurse education affected nursing practice? 6) What links exist between the answers to the first four questions? 7) To what extent do present nurse education and health care assistant training programmes produce staff with the appropriate knowledge and skills to deliver effective nursing care in the area of infection control? An ethnographic approach was adopted within a naturalistic framework. Data was collected from three programmes of nurse education— traditional registered nursing training; a BSc in nursing studies programme; and Project 2000 training—and a health care assistants training programme. The data was also collected from two twenty-six bed mixed male and female medical wards. Observations, interviews and documentary evidence was used to gather this data, which is now being analysed. Status: Individual research Date of Research: 1991-continuing KEYWORDS: nurse education; nurses; practical nursing 11/1294 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Ewens, E. Mrs; Supervisor: Pope, M. Prof.; Howkins, E. Mrs Changing role perceptions of students on integrated courses in community nursing: a case study approach Abstract: The National Health Service (NHS) and Community Care Act 1990 has placed inter-professional collaboration high on the agenda. The Post-Registration Education and Practice Document produced by the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) in 1994, has identified 8 community nurse specialists who can share a common core programme with specialist study and practice integrated into the course. A body of knowledge is building around the processes involved in preparing professionals who can collaborate in practice. The development of trust, mutual respect and understanding of one’s own and others’ professional roles is considered as some of the prerequisites for collaborative practice. (HORNBY, S. (1993). Collaborative care: interprofessional, interagency and interpersonal. Oxford: Blackwell Scientific Publications). This study aims to explore the changing role perceptions of students on these integrated courses in community nursing. This study uses a longitudinal case study approach involving the indepth investigation of two integrated courses in community nursing. A personal construct psychology framework is used to explore the personal thinking of the key participants involved in these courses in relation to roles of different health and social care professionals. A triangulation of methods are being used including observation, interviews, and the repertory grid technique. Repertory grid

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elicitation took place with students from both courses on commencement of the course (63 out of a total of 80 students completed a grid), and a follow-up case study sample of students (n=26) were interviewed at the end of their course. A further interview is planned with them for early 1996. Single interviews have been carried out with community practice teachers (n=25) and tutors (n-14). All the interviews are structured through the use of the repertory grid technique. Published Material: EWENS, E.A. (1995). ‘Shared learning: integrated courses in community nursing’. Paper given at the 6th Annual International Nurse Education Tomorrow Conference, Durham University, Durham, September 5–7, 1995. Status: Individual research Date of Research: 1993-continuing KEYWORDS: community services; interprofessional relationship; nurse education; nurses 11/1295 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Mignot, P. Mr; Supervisor: Denicolo, P. Dr Discourse, metaphor and occupational choice Abstract: Current theories of occupational choice that inform the theory and practice of careers education and guidance do not adequately explain the development and maintenance of occupational preferences held by individuals. A concomitant of the limitations of occupational choice theory is that careers education curriculum design and models of guidance are underpinned by an epistemology of ‘realism’ that individuals must respond to a fixed reality view of the world. Theories of occupational choice do not therefore challenge the practice of careers education and guidance, which is ultimately limited to the application of rational models of decision-making and talent/interest matching techniques. It is the researcher’s experience that many individuals find these practices unhelpful and frustrating as they attempt to make sense of their career thinking and find resolutions to career related decisions. The researcher’s view is that alternative ways of explaining the occupational preferences of individuals are required, underpinned by a constructivist epistemology. Such explanations will need to be sensitive to the construction and maintenance of the individual’s ‘self’. Perspectives of gender, class, culture, race and ethnicity will need to be drawn and accommodated within this work. The research methodology will locate and analyse the position(s) of the ‘self’ of the individual within ‘discourse’. Discourse analysis (informed by the constructivist view of the functioning of language) will be undertaken within a paradigm comprising the following discursive dimensions: socio-historical, interpersonal, intra-individual. The identification and delineation of the role and function of ‘metaphor’ within this paradigm will be a central component of the analysis. Preliminary research questions include: a) What are the underlying metaphors used by individuals in relation to occupational choice (i.e. by careers advisers, careers teachers, individual choosers)? 2) To what extent do occupations function as metaphors for individuals (in terms of being systematic with

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socio-historical, interpersonal and intra-individual discourse)? 3) To what extent might the introduction of interactive metaphors promote effective decision-modelling for individuals in relation to occupational choice? 4) To what extent is there a developmental link between the metaphoric competence of individuals and occupational choice? 5) To what extent is the relationship between metaphorical thinking and occupational choice influenced by gender, class, culture, race and ethnicity? Research will be undertaken from an interpretive perspective and will include case studies (incorporating triangulation techniques); accounts; and action research. Status: Individual research Date of Research: 1995-continuing KEYWORDS: career choice; career counselling; discourse anafysis; metaphors; vocational guidance 11/1296 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Denicolo, P. Dr Dilemmas experienced by teachers, teacher educators and educational researchers Abstract: This research derives from the experience of self and colleagues from a review of the literature which frequently notes the dilemmic nature of decisions required in the field of education. A PhD was supervised in the field (Miller 1994) and the current research builds on the literature base of this work, as well as on papers produced on the dilemmic nature of educational research. Explorations are continuing, using a personal construct psychology approach, with teachers, teacher educators and education researchers about how they experience and deal with the dilemmic situations they encounter, so that a review of personal strategies of coping can be documented. It is also intended that common dilemmas will be identified, described and followed-up in terms of the kind of strategies found to be effective. The techniques used in the research include interviews structured by personal construct techniques, such as repertory grids, time lines and concept-maps. Some results have already been, or are about to be, published. Published Material: MILLER, P. (1994). ‘Perspectives on the recognitiion and resolution of dilemma within an educational framework’. Unpublished PhD Thesis, Surrey University.; DENICOLO, P.M. (1996). ‘Productively confronting dilemmas in educational practice and research’. In: KOMPF, M., BOND, R., DVORET, D. & BOAK, T. (Eds). Changing research and practice: teachers’ professionalism, identities and knowledge. London: Falmer Press. Status: Individual research Date of Research: 1995-continuing KEYWORDS: educational researchers; problems; teacher educators; teachers 11/1297

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Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Albanese, M. Ms; Supervisor: Denicolo, P. Dr Analyring the use of the right and left brain in the writing process Abstract: The aim of the research is to understand when and how we use the left hemisphere (analytical) and the right hemisphere (creative) during the writing process, specifically academic writing. Status: Individual research Date of Research: 1995-continuing KEYWORDS: brain hemisphere functions; writing processes 11/1298 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Denicolo, P. Dr; Harwood, A. Dr Teaching approaches which promote leaming skills required by current and future European employers Abstract: Two institutions of higher education, one in the UK and a comparable one in Portugal, are participating in a project to identify: 1) staff perspectives on the kinds of skills required of their graduate students by the social and economic forces of the European market; 2) staff perspectives on the teaching methods which develop those skills; 3) students’ perspectives on their development of such skills during the course of their studies. In each institution, comparable departments have been selected and participants’ views collected using questionnaires and interviews. Both of these have been designed to be culturally relevant in each context. The first part of the study will indicate common and different perspectives within and between institutions, the strengths and weaknesses of each, and lessons to be learned by each other. The second part will aim to test the consistency of perspectives across each local geographic region, using an extended number of institutions. Published Material: HARWOOD, A. (1996). Skills for employment and education: towards a synergy of teachers’, learners’ and employers’ perspectives. PhD thesis. Reading: University of Reading, Faculty of Education and Community Studies. Status: Sponsored project Source of Grant: British Council Treaty of Windsor Project £4,000 Date of Research: 1994-continuing KEYWORDS: employment potential; European Union; graduate employment; higher education; skill development; students; transfer of learning; work education relationship 11/1299

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Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Gray, D. Mr; Supervisor: Black, T. Dr; Denicolo, P. Dr Initial literacy of hearing impaired children and multimedia leaming Abstract: This research is examining how multimedia technology can be used to help hearing-impaired children overcome problems with aspects of initial literacy, especially transformational syntax. The research will concentrate on one element of syntax development, namely question formation. The multimedia program will be designed in the form of a game and will incorporate software tools that the children can use to change word order in sentences, and animations of sentence transformations as examples. A sample of forty hearing-impaired children will be selected with one group receiving live instruction on question formation from the researcher and the other group using the multimedia program. Gain scores, in terms of achievement in question formation, will be gathered from both groups and analysed. Published Material: GRAY, D. (1993). ‘The hearing-impaired, unequal opportunities, and the National Curriculum’, The Journal of the British Association of Teachers of the Deaf, Vol 17, No 5. Status: Individual research Date of Research: 1992–1995 KEYWORDS: computer uses in education; deafness; hearing impairments; information technology; literacy education; multimedia approach; special educational needs; syntax 11/1300 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Apraiz, E. Ms; Supervisor: Denicolo, P. Dr; Thornton, C. Mrs Comiminication in learning disabilities Abstract: The main aim of this research will be to gain a better insight into some of the ways of feeling and thinking, in people with learning disabilities, by enabling them to express their feelings and thoughts whilst experiencing guided mental walks via pictures of works of art. This study will take as a model a controlled intervention study of the effect on psychomedical health in elderly women, recently undertaken in Sweden by Dr. Britt-Maj Wikstrom, for the National Institute for Psychological Factors and Health, Karolinska Institute, Stockholm, Sweden. A great deal of research is required into communications and learning disabilities to ensure this group of people use their capabilities to the full, and benefit from therapies such as counselling. This research will begin with a pilot study concerning the effects of a visual stimulation programme provided in the form of pictures of works of art in a group of 6–8 adults with moderate learning disabilities. The question investigated here will be: ‘What are the feelings and thoughts of the people involved with regard to abstract topics such as God, Heaven and

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Hell’. The answer to some of these questions should shed some light into the ways this group of people feel and think. Possible changes of mood and behaviour will be observed. A second study will be carried out after exploration and refinement of the method used in the pilot study, using 2–3 groups of a similar sample of people. In collaboration with other professionals, qualitative and quantitative analysis will be taken against changes in behaviour to investigate both emotional and intellectual skills. Status: Individual research Date of Research: 1996-continuing KEYWORDS: adults; art therapy; learning disabilities; pictorial stimuli; pictures; special educational needs; verbal communication 11/1301 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 IHY 01734 875123 Surrey University, Department of Educational Studies, Guildford GU2 5XH 01483 300800 Dearmun, A. Ms; Supervisor: Denicolo, P. Dr; Lathlean, J. Prof. The experiences of recently qualified BA (Hons) child branch graduates Abstract: The aims are to: 1) explore the experiences of newly qualified graduate children’s nurses; and 2) elicit information about the children’s nurses’ perception of their role, their responsibilities, their philosophy of care, satisfactions, dissatisfactions, stressors, support needs and career aspirations. The first graduates from the BA (Hons) Paediatric Nursing in the United Kingdom qualified in 1993 and 1994. The cohorts comprised three and seven graduates respectively. To date there have been very few published indepth studies exploring the transition from student to staff nurse and examining the experiences of recently qualified graduates. There have been notable exceptions, however none of these focused upon nurses in the paediatric field. It is suggested that a study in this area is particularly timely in view of the generalist— specialist debate and discussions about the future of children’s nursing. This study used a qualitative approach to data collection in which indepth tape recorded interviews were conducted at three monthly intervals. Each graduate was also encouraged to keep a critical incident diary and provide a pictorial profile of their first year as a qualified nurse. Data collection commenced in August 1993 and was completed in October 1995. Status: Individual research Date of Research: 1992-continuing KEYWORDS: children’s nurses; followup studies; graduate surveys; nurse education; nurses 11/1302 Faculty of Education and Community Studies, Department of Community Studies, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

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West Berkshire Priority Care Trust, Health Promotion Department, Prospect Park Hospital, Honey End Lane, Reading RG30 4EJ 01734 586161 Lynch, P. Mr, Supervisor: Pope, M. Prof.; Gayford, C. Dr Alternative constnicts of adolescent smoking Abstract: The thesis is an inquiry into the ineffectiveness of past antismoking interventions with young people. It explores the rationale for smoking from a young person’s perspective. It elaborates the personal construct systems used by young smokers and non-smokers, concerning their thoughts, feelings, beliefs and attitudes about smoking. It is primarily a naturalistic inquiry using qualitative methods but it also employs quantitative data derived from a wider (whole school) prevalence study that includes the individuals who are the participants in the main thesis. The main study involves 15 smokers and 15 matched non-smokers. The thesis looks at the nature of health education within curriculum settings and beyond. It discusses the pedagogical origins and the epistemological rationale that are used to underpin personal, social and health education (PSHE) teaching as well as the design of curriculum materials. It considers some ideological models for the psychology of educational development and how smoking education relates to them. Kelly’s Personal Construct Theory is used as a basis for looking at the personal constructs that young people use about smoking and the study investigates how young people construe smoking and nonsmoking behaviour. Finally the thesis considers the implications for school based anti-smoking education and formulates an alternative model of educational intervention for smoking education with young people, one that is based on personal rather than social skilk This is based on the research fmdings that smokers are not the homogeneous group that they are usually presumed to be and that change is more likely by increasing personal insight rather than social skills training. Published Material: LYNCH, P.A. (1995). ‘Adolescent smoking—an alternative perspective using personal construct theory’, Health Education Research, Vol 10, No 1, pp.95–106.; LYNCH, P. (1996). Alternative constructions of adolescent smoking—an inquiry into health education practice. PhD thesis. Reading: University of Reading, Faculty of Education and Community Studies. Status: Individual research Date of Research: 1991–1996 KEYWORDS: adolescent attitudes; adolescents; health education; pupil attitudes; smoking 11/1303 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Copeland, I. Dr; Supervisor: Brehony, K. Dr The development of special schools and classes for dull, backward and mentally defective children in England between 1890 and 1914

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Abstract: The study draws initially upon Bourdieu’s sociological theory of social reproduction supplemented by reference to Weber’s concept of status group. Its conclusions draw upon aspects of Foucault’s theorising, particularly the processes of normalisation and objectification of the subject. The empirical focus of the study is the establishment of special schools and classes for children considered dull, backward and feeble-minded in England in the period 1890–1914 which corresponds with the transition from local voluntary provision to obligatory provision. In harness with the provision is the creation and establishment of the categorisation and processes of categorisation which were employed to distinguish these children from their peers. The study identifies the conflict in leading medical opinion which presented itself in the evidence to the Egerton Commission and its recommendations in 1889. The preferred medical model contained contradictions and inconsistencies which manifested themselves in the Departmental Committee’s report almost ten years later. These inconstencies further underpinned legislation for both the permissive and subsequently obligatory provision. The problem of attempting to comprehend the persistence of these inconsistencies forms the conclusion. The historical data are presented in the Appendices. These include: 1) aecounts of the establishment of the first special schools or classes constructed from witness evidence to the Departmental Committee in 1898; and 2) a description of the developments which occurred based, for the large part, upon the evidence presented in the minutes of a selection of School Boards and education authorities. Published Material: COPELAND, I.C. (1993). ‘Is there a sociology of special education and integration?’, European Journal of Special Needs Education, Vol 8, No 1, pp.1–13.; COPELAND, I.C. (1995). ‘The establishment of models of education for disabled chttdren’, British Journal of Educational Studies, Vol 43, No 2, pp. 179–200. Status: Individual research Date of Research: 1989–1995 KEYWORDS: educational history; special educational needs; special schools 11/1304 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Fox-Lee, L. Ms; Supervisor: Brehony, K. Dr The Mootessori movement and English elementary education 1909–1939 Abstract: The project aims to account for the career of the Montessori system in England between 1909–1939. Documentary analysis is used to cover a spectrum from published books, jouraal articles and other printed media, to school logbooks and Her Majesty’s Inspector (HMI) reports. The concepts of ideology and discourse are foregrounded and the investigation seeks to demon-strate the role of tropes, rhetoric and poetics in the Montessori system’s impact upon educational discourse. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational history; educational theories; elementary schools; Montessori method

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11/1305 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Stainthorp, R. Dr; Hughes, D. Mrs Young early readers: a longitudinal study of the development of reading of a group of children able to read fluently prior to National Curriculum key stage 1 Abstract: The young early readers project is a longitudinal study of the development of reading performance, cognitive characteristics and educational experiences of a group of 16 children who were identified as being fluent readers before they had begun their formal schooling. The background to the research is the original study by Margaret Clark (1976) but it is being carried out in the light of contemporary models of reading development. A further group of 14 children have been included in the study as a control group. These have been matched on age, sex, vocabulary development, socioeconomic status, pre-school experiences and expected first school class. Over a period of 3 years all the children will be tested on a number of standardised and non-standardised measures. In addition, their parents and classroom teachers will be interviewed periodically. Preliminary results suggest that there are significant differences between the young early readers and their matched controls on all aspects of phonological awareness. Status: Sponsored project Source of Grant: Reading University £45,000 Date of Research: 1993-continuing KEYWORDS: child development; early reading; reading ability; young children 11/1306 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Sellers, M. Mrs; Supervisor: Croll, P. Prof. Home-based early intervention with hearing impaired children and their families Abstract: Although there is a body of work on various aspects of the development of young hearing impaired children in relation to, for example, audiology and child language acquisition, there does not appear to be any significant literature on the ‘whole’ development of the hearing impaired child within the context of the family, particularly in relation to the provision of home-based early intervention. The present study therefore focuses on home-based early intervention. It locks into the broad theoretical area of child development, and is expected to contribute: 1) a comprehensive analysis of perceived needs and of current provision; 2) an understanding of professional and non-professional decision making in this area; 3) identification of ‘best practice’ and proposals for enhancement of provision; and 4) suggestions for further research. Status: Individual research Date of Research: 1992-continuing

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KEYWORDS: early childhood education; early experience; hearing impairments; intervention; parent participation; special educational needs 11/1307 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Bristol University, School of Education, 35 Berkeley Square, Bristol BS8 1JA 01179 289000 McCulloch, M. Dr; Supervisor: Hoyle, E. Prof. Higher education: organizational structures and cultures: responding to change Abstract: This study seeks to explore responses to change within the higher education system. It takes as a case study one particular university and relates the evidence gained from a small scale investigation to the literature concerning universities in general and organization theory as it relates to higher education both in Europe and in North America. The issues addressed are concerned with the means by which different types of institutions incorporate change within their systems. The ways in which structures and cultures are part of these accommodation strategies are explored and a model devised which seeks to explain how a particular organizational form works in practice. The claims for the importance of system, structure and coherence are challenged in respect of the effective organization of the traditional university whose strength and effectiveness are, it is argued, rooted in ambiguity, anarchy and even chaos. It is further argued that the strength of universities lies in their ability to manage competing interests and values for the better promotion of creative teaching and research. Effectiveness results from minimising bureaucracy, optimising accountability and maximising autonomy. The relevance of these assertions to universities with different cultural forms is uncertain. Further work needs to be carried out in ‘new’ and research centred institutions. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational administration; higher education; management in education 11/1308 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Fox-Lee, L. Ms; Supervisor: Brehony, K. Dr The Dalton Laboratory Plan in England Abstract: This research includes: 1) broad survey of ‘progressive’ educators in England after World War 1; 2) examination of educational networks and the influence of the New Education Fellowship on progressive teaching; 3) specific examination of the work of Helen Parkhurst, her collaboration with Montessori and the development of the

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Laboratory Plan; 4) examination of the schools adopting the Plan in England, and the documents relating to practice, inspection and theory; 5) a consideration of gender in the implementation of the Plan; 6) consideration of subsequent educational methods drawing on the theories underpinning Parkhurst’s work. Status: Individual research Date of Research: 1993-continuing KEYWORDS: early childhood education; individualised methods; intervention; teaching methods 11/1309 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Hurst, J. Rev.; Supervisor: Brehony, K. Dr The Oxford Diocesan Board of Education 1838–1950, and church schooling in the diocese Abstract: A history of the Oxford Diocesan Board of Education from its foundation in 1838 to the years after the Education Act 1944 (up to 1950). A history of such a Board has not, to the writer’s knowledge, been attempted before. The minute books of the Board are the main primary sources, with other documents, in the county archives of Oxfordshire, Berkshire and Buckinghamshire. This original text is set in its context of the national educational scene, the Church of England at national level, and the Diocese of Oxford. A number of local schools are used as examples. Status: Individual research Date of Research: 1990–1995 KEYWORDS: Church and education; educational history; governing bodies; school governors; voluntary schools 11/1310 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Levesque, D. Mr; Supervisor: Watson, K. Prof. Whose money? Whose education system? Perception gaps in aid management in Pakistan Abstract: Against a background of the ongoing desire of aid organisations to provide effective programmes, and the British Government’s insistence on value for tax payers’ money, the research examines the policies and perceptions of aid donors and recipients in education projects in Pakistan. It traces the development of aid priorities, primarily of the British Government and the World Bank and how these have interacted with the needs of the Pakistan Government and Ministries of Education. Two case studies are presented. The first, in the North West Frontier Province, describes the formation of a five year

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multi-donor funded primary education development programme from the perspective of a donor programme designer. This is contrasted with comments expressed by Pakistan officials during the two years of preparation. The second looks at the implementation of a similar primary programme in Sindh Province with specific reference to the training of senior managers. A series of questionnaires and interviews establishes the perspective of 99% of the serving senior education officials. The conclusions are compared to the original project documents and the objectives set by the donors. The results show that, historically, education development projects have only been moderately successful and despite donor efforts to improve participation in design and implementation, significant perception gaps continue to limit the cost effectiveness ofaid programmes. Improvements can be expected through improving participation at all levels, the establishment of process rather than blueprint projects, and a realistic timetable for change. Status: Individual research Date of Research: 1991-continuing KEYWORDS: developing countries; development aid; economics education relationship; educational development; educational policy; Pakistan 11/1311 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Lock, N. Mr; McCulloch, M. Dr; Spear, M. Dr Mentorship in primary initial teacher education Abstract: This project takes place in the context of government policy developments in primary teacher education which seek to transfer a greater proportion of student time to school. New criteria for training were published in 1994. There will inevitably be a shift in the balance of control and influence in the relationship between training institutions and schools. The Faculty of Education and Community Studies research group on mentorship has been working for the past 4 years on these isuses and Reading University is now well placed to take a leading role in the development of mentorship programmes. The Mentorship Research Group’s innovative whole-school approach to mentorship with its development of Mentorship Primary Schools throughout Berkshire is creating a great deal of interest in other training institutions. Mentorship is still in its infancy in the UK. The vast majority of research evidence available is concerned with programmes for students following secondary Postgraduate Certificate in Education (PGCE) routes into teaching. There is a dearth of empirical evidence in the primary sector. This study will locate the Faculty’s mentorship programme in the emerging literature; examining in detail the interface of the theoretical and practical elements of the course; help maintain quality control in student teacher learning. The University’s mentorship programme for the primary phase of initial teacher education moved into its second phase during the academic year 1993/94. This involved preparation programmes for tutors, students and whole primary school staffs. In the summer term of 1994, students on school experience were supervised in schools by teachers and tutors committed to a model of initial teacher education based on the work of the Mentorship Research Group to date. This will be the

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first occasion in which a significant proportion of the PGCE and B.A. (Ed) students in training experienced this mode of supervision. This project will serve to maintain the Faculty’s high profile in mentorship research in the UK, as well as identify strengths and weaknesses in this model of mentorship. This study represents an extended pilot project seeking to substantiate evidence from a small scale study in two local primary schools, funded by the Faculty, in 1992/93. The aims of the research are to: 1) analyse the role of the teacher, as mentor, in the whole school context; 2) identify and articulate the knowledge and skills required to perform these teacher roles effectively; 3) identify transferable skills between teachers’ expertise and students’ learning. Mentorship will transform the role of the teacher in school. Mentorship is more than supervision, it involves the teacher becoming actively involved in student teacher learning. This research will substantially add to our understanding of that role, and to how that role could be better developed. The research will also examine the role of university tutor in relation to teachers and students. The role of the university tutor will also be substantially different. This research project will help clarify this changing role of tutors and examine how tutors are responding to their role modifications and the effects on student learning. The methodology includes: interviews with a sample of Group and Associate tutors who will be directly involved with teachers and students in mentorship schools; interviews with a sample of teachers who have acted as mentors; interviews with a sample of students who have been working in mentorship schools; the preparation, trialling and distribution of a questionnaire to all second year students on the B.A. (Ed) course who undertake school experience in the summer term of 1994; analysis of recorded conversations and discussions between mentors and students; tutors and students; mentors, students and tutors. The evidence gathered will be used to identify strengths and weaknesses in the University’s initial model of mentorship. An amended model will then be defined as the basis for analysis in Year 2 of the project (1994/95). Published Material: McCULLOCH, M. & FIDLER, B. (Eds). (1994). Improving initial teacher training? New roles for teachers, schools and higher education. Harlow: Longmans.; McCULLOCH, M. & LOCK, N.D. ‘Mentorship developments in the primary phase of initial teacher education at the University of Reading’, Mentoring, Vol 1, No 3, pp.21–28. Status: Sponsored project Source of Grant: Reading University £49,000 Date of Research: 1993–1996 KEYWORDS: mentors; preservice teacher education; school based teacher education; student teacher supervisors; teaching practice 11/1312 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Quist, D. Mrs; Supervisor: Cowan, B. Dr Improving the quality of primary school teaching in Ghana: an examination of the potential role of school centred staff development programmes

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Abstract: Historically most teacher improvement efforts have focused on the individual, a perspective still reflected in the traditional inservice programmes of many developing countries. Recently, the value of, and need for school centred inservice programmes, has been fairly well documented by a range of educationists, from the international agencies to teachers at the ‘grass roots’. What is less clear, is the way in which these programmes may be implemented and sustained in areas with few resources and an inadequate support system. This research, which focuses on Ghana, seeks to establish how far school centred staff development programmes are a viable and sustainable option for teacher improvement in primary schools. Two rather different purposes for staff development have been outlined in the available literature. One definition suggests that it should be aimed at training teachers in skills. The other, ‘developmentar view, suggests that it should be designed to provide the continuing personal and professional growth of teachers within a supportive school climate. The research field work will explore which view is more appropriate in the present context of Ghanaian primary schools. The study will use a more qualitative approach involving policy analysis, questionnaires, interviews and observation. The study will look at a random sample of four primary schools in different contexts (rural urban—private/government), analyse the personal and professional ‘needs’ of both staff and management and identify the particular constraints which may affect the implementation of staff development in those schools. Status: Individual research Date of Research: 1994-continuing KEYWORDS: developing countries; Ghana; inservice teacher education; teacher development 11/1313 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Sugimoto, H. Mr; Supervisor: Watson, K. Prof. Malaysian education in the international perspective: the changing role of the British Malaysian relationship and the Look East Policy Abstract: The thesis attempts to examine differences in the nature and degree of international influence on education in a third world country in comparison with other fields such as economy, politics, culture etc., using Malaysia as a case study. Based on the fact that some dimensions of the Malaysian education system retain a strong external influence even 30 years after its independence, this thesis will investigate how much this resulted from the economic dependence of external powers. According to the research limitations, three educational phenomena were carefully chosen as the areas where the nature and level of influence can be analyzed or compared: 1) the trend of academic overseas flow; 2) international curriculum transplants; 3) languages and medium of instruction. For each area the educational impact of two external powers, the UK and Japan, are compared and discussed. The UK has exerted a profound influence on Malaysian education as the former suzerain, and as one of the origins of major pedagogical theories. Japan is the emerging economic power and an ethical model of a

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recent movement by Malaysian government—the Look East Policy. The main purpose of this thesis is to give an example in which the education system does not follow the economic pattern of dependency, in terms of the external influence or international education relationship. The thesis suggests that the education is not a mere outcome of the interactions of economic, political and social indicators. Published Material: SUGIMOTO, H. (1994). ‘International relationships in education viewed from the international academic flows: with special references to the UK and Malaysia’, Kyoto University Research Studies in Education, Vol 40, March, pp. 173– 193.; SUGIMOTO, H. (1995). ‘Curricula development and transplants in the secondary school science in Malaysia: an international educational perspective’, Kyoto University Research Studies in Education, Vpl 41, March, pp.1 14–139. Status: Individual research Date of Research: 1990–1996 KEYWORDS: developing countries; economics education relationship; educational policy; international relations; Malaysia; politics education relationship 11/1314 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Welsh, M. Rev.; Supervisor: Watson, K. Prof. The development and impact of Seventh-Day Adventists’ tertiary education in Jamaica Abstract: The study seeks to examine the development of SeventhDay Adventists tertiary education in Jamaica through an analysis of relevant policy documents; local reactions to the spread of Seventh-Day Adventists’ education; the underlying philosophy of SeventhDay Adventists (SDA) and the development of the SDA educational position within the country with special reference to the tertiary level. The research will be divided into three broad areas: 1) An historical analysis of the development of SDA education. 2) An evaluation of the impact of SDA education. 3) Suggestions for future developments and relationships with the state sector. Data used will include documentary analysis of Ministry of Education files; and Institute of Jamaica (Hbrary) minutes and records of West Indies Union Conference of SDA. Qualitative and quantitative methodologies will be used. It is hoped that this study will throw light on one important aspect of educational development in the Caribbean region. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Church and education; Jamaica; religion and education; religious cultural groups 11/1315 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY

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01734 875123 Gyamerhah, S. Mr; Supervisor: Watson, K. Prof. Evaluation of Kwame Nkrumah’s educational policies Abstract: This thesis is concerned with an analysis and evaluation of Kwame Nkrumah’s educational ideas and legacy in Ghana (formerly the Gold Coast). It begins with an examination of the impact of British Colonial educational policy on the indigeneous education, on the shaping of the Gold Coast, including its future leaders and on the legacy left at the time of independence. Nkrumah’s education, his ideas for education and his political philosophy will be explored. An attempt will be made to show how far he was less revolutionary than his supporters have allowed, but that he did leave considerable achievements. These will be assessed in the light of subsequent developments in Ghana. Status: Individual research Date of Research: 1994-continuing KEYWORDS: developing countries; educational policy; Ghana 11/1316 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Watson, K. Prof.; McKenzie, P. Dr Christian School Movement in England and Wales Abstract: The original purpose of the research was to classify the new Christian School Movement in England and Wales, but with comparative insights, especially from the USA, to examine the underlying philosophy of these schools and how this impacted upon school governance; the curriculum; discipline; home-school liaison etc. What emerged was that the schools cannot be easily ‘typologised’; that there are conflicts over the curriculum, attitudes to religious education (RE) and other religions, and methods of teaching. The subsequent research is concerned with: 1) why parents choose these schools for their children; 2) what happens to, and how balanced are, children who have attended these schools and moved on; 3) the impact of the movement on Government thinking and legislation. Status: Individual research Date of Research: 1993–1996 KEYWORDS: Church and education; private education; religion and education 11/1317 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Hill, S. Mrs; Kelleher, T. Ms

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Learning for life: vocarional training provision within higher education Abstract: This project has been funded by Thames Valley Enterprise, a Training and Enterprise Council (TEC), to carry out an audit of vocational training provision within a case-study higher education (HE) provider—the University of Reading. The researchers are particularly interested in courses which link education and training, this may include Continuous Professional Development, higher level National Vocational Qualifications, Continuous Vocational Education or other approaches to professional updating. This audit provides an opportunity to look at the University’s current provision of vocational education and training and to work more closely with the local TEC to develop a strategy which meets the training needs of local employers. The project will consider ways in which more flexible modes of delivery could be used for existing courses and would recommend strategies for coordinating provision across the University. Methods used will include: an audit by questionnaire survey; focus groups of employers; representatives from trade bodies; professional institutions and University staff; structured interviews with training managers; employers; higher education staff and course participants; liaison with accrediting bodies. The findings of the project will be disseminated in three ways: 1) an internal action guide to advise training providers in HE; 2) an internal audit report on the current and planned provision of training within the casestudy university, identifying areas for future development; 3) a paper for journal publication. Status: Sponsored project Source of Grant: Thames Valley Enterprise £16,000 Date of Research: 1995–1996 KEYWORDS: higher education; lifelong learning; professional continuing education; professional education; vocational education 11/1318 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Koutouzis, E. Dr; Supervisor: Cowan, B. Dr The supply and demand of primary teachers in Greece: a search for a more pragmatic approach to educational planning Abstract: In Greece, the planning for the supply and demand of primary school teachers is an example of the inappropriateness of past educational planning practices. These practices showed little consideration for special problematic parts of the educational system. Current thinking in educational planning makes such a consideration imperative. The aim of this research is to put forward a more pragmatic approach to educational planning by understanding and appreciating all the parameters involved in a specific problematic part of the Greek educational system. Part of the problem lies in the oversubscription in primary teaching departments of Greek universities. In order to investigate the reasons for that phenomenon, 190 first-year students of the above institutions were sampled through questionnaires. The other part of the problem (excess of supply and, consequently, unemployment of primary teachers) is related to the policies followed. The perceptions of those involved in policy-making in the area (government

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officals, unions of teachers, political parties) were sought through document analysis and private discussions. By understanding the perceptions of all the above, the researcher was able to appreciate the nature and the dimensions of the problem and, therefore, to propose more pragmatic ways of dealing with it and to formulate alternative suggestions concerning Greek higher education in general. Status: Individual research Date of Research: 1992–1995 KEYWORDS: Greece; teacher education; teacher supply and demand 11/1319 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Reading University, Department of Agricultural Extension and Rural Development, 3 Earley Gate, Whiteknights Road, Reading RG6 2AL Taylor, P. Mr; Supervisor: Garforth, C. Dr; Cowan, B. Dr Policy formation, implementation and evaluation of inservice training of trainers: the development of an institntional policy for inservice training of teachers (INSET) at Botswana College of Agriculture Abstract: In Botswana, many changes are taking place which affect the agricultural industry and the distribution of population between rural and urban areas. A vital element of the development process, education and training, must meet and supply evolving needs of all members of the population. As an institution unique in Botswana, Botswana College of Agriculture (BCA) must ensure that its staffare in a position to respond professionally to the new demands placed upon them. One means by which this may be achieved is through inservice training of staff. This research aims to examine the role and strategies of inservice training of teachers (INSET) at Botswana College of Agriculture in the context of the situation in Botswana, in order to determine the effectiveness of policies and methods relating to INSET. Teaching and administrative staff, students and written sources at Botswana College of Agriculture, personnel of the Ministries of Agriculture and Education and other external agencies in Botswana will comprise the sources of data. A triangulatory approach will be adopted for this project in an attempt to gather data which will allow a sy stematic analy sis of the situation pertaining at BCA. This will involve a case study, including a review of relevant literature, interviews and use of diary keeping. The research will also employ a quantitative element via the use of questionnaires, where appropriate, in order to gather data which may illuminate the findings of the case study. Status: Individual research Date of Research: 1994-continuing KEYWORDS: agricultural colleges; agricultural education; Botswana; developing countries; inservice teacher education; staff development 11/1320

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Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Hughes, D. Mrs; Supervisor: Stainthorp, R. Dr The writing development of a group of young early readers Abstract: This research project is a longitudinal cohort study of the development of writing of a criterion group of 15 children who were able to read fluently on entry to fulltime education at National Curriculum key stage 1 and a matched group of 14 children who were not able to read fluently on entry to school. The aims of the research are to document and analyse the writing development of the children during key stage 1, in terms of spelling, punctuation, handwriting and compositional aspects. The development of those cognitive processes underlying writing will also be studied. This information will then be related to the development of reading and to the children’s experiences at home and school, with a view to being able to show how teaching strategies may be informed by such knowledge. A repeated measures design is being used. In order to make comparisons concerning progress and to relate this to home and school experiences, data is being collected at three points—1994, 1995 and 1996—and from three main sources— the children, their parents (or main caretaker) and their schools and teachers. A battery of standardised and non-standardised assessments is being used to collect information from the children. Information concerning their progress and their experiences at home and school is being obtained by conducting semi-structured interviews with parents and teachers. Published Material: HUGHES, D. (1995). ‘The handwriting skills of young early readers’, Handwriting Review, Vol 9, pp.50–67.; HUGHES, D. (1995). The writing development of a group of young fluent readers: work in progress’, The British Psychological Society Education Section Review, Vol 19, No 2, pp.76–78.; STAINTHORP, R. & HUGHES, D. (1995). ‘Young early readers: a preliminary report’. In: RABAN-BISBY, B., WOLFENDALE, S. & BROOKS, G. (Eds). Developing language and literacy in the English National Curriculum. Stoke-on-Trent: Trentham Books. Status: Individual research Date of Research: 1993-continuing KEYWORDS: cognitive processes; early reading; handwriting; literacy education; punctuation; spelling; writing skills; young children 11/1321 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 UNISA University of South Africa, Department of Comparative Education and Management, 0001 Pretoria, South Africa Cowan, B. Dr; Botha, N. Dr The provision, monitoring and evaluation of management training and development in primary and secondary schools in the PWV area of South Africa

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Abstract: The principal purpose of this joint project is to combine training with research. It is intended to run a series of courses related to educational management, both in schools and with principals and teachers from different institutions. The main aim of these courses is to provide opportunities for schools in the PWV area of South Africa to evaluate their management needs, and to satisfy them in order to provide a more satisfactory education for their pupils, to create better oppportunities for multi-racial integration, to improve partnerships with communities and parents, and to ensure a more efficient use of resources. The running of courses will be strongly linked with research into the impact of the above courses and other training programmes with which headteachers are involved. Because the impact of training programmes is often lost due to lack of followup, evaluation and monitoring of training will be assessed over both a short and longer (three year) period of time. Headteachers will be encouraged to keep diaries, related to training, throughout the period of research. It is intended that the outcomes of the research will be presented in several ways: a report given to the two universities, the British Council and UNESCO’s International Institute for Educational Planning (IIEP); publications in appropriate international journals; a book, which deals not only with material covered in the report, but considers broader and more personal perspectives about training in relation to the changing nature of education in South Africa. Status: Sponsored project Source of Grant: British Council Date of Research: 1995-continuing KEYWORDS: educational administration; head teachers; management development; management in education; South Africa 11/1322 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Copeland, I. Dr; Ayles, R. Ms; Croll, R. Prof.; Foden, L. Mr; Postlethwaite, K. Dr; Rassool, N. Dr Discipline in schools after Elton Abstract: The aims of the project were: 1) To sample teachers’ views of discipline in secondary schools five years after the issue of the Elton Report (GREAT BRITAIN. DEPARTMENT FOR EDUCATION AND SCIENCE. WELSH OFFICE. (1989). Discipline in schools: report of Committee of Enquiry. London: HMSO). 2). To sample teachers’ views of discipline at three different stages of their careers, i.e. 1–2 years’ experience, about 10 years’, and senior teachers. 3) To explore whether there were differences in views between male and female teachers, types of school—selective/ comprehensive, and geographical location. 4) To explore whether teachers’ views had changed since the Elton research in 1988. The research took the form of semi-structured interviews with sets of 3 teachers in 16 secondary schools. The interview schedule was constructed to replicate the categories of pupil behaviour established by the postal survey research of teachers commissioned by Elton. The interviews concentrated on 3 main

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areas—discipline in the classroom, around the school premises and the school discipline policy. Status: Sponsored project Source of Grant: National Association of Schoolmasters/Union of Women Teachers Date of Research: 1994–1995 KEYWORDS: dassroom discipline; discipline; discipline policy; pupil behaviour 11/1323 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Moses, D. Ms; Croll, P. Prof. Evaluation of schools’ outreach Abstract: The project is an evaluation of an outreach project based in three primary schools. The research is focused on the aims, activities and achievements of the project and will identify problems and issues associated with it. Methods include: extended interviews with headteachers, teachers, project workers, children and parents; direct observation; documentary evidence and diary keeping. Published Material: MOSES, D. & CROLL, P. (1996). ‘Specialist pastoral care in the primary school: a case study’, Pastoral Care in Education, Vol 14, No 2, pp.33–38. Status: Sponsored project Source of Grant: Department for Education £6,000 Date of Research: 1994–1995 KEYWORDS: home school relationship; parent participation; special educational needs 11/1324 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Johannes, G. Mr; Supervisor: Watson, K. Prof.; Rogers, A. Prof. Adult literacy policy studies in South Africa: a case study Abstract: South Africa is undergoing major changes in the field of education. For many years education policies were seen in the context of the overtly controlled system under apartheid rule. Black people were made to realise that their lives had certain limited directions in which they could go, and policies were made which controlled every facet of their adult lives. The momentous changes which are occurring in South Africa, will have serious implications for policy-makers in the field of education. The question is whether there will be different types of controls placed or will people be allowed to make individual choices based on sound advice and realistic targets. The purpose of the research project is to find out how policies relating to adult literacy are made and how policy statements influence their implementation and practice. In South Africa there has

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been a proliferation of groups and organisations involved in this field. Academic institutions as well as non-governmental organisations, church groups, semi-political groups and others have been involved, but there seems to be a lack of coherent policies. The question which arises is whether or not there should be a coherent policy set out by the State. It is clear that an urgent cohesive policy on adult education and adult literacy needs to be spelt out. Who will spell out this policy? Groups who contribute to this aspect need to get together to look at the overall aims of adult education and literacy. The researcher will try to get an overall view of the various definitions and aims of adult education and adult literacy campaigns in the Western Cape, and to find out if there is a possibility of a bridging mechanism, or an overall philosophy, which can be applied to all of them. The research will look at the formal and informal structures which exist, as well as the projected structures under consideration by the incoming Government and Department of Education. Some projects will be studied specifically to find aspects of commonality. The research will also include semistructured surveys, observational visits, interviews and data collection from as many groups as possible. In 1995 a field trip to South Africa will be undertaken to finalise, complement and consolidate the work done to date. Meetings may take place with Bishop Desmond Tutu, Alan Boesak, Dr Neville Alexander, and lecturers at University of Cape Town and University of Western Cape. Status: Individual research Date of Research: 1995-continuing KEYWORDS: adult education; adult literacy; educational change; educational development; educational policy; South Africa 11/1325 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Croll, R. Prof.; Moses, D. Ms Towards a topography of special educational needs Abstract: The research project uses routinely collected but unpublished government statistics on education, mainly based on Form 7M, to analyse changes over time in special school provision. Secondary analysis of these data makes it possible to look at overall trends in the provision for pupils with special educational needs and also trends for pupils with various sorts of difficulties and variations across different local education authorities. The study will construct a typology of local education authority provision for special educational needs and will explore theories of educational change in the light of developing patterns of provision. The study will also address issues in the use of official data in educational research. Status: Sponsored project Source of Grant: Reading University £23,000 Date of Research: 1994–1996 KEYWORDS: local education authorities; special educational needs; special schools; statements—special educational needs; statistical analysis

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11/1326 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Stainthorp, R. Dr Learning spelling: handwriting versus the computer Abstract: Cunningham and Stanovich (1991) have reported that when children are in the early stages of learning to spell, handwriting is a more powerful medium for learning than using a computer. In their research, the computer was one which gave only visual feedback and no aural feedback. The Somerset Talking Pendown project suggests that when aural feedback is incorporated into a teaching programme, it can be an effective instructional aid. This project is designed as a replication of Cunningham and Stanovich’s work with the added variable that aural feedback will be available when children are using the computer. National Curriculum key stage 1 children in a mainstream primary school will act as subjects for a controlled learning experiment with handwriting and computer keyboarding as the two variables. Status: Sponsored project Source of Grant: Reading University Date of Research: 1996-continuing KEYWORDS: computer uses in education; handwriting; information technology; literacy education; spelling; talking computers; writing skills; writing teaching 11/1327 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Stainthorp, R. Dr Settling children into school: home-school transition policies Abstract: Research shows that children’s reading performance at the end of their first year in school is related, among other things, to the ease with which they settle into school. This research project is designed to investigate the procedures that schools adopt for making home-school links around the time that children are about to start school. A group of 14 teachers wrote accounts of their own schools’ procedures and from these a questionnaire was developed. The questionnaire is being sent to a wide range of National Curriculum key stage 1 schools. As a cross-cultural comparison, the questionnaire will also be answered by teachers in Sydney, Australia. Preliminary data suggest that the UK schools have a wide variety of approaches but that all are ensuring that home-school links are developed. Status: Individual research Date of Research: 1995-continuing

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KEYWORDS: home school relationship; home to school transition; infant school pupils; parent participation; pupil school relationship; reception classes; school entrance age; young children 11/1328 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Buckinghamshire College, Newlands Park Campus, Goreland Lane, Chalfont St Giles HP8 4AD 01494 874441 Parsons, C. Miss; Supervisor: McCulloch, M. Dr; Fidler, B. Dr The internationalisation of higher education institutions Abstract: The interaationalisation of higher education can be defined as ‘the incorporation of an international dimension in teaching, learning and research’. Published research has traditionally concentrated on the educational aspects of this dimension, with limited attention paid to the roles of institutional strategy and policy. There have been few attempts to understand whether the approach to interaationalisation might change over time, as institutional experience increases. The concept of ‘partner’ institutions is similarly under-researched. The research therefore aims to develop and test an analytical framework for studying institutions at an advanced stage of internationalisation. The influences of macro environmental, institutional and individual factors will be considered. Finally, recommendations for institutional policy will be derived from the analytical framework. Participant observation, interviews and documentary evidence will be used in the collection of qualitative data from four higher education institutions, two in the UK and two in Germany. Findings will be presented in case study form. Status: Individual research Date of Research: 1994-continuing KEYWORDS: higher education; institutional cooperation; international educational exchange 11/1329 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 City Literary Institute, Stukeley Street, Drury Lane, London WC2B 5LJ 0171 242 9872 Tyler, W. Mr; Supervisor: Rogers, A. Prof. Education and ageing Abstract: Research into images and realities of older persons in relation to adult education. Case studies in Northern Ireland, Malta and Great Britain.

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Published Material: ROGERS, A. (1995). ‘Participatory programmes for active ageing: images and realities’, Education and Ageing, Vol 10, No 1, pp.31–51. Status: Collaborative Date of Research: 1994–1996 KEYWORDS: adult education; comparative education; Malta; older adults 11/1330 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Croll, P. Prof.; Moses, D. Ms Pastoral care and the primary school Abstract: The project was a case study of an innovative approach to pastoral care at primary level in which two specialist pastoral workers, employed by a charitable organisation, worked in three neighbouring primary schools. The study was conducted by means of examination of documentary evidence; interviews with teachers, headteachers, the pastoral workers, children and parents; and a period of time spent ‘shadowing’ one of the pastoral workers. The research found firm evidence for the value of pastoral work in helping children, and in some cases whole families, cope with a variety of difficulties. It also emphasised the crucial role of the personal qualities of the pastoral workers in this process. Issues connected with the recruitment and management of pastoral workers and the sensitivities involved when people from external agencies work in a school were identified. The study also drew attention to the open-ended demands of pastoral work and the potential for activities to expand beyond manageable limits. Published Material: MOSES, D. & CROLL, P. (1996). ‘Specialist pastoral care in the primary school: a case study’, Pastoral Care in Education, Vol 14, No 2, pp.33–38. Status: Sponsored project Source of Grant: Department for Education and Employment £6,000 Date of Research: 1994–1995 KEYWORDS: pastoral care—education; primary schools; pupil health and welfare 11/1331 Faculty of Education and Community Studies, Department of Education Studies and Management, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Cowan, B. Dr Impact of headteacher training in primary schools in Wiltshire, Berkshire and Surrey Abstract: Headteacher training has been undertaken in the UK for many years. Very little work has been carried out to evaluate its impact within schools and among staff. In three local authorities (Wiltshire, Berkshire and Surrey) twenty schools will be targeted to

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evaluate the impact of headteacher training. Staff and headteachers will complete detailed questionnaires and be subject to interviews. Status: Sponsored project Source of Grant: Reading University £5,000 Date of Research: 1995-continuing KEYWORDS: head teachers; professional development; teacher development 11/1332 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Fisher, J. Ms; Supervisor: Postlethwaite, K. Dr Early years classroom management: theories, beliefs and practice Abstract: This research is concerned with the decisions which early years teachers make when selecting systems of classroom management, and what influences those decisions. A representative sample of early years practitioners are being interviewed about their personal theories and beliefs about early childhood education and the ways in which they organise and manage their early years classrooms to reflect their rationale. These interviews are revealing some common constraints which are impinging upon certain elements within generally held ideologies being put into practice. The intention of the second part of the research is to work for one academic year with one of these teachers and through observation, discussion and analysis to address the identified constraints. This second part is designed as an action research study and is intended to shed light on both the effects achieved and difficulties encountered when a university lecturer acts as consultant to an expert teacher. Such insights will be tested in a second cycle of action research with a different teacher. Status: Individual research Date of Research: 1992-continuing KEYWORDS: classroom management; early childhood education; infant school education; infant school teachers; reception classes 11/1333 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Yuven-Lafen, L. Mr; Supervisor: Malvern, D. Mr Personal responses to physics: contrasting values in a developing country Abstract: The central focus is the potential clash between traditional values in Cameroon societies and those which underpin physics as taught in schools following a curriculum essentially derived from those of the developed world. The methodology is based on questionnaires and interviews about critical incidents which explore solutions to social

Register of educational research in the United Kingdom

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dilemmas where traditional values and authorities would suggest differences to the approaches favoured by science, technology and industrially based societies. Status: Individual research Date of Research: 1993–1995 KEYWORDS: Cameroon; physics 11/1334 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Lock, N. Mr; McCulloch, M. Dr Analysis of the complementary roles of teachers and tutors in the supervision of school-based initial teacher education Abstract: This project is being developed in the context of Government policy initiatives in primary teacher education which seek to transfer a greater proportion of student time to school. The Faculty of Education and Community Studies at the University of Reading has an innovative whole-school approach to mentorship with its development of Mentorship Primary Schools. This study seeks to locate the Faculty’s mentorship programme in the emerging literature; examine in detail the interface of the theoretical and practical elements of the course; and help maintain quality control in students’ teacher learning. Following preparation programmes for tutors, students and wholeprimary school staffs, students on school experience in the summer term of 1994 will be supervised in Mentorship Primary Schools by teachers and tutors committed to a new model of initial teacher education. This project aims to identify strengths and weaknesses in this model of mentorship. The research aims to: 1) analyse the role of the teacher, as mentor, in the whole school context; 2) identify and articulate the knowledge and skills required to perform these teacher roles effectively; 3) identify transferable skills between teachers’ expertise and students’ learning; 4) examine the role of unviersity tutor in relation to teachers and students. The research methodology will include: 1) interviews with samples of University Group and Associate tutors, teachers who have acted as mentors and students who have undertaken their school experience in Mentorship Primary school; and 2) analysis of recorded conversations and discussions between mentors and students, tutors and students; mentors, tutors and students. Published Material: MCCULLOCH, M. & LOCK, N. (1992). ‘Student teachers’ school experience: the managerial implications for schools’, Cambridge Journal of Education, Vol 22, No 1, pp.69–78.; MCCULLOCH, M. (1993). ‘What is involved in good school-based teacher education’, Journal of Teacher Development, Vol 2, No 1, February, pp.39–45. Status: Sponsored project Source of Grant: Reading University £49,000 Date of Research: 1993–1995 KEYWORDS: mentors; preservice teacher education; school based teacher education; student teacher supervisors

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11/1335 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Orme, J. Mrs; Supervisor: Haggarty, L. Dr; Postlethwaite, K. Dr Aspects of partnership model for teacher education: an enquiry into ways in which mathematics students learn Abstract: The Reading University Secondary Postgraduate Certificate in Education (PGCE) course has developed a partnership model with local schools over the last three years. The resulting model has been informed by the notion of the ‘Reflective Practitioner’ and other literature on student teacher learning, in particular publications by Calderhead and by Mclntyre. A major aspect of the model therefore is that of the student as an active learner, analysing their practice in terms of theory, research and the local context. A further element in this reflective learning is the student’s own perspective of what makes a good mathematics teacher. This perspective is arrived at through a wide variety of experiences many of which are rooted in the student’s past. These biographical or historical experiences also give rise to a personal agenda only part of which the student may acknowledge. The purpose of this study is to investigate student learning, and in particular to explore the role personal agendas play in this learning. The methodology is to be that of a naturalistic enquiry: an indepth study of a small group of PGCE students who are planning to teach mathematics, with particular case studies of a subset of those students. The aim, using this methodology, is to develop a possible model of student teacher learning. The study will use a rich variety of data collection techniques including: analysis of the student’s initial position statements, questionnaires, analysis of other written statements including student assignments, taped interviews, observation and the systematic collection of comments made in less structured settings. Status: Individual research Date of Research: 1993-continuing KEYWORDS: learning strategies; mathematics teachers; preservice teacher education; school based teacher education; student teachers 11/1336 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Woodlands Avenue, Earley, Reading RG6 1HY 01734 875123 Malvern, D. Mr; Townend, J. Mr; Fawcett, B. Mr Reading University/Berkshire Local Education Authority induction project Abstract: A twin track project combining enhancement of induction provision for newly qualified teachers in Berkshire with research into the characteristics of professional formation in early career. Surveys of headteachers, mentors and newly qualified teachers comparing actual provision with Government guidelines and investigating differing perceptions of need have been carried out. Current work concentrates on matching the

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Dreyfus model of professional development to competences developed for initial training and extending indicators of competence into the immediate postqualifying period of professional employment. Status: Sponsored project Source of Grant: Department for Education; Berkshire Local Education Authority, jointly £120,000 per annum Date of Research: 1992–1995 KEYWORDS: competency based teacher education; inservice teacher education; local education authorities; school based teacher education; staff orientation; teacher development 11/1337 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Gilbert, J. Prof.; Boulter, C. Dr; Priest, M. Dr; Oversby, J. Dr; Justi, R. Ms; Borges, T. Mr; Zimmermann, E. Ms Models in science and technology: research in education (MISTRE) Abstract: The MISTRE Group is an international collaborative venture concerned with all aspects of models and modelling in science and technology, and in science education and technology education. The group includes colleagues from the National Portrait Gallery in London, the Science Museum in London, and from universities in Australia, New Zealand, South Africa and the USA. MISTRE seeks to explore the ways in which individuals construct and use mental models; the ways in which these models are presented as public domain models; the processes by which public models gain social acceptance, to become conceptual models; the use made of mental models, public models, and conceptual models, in the conduct and the teaching and learning of science and technology; models of the science community and of the science education community. The intention is also, subsequently, to present the outcomes of this exploration, within academic literature, in forms which can directly influence the conduct of science and technology education. In order to do so MISTRE conducts research and development projects on an international collaborative basis; holds seminars wherever members can assemble together; presents work at conferences; publishes, both individually and collectively. Published Material: GILBERT, J. (Ed). (1993). Models and modelling in science education. Hatfield: Association for Science Education.; LOWE, R. & BELL, C. (1993). Successful instructional diagrams. Key Topics in Educational and Training Technology Series. London: Kogan Page.; LOWE, R. (1993). ‘Constructing a mental representation from an abstract technical diagram’, Learning and Instruction, Vol 23, No 23, pp. 157– 79.; PRIEST, M. & GILBERT, J. (1994). ‘Learning in museums: situated cognition in practice’, Journal of Education in Museums, Vol 15, pp.16–18. Status: Team research Source of Grant: Reading University; National Portrait Gallery; Science Museum; Australian Research Council; CAPES, Brazil; Ministry of Education, New Zealand

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Date of Research: 1993-continuing KEYWORDS: international educational exchange; models; science education; science technology and society; technology education 11/1338 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Postlethwaite, K. Dr, Amos, S. Ms; Haggarty, L. Dr; Oversby, J. Dr; Postlethwaite, K. Dr Science and mathematics action research Abstract: The aim of the project is to improve the teaching and learning of mathematics and science for all pupils in secondary schools. This will be investigated through action research conducted by teachers with the support of university lecturers. The project grows out of three years’ experience of a similar enterprise in an Oxfordshire comprehensive school. Meetings of teachers and lecturers are held to identify issues that are of interest or concern to individual teachers, or to groups of teachers from a school. These issues are examined in relation to the literature, to the range of possible practice, and to the detailed circumstances of the schools involved. Teachers and lecturers plan possible action on the basis of this examination. Teachers take action and, again with support from the group, evaluate that action. The whole project takes place within an ethical framework which guarantees that teachers maintain control of access to their classrooms for the research. The project has just begun but the preliminary work, on which it is based, has generated insights into the value of mastery learning as a means of enabling secondary teachers to improve the ways in which they attend to individual differences in their classrooms. An innovative extension of the mastery learning model, to encourage pupils to transfer learning across subject boundaries, has been developed. Some evidence for the effectiveness of this approach has been assembled. Interview data make it clear that cooperation between teachers and university lecturers in such an enterprise is of value to both. Status: Team research Date of Research: 1995-continuing KEYWORDS: learning strategies; mathematics education; science education; secondary education; teaching methods 11/1339 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123 Mills, S. Mr; Harries, D. Mr Flexible leaming in mathematics education for B.A.(Ed) students

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Abstract: The work occurred as part of the B.A.(Ed) degree, focusing on the use of flexible learning techniques within primary mathematics education. The aims were to: study and develop flexible learning techniques; to develop improved methods of monitoring student development; and produce teaching materials. A list of flexible learning techniques was used to plan and develop a course for 24 first year mathematics education students. The appropriateness and success of these techniques was judged through the achievement of the students, which was monitored by information from the students, staff and commentary from schools. Video was also used as part of a selfassessment process. The monitoring indicated an improvement in student achievement in a range of qualities deemed important for effective primary mathematics teaching. Although the appropriateness of the flexible learning techniques, varied in relation to student experience, were seen as important and useful in developing a suitable course. Published Material: MILLS, S. & HARRIES, D. (1994). ‘Breaking the chains of the published scheme’, Mathematics Education Review, No 5, pp.24–30. Status: Individual research Date of Research: 1992-continuing KEYWORDS: flexible learning; mathematics education; preservice teacher education; teaching methods

11/1340 Faculty of Education and Community Studies, Department of Science and Technology Education, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

Gilbert, J. Prof.; Davies, T. Mr; Hayes, N. Ms; Supervisor: Dillon, P. Dr Technology Education Research Group Abstract: Fields of research the Group covers include: 1) the practice of technology and frameworks for technological education; 2) the interface between science, technology and the environment in formal and non-formal education including work on information sources, value positions and frameworks for understanding environmental issues in teacher education; 3) flexible frameworks for teaching and learning including the use of new technologies. Members of the research group are working jointly on a book provisionally titled ‘Technology education: developing a coherent approach’. Published Material: DILLON, P. & WRIGHT, B. (1990). ‘Some applications of interactive video in initial teacher training’, Educational and Training Technology International, Vol 27, No 1, pp.43–50.; DAVIES, T., GILBERT, J. & DILLON, P. (1991). Sk counties technology project activities folder. London: Longman.; DAVIES, T., GILBERT, J. & DILLON, P. (1991). Six counties technology project management folder. London: Longman.; GILBERT, J.K. (1992). ‘The interface between science education and technology education’, International Journal of Science Education, Vol 14, No 5, pp.563–578.; DILLON, P. & BENEY, S. (1994). Teaching about environmental issues. Towards a comprehensive framework. New Bulmershe Papers. Reading: University of Reading. Status: Team research Date of Research: 1992-continuing

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KEYWORDS: technology education 11/1341 Reading and Language Information Centre, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

Abbas, S. Mrs Access to Information on Multi-cultural Education Resources (AIMER) Abstract: AIMER is a database project which offers students, teachers, advisers and others information on multicultural antiracist teaching materials. In recent years there has been a proliferation of booklets, packs and other resources produced within local education authorities (LEAs) and other organisations. AIMER acts as a clearing house for materials of this kind. In addition to a postal inquiry service, it publishes resource lists on a wide range of topics which are updated on an annual basis. It is possible either to buy individual resource lists or the whole set at a substantial discount in the form of a single volume, ‘Photocopiable resources to support the multicultural dimension of the National Curriculum’. A publications list is available on request. Date of Research: 1987-continuing

KEYWORDS: databases; multicultural education; resource materials 11/1342 Reading and Language Information Centre, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

Callender, C. Ms; Supervisor: Edwards, V. Prof. Black teachers and black pupils: an investigation of teachers’ style Abstract: This thesis explores the practice and philosophy of six black teachers, using a multi-strand approach which draws on qualitative and quantitative data collection techniques. It falls primarily within the tradition of critical ethnography. Various background issues are discussed, including reasons for the underperformance of black children, and black language in the diaspora. Black language is conceived in very broad terms as comprising not only vocabulary and grammar but also discourse patterns and nonverbal behaviour. Black teaching style is defined in terms of the use of distinctively black features of communication, and also in terms of very clear strategies for praising and reprimanding pupils. In addition there emerged different patterns of interaction between black teachers and black pupils on the one hand, and black teachers and white pupils on the other hand. Black children receive more reprimands than white children and black boys receive more severe reprimands than black girls. Possible explanations for this differential treatment are discussed and the pedagogical implications of black teaching style are explored. The findings of the thesis underline the importance of the cultural meanings attached to black teaching style. Status: Individual research Date of Research: 1992–1995

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KEYWORDS: achievement; Black pupils; Black teachers; teacher behaviour, teacher pupil relationship; teaching methods; underachievement 11/1343 Reading and Language Information Centre, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

Thompson, A. Mrs; Supervisor: Edwards, V. Prof. Bilingual support in the secondary school: a critical analysis Abstract: This is an ethnographic classroom research project investigating the use of two languages by bilingual support teachers in the English as a second language context. The research raises many issues, including: linguicism in the schooling context; the need to develop a bilingual support pedagogy; and the professionalisation of bilingual support teachers. Published Material: THOMPSON, A. (1991). Exploring bilingual support in the secondary school. Hounslow: Hounslow Education Authority. Status: Individual research Date of Research: 1990–1995

KEYWORDS: bilingual teachers; bilingualism; English—second language; secondary schools; support teachers 11/1344 Reading and Language Information Centre, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

Chana, U. Ms; Supervisor: Edwards, V. Prof.; Walker, S. Dr Multilingual word processing in primary schools Abstract: The aim of this project is to investigate how multilingual word processing can enhance language and information technology (IT) within a multicultural primary school. Through the introduction of Urdu word processing the project will: 1) involve parents working with children to produce stories and other work in Urdu and English; 2) consider the most effective ways that multilingual word processing can be used within the school, e.g. staff support, materials production, bilingual child use, monolingual child use; 3) look at the difficulties and practicalities of introducing multilingual word processing in a primary school, e.g. training, familiarisation, software choice, appropriate use; 4) consider ways of organising dual texts in Urdu and English so that both languages are of equal status and are designed appropriately for children; and 5) enable staff to produce teaching materials in a language other than English and in dual language versions. Status: Sponsored project Source of Grant: Reading University Research Endowment Fund Date of Research: 1995–1996

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KEYWORDS: bilingualism; computer uses in education; educational materials; information technology; multilingual materials; multilingualism; word processors 11/1345 Reading and Language Information Centre, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

Reading University, Department of Typography and Graphic Communication, 2 Earley Gate, Whiteknights, Reading RG6 2AL; Supervisor: Walker, S. Dr; Edwards, V. Prof. Multilingual resources for children Abstract: Multilingual Resources for Children is a two year research project at the University of Reading, based jointly in two departments: the Department of Arts and Humanities in Education and the Department of Typography and Graphic Communication. The project is concerned with the nature, availability and use of multilingual educational resources in the UK. In particular, the researchers want to review the different types of material available for use with children in primary schools. The research focuses on some of the main languages in the UK which use non-Latin scripts (Bengali, Gujarati, Punjabi, Urdu and Chinese). It will explore teachers’ and children’s preconceptions of such materials, as well as examining how these are designed and illustrated. The researchers hope to suggest ways of using such resources effectively in the classroom, as well as producing recommendations about ways they can be best designed and produced. Fieldwork for the project has been conducted in four mainstream and five community schools in the London area. These schools have a higher percentages of bilingual pupils, covering each of the project focus languages. The research is very much dependent on a team of project research workers, each a speaker of one of the project languages, and with a variety of experience in areas which include teaching, linguistics, publishing and typographic design. Published Material: WALKER, S. & EDWARDS, V. (1994). ‘Multilingual resources for children’, Language and Education, Vol 8, No 3, pp.147–156.; MULTILINGUAL RESOURCES FOR CHILDREN. (1995). Building bridges: multilingual resources for children. Bilingual Education and Bilingualism No 4. Clevedon: Multilingual Matters. Status: Sponsored project Source of Grant: Reading University £40,950 Date of Research: 1992–1995

KEYWORDS: bilingualism; multicultural education; multilingual materials; multilingualism 11/1346 Reading and Language Information Centre, Bulmershe Court, Earley, Reading RG6 1HY 01734 875123

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Reading University, Faculty of Education and Community Studies, Department of Arts and Humanities in Education, Bulmershe Court, Earley, Reading RG6 1HY

Monaghan, F. Mr; Supervisor: Edwards, V. Prof. Language and mathematics in the National Cuiriculum at key stages 3 and 4 Abstract: The research project arose from the author’s work as an English as a second language teacher within the mathematics department of a large, multilingual, inner-city comprehensive school. It is concerned with the language of mathematics in the National Curriculum at key stages 3 and 4. It provided an overview of the literature on mathematics as ‘language’, with a particular emphasis on bilingualism. It analyses the register of mathematics and explores the usefulness of such an analysis in the context of the Secondary Mathematics Individualised Learning Experience (SMILE) scheme. It also examines the use of student talk and writing in the development and assessment of students’ mathematics. It includes a discussion of the development of a mathematics language policy in schools. Status: Individual research Date of Research: 1992–1996

KEYWORDS: classroom commitnication; language; mathematical linguistics; mathematics education; verbal communication Robert Gordon University

11/1347 Department of Health Sciences, School of Nursing, Kepplestone Annexe, Queen’s Road, Aberdeen AB9 2PG 01224 263360

Lawton, S. Mrs; Supervisor: Wilcock, S. Dr; Ellington, H. Prof.; Lowis, A. Prof. The effectiveness of educating community nurses by distance leaming Abstract: Distance learning is a recent development within postregistration nurse education. This investigation aimed to determine the effectiveness of distance learning within community nurse education. The research was designed in two phases following literature reviews of adult learners: distance learning in nursing and higher education; and support of distance learners. The first phase aimed to determine the learning and educational support needs of a group (n=169) of nursing students who had completed a diplomA level course, either on a full-time or distance learning basis. An anonymous postal questionnaire obtained a response rate of 69%. The fmdings (following descriptive analysis) suggested that the learning needs of both groups were similar. Based on these findings, and the earlier literature reviews, a model of supportive learning was proposed. In the second phase of the research, a phenomenological approach was used to explore the experiences of: the first cohort of graduates who completed a distance learning degree course in community nursing (n=6); their community supervisors (n=9); and academic

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staff involved with the course (n=7). The data were analysed qualitatively. The findings reinforced the earlier findings of the questionnaire, suggesting that distance learning is an effective mode of course delivery, providing the learning is facilitated and supported by regular contact with tutors and other students. The model of supportive learning was refined, based on these findings, and is being used in tutor preparation, as well as providing a framework for course evaluation. Published Material: LAWTON, S. (1993). ‘The development of a B.A. in community health nursing/B.A. in nursing’, Nurse Education Today, Vol 13, No 4, pp.310–314.; LAWTON, S. (1994). The learaing needs of adults undertaking a distance learning course in nursing’. In: HOEY, R. (Ed). Designing for learning: effectiveness with efficiency. Aspects of Educational and Training Technology Series Vol 27. London: Kogan Page.; LAWTON, S. (1995). ‘Returning to study as an adult learner’, Education Today, Vol 45, No 2, pp.39–42. Status: Individual research Date of Research: 1991–1995

KEYWORDS: distance education; health personnel; nurse education; nurses 11/1348 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000

Johnson, I. Mr Education for librarianship and information studies in Eastern Europe Abstract: Visits were made to Schools of Librarianship and Information Studies in Bulgaria, the Czech Republic, Hungary, Poland, Romania, and the Slovak Republic in 1992 and 1993. The aim of the visits was to explore the developments necessary to support teaching of Librarianship and Information Studies in Eastern Europe. The specific needs identified may be summarised as follows: (1) Guidance in planning and developing modern curricula, and in conducting related manpower studies. (2) Guidance in teaching (and in making relevant in the local context): the principles and practice of management of libraries and information centres; the role of information in management and decision making; business information sources and services; public information services. (3) Improving the availability of learning resources. (4) An enhanced supply of up-to-date teaching materials in their own languages (including news about developments in libraries and information centres in their own countries). (5) An enhanced supply and continuing supply of foreign professional journals and monographs for staff research and for developing linguistic competences. (6) Upgrading of information technology, often requiring a substantial increase in the provision of hardware and appropriate software to equip students with the related skills, and appreciation of the potential of information technology so that they can play a proactive role in transforming information work in their country. (7) Raising awareness of the standards of service expected in library services in market oriented circumstances. (8) Raising policy makers’ awareness of potential problems such as those outlined above, and of the significance of libraries and information work for the economic, educational and social reconstruction which is taking

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place. The report on the project was followed up at a workshop for educators from 24 countries in Eastern Europe and the Commonwealth of Independent States, held in Bratislava in November 1994. The report will be published by Unesco in 1995. Published Material: JOHNSON, I.M. (1992). ‘Librarianship and professional education in Poland’, Focus on International and Comparative Librarianship, Vol 23, No 3, pp.84–88.; JOHNSON, I.M. (1993). ‘Librarianship and professional education in Hungary’, Focus on International and Comparative Librarianship, Vol 24, No 1, pp.14– 17.; JOHNSON, I.M. ‘Librarianship and professional education in Czechoslovakia’, Focus on International and Comparative Librarianship, Vol 24, No 2, pp.68–70. Status: Sponsored project Source of Grant: European Community: TEMPUS Office £2,500 Date of Research: 1992–1995

KEYWORDS: developing countries; development education; Europe; information science; librarianship education 11/1349 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000

Barford, J. Ms; Williams, D. Dr; Wilson, K. Mrs An investigation of library use and learning problems of students who are parents Abstract: The aim is to investigate patterns of library use by parents, and any perceived problems they have with its effective use. A university-wide questionnaire will be conducted with the cooperation of the Robert Gordon University libraries. Pilot surveys have indicated that this is an area of sustainable research. The particular difficulties and differing learning patterns of students who are parents will be analysed to provide feedback for improved practices in the university. An outcome may also be funding for a larger study, and publication in appropriate journals. Status: Sponsored project Source of Grant: Robert Gordon University Date of Research: 1995–1996

KEYWORDS: higher education; learning activities; libraries; library skills; mature students; parents; students; university libraries 11/1350 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000

Barford, J. Ms; Williams, D. Dr; Wilson, K. Mrs Flows of information about schools’ television programmes and support materials Abstract: The aim of the research was to identify the management factors and issues which influence the use of broadcast resources in primary and secondary schools. The focus was on the management of information about schools’ television programmes and

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support materials, rather than on the educational value of the actual programmes. A pilot study of 6 schools (3 primary, 3 secondary) in the Grampian region was conducted to investigate policy and responsibility, infrastructure and mechanisms to support information management; access to and disseminatiion of support materials. Selection of resources and practical/technical barriers to their use were also investigated. Semistructured interviews with teachers, librarians and technicians were conducted, and selected teachers kept record sheets of information flow for programmes used in teaching. Results are part of a larger study, to be published as a monograph by the Independent Television Commission. Published Material: BARFORD, J.A., WILLIAMS, D.A. & WILSON, K. (1995). ‘Information management and broadcast resources: implications for the school librarian’, Journal of Librarianship and Information Science, Vol 27, No 4. Status: Sponsored project Source of Grant: The Independent Television Commission £5,875 Date of Research: 1994–1994

KEYWORDS: educational broadcasting; educational materials; educational television; information dissemination; information sources; television 11/1351 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000

Murdoch, J. Mr; Anderson, D. Mr Survey of the uses of software and hardware for multimedia applications in UK higher education Abstract: The growth in use of multimedia within the UK higher education sector has accelerated in recent years, and looks set for continued expansion in the future. However, this expansion has not followed any coherent structure and consequently a wide variety of hardware and software is currently used for multimedia applications, with little or no coordination between institutions in terms of crossplatform compatibility. The Support Initiative for Multimedia Applications (SIMA) is funded under the New Technologies Initiative (NTI) from the Joint Systems Committee of the Higher Education Funding Councils (HEFCs). It aims to provide a single focus of information in the area of multimedia and will link in with other projects and initiatives for UK higher education and will dovetail with the current activities of the Advisory Group on Computer Graphics (AGOCG). This survey was commissioned by SIMA to establish the range of hardware and software currently in use for multimedia applications in UK higher education. The restricted timetable for the survey prevented full coverage of all multimedia activities within UK higher education. Consequentiy it was decided to limit the coverage of the survey to those projects funded by various HEFC initiatives, specifically the Teaching and Learning Technology Programme (TLTP), the Information Technology Training Initiative (ITTI), multimedia projects funded by the NTI, and other projects commissioned by SIMA. The survey concentrated on the hardware and software in current use by projects for development and delivery of multimedia applications. The

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survey also aimed to determine the importance to projects of standards, both de jure and industry/de facto. The survey has been published as SIMA Report No.2. Status: Sponsored project Source of Grant: Support Initiative for Multimedia Applications (SIMA) £2,500 Date of Research: 1994–1994

KEYWORDS: computer uses in education; computers; educational software; higher education; information technology; multimedia approach 11/1352 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000 Beaufort-Delta Divisional Board of Education, Bag Service 12, Inuvik, NWT XOE OTO, Canada

Branch, J. Ms; Supervisor: Williams, D. Dr; Robertson, E. Dr; Haycock, K. Dr Adolescents and CD ROM encyclopaedias: the development of a model based on a critical analysis of the information-seeking process of Canadian and Scottish 12–15 year old students, across a range of abilities, when accessing CD ROM encyclopaedias Abstract: Students come to the school library with a wide range of abilities, interests and levels of maturity and it is essential that all their information needs be addressed. A popular new information source, the CD ROM encyclopaedia, is now available in many school libraries. The aim of this research is to identify the informationseeking process that 12–15 year old Canadian and Scottish students, across a range of abilities, use to gather information using CD ROM encyclopaedias. Relevant literature from education, library and information science, and other related fields will be reviewed to gather learning theories and models which may be applied to this specific, real-life situation. By gathering qualitative and quantitative data, the information-seeking process of 12–15 year old students will be related to these existing theories and models. A new model will be developed, tested and refmed that will describe this specific information-seeking process. Future benefits of the model will be discussed and suggestions made to theorists, researchers and practitioners in the fields of education and design. Status: Individual research Date of Research: 1995-continuing

KEYWORDS: computer uses in education; encydopaedias; information seeking; information technology; library skills; multimedia approach; optical data discs; school libraries 11/1353 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000

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Napier University, Department of Print Media, Publishing and Communication, 219 Colinton Road, Edinburgh EH14 1DJ 0131 444 2266 Sheffield University, Department of Journalism, Sheffield S10 2TN 01142 768555

Barford, J. Ms; Supervisor: Williams, D. Dr; Beveridge, R. Mr; Gunter, B. Prof. The effectiveness of information provision in relation to teachers’ selection and use of broadcast resources in schools Abstract: The project examines the extent to which information about educational broadcasts influences their selection and use by secondary school teachers. Effective selection may be influenced by the material and intellectual form in which information is presented, and a key issue is the relationship between information supplier and user. The proposed plan of work will investigate teachers’ perceptions and needs, and interpretation of information provided. It will also examine the rationale behind information suppliers’ understanding of these perceptions and needs. Methodology will take the form of semistructured interviews with information producers and suppliers, educational advisers, and secondary school teachers. The evaluation may also be extended to consider the effectiveness of programme information in a user environment. Status: Individual research Date of Research: 1994-continuing

KEYWORDS: educational broadcasting; educational materials; educational radio; educational television; information dissemination; information needs; teachers; teaching guides 11/1354 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000 National Library of Scotland, Science Library Section, 33 Salisbury Place, Causeway End, Edinburgh EH9 1SL 0131 226 4531

Anderson, P. Mr; Supervisor: Johnson, I. Mr; Head, M. Mr; Bunch, A. Ms Excessive publication in scholarly journals: an analysis of the implications for the scholarly communication process Abstract: The pressure-to-publish experienced by researchers today could lead to potentially unethical behaviour in the form of excessive or wasteful publication. Researchers, caught up in the ‘publish or perish’ syndrome, are forced to produce articles in order to appear active, ‘visible’ and productive. Some published information may be of little real value, contributing little, if anything, to the research record. Repetitive publication of essentially the same information in different journals, the piecemeal publication, over time, of research results from a single study, and the combining of findings from separate and often inconsequential projects to form ‘publishable’ papers,

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are the three forms of this abuse. The research examines four discipline areas to detect the frequency and nature of excessive publication, and the roles of the various players in the scholarly communication game. Published Material: ANDERSON, P. (1993). ‘Wasteful publication in scholarly journals: an analysis of the implications for the scholarly communication process’ (Research Report), Library and Information Research News, Vol 16, No 56, pp.21–25. Status: Individual research Date of Research: 1991–1996

KEYWORDS: publications; research reports; researchers; writing for publication 11/1355 School of Information and Media, 352 King Street, Aberdeen AB9 2TQ 01224 262000 Northern College of Education, Aberdeen Campus, Department of Language Studies, Hilton Place, Aberdeen AB9 1FA 01224 283500

Sutton, A. Mrs; Supervisor: Williams, D. Dr; Anderson, C. Ms; Lewis, G. Dr The development of critical attitudes to reading for information 5–14 Abstract: This project proposes to examine the expected progression of pupils from Level D to Level E within the 5–14 strand of English language, entitled ‘Reading for Information’. This involves the development of pupils from being able ‘to collect and collate information’, to being able to evaluate the usefulness of information for a particular purpose and being able to use it for a piece of personal research. Literature searches have shown that there has been little work done on the question of this skill developing across the primary/secondary transition period and in the context of 5–14 targets. This study will cover this period. The study will also specify and trace the progression of the key skills at this stage and focus on the continuity, or lack of continuity, of the application of these skills, between primary and secondary school. At PhD stage, once the necessary skills have been defined, the study will examine whether or not this development is an educational progression, or a result of other factors such as maturity, social factors or family background. This stage will concentrate on the educational experience of a group of students, in order to assess what effect the teaching of information skills has had. The study will involve linking the progression of skills with the existing 5–14 documentation, necessitating discussions and interviews with staff, and resulting in the creation of a checklist of skills and an accompanying set of attainment targets. Classroom observation will be used to define indicators and observational strategies, and again to implement these strategies in the course of the research. Further observation and indepth interviews with students and staff will be used in the final stages of the research to examine individual educational experiences. Status: Individual research Date of Research: 1996-continuing

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KEYWORDS: information seeking; primary to secondary transition; projects—learning activities; reading 11/1356 School of Public Administration and Law, 352 King Street, Aberdeen AB9 2TQ 01224 262000

Fairley, J. Prof. The integration of sectoral and local approaches to vocational education and training in Scotland Abstract: The project set out to examine the effectiveness of the interface between the 120 Industry Training Organisations (ITOs) and the 22 Local Enterprise Companies (LECs) in Scotland. Questionnaires were sent to 120 ITOs and 22 LECs and very good response rates were achieved. The results suggest that LECs and ITOs work well together in a few sectors. However, there are clear problems of lack of awareness and understanding on both sides of the interface. Published Material: FAIRLEY, J. (1995). ‘Training strategy in Scotland—merging the sectoral and the local perspectives’, Regional Studies, Vol 29, No 6.; FAIRLEY, J. (1996). ‘Vocational education and training in Scotland—towards a strategic approach?’, Scottish Educational Review, Vol 28, No 1, pp.50–60. Status: Sponsored project Source of Grant: Robert Gordon University Date of Research: 1994-continuing

KEYWORDS: industry training organisations; local enterprise companies; Scotland; training 11/1357 School of Public Administration and Law, 352 King Street, Aberdeen AB9 2TQ 01224 262000 Edinburgh University, Department of Politics, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000

Fairley, J. Prof.; Brown, A. Dr The current education reform process in Eire Abstract: Examination of the developing process of educational reform in Eire. Research is conducted by means of regular interviews with key interest groups and participant observation in key forums of policy debate. Published Material: BROWN, A. & FAIRLEY, J. (1993). ‘Pressures for reform in contemporary Irish education’, Scottish Educational Review, Vol 25, No 1, pp.34–45. Status: Sponsored project Source of Grcait: Nuffield Foundation Date of Research: 1992-continuing

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KEYWORDS: educational administration; educational change; Ire—land

Roehampton Institute 11/1358 Roehampton Lane, London SW15 5PU 0181 392 3000 Pinsent, P. Ms Anti-racism and children’s literature Abstract: This investigation into racism/anti-racism in children’s literature is based on a belief in the influence of literature in the formation of attitudes, and a conviction that children should not be provided with sub-standard writing simply because the attitudes displayed in it are acceptable. Those writers who incorporate positive attitudes towards equality within quality children’s books need discovering and supporting. The research includes personal reading and the evaluation of fiction; the findings may be published. Published Material: PINSENT, P. (1990). Anti-racism and children’s literature’, The School Librarian, Vol 38, No 2, pp.45–50, May. Status: Individual research Date of Research: 1989–1995 KEYWORDS: antiracism education; childreris literature; flction; racial attitudes 11/1359 Roehampton Lane, London SW15 5PU 0181 392 3000 Payne, M. Ms Teaching art appreciation in the nursery school Abstract: The research considered the response of nursery school children to art appreciation when it was introduced into their curriculum. It explains how art appreciation was integrated into an intercurriculum approach and ‘taught’ through activities that are a ‘normal’ part of a nursery school day such as mime, movement, telling stories, expressing feelings, games and puzzles. This work stemmed from a question as to whether appreciation is a means to learning and if young children develop in confidence and visual understanding as their awareness grows about the world of art ‘outside the classroom’. The research aimed to discover how nursery school 3 and 4 year olds could be engaged in the activity; if their involvement could be sustained; which works of art attracted their interest; and whether the activity could be a vehicle for building positive attitudes with regard to multicultural issues. With such questions in mind a programme of activities in the sample school (Eastwood Nursery School, Aubyn Square, London SW15) and at the Tate Gallery was planned. The research has included 2 exhibitions: (1) Eastwood Nursery School at the Tate Gallery, an educational display of text and visual material detailing the educational value of the visit. Exhibited at the Tate

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Gallery from September to December 1989; (2) Art Appreciation in a Multicultural Nursery School, an educational display—text and visuals. Exhibited at Spencer Park Teachers’ Centre (ILEA), Summer 1989. Although the research is ongoing the findings suggest that critical appreciation of paintings and sculptures allows for reflective and physical participation, cognitive growth, observation, the development of vocabulary and can lead to children responding sensitively to stylistic similarities and being able to make cross references between paintings. Published Material: PAYNE, M. (1989). ‘Under fives at the Tate Gallery’, Nursery World, Vol 89, No 3178.; PAYNE, M. (1990). ‘Teaching art appreciation in the nursery school: its relevance for 3 and 4 year olds’, Early Child Development and Care, Vol 61, pp.93–106. Status: Individual research Date of Research: 1989–1995 KEYWORDS: aesthetic education; art activities; art appreciation; art education; arts; nursery schools 11/1360 Roehampton Lane, London SW15 5PU 0181 392 3000 Wilkins, B. Miss; Supervisor: Welch, G. Prof.; Kemp, T. Dr; Murao, T. Prof. Traditional Japanese music within contemporary Japanese education Abstract: The programme of research explores the nature of the contemporary Japanese Elementary and Junior High School music curriculum and the place of traditional music within it, with special reference to the shakuhachi (vertical bamboo flute originally used as a tool of meditation). The thesis draws on other ethnomusicological works related to the study of Japanese music, as well as embracing the socio-cultural and historical relationships between the various musical cultures and the contemporary music curriculum of Elementary and Junior High Schools. The methods incorporate literature surveys and visits to specialist libraries in the UK and Japan, fieldwork in London (Acton) and Japan, observation in Japanese Elementary and Junior High School music classes, structured interviews with Japanese music teachers, teacher educators and administrators, and analysis of Japanese school music texts. Changes in musical style have generally reflected changes in society. The increasing Westernisation of Japanese popular culture has created a context in which traditional musical forms have been marginalised and neglected. The tension between the various cultural traditions has begun to be recognised and there is a renewed interest in Japanese traditional and folk music by music educationalists in Japan. The development of the Japanese music curriculum in schools represents a unique opportunity for research, not least because other cultures face similar problems in reconciling traditional and modern idioms. Status: Sponsored project Source of Grant: Roehampton Institute £5,000 Date of Research: 1993–1996 KEYWORDS: Japan; music

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11/1361 Roehampton Lane, London SW15 5PU 0181 392 3000 Sangster, M. Ms; Supervisor: Rogers, L. Mr Exploring mathematical thinking in the early years Abstract: The aim is to closely examine young children’s style of learning mathematics. By carefully examining their approach and developing understanding of pattern, it is hoped to identify some of the ways children build concepts, and particularly whether they are able to transfer this information to other areas of mathematics. Information will be collected by observation and interview. Status: Individual research Date of Research: 1993-continuing KEYWORDS: mathematical concepts; mathematics education; young children 11/1362 Roehampton Lane, London SW15 5PU 0181 392 3000 Nakase, A. Prof.; Nade, T. Mr; Supervisor: Mason, R. Dr; Bruntlett, S. Mr Teaching craft inheritance in Britain and Japan Abstract: The four year project is a joint venture between research teams in Joetsu and De Montfort Universities to investigate the use of computers to develop a resource base for crafts, and as a teaching/ learning strategy for delivering crafts input into the National Curriculum (Art) in schools. The proposed outcomes of the research are two prototype bilingual multimedia applications for teaching crafts heritage in schools, which are part of a larger crafts resource. Access to collections of domestic and rural crafts has been secured in Tokyo and Leicestershire Museums, and the project has been set up as a collaborative venture involving museum educators and teachers and pupils in schools. The programme of research is built on previous investigations by team members into computer applications in art and design, teaching crafts heritage and education for international understanding. Published Material: IWANO, M. (1991). ‘Museum education in school’, Museum Education Studies, Vol 2, No 1, pp.10–11.; BRUNTLETT, S. (1992). ‘Uses of CD ROM in the art and design classroom as a teaching learning resource’, Micro User, Vol 10, No 4, p.26.; SUSUMAGO, K. (1993). The present state of crafts teaching in Japanese schools’. Paper presented at De Montfort University Research Colloquia, March 1993. Status: Sponsored project Source of Grant: De Montfort University £1,000; DAIWA Foundation £2,000 Date of Research: 1993-continuing KEYWORDS: art education; arts; computer uses in education; cultural education; handicrafts; international educational exchange; Japan; museums 11/1363

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Roehampton Lane, London SW15 5PU 0181 392 3000 Taber, K. Mr; Supervisor: Watts, M. Dr Development of A-level students’ understanding of chemical bonding Abstract: This project is looking at the development of students’ ideas in the topic of chemical bonding. The research is focused at GCE A-level. The main research technique is semi-structured interview. The design is longitudinal in that the same students are interviewed at several stages of their course. The interviews are usually about one hour in length and are recorded on audio tape. The subjects are students in their researcher’s college and are called co-learners. Instruments are also being developed to extend this small-scale study, so that findings may be compared with a larger sample of students from other institutions in the UK. In addition to interviews, triangulation is provided using Kelly’s Triads and analysis of student course work. Student conversations regarding examination questions are also being recorded. Provisional findings are: 1) student misconceptions from GCSE work may survive an Alevel course; 2) students may hold alternative ideas about ionic bonding of a ‘pseudomolecular’ nature. Published Material: TABER, K.S. ‘Misunderstanding the ionic bond: an alternative framework’, Education in Chemistry. (in press). Status: Individual research Date of Research: 1993-continuing KEYWORDS: chemical bonding; chemistry; science education; scientific concepts 11/1364 Roehampton Lane, London SW15 5PU 0181 392 3000 Shaughnessy, J. Miss; Supervisor: Jackson, P. Dr; Evans, R. Dr An evaluation of PGCE students’ training and implications for developing reflective practice in initial teacher education Abstract: The study will examine the progress of the cohort of students on a one-year Postgraduate Certificate in Education (PGCE) Primary course. The aim of the study is to chart the perceptions of the students and investigate the training issues related to developing reflective practice in initial teacher education. Absent from the current debate about primary teacher education is a contemporary research project of the complexity and richness of the Nias studies at the Cambridge Institute of Education. These studies were completed before the Education Reform Act 1988 when circumstances were radically different from today. Portrayal of the widespread PGCE training model, within a context of educational reform in teacher education programmes, will illuminate the training process at Roehampton Institute. Status: Individual research Date of Research: 1994-continuing KEYWORDS: Postgraduate Certificate in Education; preservice teacher education; reflection; reflective teaching; student teachers; teacher development

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11/1365 Roehampton Lane, London SW15 5PU 0181 392 3000 Gura, P. Ms; Supervisor: Evans, R. Dr; Pound, L. Ms Pupil-teacher achievement reviewing with 3–5 year olds: a participative actionresearch enquiry into purposes, principles and procedures Abstract: The research is seeking to contribute to the development of the understandings of professional educators relating to the nurturing and facilitation of critical selfreflection in 3 to 5 year olds. The research is located within the context of Records of Achievement (RoA) in which pupil-teacher achievement reviewing has been identified as a key element of assessment. Records of Achievement offer a unique opportunity for early childhood education to become one with primary and secondary schools in the assessment of pupils through active pupil participation. In its final report the National Steering Committee on Records of Achievement (1989) called for the ‘explication of issues relating to the introduction of a coherent system (of RoA) for pupils 5–16'. The present research will extend this to include 3–5 year olds, taking up the particular issue of critical self-reflection through pupil-teacher achievement review. The proposition is being explored through participative action-research involving the researcher as fieldworker and co-learner, together with groups of practitioners and children. Status: Individual research Date of Research: 1993–1996 KEYWORDS: achievement; assessment; early childhood education; records of achievement; self evaluation—individuals; young children 11/1366 Roehampton Lane, London SW15 5PU 0181 392 3000 Udall, N. Mr; Supervisor: Evans, R. Dr; Bailey, G. Dr A phenomenological investigation of a creative process which facilitates creative development through transforming the consciousness of the design student, in higher education Abstract: This research programme was initially inspired by brain hemisphere research and the subsequent development of right brain techniques (Edwards, 1979). The programme investigated how these techniques could be developed further, using ‘time’ into strategies whose primary aim was to facilitate creative development of art and design students in higher education. In the first series of action based case studies (1991–94), a number of training workshops were developed to explore the use of ‘being strategies’ (Udall, 1994), whose purpose were to close the gap between experience and reflection. These strategies enabled the students to break with thinking and creating habits, and gave them the opportunity to explore their own personal creativity. In the second series of case studies (1993–95), both philosophical and theoretical enquiry were developed further through a more systematic implementation of creativity workshops, which utilised the

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being dynamics of Zen Koans (Aiken, 1990; Miura & Sasaki, 1965; Reps, 1957). These workshops allowed the students to gain profound insight into their own creativity by momentarily transforming their personal paradigms. The research programme as a whole therefore aims to illuminate the need for ‘being strategies’ in art and design education, which shifts the focus of teaching and learning from the created to the creator. Published Material: UDALL, N. (1994). ‘The Mobius ring: a model for creativity’, Co-Design Jouraal, Vol 1, No 1, pp.26–30.; UDALL, N. ‘Creative relationship: a design perspective’, Journal of Creative Behaviour. (in press). Status: Individual research Date of Research: 1993–1996 KEYWORDS: creativity; design; drawing 11/1367 Roehampton Lane, London SW15 5PU 0181 392 3000 Hewitt, J. Mr; Nunn, J. Ms An evaluation of a new approach to secondary PGCE (school partnership) Abstract: The South West London Teacher Education Consortium is a partnership of secondary schools from across the region and five higher education institutions (HEI’s). The aims of the research are: 1) An evaluation of the Postgraduate Certificate in Education (PGCE) secondary course. 2) To compare the delivery of schoolbased teacher training in the Professional Development school’ and the ‘Accredited Assessment schooP. 3) To evaluate the effectiveness of the partnership between members of the consortium. The research will be conducted in a sample of twelve schools. A mixture of questionnaires and interviews will be used with higher education tutors, student teachers and school-based mentors. The effectiveness of the partnership will be evaluated by means of an analysis of course documentation and the interviewing of members of the planning group and course directors from the five HEI’s. Status: Sponsored project Source of Grant: Higher Education Funding Council £5,000 Date of Research: 1993–1995 KEYWORDS: institutional cooperation; mentors; postgraduate certificate in education; preservice teacher education; school based teacher education 11/1368 Roehampton Lane, London SW15 5PU 0181 392 3000 Geddes, H. Ms; Supervisor: Best, R. Prof.; Kutnick, P. Dr An investigation into the relationship between leaming difficulties, maternal attachment and life experience in young children Abstract: The intention is to examine a broad range of case histories where children have experienced difficulties in learning and where this difficulty has been attributed to links

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with social and emotional experience. The case histories that it is intended to examine will combine reports from family therapists and reports from specialist teachers engaged in individual educational therapy with the child. The specific focus will then be to relate learning difficulty and life experience, with particular reference to the importance of attachment in understanding the behaviour of the children described in the reports. Source material for the research will be archive files in child guidance units. These will be the case files of children and their families referred to child guidance units and, in particular, those cases where the child’s difficulties have included learning difficulties of a non-specific type. With appropriate permission the research will seek a sample of 100 cases which are believed to be within the scope and time span of this proposal. From each case data will be extracted using a pre-prepared format of questions relating to life experiences, nature of significant relationships and particular learning difficulties, including the manner in which the child approaches the learning situation. The bases of the data will be as wide as possible so that experiences in differing contexts can be compared. As far as possible this data will be as documented in the files, but this will inevitably include interpretive as well as factual data. The researcher will seek to construct a model for comparing and relating data referring to life experience, nature of attachment and learning difficulties. The model applied to the data will be informed by psychoanalytical theories such as those of Bowlby and Bion and others. Hopefully this will provide insights, generate possible explanations and indicate factors that are significant in the development of the complex problems known as emotional and behavioural learning difiiculties. Status: Individual research Date of Research: 1993–1996 KEYWORDS: emotional and behavioural difficulties; family problems; learning disabilities; problem children; social experience; special educational needs 11/1369 Roehampton Lane, London SW15 5PU 0181 392 3000 Jofili, Z. Ms; Supervisor: Watts, M. Dr; Evans, R. Dr Fostering teachers’ critical thinking: some paths to teacher development programmes Abstract: This research is an attempt to investigate ways of intervention into the philosophy and practice of science teachers, aiming to change their understanding about the teaching/learning process by linking Freire’s pedagogy for liberation through critical thinking and the principles of critical action-research. Considering that the results of research in science education frequently have not reached practice in classrooms, it is intended to investigate why this occurs, and if the critical constructivist approach and a critical action research methodology are both adequate for everyday classroom practice in the views of secondary science teachers. Following discussion with primary, secondary and university science teachers, the researcher finds that they are insecure about changing their classroom practice because they often feel frightened to lose class control. The research started with three assumptions: 1) it is essential to provide opportunities to

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experience the methods of teaching instead of only listening or reading about them, in order to obtain the involvement of teachers, the internalisation of concepts and consistent behaviour changes; 2) the support given by professional development courses would motivate teachers to develop and to test teaching units applying a critical constructivist approach; 3) if teachers feel that the results of applying the critical constructivist approach are positive in classrooms during the project, they would feel stimulated to introduce it in their everyday classroom practice. So, it would be possible to make the gap between researchers and practitioners shorter. The researcher worked with 11 secondary science teachers using a critical constructivist approach within an inservice training course. At the end of the course, the teachers wrote action-research projects. The projects were developed during 1 or 2 months and the 11 teachers were observed. Research reports were presented. Tape recorded interviews were carried out alongside the process in order to compare their practice before and after the intervention and to collect their opinions about it. Some categories were produced to describe and analyse their performance. A research report will be presented in the near future. Published Material: JOFILI, Z. (1993). ‘Entre o Construtivismo e uma boa pratica didatica’. Proceedings of 45 Reuniao Anual da SBPC (Sociedade Brasileira para o Progresso da Ciencia), Sao Paulo, July 1993, pp.340 B.6 Educacao.; JOFILI, Z. & WATTS, M. (1995). ‘Changing teachers’ thinking through critical constructivism and critical action research’, Teachers and Teaching: Theory and Practice, Vol 1, No 2, pp.213–227. Status: Individual research Date of Research: 1992–1996 KEYWORDS: Brazil; critical thinking; science teachers; teacher development; teaching methods 11/1370 Roehampton Lane, London SW15 5PU 0181 392 3000 Collins, F. Ms Annotated lists connected to National Curriculum History and Geography teaching Abstract: The annotated lists relate to specific National Curriculum subjects, to support the teaching of literature alongside History and Geography. The first lists will be books connected to ‘Britain since 1930’ and The Victorians’. It will then go on to look at environmental issues, distant places and Britain. The lists will consist of books plus ideas of how to use these in the classroom. Status: Sponsored project Source of Grant: Higher Education Funding Council; Roehampton Institute Date of Research: 1993–1995 KEYWORDS: books; childreris literature; fiction; geography; history studies 11/1371 Roehampton Lane, London SW15 5PU

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0181 392 3000 Smart, L. Mr; Supervisor: Evans, R. Dr; Kutnick, P. Dr The American influence on the early English primary education system with particular reference to the project method of teaching Abstract: Despite all the reoent changes to which the English primary school system has been subjected, one of the enduring features is the use of the topic or project method. Present in the Hadow Report of 1931, the first official report on primary education, this approach to organising the teaching and learning situation has continued where other approaches have disappeared. This research explores the influences on the emergent English primary education system of the 1920s and 1930s. It is particularly concerned with the ‘project method’ and associated teaching methods in existence at this time. The attempt to trace these origins took the writer to the USA, to review the literature of the American education system in the first two decades of the 20th century. The way in which the ideas relating to the project method then transferred to England, and the subsequent modification and development of these ideas is being explored. Status: Individual research Date of Research: 1991–1996 KEYWORDS: curriculum development; discovery learning; educational history; primary education; projects—learning activities; pupil projects; teaching methods 11/1372 Roehampton Lane, London SW15 5PU 0181 392 3000 Gifford, S. Ms; Gura, P. Ms; Wilson, P. Ms Number in early childhood Abstract: The project has been prompted by recent developments suggesting young children have a greater capacity to learn about number than is catered for by a traditional Piagetian influenced early years mathematics curriculum. The aims are to find out more about how young children learn about number, and to develop and evaluate initiatives in fostering this learning. The methods include collaborative action research with staff in a range of educational settings for three to five year olds, with long term child studies. Published Material: GIFFORD, S. (1993). ‘What is an appropriate maths curriculum for three to six year olds?’, Proceedings of SEMT 93, Charles University, Prague, 1993, pp.38–40.; GIFFORD, S. & WILSON, P. (1995). ‘Number in early childhood: project report end of first year Beecholme nursery number project’, Early Childhood Development and Care, Vol 105, pp.95–119. Status: Sponsored project Sottrce of Grant: Roehampton Institute Date of Research: 1993–1996 KEYWORDS: early childhood education; mathematics education; numbers; preschool education; young children 11/1373

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Roehampton Lane, London SW15 5PU 0181 392 3000 Wilton, P. Mr; Supervisor: Jackson, P. Dr An investigation into links between the work of Sir Karl Popper and education Abstract: The researcher will attempt to link Karl Popper’s work on knowledge and the open society with education in order to provide a theory of education which transcends political ideologies and their concomitant theories of knowledge. Status: Individual research Date of Research: 1994–1995 KEYWORDS: educational theories; sociology ofeducation; sociology ofknowledge 11/1374 Roehampton Lane, London SW15 5PU 0181 392 3000 Lathey, G. Ms; Hunt, P. Ms; Collins, F. Ms; Supervisor: Reynolds, K. Dr Contemporary juvenile reading habits Abstract: This is a survey of what children read, when they read and how they choose books. The survey is being carried out in schools with pupils aged 5–16 years. A pilot study of 400 pupils has taken place and the fmdings published by the British Library. Published Material: The Children’s Literature Research Centre. (1994). Contemporary juvenile reading habits: a study of young people’s reading at the end of the century. London: British Library. Status: Sponsored project Source of Grant: Higher Education Funding Council; British Library Date of Research: 1993–1995 KEYWORDS: books; childreris literature 11/1375 Roehampton Lane, London SW15 5PU 0181 392 3000 Lodge, J. Mr; Supervisor: Evans, R. Dr; Watts, M. Dr The concept keyboard in the primary curriculum Abstract: The research will focus on how the overlay board is used in primary school classes asking such questions as: How many teachers use this device? Do they prepare their own overlays? What factors promote/inhibit the use of the concept keyboard? Status: Individual research Date of Research: 1993–1995 KEYWORDS: computer keyboards; computer uses in education; concept keyboards; human computer interaction; information technology 11/1376

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Roehampton Lane, London SW15 5PU 0181 392 3000 White, P. Ms; Supervisor: Welch, G. Prof.; Sundberg, J. Prof.; Chiltern, E. Dr The application of digital signal processing techniques to improved methods for the analysis and assessment of children’s voices Abstract: Speech technology has evolved mostly through experiments with the voices of adult males. Unfortunately, far fewer studies have been reported on the speech of adult females or of children, that is, speech with a high fundamental frequency (F0). The mean F0 of adult male speech is more than an octave lower than the F0 of children’s speech. Also, adult females have F0 values which are closer to the frequency of children’s voices than to that of adult males. Children’s voices, therefore, are in some ways incomparable to those of adults, and it is not surprising that standard procedures for the formant analysis of adult speech can prove less than reliable for use with children. In particular, a high fundamental frequency leads to widely-spaced harmonics which makes the estimation of formant locations difficult. Formant analysis is an extremely useful tool in the measurement and assessment of speech and singing. As researchers inevitably find themselves worlong with a broader range of subjects, including adult females, children, and trained and untrained singers, it is becoming increasingly necessary to attempt to improve, or find an alternative to, the standard analysis methods. The aims of the research, therefore, are: a) to identify fully the problems involved in using standard analysis techniques with children’s voices; b) to assess and compare any analysis methods suggested in the research literature; and c) to offer some suggestions for future development. Published Material: WHITE, P.J. (1995). ‘Some acoustic measurements of children’s voiced and whispered vowels’, Voice, Vol 4, No 1, pp.1–14. Status: Individual research Date of Research: 1993-continuing KEYWORDS: speech communication; visible speech 11/1377 Roehampton Lane, London SW15 5PU 0181 392 3000 Alsop, S. Mr; Dock, G. Mr; Barbor, M. Mr To examine the relationship between teachers’ science content knowledge and general pedagogical knowledge when placed into ‘action’ in the primary classroom Abstract: This research project uses semi-structured interviews (n=14) to examine the relationship that exists between student primary teachers’ subject knowledge and pedagogic knowledge when placed into action in the primary classroom. Status: Sponsored project Source of Grant: Roehampton Institute Date of Research: 1994–1996 KEYWORDS: preservice teacher education; primary school teachers; science education; science teachers; scientific concepts

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11/1378 Roehampton Lane, London SW15 5PU 0181 392 3000 Masters, B. Mr; Supervisor: Jackson, P. Dr Steiner Education from founding principles to contemporary praxis: an evaluation of Steiner philosophy of education from its origins to the present day Abstract: The thesis will examine and evaluate the educational philosophy of the Rudolf Steiner Waldorf schools movement. It will be in 3 parts: 1) A philosophical textual study of the Steiner archive documents and their related critical commentaries will be used to develop a valid interpretation of the growth and development of Steiner’s own philosophy of education. 2) The growth and development of the above from Steiner’s death to the present day; with particular attention to continuity and change. 3) The contemporary praxis in the UK and abroad. Explanations will be given for the different practices encountered. Status: Individual research Date of Research: 1993-continuing KEYWORDS: Steiner Waldorf schools 11/1379 Roehampton Lane, London SW15 5PU 0181 392 3000 Rogers, L. Mr International cabri-geometre (1993–1994) Abstract: This current phase is a continuation of a pilot project originally funded by the National Council for Educational Technology (NCET). The software has been created at Universite Joseph Fourier, Grenoble, France, for use in French secondary schools. It now has an international reputation and is used in many educational establishments in Europe and the USA. This project aims to consider and report on the possibilities of its use in English secondary schools, in the context of the National Curriculum and the place of geometry within it. Published Material: ROGERS, L.F. (1992). ‘Approaches to Cabri’, Micromath, Vol 8, No 2, pp,25–26.; ROGERS, L.F (1992). ‘Nick’, Micromath, Vol 8, No 2, pp.34–36. Status: Sponsored project Source of Grant: Roehampton Institute £4,862 Date of Research: 1993–1995 KEYWORDS: computer uses in education; educational software; geometry; information technology; mathematics education 11/1380 Roehampton Lane, London SW15 5PU 0181 392 3000

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McCreery, E. Ms; Supervisor: Evans, R. Dr Spiritual development and the education of young children Abstract: The research is grounded in the legal requirements for schools to promote the spiritual development of the children in their care. The study aims to investigate how the spiritual is addressed in schools for pupils at National Curriculum key stage 1. Of particular interest is how teachers see their role in developing the spiritual. The research will focus on a small number of first schools resulting in a comparative study to identify common attitudes and practice. Methods include interviews with teachers and children and observation of lessons and assemblies. From this research it is anticipated that a picture may be drawn of how first schools might approach the spiritual in the education of young children. Published Material: McCREERY, E. (1994). ‘Towards an understanding of the notion of the spiritual in education’, Early Child Development and Care, Vol 100, pp.93–99. Status: Individual research Date of Research: 1993–1996 KEYWORDS: religious education; spiritual development; young children 11/1381 Roehampton Lane, London SW15 5PU 0181 392 3000 Lathey, G. Ms; Supervisor: Reynolds, K. Dr; Evans, R. Dr Recent autobiographical children’s literature written in German and English on the subject of the Second World War Abstract: The focus of the research is fictionalised autobiography, and the experiences of children in Britain and Germany as recollected in middle age. Differences and similarities between experiences and the writers’ reconstruction of the past from a contemporary perspective, will be explored. The role of writing as therapy and cross-cultural links are to be examined from a range of theoretical perspectives. An analysis of the timing, audience and purpose of recent children’s literature on the war years in both Britain and Germany will form an important concluding chapter to the study. Status: Individual research Date of Research: 1991-continuing KEYWORDS: autobiographies; childrens literature; war 11/1382 Roehampton Lane, London SW15 5PU 0181 392 3000 Harrison, J. Mr The role of the imagination in children’s mathematical learning Abstract: The hypothesis behind the research is that the imagination can play an important role in children’s mathematical learning, notably in task engagement, cognition

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and fulfilment. The research will use videotape to study children in imaginative play/simulations which have mathematical learning objectives, e.g. catering, shopping. Stimulus materials, e.g. pictures and stories, will be trialled and evaluated. Status: Sponsored project Source of Grant: Roehampton Institute Date of Research: 1994–1995 KEYWORDS: imagination; mathematics education; pretend play; simulation 11/1383 Roehampton Lane, London SW15 5PU 0181 392 3000 Rose, D. Mr; Supervisor: Best, R. Prof.; Whitty, G. Prof. A consideration of the inherent conflict between local faith representation on Standing Advisory Council for Religious Education (SACRE) and the Agreed Syllabus requirements for the RE curriculum in schools Abstract: The aims of the research are to: 1) explore the impact of plurality of faiths within England and Wales, and to consider how this is reflected in policy-making committees in relation to religious education (RE); 2) explore the mechanisms and rationale exercised for a ‘faith’ to be included in, or rejected from, religious education in the classroom as prescribed by the local Agreed Syllabus. The first part of the research was by questionnaire sent to every local education authority (LEA) in England and Wales. The data gleaned revealed specific anomalies which required further discussion. The next parts of the research will consider: 1) the nature of current legislation in relation to local representation; 2) the nature of the ‘faiths’ themselves—rationale for inclusion/rejection; and 3) the way forward, i.e. dealing with the anomalies. Status: Individual research Date of Research: 1993-continuing KEYWORDS: religious cultural groups; religious education 11/1384 Roehampton Lane, London SW15 5PU 0181 392 3000 Welch, G. Prof.; Sergeant, D. Dr; White, P. Ms Singing development in early childhood Abstract: The project has aimed to chart and compare the singing development of children aged 3 to 8 years, and to identify aspects of teaching that might promote or hinder the development of singing abilities. Previous research has indicated that preschool children focus first on the words of songs, before focusing on the rhythm and pitch contour. As there has been little research concerning the significance of such elements in school singing, it was decided to include assessment components such as glissandi (pitch glides), pitch patterns and single pitches, as well as the performance of two songs, in the research protocol. The intention was to gain insight into the effects of

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musical context on a child’s vocal pitch accuracy, using subjective and objective assessment methods. To date, information has been gathered on over 800 subjects. One hundred and eightyfour subjects form the longitudinal part of the study. The longitudinal data analysis has revealed significant differences within and between years in children’s singing competences on the various components of the testing protocol. There is a clear hierarchy of singing ability, biased towards single pitches, melodic fragments and simple glides. In contrast, vocal pitch-making in the context of a song was consistently found to be the most difficult singing task across all 3 years. Analysis also revealed that differences exist between schools in the distribution of mean response ratings. It appears that differences in educational environment and teaching strategies are significant in singing development. Published Material: WELCH, G.F. & WHITE, P.J. (1993/4). ‘The developing voice: education and vocal efficiency—a physical perspective’, Bulletin of the Council for Research in Music Education, Vol 119, pp.146–156.; WELCH, G.F. (1994). ‘The assessment of singing’, Psychology of Music, Vol 22, No 1, pp.3–19.; WELCH, G.F., SERGEANT, D.C & WHITE, P.J. (1995/6). ‘The singing competences of five year old developing singers’, Bulletin of the Council for Research in Music Education, Vol 127, pp.155–162.; WELCH, G.F., SERGEANT, D.C. & WHITE, P.J. (1996). Age, sex and vocal tasks as factors in singing “in-tune” during the first years of schooling’. Proceedings of the Sixteenth ISME International Research Seminar, Frascati, July 1996. Status: Sponsored project Source of Grant: Leverhulme Trust £102,000; Roehampton Institute £36,342 Date of Research: 1990-continuing KEYWORDS: music; music activities; singing; young children 11/1385 Roehampton Lane, London SW15 5PU 0181 392 3000 Durrant, C. Mr; Supervisor: Sergeant, D. Dr; Welch, G. Prof. Towards a model of effective choral conducting Abstract: A profile of musical competences of postgraduate music students indicates that conducting skills are generally weak and held in low esteem. Data collected from universities and colleges confirm that conducting (and specifically choral conducting) is not a significant part of undergraduate or postgraduate music programmes across UK institutions as compared with programmes in the USA. This study seeks to determine what is teachable in conducting, considering that many music students will conduct in some form or another in their careers. From the research literature, historical, biographical and anecdotal evidence, a theory is developed to establish what is needed for a conductor to be effective. This takes a philosophical approach exploring the phenomenology of conducting and aspects of tacit knowing, craft knowledge and human compatible communication in relation to the conducting activity and the behaviour of the conductor in rehearsal and performance. Fieldwork seeks to validate and nourish the theory. Firstly, interviews were held with a selection of choral conductors to find out what they do and what they think, in order to find common approaches and priorities in

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choral conducting. Secondly, an analysis is made of a questionnaire given to: i) participants in a choral conducting masterclass; and ii) students at the end of a postgraduate taught conducting module. Finally, participant and non-participant observations are made in universities, schools and the community in Utah, USA, where recognised effective choral conducting teaching is already in place. Analysis is made of how such programmes of study and subsequent choral practice relates to and supports the theory. While the thesis does not attempt to deal with the psychology of conducting nor learning theories in any depth, implications for the learning of choral conducting (what can be leamt and how) and a framework for teaching and practice within higher education in the UK are then explored. Published Material: DURRANT, C. (1994). ‘Towards a model of effective communication: a case for structured teaching of conducting’, British Journal of Music Education, Vol 11, No 1, pp.57–76.; DURRANT, C. (1996). ‘Developing choral activity in schools’, Music File, Vol 8, No 3. Status: Individual research Date of Research: 1992–1996 KEYWORDS: music; music activities; music teachers 11/1386 Roehampton Lane, London SW15 5PU 0181 392 3000 Jackson, P. Dr Distinctive approaches to early childhood education: Montessori and Steiner Abstract: In the light of the considerable body of evidence about early childhood education that has been developed over the past decade, Roehampton Institute commissioned an investigation into the philosophy, policies, practices and effects of two distinctive approaches: the Montessori and the Steiner (Waldorf). The project has a historical and philosophical section, a practical investigation involving nurseries and kindergarten nominated by the Montessori and Steiner foundations, and an evaluative conclusion. Published Material: MCAULEY, H. & JACKSON, P. (1992). Educating young children: a structural approach. London: David Fulton.; JACKSON, P.W. Distinctive approaches to early childhood education: Steiner and Montessori. London: Chapmans. (in press). Status: Sponsored project Source of Grant: Roehampton Institute Date of Research: 1994–1995 KEYWORDS: early childhood education; Montessori method; Steiner Waldorf schools; teaching methods 11/1387 Roehampton Lane, London SW15 5PU 0181 392 3000

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Alsop, S. Mr; Supervisor: Robinson, P. Mr; Watts, M. Dr The public understanding of science: an examination of the public awareness and understanding of radiation and radioactivity Abstract: The research concerns the understanding of selective groups of the general public about radioactivity, radiation and associated risks. It discusses the nature of and the relationships between both experts’ and non-experts’ explanations. One focus of the project is on radon communication. Status: Individual research Date of Research: 1991–1996 KEYWORDS: attitudes; public opinion; radiation; risk; scientific literacy 11/1388 Roehampton Lane, London SW15 2PU 0181 392 3000 Lathey, G. Ms European children’s literature in translation Abstract: In an attempt to inspire interest in translated children’s fiction, the project aims to offer teachers, parents, librarians and children an annotated booklist of translated children’s literature currently in print. The booklist is to be published by the Thimble Press. The introduction of the list points to the importance of reading literature set in other cultures, and of introducing readers to some of the best European writers for children. Pieces on national developments in children’s literature, written by experts in various European countries, will provide a context for the annotations. Status: Individual research Date of Research: 1993-continuing KEYWORDS: annotated bibliographies; bibliographies; books; children’s literature; European literature; fiction; literature 11/1389 Roehampton Lane, London SW15 5PU 0181 392 3000 Smedley, S. Ms; Pepperell, S. Ms Male students in initial teacher education Abstract: This research concerns the perceptions of male students of their experiences in primary initial teacher education (ITE). The aim is to publish, for wider debate, analysis of these perceptions in relation to research about men in non-traditional (‘female’) careers, literature on gender roles (particularly looking at ideas of ‘care’) and relationships, public manifestations (in the media) of debates around issues of males working with young children and the arguments about the desirability of a more balanced, by sex, intake to primary teaching. In publishing these findings it is hoped that it will contribute to debate on how the primary teacher is constructed, particularly in

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relation to gender. Women studying men and the effects on a profession of a change in the gender intake are areas to be addressed. The data is being collected by semistructured interviewing of volunteer male students, in pairs, groups and individually. The intention is to re-interview students in each year of their course to ascertain changes in perception at different stages. Thirteen students have already been interviewed and the data is currently being critically analysed and contextualised historically and culturally, and in relation to the traditions and assumptions that exist around primary school teachers and men. Data so far is in the form of handwritten notes taken contemporaneously, and transcribed audiotapes for analysis. There is a continuing collection of relevant newspaper cuttings which form part of the contextualisation of this study. Reading is specifically related to the study of male teachers, literature dealing with feminist frameworks for analysing issues, an examination of methodological issues such as women studying men, works on women and power in educational settings, and studies of men in non-traditional roles. The study will also look at how men deal with policies for, and discussions about, equality of opportunity in relation to gender. Currently the researchers are working individually on different strands of the study: Sandy Pepperell— critically examining the arguments put foward to support the encouragement of more males into primary teaching and the likely effects for the parties involved—children (male and female), female teachers and the males themselves. Sue Smedley—examining the nature of ‘care’ and how it relates to male primary teachers. These strands will form the basis of journal articles and/or chapters of a book. Status: Sponsored project Source of Grant: Roehampton Institute Date of Research: 1993-continuing KEYWORDS: men; men teachers; preservice teacher education; primary school teachers; sex differences; student teachers 11/1390 Roehampton Lane, London SW15 5PU 0181 392 3000 Collins, F. Ms; Supervisor: Riordan, J. Prof.; Laycock, E. Ms Telling tales: what do children and stories tell us about themselves and about each other? Abstract: This project arises from a professional interest, as a storyteller, and a research interest, as an educationist, in the contribution made by hearing and retelling traditional tales to the primary school child’s developing knowledge and understanding of the world. Many projects have focused on language skills in oracy work. This research looks at memory, creativity, visualisation amongst other skills promoted and developed through the oral tradition, and asks the question: are we, as teachers, undervaluing the valuable oral skills which children bring to school, and missing the opportunity to work within an oral tradition to empower and enable children as language users and learners? A survey of the working methods and techniques of 38 storytellers working in the revival tradition contributes a unique picture of the ways in which storytelling is used now. This is

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complemented by fieldwork with children in primary classrooms. The conclusions and results are still pending. Published Material: COLLINS, F. (1996). ‘Storytelling as a creative art’, Language Matters, No 2.; COLLINS, F. (1996). ‘Forgotten skills, living memory: using storytelling in the classroom’, Early Childhood Development and Care, Vol 116. Status: Sponsored project Source of Grant: Roehampton Institute £15,000 Date of Research: 1994-continuing KEYWORDS: classroom communication; language skills; narration; oracy; primary school pupils; story telling 11/1391 Roehampton Lane, London SW15 5PU 0181 392 3000 Lee, S. Ms; Wilkes, J. Mrs The developing role of the school experience tutor Abstract: The project, ongoing since 1993, is researching the changing role of tutors, supervising students on primary initial teacher education programmes when they are in school. The process of change which has resulted in the new roles of higher education link tutor and school based mentor has been documented in published articles and conference papers. The present phase is focusing on the perceptions of all those affected by the changes: headteachers; tutors; mentors;, students; class teachers, and on the professional development required to support the new roles. The project is based on the Faculty of Education’s current partnership schools and will use semi-structured interviews to allow for a full exploration of the issues. Published Material: LEE, S. & WILKES, J. (1995). ‘The training triangle’, Managing Schools Today, Vol 5, No 3, pp.16–18.; LEE, S. & WILKES, J. (1995). ‘Mentoring and the professional development of teachers’, Mentoring and Tutoring, Vol 3, No 2, pp.33– 38.; LEE, S. & WILKES, J. (1996). ‘The changing role of the school experience tutor’, British Journal of In-Service Education, Vol 22, No 1, pp.99–112. Status: Sponsored project Source of Grant: Higher Education Funding Council £7,028 Date of Research: 1995–1996 KEYWORDS: preservice teacher education; school based teacher education; student teacher supervisors; supervisors; teaching practice 11/1392 Roehampton Lane, London SW15 5PU 0181 392 3000 Riley, K. Prof.; Docking, J. Dr; Johnson, H. Ms; Mahony, P. Prof.; Rowles, D. Mr An examination of the changing role and effectiveness of local education authorities

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Abstract: There has been little work in the UK about what constitutes an effective local education authority (LEA). Despite major changes in recent years, education authorities continue to play a significant part in the organisation management and delivery of education services. The opting out provision has existed for several years and yet the vast majority of schools in England and Wales remain with the local authority. Typically this fact has been described in negative terms—the schools have chosen not to opt out. However, if one describes it as a positive decision—the schools have opted for LEA membership—some questions about this decision spring to mind. 1) What benefits accrue to the schools, and to whom within schools? 2) Are these benefits stronger for some schools in some LEAs than for other, and if so why? 3) How should the schools and the LEAs act to strengthen the positive aspects of the relationship, and minimise any negative aspects? 4) In particular, how can the capacity of schools for development be supported? These questions provide a starting point for this exploratory study of the changing role and effectiveness of LEAs; and their contribution to quality and school improvement. The study will take into account relevant external exterior criteria but will emphasise the judgements of those who are the primary users of education authority services. It will examine the educational leadership of education authorities, seeking to characterise what this means and how vision is translated into policy, priority and concrete action. Published Material: RILEY, K.A. (1993). Managing for quality in an uncertain climate. Luton: Local Government Management Board.; JOHNSON, H. & RILEY, K.A. (1995). ‘The impact of quangos and new government agencies on education’. In: RIDLEY, F.F. & WILSON, D. (Eds). The quango debate. Oxford: Oxford University Press.; RILEY, K.A., JOHNSON, H. & ROWLES, D. (1995). Managing for quality in an uncertain climate. Report II. Luton: Local Government Management Board.; RILEY, K.A. & ROWLES, D. ‘Inspection and school improvement in England and Wales: national contexts and local realities’. In: TOWNSEND, T. (Ed). Restructuring, quality and effectiveness: problems and possibilities for tomorrow’s schools. London: Routledge. (in press). Status: Sponsored project Source of Grant: Local authorities; Higher Education Funding Council Date of Research: 1995-continuing KEYWORDS: educational administration; local education authorities 11/1393 Roehampton Lane, London SW15 5PU 0181 392 3000 Collins, F. Ms Bringing history alive through fiction—an annotated Mst of historical fiction on a database Abstract: The database has been set up to collect and collate historical fiction in relation to the National Curriculum for History, key stages 1 and 2. Each book is annotated alongside the main historical issues that arise from the text. Status: Individual research Date of Research: 1993–1996

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KEYWORDS: bibliographic databases; bibliographies; books; children’s literature; fiction; historical novels; history; literature 11/1394 Roehampton Lane, London SW15 5PU 0181 392 3000 Smart, L. Mr; Taylor, D. Mr An investigation into the cootribution CD ROMs can make to the development of lower primary chiMren’s historical understanding Abstract: A small scale research project that sought to explore the contribution the use of CD ROMs might make to the development of young children’s historical understanding and particularly their development of the ‘How do we know that?’ aspect of history. The project was undertaken in a state maintained primary school in South East London. The deputy headteacher of the school and the lecturer in primary education from Roehampton Institute were the researchers. The children were aged 7 and a group of 5 children were worked with over a 10 week period. The method used for collecting information was that of participatory observer. The curriculum area worked within was that of history, the children were working on a project on the Vikings. The first stage of the project is now complete. The findings were most encouraging. It can be concluded that the use of this new medium with lower primary children creates a situation where the children have access to and control over sophisticated sources of primary evidence that would otherwise be impossible for this age of child. Although further work is required, the researchers would claim that the use of CD ROMs made a significant contribution to the children’s understanding of the concept of evidence and how it forms a central part of the process of historical enquiry. Published Material: SMART, L. (1996). Using IT in primary school history. London: Cassell. Status: Sponsored project Source of Grant: Roehampton Institute £670 Date of Research: 1994–1995 KEYWORDS: computer uses in education; history; information technology; optical data discs; teaching methods 11/1395 Roehampton Lane, London SW15 5PU 0181 392 3000 Whitby, V. Mrs; Supervisor: Kutnick, P. Dr; Mahony, P. Prof. The quality of science in the primary school Abstract: The aim of the project is to explore the issues that relate to the quality of science in the primary school: 1) The history of the primary science curriculum. 2) Teachers’ own scientific knowledge and teachers’ confidence. 3) How do schools organise their primary science curriculum? 4) What constraints do schools experience? 5)

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How can these issues be resolved? Six schools will be used to explore these issues in depth. Status: Individual research Date of Research: 1994-continuing KEYWORDS: primary schools; science education 11/1396 Roehampton Lane, London SW15 5PU 0181 392 3000 Mahony, P. Prof.; Hextall, I. Mr The policy context and impact of the Teacher Training Agency (TTA) Abstract: The establishment of the Teacher Training Agency (TTA) represents a major innovation in the recruitment, training and management of the nation’s teaching force by central government. Arguably it is the most significant of a number of recent, major developments in the organisation and ‘delivery’ of the education and professional development of teachers. The TTA can be located more widely in the programme of transformations currently underway in the whole of public provision in the UK. State welfare services such as health, education, housing and commuity care are being restructured in accordance with the principles of what has become known as ‘new public management’. Against this background the research will: 1) clarify the policy context within which the TTA operates, both in terms of education policy and in respect of other public sector innovations; 2) provide an analysis of the origins, remit, functions, constitution and working practices of the TTA in comparison with patterns of development shown by agencies in other fields; 3) compare users’ and beneficiaries’ perceptions and evaluations of the impact and significance of the TTA with both stated official policy and established criteria of efficiency and effectiveness; and 4) identify key themes and issues relevant to policy and research development. Status: Sponsored project Source of Grant: Economic and Social Research Council £28,280 Date of Research: 1995–1996 KEYWORDS: educational change; educational policy; preservice teacher education; teacher training agency 11/1397 Roehampton Lane, London SW15 5PU 0181 392 3000 Bedford, D. Mrs; Houghton, N. Mr; Iwano, M. Dr; Supervisor: Mason, R. Prof.; Kutnick, P. Dr Teachers’ views of current provision for and practice of craft in Art and Design and Technology Abstract: A national survey of craft education in Art and Design Technology at National Curriculum key stages 3 and 4 was carried out in October 1994. It set out to obtain

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factual data about the provision for and the practice of craft education since the introduction of the National Curriculum and to ascertain teachers’ views of the educational status and value of craft education. The survey was both statistical and quantitative, it was recognised that qualitative data would also be required to enable policy making, issues were therefore identified in part one (Mason and Iwano 1995). The qualitative research for part two, which will cross-check and clarify the data and findings of part one, will commence in April 1996, it should be completed by July 1997 when it will be presented in the form of a report and policy recommendations based on the following concerns: 1) making activities which effectively promote conceptual and practical learning in ceramics, metal, textiles and wood; 2) impact of decreased consumable budgets, increased student numbers and other resource issues on effective delivery; 3) teachers’ professional development needs with regard to knowledge and understanding of the historical, technological and cultural contexts of craft; and 4) purposes and value of craft education and strategies for promoting it in schools. Twenty schools have been identified which are willing to take part in the second stage. Research instruments will include an inventory of quality indicators, semistructured interview schedules, observation of specialist resources and accommodation, recording craft processes and outcomes, reviewing school/course documents and interviewing Art and Design and Technology staff. Published Material: MASON, R. & IWANO, M. (1995). National survey of craft in Art and Design and Technology curricula and courses at key stages 3 and 4 in England and Wales. Final Report of the first stage of the survey. London: Roehampton Institute. Status: Sponsored project Source of Grant: Roehampton Institute; Crafts Council Date of Research: 1996-continuing KEYWORDS: art education; craft work education; design and technology; handicrafts; secondary education; teacher attitudes 11/1398 Roehampton Lane, London SW15 5PU 0181 392 3000 Houghton, N. Mr; Bedford, D. Ms; Supervisor: Mason, R. Prof.; Bailey, G. Dr Pupils as makers: their motivation for and perceptions of craft education at National Curriculum key stages 3 and 4 Abstract: Craft in British secondary schools has always been considered inferior to academic subjects and lacking in focus. Its value to those who become craftspeople is also minimal. Since 1988, secondary education has experienced the far reaching changes of the Education Reform Act and the National Curriculum, including dropping craft from Craft Design and Technology. This hybrid subject, mandatory until age 16, purports to be strictly vocational, where craft exists to give form to technological concepts. In art, which is mandatory until age 14, the role of craft seems to be more developmental. A national survey is being carried out to discover from teachers the nature, extent and quality of craft education in the light of these changes. Part one is now complete and published. This research, which is allied to, but not a part of the national survey, will attempt to find

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out what secondary pupils think of craft and how they learn about it, both inside and outside school; what motivates them to engage in craft activity; whether their views differ from teachers’ and whether they share commonly held prejudices about craft. Status: Sponsored project Source of Grant: Roehampton Institute; Crafts Council, jointly £25,000 Date of Research: 1996-continuing KEYWORDS: art education; craft work education; design and technology; handicrafts; pupil attitudes; secondary education 11/1399 Roehampton Lane, London SW15 5PU 0181 392 3000 Park, J. Ms; Supervisor: Mason, R. Prof.; Bailey, G. Dr; Ahn, H. Prof. An investigation into the role and contribution of art history to multicultural reform in Korea Abstract: The main problem addressed in this research is that Korean art education is based on outdated Western theory mediated through Japan. Despite Korean Government policy on internationalisation and the fact that the National Curriculum has been reformed 7 times in the last 50 years in response to changing social needs, there remains an orthodoxy of so-called ‘creative selfexpression’ related to Western theory dating from the period 1920–1950. This analytical and descriptive study is using ethnographic and action research methods to develop curriculum content for Korean art education derived from indepth analyses of contemporary Korean art and culture. The intention is to establish a basis for multicultural cuniculum reform in secondary art education in Korea, identifying key principles which might underpin the Korean concepts of cultural pluralism and cultural identity. Status: Individual research Date of Research: 1994-continuing KEYWORDS: art education; curriculum development; Korea; multicultural education 11/1400 Roehampton Lane, London SW15 5PU 0181 392 3000 Blatherwick, M. Ms; Supervisor: Mason, R. Prof.; Bailey, G. Dr; Taylor, C. Dr An investigation of the potential of art criticism for the teaching of intercultural understanding Abstract: The object of this study is to investigate the potential for art criticism, as it relates to visual literacy, to be used as a means of promoting intercultural understanding in the upper elementary schools of New Brunswick. A key motivation for this research is based on the need for children to become more aware of the culturally relevant experiences of other children from different cultural backgrounds, This concept is a major goal in school policy in Canada. It has been suggested that works of art can be

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especially effective means of developing cognition of others’ experience; visual art is considered a form of communication. Therefore it is assumed that visual images may serve well as a means of increasing students’ knowledge and understanding of various cultural perspectives. Within the province of New Brunswick teachers at the upper elementary level do not include a critical approach to learning about the content of visual images. Since intercultural understanding is being promoted as a goal of the educational system, and visual images/art have the ability to convey meaning, images created by a culturally diverse student population might provide teachers with a resource or instrument for teaching about this concept. Methods have been tested out previously which have used the images of children as learning resources. What remains undetermined is: 1) the way in which the visual art curriculum should be altered to include this approach; and 2) the effectiveness of this approach in increasing intercultural understanding. The investigation will involve: 1) Researching methods of art criticism, the meaning and role of intercultural understanding. 2) Collecting personal images created by elementary students from different cultural backgrounds. 3) Training teachers in methods/approaches of art criticism. 4) Observing and documenting the teacher’s ability to implement the method in a classroom setting. 5) Assessing the effectiveness of: a) the teacher’s ability to implement the method; and b) the method’s ability to increase the intercultural understanding of the students. 6) Providing possible recommendations for curriculum change. Status: Individual research Date of Research: 1994-continuing KEYWORDS: arts; Canada; criticism; cultural education; intercultural communication; multicultural education 11/1401 Roehampton Lane, London SW15 5PU 0181 392 3000 Moura Correia, A. Miss; Supervisor: Mason, R. Prof.; Lima Cruz, M. Prof. Prejudice reduction in teaching and learning Portuguese cultural heritage Abstract: The proposed study will expand on previous MA research into Portuguese teachers’ concepts of art and education, in that it sets out to assess and develop their understanding of Portuguese art heritage with reference to cross-cultural interaction and exchange. The proposed programme of curriculum development and research will seek to investigate, develop and test out curriculum strategies and content for teaching Portuguese art heritage that address the above issues. The aim of this study overall is to design, implement and evaluate an experimental social reconstructionist curriculum focusing on an aspect of Portuguese colonial heritage, namely IndoPortuguese religious art. The content will be issues-based in the sense that it will deal with questions of equality of opportunity and discrimination in present day Portuguese society that affect middle school students in their daily life. Status: Individual research Date of Research: 1995-continuing KEYWORDS: arts; cultural education; Portugal

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11/1402 Roehampton Lane, London SW15 5PU 0181 392 3000 Ford, R. Mrs; Supervisor: Mason, R. Prof.; Bailey, G. Dr A reflective study of a primary initial teacher educator into some concerns of student teachers in relation to art Abstract: This research aims to investigate primary teacher training students’ perceptions of their ability and confidence in relation to art, both as practitioners and as prospective teachers. It will attempt to identify the bases on which these perceptions have developed and ways in which their perceived ability is related to self confidence. A Foundation Level Art Module will be designed, implemented and evaluated that seeks to build student confidence to the point where they feel better able to undertake the task of teaching art to primary aged children. The module will address the problem of under confidence through both content and pedagogy. The sample size is two teaching groups, approximately forty students. The research is small scale and context specific. Data is being collected through a questionnaire, a researcher log book and interviews with students and the researcher is adopting a teacher researcher or reflective practitioner role. It is hoped that the results will inform both the researcher’s own teaching and the design of similar modules in initial teacher education in the future. Status: Individual research Date of Research: 1991–1995 KEYWORDS: art education; art teachers; preservice teacher education; primary school teachers; student teachers 11/1403 Roehampton Lane, London SW15 5PU 0181 392 3000 De Montfort University, School of Arts and Humanities, Centre for Postgraduate Teacher Education, The Gateway, Leicester LE1 9BH 01162 551551 Smith, J. Mrs; Supervisor: Mason, R. Prof.; Allison, B. Prof. An investigation into tfae training, early professional career and publications of the Sheffield artist and art educator Elizabeth Styring Nutt (1870–1946) Abstract: Elizabeth Styring Nutt (1870–1946) emigrated to Canada in 1919 to take up a post as Principal of Nova Scotia College of Art. Her prominence as an art educator there has been fairly well researched, but little is known of her formative years in Britain, she is not referred to in standard British art education histories. Lack of reference to Nutt appears to parallel that of many British women artists, educators and writers whose careers developed despite the challenges and problems created by a male dominated society. This interdisciplinary research, which falls within the area of the history of art and design education, draws together insights from 3 fields, those of biographical history,

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the theory and development of art education and feminist theory. Within the framework of feminist theory, and with particular reference to gender issues, the research investigates 19th century British art teacher training and examines Nutt’s religious background, art philosophy, educational values, cuniculum content and the professional expertise gained by her in Britain and taken to Canada. The research is based on analysis of primary archival source material, e.g. reports identified in the Sheffield Local Studies Library, Sheffield School of Art and Nova Scotia College of Art and Design, newspaper and magazine articles in the British and Canadian press and paintings, art work and texts by Nutt. This material will be evaluated with reference to secondary sources, e.g. articles in the Victorian periodical press, contemporary feminist literature and interviews with Nutfs relatives. Status: Individual research Date of Research: 1993-continuing KEYWORDS: art education; art teachers; artists; educational history 11/1404 Roehampton Lane, London SW15 5PU 0181 392 3000 London University, Goldsmiths College, Department of Design Studies, Technology Education Research Unit, New Cross, London SE14 6NW 0171 919 7171 Mahony, P. Prof.; Johnson, H. Ms; Kimbell, R. Prof.; Miller, S. Ms; Saxton, J. Mr Decisions by design Abstract: The project explores the extent to which—and the ways in which—design activity can be used to enhance the decision making of school managers. The researchers are concerned with the ways in which decisions get made, rather than the structures that exist in schools or the substance of the decisions that result. Specifically, interest is in the extent to which these decision making processes reflect design behaviour; and in the consequences for decision making when those responsible for the decisions are made aware of the procedures of design thinking. The project aims to: 1) examine and document—in 6 case study schools (3 primary and 3 secondary)—the decision making procedures that operate in the senior management teams (SMTs) in those schools; 2) expose the SMTs to a variety of design experiences—both direct and indirect—requiring them at the same time to reflect upon them; 3) present and debate school management challenges and opportunities in ways that enable the SMTs to recognise designerly responses to them; 4) monitor the extent to which—and the ways in which—these experiences modify the decision making procedures of SMTs. Status: Sponsored project Source of Grant: Design Council £88,000 Date of Research: 1995-continuing KEYWORDS: administrators; decision making; design; educational administration; management in education; management teams 11/1405

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Roehampton Lane, London SW15 5PU 0181 392 3000 London University, King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Rose, D. Mr; Supervisor: Ball, S. Prof. Religious Education curriculum policy making: analysis of pressures and the case of Humanism Abstract: This study will analyse the tensions and key influences brought to bear in determining religious education (RE) policy. It will consider this within the context of post-war developments for RE providers with attention being given to selected Education Acts and government directives. Consideration will be given to pressures exerted by key bodies such as the National Curriculum Counril (NCC) and School Curriculum and Assessment Authority (SCAA) when judgements are made concerning the content of RE. Allied to this area of pressure will be the role of the Office for Standards in Education (OFSTED) with its judgemental approach on the quality of curriculum provision relating to RE and the spiritual, moral, cultural and social aspects of schools. The study will include the following significant areas: 1) The politics of RE, considering both statute, terminology used and post-war tensions within policy-making for the subject. This includes analysis of post-war literature in seeking to identify the tensions and various interpretations of terms used in relation to RE especially at a local level. 2) A consideration of the disparity in thinking between the Standing Advisory Council for Religious Education (SACRE) at local education authority (LEA) level and that of the key influencers including the Department for Education (DfE) Department for Education and Science (DES), SCAA, OFSTED and key figures, whether politicians or religiously orientated. LEA perceptions will be gained through questionnaire and analysis of responses (initially undertaken in 1992 but with the possibility of follow-up). 3) The main focus of the study to highlight the effects of decision making will be that of the Humanist position. Analysis will include a literature survey from the 1960s to date, together with an exploration of the perceptions of those closely involved. This will involve interviews with selected key figures and necessarily will consider the perspective of those who may be deemed ‘opponents’ of the Humanist claims for representation in RE policy-making. The underlying tension from the secular perspective and what may be deemed an opposite extreme, the conservative Christian perspective, will be considered. 4) Current ambiguities in RE policy making will be highlighted and an ‘expose’ given. Status: Individual research Date of Research: 1995-continuing KEYWORDS: curriculum development; educational policy; humanism; religious education 11/1406 Roehampton Lane, London SW15 5PU 0181 392 3000

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London University, King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Gifford, S. Ms; Supervisor: Brown, M. Prof.; Askew, M. Mr How do under fives learn about the number system? Abstract: Recent research and mathematics educationalists (Young Loveridge, 1987, Tahta, 1991) have questioned the validity of the influence of Piaget on views of how children learn about number. There are two aspects to this, in terms of what it is about number that children are learning and how they are learaing. The aims of this study are to chart how a few individual children with different degrees of competence and experience in number develop their competence as shown in the school situation between the ages of 3 and 5. The questions to be answered are: 1) How do various aspects of number competence develop in relation to each other and in a variety of contexts, with different individuals? 2) What factors might influence children’s learning, both in and out of school? The sample is of 4 children, 2 in each of 2 different nursery settings, 1 of whom is less competent in number than the other. The schools are selected in mainly working class areas, to minimise the effect of home experience advantage and are selected partly on the basis of convenience and partly to provide a contrast in policy, with regard to the priority given to the teaching of number. Data will be gathered from a wide variety of sources, including participant observation, and also observations by staff and interviews with parents. Visits will be approximately fortnightly over 2 years. Data collection will involve a variety of methods, including video and audiotape, according to the obtrusiveness of the technology and sedentariness of the researcher’s involvement in the activity. Status: Individual research Date of Research: 1995-continuing KEYWORDS: early childhood education; mathematics education; numbers; preschool education; young children 11/1407 Roehampton Lane, London SW15 5PU 0181 392 3000 University of London, Institute of Education, Department of English, 20 Bedford Way, London WC1H 0AL 0171 580 1122 Smedley, S. Ms; Supervisor: Miller, J. Mrs; Turvey, A. Ms Initial teacher education Abstract: The research is an investigation of the contradictions and tension in the feminine culture of primary initial teacher education and teaching in the context of a social history, which in particular draws on the experiences and perceptions of student teachers themselves. The research is in its early stages and stems from personal and professional interests—the researcher has worked as primary teacher and currently works in initial teacher education. The intention is to explore the culture and rhetoric of primary

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teaching. Evidence will be collected from student teachers, through questionnaire and interview, as qualitative data. There will be a focus on gender, considering perceptions and experiences of male student teachers, who form a numerical minority. An historical dimension will be included through reference to archive material relating to student teachers’ experiences over the past century. Status: Individual research Date of Research: 1995-continuing KEYWORDS: men; men teachers; preservice teacher education; primary school teachers; sex differences; student teachers

Royal College of Nursing 11/1408 Institute of Advanced Nursing Education, 20 Cavendish Square, London W1M 0AB 0171 409 3333 Bath University, Claverton Down, Bath BA2 7AY 01225 826826 Manley, K. Mrs; Supervisor: Luccock, R. Dr; James, C. Dr The clinical nurse specialist’s role in facilitating the development of nurses and nursing in order to provide a quality nursing service: an action research project Abstract: The Hamric and Spross (1989) Model of Clinical Nurse Specialist—a Unique Role in the United Kingdom is the focus of this study. The Role has: four specific subroles (expert practice, educator, researcher and consultant); and explicit criteria and competencies are expected, e.g. a Masters Degree/PhD and Postgraduate Teaching Certificate; expert skills and competencies in change management, collaboration, leadership, facilitation etc. The post resulted from a values clarification exercise involving all staff working on a nursing development unit, who also agreed to values of staff, in that it is both collaborative and emancipatory; it evaluate it. Action research was selected as it was congruent with the also focuses on action, and the messy and real world of practice. The post itself is inextricably linked with the unit’s purpose. The purpose of the project was therefore threefold: ultimately it was about improving the service to patients and their families; secondly, it was about trying to understand and make sense of the processes involving the researcher and her colleagues as collaborative researchers in achieving this end; and thirdly, to try and understand the clinical nurse specialist’s role in facilitating this process. Action research cycles therefore have centred around three main issues: 1) the macro-overriding theme on how to improve the service to patients and their families; 2) A middle theme with action cycles relating to each of the unit’s eight objectives; and 3) action research cycles, focusing on the clinical nurse specialist’s own actions in facilitating the process. Several methods of data collection have been used throughout as evidence at various stages of the action research cycles. These have included unstructured interviews, focused group discussions, reflective practice notes and document analysis. Deep analysis is currently being undertaken. The post has been successfully refunded by the hospital trust.

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Published Material: MANLEY, K., CRUSE, S. & KEOGH, S. (1996). ‘Job satisfaction of intensive care nurses practising primary nursing and a comparison with those practising total patient care’, Nursing in Critical Care, Vol 1, No 1.; MANLEY, K., HAMILL, J.M. & HANLON, M. ‘Nursing staff’s perceptions and experiences of primary nursing on intensive care four years on’, Journal of Clinical Nursing. (in press). Status: Individual research Date of Research: 1993-continuing KEYWORDS: nurse education; nurses 11/1409 Institute of Advanced Nursing Education, 20 Cavendish Square, London W1M 0AB 0171 409 3333 Oxford University, Department of Educational Studies, 15 Norham Gardens,Oxford OX2 6PY 01865 274024 National Institute for Nursing, Radcliffe Infirmary, Oxford OX2 6HE 01865 311188 Titchen, A. Ms; Supervisor: Kitson, A. Prof.; Mclntyre, D. Mr Professional craft knowledge in patient-centred nursing and the facilitation of its development Abstract: This research explores the nature of expertise in patientcentred nursing and its acquisition by drawing on two complementary theoretical perspectives; one with an ontological concern, the other with an epistemological concern. The work is about making sense of patient-centred nursing and facilitating learning, in a hospital ward, from the perspective of qualified nurses themselves. This understanding has been sought by an attempt to uncover that part of nurses’ professional knowledge which guides their everyday nursing activities and which they acquire through their experience. The reseacher calls this non-propositional knowledge, ‘professional craft knowledge’. The first aim of the study is to generate a phenomenological understanding of: 1) the nature of an expert nurse’s professional craft knowledge and how this is used in everyday situations; 2) how the expert nurse helps other nurses to access this knowledge and to develop their own; 3) the staff nurses’ experience and the outcomes of facilitation. The second aim is to generate from this phenomenological understanding a research-based and theorized set of procedures from which a model of facilitation will be derived. Data were collected using participant observation, indepth interviews, story-telling and review of documentation. They were analysed using a phenomenological approach devised for the study. Concepts, grounded in the data, have been generated. These concepts relate to the experfs knowledge of people and knowledge of self, in both the nursing of patients and the facilitation of less experienced nurses’ learning. Published Material: TITCHEN, A. (1996). ‘A case study of apatientcentred nurse’. In: FULFORD, K.W.M. (Ed). Essential practice in patient-centred care. Oxford: Blackwell Science. Status: Individual research Date of Research: 1990–1996

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KEYWORDS: nurse education; nurses; practical nursing

Royal Society of Arts 11/1410 Education Office, 8 John Adam Street, London WC2N 6EZ 0171 930 5115 Bastiani, J. Dr Parents in a learning society Abstract: The project is a two year research programme which focuses on the crucial roles of parents and families throughout their children’s education. The project director works in ten schools, with groups of parents and staff. His work gives special emphasis to: a more integrated approach to home-school relations as children move through the phases of education; developing appropriate roles for the parents of older children; and working in partnerships focusing on careers education etc. In addition to the research being carried out in the project schools, a number of workshops will be organised and particular emphasis is being given to dissemination of ideas and experience. Published Material: JONES, G. et al (1992). A willing partnership. London: Royal Society of Arts.; BASTIANI, J. (1992). Partners for learning (video). London: Royal Society of Arts.; BASTIANI, J. (1993). UK directory of home-school initiatives. London: Royal Society of Arts. Status: Sponsored project Source of Grant: Department of Employment; private trusts and companies Date of Research: 1993–1995 KEYWORDS: family involvement; home school relationship; parent participation; parent pupil relationship

Scottish Council for Research in Education 11/1411 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Thorpe, G. Mr; Docherty, G. Ms; Whitcombe, D. Mr; Bichard, A. Dr Central Support Unit: the Assessment of Achievement Programme Abstract: The Central Support Unit (CSU) has been funded by the Scottish Office Education Department to provide the technical support and infra-structure for its Assessment of Achievement Programme (AAP). The AAP is a systematic programme, designed to monitor pupil attainment. Individual teams with knowledge and expertise in the particular subject under study are established to have responsibility for the contentspecific part of the projects. The CSU provides technical support to all projects across the

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subject spectrum. This support includes: advice on experimental design; sampling; liaison with schools; collation, distribution and collection of test materials; computing the desired analyses and advising on the statistics of these. Part of the general support of the AAP will incorporate the development and continuous updating of a set of guidelines for AAP projects. These guidelines will assist the project teams in the efficient design of their assessment programmes, will offer a repertoire of analytic approaches designed to enable the teams to extract different kinds of information from their data, and will make practical suggestions which will help to overcome anticipated difficulties. Published Material: ‘Noticeboard’—a newsletter for schools and Feedback booklets covering the 1989 science and 1990 mathematics surveys are available from the Scottish Council for Research in Education. Status: Sponsored project Source of Grant: Scottish Office Education Department Date of Research: 1987-continuing KEYWORDS: academic achievement; achievement rating; assessment; educational research 11/1412 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Devine, M. Mrs; Fenwick, N. Ms; Mingard, S. Dr Health education and promotion in Scottish schools Abstract: The main aim of the study is to examine how well the health education being delivered in Scottish primary and secondary schools is matched to the needs of pupils of different abilities and from different types of area and home background and to use the findings in a focused way to improve health education and health promotion in a few selected schools. Differing education authority policies on health education will also be taken into account in selecting schools. Published Material: DEVINE, M. (1995). Health education: what do young people want to know? Interchange No 31. Edinburgh: Scottish Office Education Department. Status: Sponsored project Source of Grant: Scottish Office Education Department £125,014 Date of Research: 1993–1996 KEYWORDS: health education; health promotion; pupil needs; Scotland 11/1413 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Harlen, W. Prof.; Holroyd, C. Mr Primary teachers’ imderstanding of concepts in science and technology Abstract: The research is investigating factors relating primary teachers’ understanding of relevant concepts to their practice in science and technology. Teachers’ perceptions of

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their confidence in teaching these subjects is being explored through questionnaires and a small sample of P6 and P7 teachers will be interviewed to investigate their understanding of concepts in science and technology. Published Material: HARLEN, W., HOLROYD, C. & BYRNE, M. (1995). Confidence and understanding in teaching science and technology in primary schools. SCRE Research Report No 65. Edinburgh: Scottish Council for Research in Education. Status: Sponsored project Source of Grant: Scottish Office Education Department £55,840 Date of Research: 1993–1995 KEYWORDS: concept teaching; primary school teachers; science education; scientific concepts; technology education 11/1414 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Devine, M. Ms; Harlen, W. Prof.; Thorpe, G. Mr Third International Mathematics and Science Study (TIMSS) survey Abstract: Over 50 countries are participating in the International Association for the Evaluation of Educational Achievement (IEA) Third International Mathematics and Science Study. The study has 3 main areas of investigation: 1) The intended curriculum based on an analysis of curriculum guidelines and textbooks; 2) The implemented curriculum using questionnaires for teachers and pupils; 3) The attained curriculum using tests of pupils’ attainment. The analysis of curriculum guidelines and textbooks is now complete. The main fieldwork will be carried out in 1995 with piloting of instruments in 1994 and 1995. Status: Sponsored project Source of Grant: Scottish Office Education Department £174,262 Date of Research: 1992–1996 KEYWORDS: comparative education; curriculum development; international educational exchange; mathematics education; science education 11/1415 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Munn, P. Mrs; Powney, J. Dr; Johnstone, M. Mrs Understanding values education in primary schools Abstract: The study will explore the kinds of values taught, explicitly and implicitly, in primary schools; explore the ways in which values education takes place; and investigate teachers’ and pupils’ perceptions of the purposes of values education. Published Material: POWNEY, J. et al. (1995). Understanding values education in the primary school. SCRE Research Report No 64. Edinburgh: Scottish Council for Research in Education.

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Status: Sponsored project Source of Grant: Gordon Cook Foundation Date of Research: 1993–1995 KEYWORDS: primary education; pupil attitudes; teacher attitudes; values education 11/1416 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Black, H. Mr; Devine, M. Mrs Evaluation of technology-based learning in medicine Abstract: Evaluation of a three year project on technology-based learning in medicine. The project is to be carried out by a consortium of seven medical schools in the UK. This is a joint project with the Centre for Medical Education, University of Dundee. Status: Sponsored project Source of Grant: Universities Funding Council Date of Research: 1992–1995 KEYWORDS: computer assisted learning; computer uses in education; information technology; medical education; medicine 11/1417 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Hall, J. Dr; Fenwick, N. Ms

Evaluation of the further and higher education charter Abstract: This project will evaluate the impact of the Further and Higher Education Charter on students and staff in higher education institutions and on employers who have contact with them. It will examine the quality and relevance of the infonnation made available to client groups; the impact of the Charter on practice in higher education institutes; and the implementation of procedures designed to address problems, difficulties or grievances. Status: Sponsored project Source of Grant: Scottish Office Education Department Date of Research: 1994–1995 KEYWORDS: educational quality; further education; higher education; industry higher education relationship; performance contracts; programme evaluation 11/1418 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Harlen, W. Prof. Development programme 5–14: implementation of the guidelines on the curriculum and assessment in primary schools—an evaluation Abstract: This project is one of four coordinated evaluation projects relating to the implementation of the 5–14 Development Programme. It focuses on the impact of the

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new curriculum on teachers, pupils and parents, gathering information through indepth visits to schools and a more widely spread questionnaire. The purpose is formative, providing information about strengths and weaknesses of various practices and building up descriptions of effective practice in particular circumstances. Published Material: HARLEN, W. et al. (1994). Implementing 5–14: a progress report. Interchange No 23. Edinburgh: Scottish Office Education Department. Status: Sponsored project Source of Grant: Scottish Office Education Department £107,936 Date of Research: 1991–1995 KEYWORDS: assessment; curriculum development; Five to Fourteen Curriculwn; primary education; Scotland 11/1419 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 McPake, J. Ms; Supervisor: Powney, J. Dr Japanese children at school in the United Kingdom Abstract: The study will examine the educational experiences of Japanese children who spend part of their schooling in UK schools. The research focuses on children aged 11 and 12, exploring issues from the perspectives of Japanese families and British teachers. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1994–1995 KEYWORDS: Japanese people; pupil experience; transfer pupils; transient children 11/1420 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Harlen, W. Prof.; Thorpe, G. Mr; Supervisor: Malcolm, H. Ms Links between non-attendance, truancy and performance Abstract: The project sets out to explore the relationships between pupils’ attendance, truancy and performance. It aims to establish the known associations at both individual pupil and school levels. Status: Sponsored project Source of Grant: Scottish Office Education Department £37,326 Date of Research: 1994–1995 KEYWORDS: academic achievement; attendance; performance; pupil school relationship; truancy 11/1421 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Wilson, V. Ms; Pirrie, A. Dr Options in sexual matters—a sexual health study Abstract: This research informed health education promotion initiatives and described the options regarding sexual relationships and behaviour as perceived by women and men living in a Scottish region. Status: Sponsored project

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Source of Grant: Health Education Board for Scotland and Lothian Health Board £20,933 Date of Research: 1994–1995 KEYWORDS: adults; health education; sex education; sexuality 11/1422 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Powney, J. Dr Pre-five provision in Lothian Region Abstract: An initial survey of the views of parents and staff in nursery schools and classes. Status: Sponsored project Source of Grant: Lothian Region Date of Research: 1994–1994 KEYWORDS: early childhood education; nursery schools; parent attitudes; preschool education; teacher attitudes 11/1423 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Powney, J. Dr; Hall, S. Mr; Glissov, P. Dr Use of theatre tours in road safety education Abstract: The project will examine the impact of the use of theatre tours and more traditional methods of road safety education through case-studies in schools in Scotland and Wales. This will be complemented by a survey. Published Material: POWNEY, J., GLISSOV, P. & HALL, S. (1995). The use of theatre tours in road safety education: drinking, driving and young people. SCRE Research Report No 66. Edinburgh: Scottish Council for Research in Education. Status: Sponsored project Source of Grant: Scottish Office Industry Department; Welsh Office Information Division Date of Research: 1994–1995 KEYWORDS: accident prevention; acting; drama; safety; safety education; theatre arts; traffic safety 11/1424 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Glissov, P. Dr; Supervisor: Powney, J. Dr Effectiveness of Access courses: longitudinal study Abstract: The aim of this project is to assess the effectiveness of science and social science Access courses in preparing adults for degree level study. The research will provide a greater understanding of the strengths and weaknesses of Access courses, as well as recommendations for good practice both in Access courses themselves and in higher education responsiveness to Access students. This project will track the progress of students from the earlier project Access courses in Science and Social Science funded by the Leverhulme Trust.

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Published Material: MUNN, P., JOHNSTONE, M. & LOWDEN, K. (1993). Students’ perceptions of Access Courses: a survey. SCRE Research Report No 43. Edinburgh: Scottish Council for Research in Education. Status: Sponsored project Source of Grant: Scottish Office Education Department £14,193 Date of Research: 1994-continuing KEYWORDS: Access progrcanmes; course evaluation; educational quality; higher education; mature students; programme effectiveness; science education; social sciences 11/1425 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 McFall, L. Ms; Pirrie, A. Dr; Supervisor: Wilson, V. Ms Evaluation of devolved school management Abstract: This project evaluated the effectiveness of the Tayside Devolved School Management scheme paying particular attention to: the comprehensiveness of the scheme; training provided; and effect on teaching and learning. The methodology used included semi-structured interviews with groups of headteachers and other staff. Published Material: WILSON, V., MCFALL, E. & PIRRIE, A. (1995). Devolved school management in Tayside Region. SCRE Research Report No 67. Edinburgh: Scottish Council for Research in Education. Status: Sponsored project Source of Grant: Tayside Region £7,000 Date of Research: 1994–1995 KEYWORDS: educational administration; Local Management of Schools; school based management 11/1426 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Devine, M. Mrs Impact of managed effective learning (MEL) in schools upon key student outcomes Abstract: The project will evaluate the impact of carefully managed approaches to teaching by schools on key skills and outcomes relevant for working and adult life. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1994-continuing KEYWORDS: improvement programmes; learning activities; life skills; literacy; managed effective learning; numeracy; school to work transition; secondary education 11/1427 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Thorpe, G. Mr; Whitcombe, D. Mr Central Support Unit: the Assessment of Achievement Programme—second contract Abstract: The Assessment of Achievement Programme (AAP) aims to: identify general strengths and development needs in English language, mathematics and science for the P4, P7 and S2 populations; compare performance over time of nationally representative samples of pupils in P4, P7 and S2 on assessment tasks in these curricular

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areas. Surveys in each of the three curricular areas are carried out at three-yearly intervals. The fmdings contribute to the identification of policy issues for the Scottish Office Education Department (SOED) and education authorities and are published as summary reports and dissemination materials for teachers with information and teaching issues (the Feedback series and AAP Noticeboard newsletter). The role of the Central Support Unit is to provide the AAP with support services and advice in areas common to all main projects. The services include sampling, liaison with schools, distribution and collection of written materials, data preparation, analysis and structuring for the AAP data archive. Status: Sponsored project Source of Grant: Scottish Office Education Department £171,760 Date of Research: 1994-continuing KEYWORDS: academic achievement; achievement rating; assessment; educational research 11/1428 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Wilson, V. Ms; Pirrie, A. Dr The concept of the learning society in health care organisations in Scotland Abstract: This project explores the factors which contribute to the development of a learning organisation culture within a sample of health-care organisations in Scotland, e.g. health centres, dental practices and hospital departments. Status: Sponsored project Source of Grant: Scottish Council for Postgraduate Medical and Dental Education £40,000 Date of Research: 1995–1996 KEYWORDS: continuing education; health services; Scotland 11/1429 15 St John Street, Edinburgh EH8 8JR 0131 5572944 Harlen, W. Prof.; Malcolm, H. Ms Continued evaluation of the 5–14 programme in primary schools Abstract: The study is an extension of the evaluation of the 5–14 programme with a particular focus on the classroom. The main areas of enquiry are: a) the impact of the implementation on classroom practices, the characteristics of good practice and the factors which promote it; b) the influence on the organisation of learning and teaching and the provision of a coherent learning experience; c) the role of assessment in the provision of reliable information on pupils’ progress and attainment; d) teachers’ responses to 5–14 and what types of support are proving helpful to them. The study focuses on five case study schools and is supplemented by a large scale survey of schools to provide a wider range of information. Status: Sponsored project Source of Grant: Scottish Office Education Department £60,695 Date of Research: 1995-continuing KEYWORDS: assessment; curriculum development; Five to Fourteen Curriculum; primary education; Scotland; teaching methods

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11/1430 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Powney, J. Dr; Lowden, K. Mr; Hall, S. Mr Evaluation of a curriculum based sexual health programme for secondary schools Abstract: An evaluation of the third phase of a sexual health education programme provided at a Glasgow secondary school. The school has worked with Greater Glasgow Health Board (GGHB) to design and develop a sexual health programme that can ultimately be provided by teachers (Personal and Social Development) with backup advice and guidance by GGHB. It aims to assess the effectiveness of the teacher-led sexual health programme (phase 3) in meeting the needs of pupils; to review the model used to develop the sexual health programme and inform future practice. Particular interests are the issues relating to staff training, school organisation, teaching and school ethos. Status: Sponsored project Source of Grant: Greater Glasgow Health Board Date of Research: 1995–1996 KEYWORDS: health education; secondary schools; sex education 11/1431 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Wilson, V. Ms; Graham, T. Mr Evaluation of Education Business Partnership and Teacher Placement Service Abstract: To evaluate the Education Business Partnership and the impact on both business and education communities, paying particular attention to the options for the future management of the Teacher Placement Service. Status: Sponsored project Source of Grant: Scottish Enterprise Date of Research: 1995–1995 KEYWORDS: industry education relationship; secondments; teacher development 11/1432 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Harlen, W. Prof; Somekh, B. Dr; MacKay, R. Prof.; Tinklin, T. Ms; Edwards, L. Ms Evaluation of the National Record of Achievement Abstract: The study aims to assess the take up, knowledge and understanding of the National Record of Achievement (NRA) in all sectors and to identify problems and examples of good practice in order to make recommendations for the future development and promotion of the NRA. The study involves surveys of schools, further and higher education institutions and employees and also school students, recently appointed employees and new entrants to further and higher education. The methodology includes an initial phase of information gathering from appropriate authorities, including the Scottish Vocational Education Council, Scottish Enterprise, the Confederation of British Industry and some local enterprise companies. This will be followed by: 1) a postal questionnaire survey of all secondary schools to enquire about their implementation of the NRA; 2) a postal survey of schools liaison/ admissions officers in further and higher

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education institutions; 3) a telephone survey of 50 employers and 4) a questionnaire to a sample of pupils in schools where NRA is being used effectively. Status: Sponsored project Source of Grant: Scottish Council for Research in Education; Scottish Office Education Department Date of Research: 1995–1996 KEYWORDS: employer attitudes; profiles; pupil attitudes; records of achievement; sixteen to nineteen education; student records; work education relationship 11/1433 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Somekh, B. Dr; Wilson, V. Ms; Glissov, P. Dr An evaluation of the Police Standard Entrance Test Abstract: This project will examine the role and effectiveness of the Standard Entrance Test (SET) used in the recruitment process to the police forces in Scotland. There are two stages to the research: 1) collection and analysis of statistics relating to recruitment in all the Scottish police forces (survey method) and 2) thorough examination of the SET in relation to current duties performed and skills required of police oflicers (case study of the two forces including observation). Status: Sponsored project Source of Grant: Scottish Office Home and Health Department Date of Research: 1995–1995 KEYWORDS: entrance test; personnel selection; police; recruitment; selective admission 11/1434 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Powney, J. Dr; Finnigan, J. Ms Health SAC: a health education database relating to school age children Abstract: A database will be compiled which covers health education and health promotion research. In addition it will list resource and curricular development work at a regional, divisional and national level. The register will list work current in or after 1993 which deals with children and young adults. Status: Sponsored project Source of Grant: Health Education Board for Scotland Date of Research: 1995–1995 KEYWORDS: databases; health education; health promotion; research 11/1435 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Thorpe, G. Mr Impact of managed effective learning (MEL): associated schools Abstract: This is one of the strands of the Managed Effective Learning (MEL) project. It will provide participating schools with aggregate year group results for Years 9, 10 and 11, and changes in these over the next 3 years. The instruments are pupil questionnaires

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related to links between school work and two basic competency tests in numeracy and literacy. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1995-continuing KEYWORDS: attainment tests; improvement programmes; learning activities; life skills; literacy; managed effective learning; numeracy; secondary education 11/1436 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Somekh, B. Dr Management for organisational and human development (MOHD) Abstract: Management for organisational and human development (MOHD) is a network of 7 research centres in 4 European countries carrying out collaborative research and training. It is coordinated from the Scottish Council for Research in Education. The emphasis is on providing high quality training for young researchers. Young researchers are employed at a research centre in another European Union country for 6 months. They work within the framework of a 2-year project set up by the research centre. Status: Sponsored project Source of Grant: European Union Date of Research: 1994–1996 KEYWORDS: educational researchers; European Union; international educational exchange; researchers; training 11/1437 15 St John Street, Edinburgh EH8 8JR 0131 5572944 Devine, M. Mrs; Hall, J. Dr Performance in Higher Grade examinations Abstract: The study assesses whether there have been any significant changes in the standard of attainment required to gain a pass in Higher Grade examinations in English, mathematics, geography and biology. The research will attempt to identify any factors to which any variations in standards could be attributable. Status: Sponsored project Source of Grant: Scottish Office Education Department; Scottish Counril for Research in Education Date of Research: 1995–1995 KEYWORDS: academic achievement; examinations; higher grade examinations; performance; Scottish Certificate of Education 11/1438 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Harlen, W. Prof.; Black, H. Mr; Powney, J. Dr Research methods materials Abstract: The Scottish Council for Research in Education (SCRE) is developing packages of research methods materials in classroom observation, interviewing and

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questionnaires. The intention is that the materials will be used in staff development and training workshops. Status: Sponsored project Source of Grant: Scottish Council for Research in Education Date of Research: 1993-continuing KEYWORDS: classroom observation techniques; educational research; interviews; material development; questionnaires; research methodology; staff development 11/1439 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Black, H. Mr; Hall, J. Dr Teaching support and induction schemes for lecturers in higher education Abstract: The focus of this work is on establishing the range and nature of support systems for lecturers in higher education institutions. Information is gathered about the current situation through interviews with key individuals. Status: Sponsored project Source of Grant: Scottish Office Education Department; Scottish Council for Research in Education Date of Research: 1993–1995 KEYWORDS: academic staff; higher education; lecturers; teacher induction 11/1440 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Graham, T. Mr; Wilson, V. Ms Young people’s understanding of their housing options Abstract: To investigate young people’s understanding of the housing system in Scotland, how they gain awareness of their housing options and to develop a strategy for the development of housing education in schools. Status: Sponsored project Source of Grant: Scottish Homes Date of Research: 1995–1995 KEYWORDS: housing; life skills; youth 11/1441 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Powney, J. Dr; Glissov, P. Dr Effectiveness of Access courses: longitudinal study (follow-up of students) Abstract: This project will track the progress of students from the earlier Scottish Council for Research in Education (SCRE) project which assessed the effectiveness of science and social science Access courses in preparing adults or degree level study. Status: Sponsored project Source of Grant: Scottish Office Education Department £14,193 Date of Research: 1993-continuing KEYWORDS: Access programmes; access to education; adult students; followup studies; higher education; mature students; science education; social sciences 11/1442

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15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Dundee University, Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 McFall, L. Ms; Harden, R. Prof.; Supervisor: Wilson, V. Ms Training pharmacists Abstract: Evaluate the use of open learning for the continuing education of community pharmacists in the UK. Status: Sponsored project Source of Grant: University of Manchester, Centre for Pharmacy Postgraduate Education £22,500 Date of Research: 1995–1995 KEYWORDS: open education; pharmaceutical education; pharmacists; professional continuing education; professional development 11/1443 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Dundee University, Centre for Medical Education, Ninewells Hospital and Medical School, Dundee DD1 9SY 01382 660111 Black, H. Mr; Devine, M. Mrs; Harden, R. Prof. A comparative study of vocational training for general dental practice and house officer training in dentistry in England Abstract: A comparative study of two approaches to the vocational training of dentists in England. One approach deals with vocational training for general dental practice, the other for house officers in hospitals. The study includes interviews with opinion leaders in the field of dentistry and will be conducted along with a national survey of trainers, trainees and recent graduates. Published Material: DEVINE, M. et al. (1995). The early years of postgraduate dental training in England. Consultation document. London: Standing Committee on Postgraduate Medical and Dental Education. Status: Sponsored project Source of Grant: Standing Committee on Postgraduate Medical and Dental Education £44,300 Date of Research: 1994–1995 KEYWORDS: dentistry; professional education 11/1444 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Scottish Consumer Council, 314 Vincent Street, Glasgow G3 8XW 0141 226 5261 Moore, C. Ms; Supervisor: Munn, P. Mrs Grievance redress: procedures in edncation Abstract: This small scale preliminary survey explored the issues for parents and headteachers. It was part of a wider Scottish Consumer Council study.

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Published Material: WELSH, J. (1994). Could do better? Complaints and redress in Scottish schools. Glasgow: Scottish Consumer Counril.; MOORE, C. (1994). Partners or pests? Experiences of grievance and redress procedures in education. SCRE Research Report No 60. Edinburgh: Scottish Council for Research in Education. Status: Sponsored project Source of Grant: Scottish Consumer Council Date of Research: 1994–1994 KEYWORDS: grievance procedures; parent grievances; parent school relationship 11/1445 15 St John Street, Edinburgh EH8 8JR 0131 557 2944 Strathclyde University, Centre for Research in Quality in Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Northern College of Education, Dundee Campus, Gardyne Road, Dundee DD5 1NY 01382 464000 Edinburgh University, Institute for the Study of Education in Society, Old College, South Bridge, Edinburgh EH8 9YL 0131 650 1000 Harlen, W. Prof.; MacBeath, J. Prof.; Simpson, M. Prof.; Thomson, G. Dr Evaluation of the 5–14 development programme Abstract: The evaluation comprises a set of four inter-related studies of major aspects of the implementation of the 5–14 programme. The studies are being undertaken by four different teams under the guidance of a national coordinator and steering committee. There is some integration of the four studies in the work of each team, but one team is mainly responsible for one aspect as follows: a) the primary school (Scottish Council for Research in Education); b) implementation of the curriculum and assessment guidelines in the secondary school (Northern College); c) introduction of National Testing (Edinburgh University); and d) the implementation of advice on reporting and the Pupil Record Card (Strathclyde University). The evaluation will be formative, that is, it will obtain and report information which can be used in improving guidelines, support materials and training procedures as the 5–14 programme is implemented. Published Material: HARLEN, W. et al. (1994). Implementing 5–14: a progress report. Interchange No 23. Edinburgh: Scottish Office Education Department. Status: Sponsored project Source of Grant: Scottish Office Education Department £523,165 Date of Research: 1991–1995 KEYWORDS: assessment; curriculum development; Five to Fourteen Curriculum; primary education; Scotland; secondary education Sheffield Hallam University 11/1446 Mathematics Education Centre, 25 Broomgrove Road, Sheffield S10 2NA 01142 720911 Hudson, B. Dr; Supervisor: Wilson, D. Mr; Cashdan, A. Prof.; Johnson, S. Ms Group work with multimedia in the secondary mathematics classroom

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Abstract: This project is in partnership with the local education authorities of Barnsley, Rotherham and Sheffield. The aim of this case study was to investigate the potential of collaborative learning using multimedia in the mathematics classroom. Materials and approaches were developed and trialled in classrooms. These trials were carried out in 3 secondary schools in Rotherham, Sheflield and Barnsley. All the pupils involved in the classroom trials were 14 to 15 years old, in Years 9 and 10 of the National Curriculum. The main focus of development was the multimedia package, World of Number, sponsored by the National Curriculum Council. This was available on both laser disc and also CD ROM, with both versions being utilised in the classroom trials. The particular focus of development was on multimedia-based activities involving one of the units from the package. This unit is based upon video clips of motion from the real world using graphs involving speed, distance, height and time. The interpretation of the findings of this study was informed by Vygotsky’s socio-cultural theory. A micro-analysis of the discourse was carried out which revealed differences in terms of patterns of interaction. Despite initial impressions of effective interaction there was evidence of varying levels of collaboration with some examples of rich interaction about the mathematics of the situation to some that were quite superficial. By examining the development of pupil understanding, the analysis also served to illuminate Vygotsky’s notion of the function of egocentric speech and thus the direction of the development of thinking from the social to the individual, which is central to a socio-cultural perspective. Published Material: HUDSON, B. (1994). ‘Group work with multimedia in mathematics: contrasting patterns of interaction’. In: Proceedings of the British Society for Research into Learning Mathematics Conference, Manchester Metropolitan University, December 1994.; HUDSON, B. (1994). ‘Group work with multi-media in mathematics’. Paper presented to the British Educational Research Association Conference, University of Oxford, September 1994.; HUDSON, B. (1995). ‘Group work with multimedia in mathematics: the illumination of pupil misconceptions from a Vygotskian perspective’. Proceedings of PME 19: International Group for the Psychology of Mathematics Education Conference, Brazil, July 1995.; HUDSON, B. (1995). ‘Group work with multimedia in mathematics: the role of the technology and of the teacher?’. Proceedings of British Congress on Mathematical Education, Manchester Metropolitan University, July 1995.; HUDSON, B. (1996). ‘Group work with multimedia in mathematics: contrasting patterns of interaction’, British Journal of Educational Technology, Vol 27, No 3, pp. 171–190. Status: Collaborative Date of Research: 1987–1995 KEYWORDS: computer uses in education; group work; information technology; mathematics education; multimedia approach; teaching methods 11/1447 School of Urban and Regional Studies, Pond Street, Sheffield S1 1WB 01142 720911 York University, Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Grainger, N. Mr; Supervisor: Davies, I. Dr The Europeanisation of higher education

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Abstract: A literature review of citizenship rights in Europe and educational issues has been undertaken. Preliminary questions included ‘What are the rights and responsibilities of people working and studying at higher educational institutiotis in Europe?’ This question leads to the issue—Are they the best? People have views on what their rights should be. The European Union view (or policies) is being sought from its documentation. The views of experts are being sought on European higher education and citizenship in the context of European goals; and also the views of some students in the light of their experiences on exchanges, overseas placements etc. Following the above interviews or discussions, there would be an examination of implications for education, for example, types of education, and also possibly for other matters relating to vocational education issues or to cultural identity. Issues which are being raised include those that students regard as essential for making their experiences more full in relation to their goals, and to the concepts of European citizenship, and the corresponding opinions of exchange coordinators. Status: Individual research Date of Research: 1993-continuing KEYWORDS: citizenship; Europe; higher education; overseas employment; overseas students; student exchange programmes; study abroad Sheffield University 11/1448 Department of Psychology, Sheffield S10 2TN 01142 768555 London University, Goldsmiths College, Department of Psychology, New Cross, London SE14 6NW 0171 919 7171 Madsen, K. Ms; Supervisor: Smith, P. Prof. Perceptions of bullying by children, teachers and parents Abstract: Within the last few years much research has been done in the area of bullying but as yet no systematic analysis of persons’ perceptions of the concept of ‘bullying’ has been carried out. This study is divided into two parts. The first is investigating: age differences, gender differences; bullying/victim perceived status; and people’s perceptions of the concept of bullying. One hundred and fifty nine participants, aged 5/6, 9/10, 15/16 and 18-adult, were individually interviewed. They were asked to define the term bullying. Based on elements traditionally associated with the term ‘bullying’, twenty-six hypothetical scenarios were developed, and participants were asked whether or not they felt each was a bullying incident and why they had given that answer. Participants were then asked: 1) Who do you think can bully? 2) Who do you think can get bullied? 3) Why do you think people bully other people? 4) Can you give me some examples of buflying? Finally participants were again asked to define the term ‘bullying’. A coding system based on content analysis and previous research ideas has been devised for each of the five questions. Age and gender differences have been examined. In the second part of the study, this methodology is being applied to compare teachers (n=40) and parents (n=40). Published Material: MADSEN, K. & SMITH, P.K. (1993). ‘Age x gender differences in participants’ perception of the concept of the term “bullying'”. Poster presented at Vlth European Conference on Developmental Psychology, University of Bonn, Germany,

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1993.; MADSEN, K. & SMITH, P.K. (1994). Age x gender differences in partiripants’ perception of why people bully’. Poster presented at the International Society for the Study of Behavioural Development XIIIth Biennial Meetings, Amsterdam, The Netherlands, 1994.; MADSEN, K. & SMITH, P.K. (1994). ‘Teacher and parent perceptions of why people bully other people’. Paper presented at the Annual Conference of the Developmental Section of the British Psychological Section, University of Portsmouth, 1994. Status: Individual research Date of Research: 1992–1995 KEYWORDS: antisocial behaviour; attitudes; behaviour problems; bullying; parent attitudes; pupil attitudes; teacher attitudes 11/1449 Department of Psychology, Sheffield S10 2TN 01142 768555 London University, Goldsmiths College, Department of Psychology, New Cross, London SE14 6NW 0171 919 7171 Mooney, S. Miss; Supervisor: Brumfitt, S. Ms; Smith, P. Prof. Stammering in school: problems faced by pupils and teachers Abstract: Dysfluent children may face many difficulties at school, e.g. answering the register, reading aloud. Teachers may also encounter problems and may be unaware that a child stammers or feels unable to communicate with them. Bullying may also be a problem. The project aims to explore the nature of these difficulties and the long-term effects of stammering in school. The project included: 1) A pilot study which involved 8 interviews with dysfluent adults. 2) Study 1–324 questionnaires on stammering and bullying were completed by adult stammerers. 3) Study 2—observation sessions with 10 primary and secondary dysfluent pupils, their teachers and classmates. 4) Study 3–30 retrospective indepth interviews with adults who stammer, focusing on school experiences. Preliminary fmdings indicate that many teachers are poorly informed about stammering and that young children who stammer do face considerable difficulty at school, where fluency is often regarded as being indicative of intelligence. Many dysfluent adults report problems at school, from friendships and teacher relations to academia and attainment. The issue of stammering needs to be highlighted within schools to ensure that all children receive equal opportunities. Published Material: MOONEY, S.A. & LEWIS, J. (1994). Bullying and the dysfluent child in primary school: a pack to help teachers and speech and language therapists. London: Association for Stammerers.; MOONEY, S.A. & SMITH, P.K. (1995). ‘Bullying and the child who stammers’, Journal of Special Education, Vol 22, No 1, pp.24–27. Status: Sponsored project Source of Grant: Sheffield University; Association for Stammerers £5,000 Date of Research: 1993–1996 KEYWORDS: bullying; pupil problems; special educational needs; speech handicaps; stuttering 11/1450 Division of Adult Continuing Education, 196–198 West Street, Sheffield S1 4ET

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01142 768555 Challis, K. Mrs; Supervisor: Johnston R. Mrs An investigation of staff and student perceptions of distance learning for a Masters qualification compared with perceptions of the same degree delivered by conventional mode Abstract: The research investigates the perceptions and experiences of students, stafF and clerical support regarding the introduction of a Masters Degree by Distance Learning, in addition to the conventional mode. It includes empirical research by questionnaire and interview methods. Results to date (staff and students) suggest that the modes meet learning and teaching styles and the preferences of two different audiences. Learning outcomes, in terms of qualifications, are comparable. Status: Sponsored project Source of Grant: Higher Education Funding Council for England £20,000 Date of Research: 1992–1995 KEYWORDS: distance education; higher education; masters degrees; teaching methods 11/1451 Division of Adult Continuing Education, 196–198 West Street, Sheffield S1 4ET 01142 768555 Hunt, C. Mrs The philosophy and practice of community education, using Derbyshire as a case study Abstract: Various models have been devised to make sense of the variety of ideologies, interests and outcomes encompassed by the notion of community education (CE). This research draws together and examines some of these models as they are reflected in the practice of one local authority: Derbyshire. In 1987, the County Counril introduced a unique and comprehensive CE policy which attempted to develop CE through both schools and local communities. Not only were more than 100 new professional appointments made, but 37 local community education councils (CECs) were set up. Each of these comprised over 30 ‘lay’ members to whom collective responsibility for administering a substantial budget was devolved. Within 6 years however, as a result of legislative and linked financial changes, the majority of the professional posts had been disestablished, the delivery of CE had been reorganised twice and the CECs were in disarray. This research attempts to document and analyse the ‘Derbyshire CE experience’ by drawing on the words of practitioners and participants wherever possible. It takes a ‘grounded theory’ approach and seeks to find ‘the consequential in the inconsequentiaF, while operating within an ethical framework which emphasises research ‘with’ rather than ‘on’ people. Status: Sponsored project Source of Grant: Nuffield Foundation £3,000 Date of Research: 1990-continuing KEYWORDS: adult education; community education 11/1452 Division of Adult Continuing Education, 196–198 West Street, Sheffield S1 4ET 01142 768555

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Bennett, C. Ms; Chapman, A. Mr; Cliff, D. Mr; Garside, M. Mr; Hardwick, R. Mr; Higgins, G. Mr; Linton-Beresford, J. Ms; Supervisor: Hampton, W. Prof. Hearing yourself learn: group processes for adult students Abstract: The aim of the project is to gain understanding of group processes in continuing education. A group of mature, part-time postgraduate students and their supervisor kept learning diaries during a 3-year period. These formed the basis for reflection on the group learning process as it developed and at group meetings subsequent to the completion of the course. The results are: 1) the research confirmed the phrases of group development usually known as Torming’, ‘storming’, ‘norming’ and ‘performing’; 2) the group should have spent more time during the induction period on the respective roles of students and tutor; 3) the group had enhanced the performance of each of its members through the interest in group dynamics. Status: Team research Date of Research: 1991–1994 KEYWORDS: adult education; continuing education; group dynamics; mature students 11/1453 Division of Adult Continuing Education, 196–198 West Street, Sheffield S1 4ET 01142 768555 Felix-Corral, M. Miss; Supervisor: Hampton, W. Prof.; Webb, S. Dr The research experience of overseas female students—is it a fair deal? Abstract: Research in the academic world appears to be elitist, hierarchical and male dominated. Women researchers of whatever social class, nationality, race or academic background are considered outsiders in this world. To keep their identity in a patriarchal culture requires a struggle which is at great cost. If this happens even in their own countries, languages and cultures, what is happening to overseas female research students (a minority group) in universities around the world? To understand the female experience, the conditions, the rules and the objective and subjective barriers which women must overcome in obtaining their academic qualification, is the main aim of this research. Incorporating the researcher’s personal experience as a professional in her own country, and as an overseas female research student in the UK, respresents her personal aim. The main aims of the research are: a) to achieve an understanding of relevant conditions in research at Sheffield University; b) to determine the perceptions and expectations of overseas female students involved in research at Sheffield University; c) to identify the specific conditions and barries which prevent female researchers from achieving full success in the research world. The study could be considered as action research, because it has 3 implications: 1) Theoretical: to develop overseas female students’ research concepts. 2) Methodological: to gain relevant experience in the field of qualitative research. 3) Practical: to take practical action in gaining understanding of the overseas female students’ sub-culture/environment. The sample was not chosen on the basis of a priori criteria. The sample included fulltime overseas PhD candidates (both female and male) at Sheffield University. Home students and those coming from the European Community were excluded. The interviews conducted were around 40. Reinterviewing to explore forthcoming issues is considered. A naturalistic enquiry into the expectations and perceptions of overseas female PhD candidates is used. As background studies in the field are scarce, the data gathering process is mainly carried out by means

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of semi-structured, open-ended interviews. However, the use of other techniques (the researcher’s direct observations, gathering valuable quantitative data in the same interview and technical/non-technical literature) are proposed to supplement the interviews. The data analysis process will be carried out using Grounded Theory Analysis. The use of a qualitative data analysis software like NUD-ISTor ETHNO is considered. Clearly it could be considered that an ethnographic approach is being used, due to the fact that the researcher belongs herself to the phenomenon under study. As statistical data will be also generated, quantitative methodology for processing them will be required. However, the main approach in methodology is, undoubtedly, qualitative. Status: Individual research Date of Research: 1994–1996 KEYWORDS: overseas students; researchers; sex differences; student experience; student research; students; women; womeris education 11/1454 Division of Adult Continuing Education, 196–198 West Street, Sheffield S1 4ET 01142 768555 Fang, X. Ms; Supervisor: Hampton, W. Prof. Going into the sea: the relationship of socio-economic changes and development to the education and training of adults in China since the late 1970s, with comparative aspects in Hong Kong and the UK Abstract: In accordance with the socio-economic changes, there have been tremendous changes in the education and training of adults in China since the late 1970s. The aim of the study is to examine the impact of the former on the latter to show the general trends and to see how far the education and training of adults in China have moved towards a market orientation. Meanwhile the experience in Hong Kong and the UK will contribute to the comparative aspects of the study. Qualitative methodology is used throughout the study, whilst comparative methodology is also used. Data will be obtained by: first, analyses of government documentation available; second, interviews with governmental and institutional policy makers; third, observation of institutions, conferences and seminars. The writer’s own experience and reviews of books and other publications will form important sources for the study. Status: Individual research Date of Research: 1993-continuing KEYWORDS: adult education; China; comparative education; Hong Kong 11/1455 Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Wiltsher, C. Mr; Supervisor: Carr, W. Prof. The concept of education in higher education in England 1960–1996 with particular reference to adult continuing education Abstract: During the period 1960–1996, higher education in England has undergone many changes. In the same period, extra-mural provision by universities, now called adult continuing education, has also changed. Most of the changes have occurred in response to external pressures. This study seeks to discover whether the concept(s) of education used in universities and adult continuing education departments, implicitly or explicitly, has (have) changed too and, if so, in what ways. One part of the study will aim

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to analyse the concept(s) of education found in public documents such as government papers, The Robbins Report, papers from the Committee of Vice Chancellors and Prinripals (CVCP) and similar bodies, and policy documents produced by universities and appropriate departments. Any general view emerging will then be tested in a case study of the University of Sheffield and its adult provision. Status: Individual research Date of Research: 1995-continuing KEYWORDS: adult education; continuing education; educational history; extension education; higher education; universities 11/1456 Division of Education, 388 Glossop Road, Sheffield S10 2JA 01142 768555 Calvert, M. Mr; Supervisor: Quicke, J. Prof. Personal and Social Education teaching and staff development: a suitable case for treatment? Abstract: Pastoral care is a particularly problematic area. Within it the teaching of Personal and Social Education (PSE) is extremely difficult to manage, deliver and evaluate. There is a common picture of ill-prepared, poorly resourced and reluctant teachers who are required to teach the subject. The research focuses on the impact that staff development can make to what many would argue is an important aspect of the curriculum. It will need to embrace a number of bibliographies: stafF development, pastoral care, school effectiveness, school improvement, personal bibliographies and management of change. It will involve investigating such areas as: models of PSE provision, models of staff development, management models and evaluating change. The researcher will use qualitative data from interviews and work closely with schools that are undertaking staff development work in this area. The research will identify strategies for staff development in the context of whole school effectiveness. Published Material: CALVERT, M. & HENDERSON, J. (1994). ‘Newly qualified teachers: do we prepare them for their pastoral role?’, Pastoral Care in Education, Vol 12, No 2, pp.7–12.; CALVERT, M. & HENDERSON, J. (1995). ‘Leading the team: managing pastoral care in the secondary setting’. In: BELL, J. & HARRISON, B.T. (Eds). Visions and values in managing education: successful leadership principles and practice. London: David Fulton. Status: Individual research Date of Research: 1994-continuing KEYWORDS: pastoral care—education; personal and social education; teacher development Social and Community Planning Research 11/1457 35 Northampton Square, London EC1V OAX 0171 250 1866 Campanelli, P. Ms; Channell, J. Dr The conceptualisation of qualifications by individuals Abstract: Competent researchers have been grappling with the problems associated with the collection of accurate data on qualifications for thirty years or more, yet the perceived need for the current research indicates that they have not yet been satisfactorily

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solved. In 1994, the Department of Employment commissioned two contemporaneous pieces. One was carried out by the Office for Population Censuses and Surveys while the other, which is the subject of the present report, looked at problems in the collection of qualifications data from a linguistic and cognitive perspective. The results of this small study suggest the following types of respondent errors can occur in surveys, that is, respondents may get the qualification name wrong, forget that they have the qualification, not recognise the name/category of the qualification and have particular difficulties with the new National Vocational Qualification (NVQ) and General National Vocational Qualification (GNVQ) systems, disregard or discount qualifications which they in fact have, and misunderstand the interviewer question. These types of errors were also seen to vary across the population. The report concludes with a list of points which need to be borne in mind by researchers designing surveys or interviews on qualifications. Published Material: CAMPANELLI, P. & CHANNELL, J. The conceptualisation of qualifications by individuals. Research Series. Sheffield: Department of Employment. (in press). Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1994–1995 KEYWORDS: National Vocational Qualifications; qualifications; surveys 11/1458 35 Northampton Square, London EC1V OAX 0171 250 1866 Courtenay, G. Ms; Hedges, B. Mr England and Wales youth cohort study (YCS) Abstract: The youth cohort study (YCS) now spans a decade. The first YCS survey was designed in 1984, and developed out of earlier work, in particular the Scottish School Leavers Survey (then carried out by the Centre for Educational Sociology at Edinburgh University), and the Sheffield and Bradford Pilot Study (carried out by the Division of Education at Sheffield University). The research is primarily about transitions and change. It focuses on young people’s activities after compulsory education. It is about the transition from school to further (then higher) education, or to the labour market. It seeks to identify and explain the factors that influence the transitions (for example, educational attainment, training opportunities, experiences at school). The YCS is funded by the Department for Education and Employment (DfEE). It is designed and administered by the Social and Community Planning Research (SCPR), who are also responsible for the preliminary reports on each cohort, and for much of the methodological work arising from (and contributing to) the surveys. In addition to the YCS reporting undertaken by SCPR, there is a parallel ‘academic work programme’ in which the funding departments specify substantive topics of interest for reports. From 1984–1993 this reporting was done by the Division of Education at Sheffield University. Since then, the academic work programme has been carried out by the Policy Studies Institute (PSI). Other universities and institutions have also contributed to this work programme (for example, the Institute of Employment Research at Warwick University). The first YCS cohort was surveyed in 1985, and the most recent in 1994. The research covers seven cohorts and over twenty surveys, with a considerably larger number of reports on a wide range of topics. The questionnaires have been designed, over the ten years of the YCS, to be broadly

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comparable, but external changes and shifts in areas of policy interest have brought about changes—some minor, others fundamental. There are various reports on separate surveys within each cohort published by the Department of Employment in their Research Series. Status: Sponsored project Source of Grant: Department for Education and Employment Date of Research: 1984-continuing KEYWORDS: cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth; youth employment 11/1459 35 Northampton Square, London EC1V OAX 0171 250 1866 Campanelli, P. Ms; Channell, J. Dr The meaning of ‘training’ Abstract: It is common knowledge that survey words and concepts are not always understood by survey respondents in the way the researcher intends. A specific illustration of this phenomenon conceras the term ‘training’. For example, the Department of Employment has for some time suspected that there is a substantial mismatch between the range and nature of activities which they themselves have in mind using the term ‘training’, and the range and nature of the activities which the general public as respondents to surveys takes to be covered by the term. In 1993, the Department of Employment commissioned the Social and Community Planning Research (SCPR) to explore people’s use and understanding of the term ‘training’ from both a cognitive and linguistic framework. The SCPR approached the project using five specialised techniques. Three of these were from the survey tradition (cognitive interviewing methods, vignette analysis, and focus group discussions), and two werc from the language-based tradition (corpus linguistics and conversation analysis). The report describes some of the substantive and methodological fmdings, and discusses the implications and incorporation of the results in survey design. Published Material: CAMPANELLI, P. & CHANNELL, J. (Eds). (1994). Training: an exploration of the word and the concept with an analysis of the implications for survey design. Research Series No 30. Sheffield: Department of Employment. Status: Sponsored project Source of Grant: Department of Employment £31,700 Date of Research: 1993–1994 KEYWORDS: comprehension; public opinion; surveys; training 11/1460 35 Northampton Square, London EC1V OAX 0171 250 1866 Brook, L. Mr; Park, A. Ms; Curtice, J. Dr; Jowell, R. Prof. British social attitudes 1993 Abstract: The British Social Attitudes (BSA) survey series is an annual survey designed to yield a representative sample of adults aged 18 or over. The 1993 Education module covered the following topics: 1) Attitudes towards spending on education. 2) Attitudes towards higher education provision. 3) Attitudes towards parental choice, parental say and the importance of having information about primary and secondary

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schools (such as examination results). 4) Attitudes towards secondary schools (the role and function of secondary schools). 5) Assessment of teachers’ pay, classroom behaviour, standards, qualification levels, parental/pupil respect for teachers, teachers’ jobs, teachers’ dedication. Some of the 1993 questions were asked on earlier BSA surveys and time-series data is thus available. The BSA surveys always include detailed background classification data. The survey was administered in the form of a face-to-face interview and a self-completion booklet. The sampling frame in 1993 was the Postcode Address Frame (in previous years it had been the Electoral Register). The sampling frame was stratified by region, population density and percentage of owner-occupied homes. Data were weighted to take account of differential selection probabilities. Two thousand nine hundred and forty-five interviews were carried out—a response rate of 68%. The education questions were only asked of half the sample—1,493 respondents. Published Material: HALSEY, A.H. & LIEVESLEY, D. (1994). ‘Education: reaction to reform’. In: JOWELL, R., CURTICE, J., BROOK, L. & AHRENDT, D. (Eds). British social attitudes: llth report. Aldershot: Dartmouth. Status: Sponsored project Source of Grant: Sainsbury Family Charitable Trusts; Various Goverament Departments Date of Research: 1993–1994 KEYWORDS: attitudes; educational finance; educational quality; opinions; public opinion; surveys 11/1461 35 Northampton Square, London ECV OAX 0171 250 1866 Park, A. Ms Individual commitment to learning: individuals’ attitudes Abstract: The Individuals’ Attitude survey was commissioned by the Individual Commitment Branch of the Department of Employment and formed the first of three ‘Individual Commitment’ surveys (the other two were surveys of employers and providers). The aim of the survey was to examine: 1) experiences of vocational learning; 2) attitudes towards vocational learning; 3) knowledge of vocational leaming opportunities. All respondents were interviewed face-to-face. The sample was designed to be representative of the population of England and was stratified by region, popidation density, and socio-economic group. A total of 5,880 Postcode Address Frame (PAF) addresses were selected. The number of ‘learners’ in the sample was boosted by oversampling. This was carried out by dividing the sample into two, roughly equal, groups and different doorstep screening instructions applied to each. Probability weighting was applied before analysis in order to compensate for the over-sampling. One thousand four hundred and five interviews were conducted—a response rate of 66%. Published Material: PARK, A.M. (1994). Individual commitment to learning: individuals’ attitudes. Report on the quantitative survey. Research Series No 32. Sheffield: Department of Employment. Status: Sponsored project Source of Grant: Department of Employment £110,000 Date of Research: 1993–1994

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KEYWORDS: adult education; attitudes; continuing education; further education; lifelong learning; training; vocational education 11/1462 35 Northampton Square, London EC1V OAX 0171 250 1866 Tremlett, N. Mr; Thomas, A. Mr; Taylor, S. Mr Individual commitment to learning: providers’ attitudes Abstract: A study designed to explore the attitudes of providers towards lifetime learning, utilising quantitative and qualitative techniques. A survey of 857 providers, covering further education, adult education, private providers, and secondary providers (business, chambers of commerce, etc) was the main part of the research, although this was supplemented by 25 qualitative group discussions, both before main fieldwork, and as a follow-up. The reports published on the study covered a range of subjects: 1) characteristics of providers and subject provided; 2) provision of advice/guidance and follow-up support; 3) attitudes to factors affecting current provision and future provision of courses; 4) marketing of courses; 5) barriers to participation in learning; 6) strategies to improve awareness of learning opportunities; 7) the ‘future’ for adult learning. Published Material: TREMLETT, N., THOMAS, A. & TAYLOR, S. (1994). Individual commitment to learning: providers’ attitudes. SCPR Report P.1369. London: Social and Community Planning Research.; TREMLETT, N., THOMAS, A. & TAYLOR, S. (1995). Individual commitment to learning: providers’ attitudes. Research Series No 47. Sheffield: Department of Employment. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1994–1994 KEYWORDS: adult education; attitudes; continuing education; further education; lifelong learning; training; vocational education 11/1463 35 Northampton Square, London EC1V OAX 0171 250 1866 Tremlett, N. Mr; Park, A. Ms Individual commitment to learning: comparative findings from the surveys of individuals’, employers’ and providers’ attitudes Abstract: A desk-based piece of research, based on the three surveys of attitudes to liftime learning. The project was designed to draw on the findings from the three separate studies (which covered individuals, employers and providers) and produce an overall perspective of the adult learning market that was not available from looking at each report alone. The final report covered a wide range of issues: 1) individual commitment to learning; 2) advice and guidance; 3) barriers to learning; 4) funding of learning; 5) attitudes to learning; 6) the marketing of learning; 7 employers’ and providers’ roles in promoting learning; 8) the future for vocational learning. Published Material: TREMLETT, N. & PARK, A. (1995). Individual commitment to learning: comparative fmdings from the surveys of individuals’, employers’ and providers’ attitudes. Research Series No 54. Sheffield: Department of Employment.; TREMLETT, N. & PARK, A. (1995). Individual commitment to learning: comparative

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findings from the surveys of individuals’ employers’ and providers’ attitudes. SCPR Report P.1451. London: Social and Community Planning Research. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1995–1995 KEYWORDS: adult education; attitudes; continuing education; further education; lifelong learning; training; vocational education 11/1464 35 Northampton Square, London EC1V OAX 0171 250 1866 Lynn, P. Mr; Taylor, S. Mr Scottish school-leavers survey (SSLS) Abstract: The Scottish Office Education Department has sponsored surveys of school leavers since the early 1970’s. Throughout the 1980’s these were known as the Scottish Young Persons Survey (SYPS), but following a review of the use made of the fmdings, the survey was redesigned in 1991 and became the Scottish School Leavers Survey (SSLS). The survey obtains information on the educational and employment activities of young people after they leave school, as well as background characteristics, such as parents’ level of education and social class, family circumstances, and housing tenure. Since 1994, the survey has also included questions about experiences at school. The survey data is then linked with information on school qualifications obtained from the Scottish Examination Board (SEB) and Scottish Vocational Educational Council (SCOTVEQ. The resultant data set is used by the survey contractor (Social and Community Planning Research) to write reports, by SOED for policy purposes, and is available to the wider research community via the Economic and Social Research Council (ESRC) data archive. The SSLS has two components—an annual survey of leavers, and a follow-up survey of an age cohort. The survey of leavers, carried out each spring (1993, 1994, 1995, 1996, 1997 etc) involves a 10% sample of those who had left school in the previous academic session, who may have left from S4 aged 16, from S5 aged 16 or 17, or from S6 aged 17 or 18. Only pupils with special educational needs are excluded. The first follow-up survey was carried out in 1995, based on a sample of people who entered S4 in autumn 1991, many of whom had already been included in the 1993 or 1994 leavers’ surveys. The surveys are carried out by post, using self-completion booklets, with response rates of around 75% (though qualifications, along with sex, school type, region and stage of leaving are known for 100% of the sample). Sample size is around 4,000 per survey. Published Material: LYNN, P. (1994). The Scottish school-leavers survey: the 1992 leavers. Edinburgh: Scottish Office Education Department.; LYNN, P. & FARRANT, G. (1994). The Scottish School-leavers Survey Series: 1993 Leavers Survey, Technical Report. London: Social and Community Planning Research.; LYNN, P. & PURDON, S. (1994). ‘An analysis of factors affecting response to a postal survey of young people’. Paper presented to the International Conference of the Royal Statistical Society, Newcastle upon Tyne, September 1994.; LYNN, P. (1995). The Scottish school-leavers survey: the 1993 leavers. Edinburgh: Scottish Office Education Department.; LYNN, P. The Scottish school-leavers survey: the 1994 leavers. Edinburgh: Scottish Office Education Department. (in press).

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Status: Sponsored project Source of Grant: Scottish Office Education Department; Department of Employment, jointly £75,000 per annum Date of Research: 1992-continuing KEYWORDS: cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; surveys; youth employment 11/1465 35 Northampton Square, London EC1V OAX 0171 250 1866 Erens, R. Mr Use of university libraries for academic research Abstract: This is a repeat of a survey carried out in 1989. The 1995 study is a postal survey of about 2,500 academics in all UK universities, which looks at: 1) how well research needs are met by university libraries; 2) how much libraries have changed since the last survey in 1989; 3) the impact of new developments (CD Roms, Interaet, etc) on research. Published Material: ERENS, R. (1991). Research libraries in transition. Library and Information Research Report No 82. London: The British Library. Status: Sponsored project Source of Grant: The British Library Date of Research: 1995–1996 KEYWORDS: libraries; research; university libraries Somerset County Council 11/1466 Education Development Service, Keats Road, Taunton TA1 2JB 01823 330574 College of St Mark and St John, Derriford Road, Plymouth PL6 8BH 01752 777188 Exeter University, School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Whiteley, A. Mr; Jordan, R. Mr; Supervisor: Hughes, M. Prof.; Rolph, P. Dr Class size/small schools Abstract: Somerset Local Education Authority (LEA) is working with the College of St Mark and St John, Plymouth, and the University of Exeter on a collaborative research project aimed, ultimately, at supporting and improving small primary schools. The aims are: 1) To identify key factors conducive to a partnership between the LEA and groups of small primary schools. 2) To develop and evaluate policy initiatives aimed at improving small schools. 3) To consider appropriate ways of measuring effectiveness. 4) To identify processes through which improvement may be initiated and sustained. 5) To identify key factors influencing the effectiveness of small schools (such as class size, mixed age classes, funding and deployment of resources). Date of Research: 1995-continuing KEYWORDS: class size; local education authorities; primary schools; school effectiveness; school size; small schools South Bank University

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11/1467 School of Computing, Information Systems and Mathematics, 103 Borough Road, London SE1 0AA 0171 928 8989 Vile, A. Mr; Supervisor: Lerman, S. Dr A semiotic approach towards meaning in mathematics learning Abstract: The aim of this project is to address the problem of meaning ascribed to mathematical concepts by mathematicians, teachers and learners both personally and socially. A theoretical framework will be developed, drawing on the work of structuralists, post-structuralists, socio-linguists and discourse analysts, that will bring together the process of internalization and the social nature of mathematical knowledge under a broad semiotic theory that describes the way in which mathematical knowledge, meaning and beliefs are assimilated. An ethnographic study of learning of mathematics by 13 year old pupils will be conducted to provide data for the analysis. Status: Individual research Date of Research: 1993–1996 KEYWORDS: mathematical concepts; mathematics education 11/1468 School of Computing, Information Systems and Mathematics, 103 Borough Road, London SE1 0AA 0171 928 8989 London University, Institute of Education, 20 Bedford Way, London WC1H 0AL 0171 5801122 Finlow-Bates, K. Mr; Supervisor: Lerman, S. Dr; Morgan, C. Ms; Noss, R. Dr Developing the notions of proof held by students, through the use of computers Abstract: It is assumed that at the end of a degree in mathematics the students will have obtained an understanding of mathematical proof. This is despite the fact that proof is not usually explicitly taught at undergraduate level, and at secondary level is presented from a viewpoint different to that of the mathematics community. The projects aims are to investigate the potential use of the computer in developing first year undergraduate students’ notions of proof, the design and evaluation of suitable teaching materials, and the development of a theory of ‘learning of proof’. The project consists of four sections: 1) An evaluation and examination of philosophical, psychological, epistemological and sociological theories influencing current views of notions of proof. 2) A review of research on the role of computers in the teaching of mathematics, and the development of a methodology for the evaluation of educational computer software. 3) The design, piloting and evaluation of teaching materials. 4) The development of a theory of ‘learning of proof’. Status: Sponsored project Source of Grant: South Bank University £21,000 Date of Research: 1992–1996 KEYWORDS: computer microworlds; computer uses in education; information technology; mathematics education; proof- mathematics 11/1469 School of Computing, Information Systems and Mathematics, 103 Borough Road, London SE1 0AA

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0171 928 8989 London University, King’s College, Department of Education, Cornwall House Annexe, Waterloo Road, London SE1 8WA 0171 836 5454 Winbourne, P. Mr; Supervisor: Lerman, S. Dr; Johnson, D. Prof. Paradigm shifts in algebra: its nature, its learning, its teaching and its application Abstract: Modern technology makes available new forms of representation and communication of mathematics which will influence the language and perception of mathematics and the nature of mathematical thinking. This research will first survey and discuss existing curricular paradigms. In particular, it will be concerned to survey current beliefs about the nature of algebra and of mathematical modelling. The research will build on previous work about the increasing accessibility, mediated by technology, of modelling activity and the important role that modelling should have in mathematics learning and seek to determine the level of algebraic understanding that is necessary for students to become effective modellers. Through modelling—particularly computer modelling—children can become metacognitively aware of learning processes and relate the modelling process in maths to the way we ‘model’ the world. The research will examine how technology can facilitate this metacognition drawing on Vygotsky’s insights of the functioning of the zone of proximal development. The study and elucidation of changing curricular paradigms will parallel discussion of the development of mathematical thinking, from a historical, psychological and social perspective. An additional question to be addressed is the neutrality or otherwise of technological development. This research will examine the implications of the existence of powerful tools such as symbol manipulators and graphical calculators for beliefs about learning and the nature of mathematics. Status: Individual research Date of Research: 1993-continuing KEYWORDS: algebra; mathematical models; mathematics education 11/1470 School of Education, Politics and Social Science, 103 Borough Road, London SE1 0AA 0171 928 8989 Weiner, G. Prof.; Adams, E. Miss External evaluation of the Lambeth Technical and Vocational Education Initiative (TVEI) Abstract: This five year evaluation has already involved case studies of Technical and Vocational Education Initiative (TVEI) implementation in selected schools. An interim report was completed in July 1995. An evaluation of the Lambeth European Awareness Festival was completed in July 1996. A further report is anticipated at the end of the project. Status: Sponsored project Source of Grant: Lambeth TVEI £33,000 Date of Research: 1993-continuing KEYWORDS: programme evaluation; TVEI 11/1471

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School of Education, Politics and Social Science, 103 Borough Road, London SE1 0AA 0171 928 8989 Luker, K. Ms; Nabarro, J. Ms; Supervisor: Weiner, G. Prof.: Morgan, M. Ms Evaluating support provision for deaf students in higher education Abstract: This study has arisen from earlier work carried out by South Bank University into widening access for disabled students to higher education. The project was funded as part of the Highei Education Funding Council’s Special Initiative and is being run in partnership with the City Literary Institute’s Further and Highei Education Support Unit which supports deaf students within the London region. The research project formulated guidelines foi future provision directly relating to the feasibility of establishing a Regional Service at the City Lit to provide comprehensive non-teaching support to higher education (HE) students. The need foi such provision has been highlighted by earlier work. The Supporl Unit at the City Lit was primarily developed to offer a service to further education (FE) establishments with higher education supporl work as an adjunct. Increasingly, the Unit has been regarded as a regional higher education service in its own right. Integration oi school pupils within mainstream schools following the Education Act by local education authorities (LEAs) is now having an impacl on higher education. Students are seeking a continuity of provision within their education and increased demand and raised expectations are affecting the level of provision available. The politicisation of communication and the recognition of sign language as a language in its own right leads many students to expect communication support as a right in order to gain access to the curriculum. Most deaf students now need support for 100% of their timetable to include both educational and communication support. The specific aims were to: 1) identify current models of support provision for deaf students both locally and nationally; 2) elicit the experiences of users and providers of support provision; 3) liaise with disability coordinators in higher education institutions (HEIs) to explore the effectiveness of current procedures; 4) encourage the development oi procedures to standardise the awarding of Disabled Students’ Allowances by LEAs; and 5) make recommendations and produce guidelines to inform future development of support provision. The study involved indepth interviewing of students, support staff, HEI disability coordinators, other relevant institution staff and LEAs; questionnaire surveys to LEA awards officers; case studies of selected support units. Five key themes were identified by the project as main areas of concern and of relevance to the development of an effective and comprehensive support unit. These were: 1) Status of the Support Unit in higher education: an investigation of how appropriate a Regional Service is to London, and the attitude of HEIs to such a service. The nature of the relationship between the Regional Service and HEIs was explored and the differences between a support for FE and HE will be identified. 2) Staffing: identification of what skills and training are required for staff to offer effective classroom support and the minimum level of permanent staffing necessary to establish a Regional Service. The acute shortage oi interpreters and the lack of recognised training for notetakers has been widely acknowledged. The research elicited the attitudes of support staff and deaf students to the division of tasks among staff and the relevance of current training to an HE support service. 3) Coordination: evaluation of current systems of coordination in London and those at other regional peripatetic services and at support networks operated within and

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by individual institutions, and guidelines formulated for future development. Issues concerning communication between coordinator, staff and students and the managing of complex booking systems were investigated. 4) Funding: investigation of the options available for charging foi support, including an assessment of the attitude towards charging systems by students, support units, HEIs and LEAs. The project also focused on the lack of core funding for administering and coordinating a Regional Service and the attitude of HEIs towards contributing to the cost of supporting the service. 5) Quality in the teaching situation: the options of both users and providers of the service as to what constitutes quality in teaching were sought and points of agreement and/or discord identified. It also considered how quality performance indicators might be derived from this data which would be used as a tool in evaluating the service offered by the support unit. A report is available from Margaret Morgan at South Bank University. Status: Sponsored project Source of Grant: Higher Education Funding Council for England £30,000 Date of Research: 1995–1995 KEYWORDS: deafness; hearing impairments; higher education; special educational needs; students; support services 11/1472 School of Education, Politics and Social Science, 103 Borough Road, London SE1 0AA 0171 928 8989 Hutchinson, G. Ms; Supervisor: Weiner, G. Prof.; David, M. Prof. Home economists: hidden feminists—an investigation of home economist career pathways in industry Abstract: This thesis represents the collective voice of home economists working in industry, who graduated in 1990. The term ‘female ways of knowing’ has been used to describe alternative values about what type of knowledge and understanding is important. Within the public sphere, female and people issues have a lesser value than public, male and product issues. A feminist research praxis was developed to explore the views and experiences of these home economists about their life, education, higher education courses, jobs and career prospects within the discourse of home economics. This involved the choice of a multi-method research approach incorporating qualitative and quantitative research methods to allow self-selected home economists to express their views about their first 2 years of employment. By progressively focusing, case study individuals were selected to explore the factors influencing their decision to study the subject; telephone interviews, work-diary accounts and group interviews allowed for a reflexive and interpretative approach. This research has focused on the tensions which exist within the subject and which derive from its gendered status and affiliation to private spheres of knowledge, and specifically on how home economists resolve these tensions. The placing of home economics education in relation to feminist theories is analysed with reference to recent changes in the subject content and its shift in application to industrial, rather than domestic, contexts. The theories developed in this thesis question whether the dominant (male) definition of what constitutes occupational reward and currency should be applied to home economics, which focuses upon people and their relationship to each other, and to their immediate environment. The application of this framework to home economics can only produce a deficit model. The ‘collective voice’ of women home economists

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reveals that they experience a tension between their own private values and reasons for choosing home economics and those of the public world which define and attribute status to their employment roles. It is argued that the removal of home economics as a vehicle for communicating ‘alternative ways of knowing’ from the curriculum of schools and in higher education courses, will not advance the status of women or promote greater equality of opportunity. Rather, this thesis argues that a narrow and polemical concentration on gender within home economics has squandered a feminist opportunity for progressing public and private debates in education and raising the status of knowledge and understanding attributed to women. The thesis concludes by considering where the locus of control lies in determining the future of home economics, and how it may resolve the tensions revealed in this study. Published Material: HUTCHINSON, G. (1993). ‘The title debate’, The Home Economist, Vol 12, No 6, pp.2–4.; HUTCHINSON, G. (1994). ‘Empowering home economists: career development in focus’, The Home Economist, Vol 13, No 5, pp.8–9.; HUTCHINSON, G. (1994). ‘Meeting the challenge: the 1990s food technology teacher’, Modus, Vol 12, No 7, pp.196–198.; HUTCHINSON, G. (1995). ‘Planning schemes of work for KS3 design and technology’, Modus, Vol 13, No 1, pp.14–16. Status: Individual research Date of Research: 1989–1996 KEYWORDS: career choice; home economics; professional education; womens employment 11/1473 School of Education, Politics and Social Science, 103 Borough Road, London SE1 0AA 0171 928 8989 Cambridge University, School of Education, 17 Trumpington Street, Cambridge CB2 1QA 01223 332888 Weiner, G. Prof.; David, M. Prof.; Arnot, M. Dr Educational reforms and gender equality in schools Abstract: This is a one year study which involved three phases: 1) Reanalysis of existing data on gender, e.g. league tables, OFSTED and DfE statistics. 2) Survey of schools and local education authorities. A national sub-sample to gauge the impact of policy changes on gender issues. 3) Case studies of six local education authorities. A report will be published in March 1996. Published Material: ARNOT, M., DAVID, M. & WEINER, G. (1996). Educational reform and gender equality in schools. Research Discussion Series No 17. Manchester: Equal Opportunities Commission. Status: Sponsored project Source of Grant: Equal Opportunities Commission £30,000 Date of Research: 1994–1995 KEYWORDS: educational change; equal education; gender equality; performance tables; school policy; sex differences Southampton University 11/1474

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Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Alansari, I. Mr; Supervisor: Brumfit, C. Prof.; Grenfell, M. Mr Inservice training for English as a foreign language (EFL) teachers in Saudi Arabia Abstract: Inservice training for English as a foreign language (EFL) teachers is becoming one of the main concerns to the Saudi educationalists. It intends to expand the knowledge of the teachers and keep them abreast with the new development in Saudi Arabian education. However, most of the inservice training activities are designed by people other than teachers. This descriptive study designs an inservice training (INSET) programme for secondary EFL teachers in Saudi Arabia. This programme is based on the identified INSET needs of these teachers as perceived by the teachers themselves, supervisors, school principals and specialists of teaching English as a second or other language (TESOL). It seeks the dissimilarities between the INSET provision in the Country on the one hand and the identified needs of the secondary school EFL teachers on the other. These dissimilarities are eliminated by designing a substitutional theoretical INSET programme which meets the identified needs. This programme is designed by defming the main elements in terms of: objectives, materials and content, instructional methods, evaluation, and follow-up. A self-developed questionnaire, along with semistructured interview, are used to identify the needs. The questionnaire consists of identiying seven areas: general education, language components, linguistic, methodology, pedagogy, culture, and INSET instructional methods. The investigation of the data also takes the form of interviews, conducted with small samples of the four groups of population. Status: Individual research Date of Research: 1992–1995 KEYWORDS: English—second language; inservice teacher education; Saudi Arabia; second language teaching 11/1475 Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Silveira, M. Miss; Supervisor: Mitchell, R. Dr How can reading contribute to the development of English as a foreign language (EFL) in state education in Brazil? Abstract: The research aims at analysing the role of reading in the development of English as a foreign language (EFL) in state education in Brazil. English has become of paramount importance in science and technology; thus, the ability to master the English language is nowadays a passport to reach better living standards. This research will look at the possibility of learning English by mainly focusing on the acquisition of reading skills. How can reading contribute to English? A limited time-table and lack of backup materials are some of the underlying causes of low school achievement in foreign language teaching. An exclusive focus on oral skills has proved inefficient. Oracity should not be the goal in the foreign language context where learners seek competence in writing and reading. Status: Sponsored project

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Source of Grant: Conselho Nacional de Desenvolvimento Cientifico e Tecnologico (CNPq—Brazil)—per month £747 Date of Research: 1992–1995 KEYWORDS: Brazil; English—second language; second language teaching 11/1476 Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Lee, Y. Mr; Supervisor: Mitchell, R. Dr Developing English proficiency tests and achieving beneficial ‘washback’ on laoguage teaching for communication in Korea Abstract: Although the Korean education system is on the point of changing to accommodate communicative ideas of language teaching, many English teaching programmes are locked into the classifications imposed by the major examinations such as the standardised college entrance test of English. Since both teaching and testing are so closely interrelated that there could be a ‘washback’ effect of testing on language teaching and learning, it would be necessary to fmd an appropriate paradigm of language proficiency assessment which could implement English teaching for communication in the Korean context. At first, the research will investigate the basic considerations which underlie the practical development and use of language tests. It will specify the language abilities to be measured, define the nature of measurement and different purposes of language testing, and consider the context that determines the uses of language tests. In connection with some analyses of the current English tests, the researcher will also explore the testing methods that are used to measure a candidate’s language proficiency in order to develop an appropriate proficiency test of English in Korea. Finally, further attempts will be made to see how the English proficiency test developed, by assessing the candidate’s desired communicative competence, could achieve some beneficial ‘washback’ effect on English language teaching and learning for communication. Status: Individual research Date of Research: 1992–1995 KEYWORDS: communicative competence—languages; English—second language; Korea; language tests; second language teaching 11/1477 Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Edwards, J. Mr; Supervisor: Benton, M. Dr Curriculum change and its effects on school departmental culture, with particular reference to secondary school English Abstract: This research aims to illuminate how curriculum change operates in English teaching in secondary schools, particularly during a period of great and controversial shifts of emphasis accompanying the development of the National Curriculum. Historical discussion and analysis provide the context for the study. An interview-based enquiry with 80 departmental heads of English is set against this background. Syllabus content, teaching style, the effects of external control, vis-a-vis personal and professional autonomy, are the main issues to be pursued.

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Status: Individual research Date of Research: 1991-continuing KEYWORDS: curriculum development; educational change; English; English studies curriculum; National Curriculum; secondary education 11/1478 Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Benton, M. Dr Readings in literature and painring, 1700–1900, and their relevance to pedadogy Abstract: This cross-curricular research aims to illuminate the historical and theoretical connections between painting and literature focusing especially on the 18th and 19th centuries in Britain. Theoretical enquiries into the spectator role in respect of both art forms will be followed by a study of 6 major themes: painting; theatre and fiction in the 18th century; landscape painting and literary pictorialism; the idea and image of childhood; narative in visual and verbal forms; the idea of the poetic in both arts; painting, poetry and the canon. These historical themes will then be related to current cross-curricular work in secondary schools. Published Material: BENTON, M.G. (1995). The self-conscious spectator’, The British Jouraal of Aesthetics, Vol 35, No 4, pp.361–373.; BENTON, M.G. (1995). ‘From a Rake’s Progress to Rosie’s Walk: lessons in aesthetic reading’, The Journal of Aesthetic Education, Vol 29, No 1, pp.33–46.; BENTON, M.G. ‘Education and the sister arts’, The Journal of Aesthetic Education. (in press).; BENTON, M.G. ‘The image of childhood’, Children’s Literature in Education. (in press). Status: Individual research Date of Research: 1994-continuing KEYWORDS: art education; art history; arts; cross curricular approach; literary history; literature; secondary education 11/1479 Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 595000 Whitney, M. Mr; Supervisor: Brumfit, C. Prof. The relationship between explicit knowledge about language (KAL) and writing development Abstract: This research aims to analyse the relationships between explicit knowledge about language (KAL), meta-language, and writing development in academic essays. It will probably look at whether explicit knowledge about cohesion helps students to write better quality texts. The research will largely focus on students in the post-16 British educational environment. It may research the issue with regard to overseas students studying in British universities. Status: Individual research Date of Research: 1996-continuing KEYWORDS: language; language skills; metalanguage; sixteen to nineteen education; writing—composition; writing skills 11/1480

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Faculty of Educational Studies, Centre for Language in Education, Highfield, Southampton SO9 5NH 01703 695000 National Foundation for Educational Research, The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Hooper, J. Ms; Hawker, J. Mrs; Supervisor: Mitchell, R. Dr; Dickson, P. Mr Progression in foreign language learning Abstract: The project is a study of progression in the learning of French in the initial stages and is carried out by tracking a cohort of sixty pupils in two secondary schools. Throughout Years 7, 8 and 9 the pupils’ development in spoken language is being monitored by the use of specially prepared tasks; lessons are being observed, and teachers and pupils interviewed. The analysis of the data being collected focuses on prefabrication, grammar, vocabulary and conversational development. It also aims to explore the relationship of classroom instruction with children’s learning, and the relevance of the National Cumculum Order for French. It is planned to report the fmdings in book form towards the end of 1996. Status: Sponsored project Source of Grant: Economic and Social Research Council £186,930; National Foundation for Educational Research £59,450 Date of Research: 1993–1996 KEYWORDS: French; learning; modern language studies 11/1481 Faculty of Educational Studies, Centre for Research in Education Marketing, Highfield, Southampton SO9 5NH 01703 595000 Hesketh, A. Dr; Supervisor: Foskett, N. Dr Post-16 markets project Abstract: This study is examining the interaction of the demand and supply sides of the further education marketplace for 16 year olds in the context of Further Education Funding Council (FEFC) policy. The research is focused on 8 sample markets, one in each of the FEFCs funding regions in England and Wales. In each, a sample of 15 year olds in a number of schools was surveyed with questionnaires on the factors influencing their choice of post-16 educational trajectories, and the decision-making process they are undertaking. In addition, the policy-makers and senior marketing managers in the post-16 colleges in each area were interviewed to identify their perspectives on decision-making in their own local market. In particular, their policy in relation to marketing was examined in the context of pupil decision-making. Status: Sponsored project Source of Grant: Higher Education Information Services Trust £100,000 Date of Research: 1994–1996 KEYWORDS: further education; marketing; pupil attitudes; school leavers; sixteen to nineteen education 11/1482 Faculty of Educational Studies, Centre for Research in Education Marketing, Highfield, Southampton SO9 5NH

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01703 595000 Hesketh, A. Dr; Supervisor: Foskett, N. Dr Higher education awareness amongst school pupils Abstract: This study is an examination of the perceptions and understanding that school pupils have of the nature, purpose, operation and value of higher education. Using a sample of pupils in schools in Hampshire, it is examining these issues through questionnaires and individual and focus group interviews with pupils, and interviews with teachers and careers advisers. The work is being undertaken with a sample of pupils in each of Years 6, 8 and 10. Status: Sponsored project Source of Grant: Hampshire Training and Enterprise Council £30,000; Universities and Colleges Admissions Service £2,000 Date of Research: 1995–1996 KEYWORDS: career awareness; higher education; pupil attitudes; vocational guidance 11/1483 Faculty of Educational Studies, Department of Physical Education, Highfield, Southampton SO9 5NH 01703 595000 Bryant, A. Miss; Supervisor: Figueroa, P. Dr The effect of the Education Reform Act 1988 on the provision of physical education/sport in primary schools Abstract: It was assumed that the Education Reform Act 1988 (ERA) would have profound effect on the provision of physical education (PE) in schools throughout England and Wales. ERA introduced a number of significant financial, organisational and curricular changes in the state school system, the most significant of which being Local Management of Schools (LMS) and the National Curriculum. Together these would have a bearing on both the content of PE in the primary school and the context in which it is enacted. The National Curriculum aimed to ensure a ‘broad and balanced’ PE curriculum for all children. LMS intended to make schools accountable for their operations and thereby encourage the efficient use of resources. It makes fundamental changes in the fmancial and management structures in education, limiting the functions of the local education authorities and giving greater autonomy to schools and their governing bodies by providing them with their own delegated budget with which to organise resources. As a consequence, resources and staff expertise have a bearing on the implementation of the National Curriculum for PE, and primary schools—by virtue of their different types, sizes, location and histories—vary enormously in their ability to respond to ERA. Detailed case studies of 6 schools in one local education authority were carried out between 1991 and 1993 when the implementation of the National Cuniculum was in its infancy. The purpose of the study was to investigate the current provision in primary schools and attempt to measure the gap between policy and practice. Published Material: PENNEY, D., BRYANT, A. & EVANS, J. (1993). ‘Physical education after ERA?’, British Journal of Physical Education, Research Supplement No 13, pp.2–5.; BRYANT, A., PENNEY, D. & EVANS, J. (1993). ‘Theorising implementation: a preliminary comment on power and process in policy research’, Physical Education Review, Vol 16, No 1, pp.5–11.; PENNEY, D. & EVANS, J. (1995).

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‘Physical education, restoration and the politics of sport’, Curriculum Studies, Vol 3, No 2, pp.183–196.; PENNEY, D. & EVANS, J. (1995). ‘The politics of pedagogy: making a National Curriculum physical education’, Journal of Education Policy, Vol 10, No 1, pp.27–44. Status: Individual research Date of Research: 1991–1996 KEYWORDS: Education Reform Act 1988; Local Management of Schools; National Curriculum; physical education; primary schools 11/1484 Faculty of Educational Studies, School of Education, High-field, Southampton SO9 5NH 01703 595000 Royle, J. Mrs; Supervisor: Weare, K. Ms; Speller, V. Dr Assuring quality in health promotion Abstract: This research focuses on approaches to quality assurance in health promotion and more specifically on how health promotion specialists use quality assurance in their work. The overall aim of the study is to establish the following: 1) What is currently happening with quality assurance and health promotion? 2) What the concept means to health promotion specialists? 3) How they use quality assurance in their work? 4) What influences them to use quality assurance, and if health promotion specialists are not using quality assurance, what are the barriers/opportunities? The research explores, through a survey and semi-structured interviews with health promotion specialists, what quality assurance means to them and addresses the following issues: 1) Whether they use quality assurance in their work. 2) Whether what they believe in theory about quality assurance is translated into practice. 3) What problems are involved in using quality assurance. 4) The barriers and opportunities experienced in assuring quality in health promotion. 5) For what areas of their work do they have agreed quality assurance processes. 6) Whether they think there is a need for a common set of criteria to assess the quality of health promotion. 7) Whether they are using ‘Assuring Quality in Health Ptomotion’—a manual that provides guidelines on how to develop standards of good practice (Evan, Head and Speller 1994). 8) Reasons for using/ not using the above document, and if they are using the manual to what extent is it changing their practice and how has it been modified. In addition, comparisons will be made with quality assurance and health promotion—particularly with work in Holland, Australia and the United States of America. Status: Individual research Date of Research: 1992-continuing KEYWORDS: health education; health promotion; quality assurance 11/1485 Faculty of Educational Studies, School of Education, High-field, Southampton SO9 5NH 01703 595000 Pasha, S. Mrs; Supervisor: Figueroa, P. Dr A study of handicapped South Asian children in two Southern English schools Abstract: The study is carried out to explore the problems related to the education of handicapped South Asian children by examining the educational environment and the

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provisions for these children currently enrolled in 7 Southern England special schools— taking a deeper account of two special schools from where 11 children were the main case studies of this research. It also examines the extent to which the parents perceive these schools and the other provisions to be effective for their children and for themselves. This study is ethnographic action research. Interviews, questionnaires and observation were the main tools used for gathering data from headteachers, teaching and non-teaching professionals, parents, other family members and, wherever possible, directly from children. The study presents a literature review and a historical overview of legislation development concerned with the education and provision for the ethnic minority handicapped children. The implications and findings of the study cover 3 broad aspects: 1) Provision and staffing conditions in special needs schools in general, and 2 special schools in particular. 2) Issues related to the education of Asian special needs children. 3) ParentsYfamilies’ points of view about their handicapped children and the available provision. The study shows that many schools were overcrowded and poorly staffed. The 3 ratios, assistant:pupil, staffrpupil, teachenpupil ratios, were relatively higher than those previously surveyed. Also, these schools did not have enough support from other professionals such as physiotherapist, speech therapists and so on. The visited schools did not offer any special curriculum/provision to the Asian children to fulfll their cultural, religious and linguistic needs. Most of the headteachers showed their interest in cultural assimilation. In both deeply investigated schools, the attitude of many staff members was racially and religiously unhelpful, home-school relationship was unsatisfactory. It was noticed that the educational staff were unaware of Asian cultural and religious aspects, whereas the parents were unaware of the educational goals for their children and were ignorant of the education system and their legal rights. The study also found that the parents and other family members were under continuous stress. Many parents were not satisfied with the provision offered, or with professionals of social services and health services departments. Also, the attitudes of the professionals were not helpful. Most of the parents were reluctant to get help from them or to involve them in any way. Unfortunately, parents thought of the professionals as problem creators. Parents were interested in getting training from professionals for the purpose of looking after their children in a better way at home. However, there was no such facility available. The study proposes some measures to overcome these implications. Status: Individual research Date of Research: 1993–1995 KEYWORDS: Asians; ethnic groups; parent attitudes; special education teachers; special educational needs; special schools; teacher attitudes 11/1486 Faculty of Educational Studies, School of Education, High-field, Southampton SO9 5NH 01703 595000 Bilingual Learners Support Service, South West Division, Foundry Lane Primary School, Foundry Lane, Southampton S015 3JT 01703 771293 Garcha, C. Mrs; Supervisor: Brumfit, C. Prof.; Mitchell, R. Dr Research into the underlying factors for achievement/underachievement of bilingual learners in Southampton, Hampshire

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Abstract: Achievement/underachievement is exhibited by individuals and groups of bilingual pupils of various ethnic backgrounds and the research will adopt a multidisriplinary approach. Specific aims and objectives will be set and certain groups will be targeted. The research will be in the form of systematic, empirical and critical enquiry into matters which directly and indirectly concern the learning and teaching of bilingual learners. The researcher’s own personal experiences in the teaching field in Hampshire will provide a rich, fertile source of hypothesis. Data and information will be through direct oral interaction, questionnaires, interviews and personal approaches to parents, bilingual learners, community leaders, community languages tutors, schools, local education authority and other agencies involved with ethnic minorities. Ethnographic study will also be included. There will be qualitative analysis of accounts of social settings and the use of qualitative method—to collect direct experience taken at face value (phenomenology). Status: Individual research Date of Research: 1995-continuing KEYWORDS: academic achievement; bilingualism; English—second language; ethnic groups; underachievement St Andrew’s College of Education 11/1487 Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 Naylor, A. Dr; Joyce, S. Mr Values education in the primary curriclum Abstract: The aim of the project is to develop materials and curricula which: (a) support the introduction of Values Education in Primary Schools; and (b) support the development of positive values and life skills in primary school children. The project is an action research one involving a range of activities which explore and analyse the effectiveness of various methods of introducing Values Education into primary schools. The focus is on active school-based (5–14) curriculum development activities with particular emphasis on: (a) Investigation and analysis of whole-school approaches to Values Education with a view to constructing a curriculum framework. (b) Preparation of appropriate resource materials for Values Education. (c) Piloting of curriculum materials and approaches to Values Education in the context of the National Guidelines (5–14). (d) Conducting a survey of developments in the primary curriculum in order to identify awareness of Values Education as it permeates the curriculum. All these developments will be conducted through a participative model with classroom teachers. (e) Establishing a working network of agencies involved in Values Education and exploring cooperative approaches. (f) An evaluation of the Gordon Cook Educational Plan in terms of (a) philosophy; (b) content; (c) process. A series of reports and publications for each of the stated activities will be produced. Status: Sponsored project Source of Grant: Gordon Cook Foundation £160,000 Date of Research: 1991–1995 KEYWORDS: primary education; values education 11/1488 Duntocher Road, Bearsden, Glasgow G61 4QA

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0141 943 1424 O’Brien, J. Mr An evaluation of the operation of school boards Abstract: This is a study of the origins of School Boards including philosophical, political and managerial aspects. One outcome of this study will be the production of training materials for School Board members. Status: Sponsored project Source of Grant: St Andrew’s College of Education £400 Date of Research: 1990–1995 KEYWORDS: educational administration; governing bodies; school boards— Scotland; school governors 11/1489 Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 Ker, M. Mrs; Adams, E. Ms Development and use of school and college grounds Abstract: The project aims to secure lasting and continuing improvements to the environmental quality of educational use of the land surrounding the College and the nation’s schools for the benefit of teachers and children. In collaboration with Kilpatrick’s Project, an evaluation of the current use and development of school grounds in the surrounding area will be undertaken. Status: Sponsored project Source of Grant: Strathclyde Regional Council; Rocol/Greenham Trading £300; Kilpatrick’s Project £950; St Andrew’s College £200; Centurian Scottish Brickworks £3,500 Date of Research: 1993–1996 KEYWORDS: campuses; educational facilities; school space 11/1490 Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 Gibson, D. Mr “Profit” in staff development Abstract: This project will be carried out in a consortium involving the Committee of Vice Chancellors and Principals, Scottish Council for Educational Technology; Glasgow University; Aberdeen University; and Glasgow College. The purpose of the investigation is to find appropriate mechanisms and strategies for developing student self-study packages utilising modern technologies and learning theories. The project will include: identification of good practice; design, production and trialling of modules; and dissemination of information and demonstrations. It will result in computer disc materials for interactive student learaing and a report on the research. Status: Sponsored project Source of Grant: Universities Funding Council £570,000 Date of Research: 1992–1995 KEYWORDS: computer uses in education; independent study; information technology; staff development 11/1491

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Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 Gibson, D. Mr; Thomson, A. Mr Paediatric surgery and medicine course Abstract: The project aims to develop open and flexible learning materials incorporating video, computer and text resources for undergraduate and postgraduate students in paediatric medicine and surgery. These materials will extend and vitalise a newly developed textbook written specifically for an existing course, freeing course staff from lectures and enabling them to increase the quality time they spend with students, while at the same time increasing student throughput. The materials will also act as a key resource in supported self-study activities associated with full-time and part-time courses. Status: Sponsored project Source of Grant: Glasgow University; Yorkhill Hospital Trust; Various pharmaceutical companies, jointly Date of Research: 1993-continuing KEYWORDS: educational materials; flexible learning; material development; medical education 11/1492 Duntocher Road, Bearsden, Glasgow G61 4QA 0141 943 1424 Kieran, J. Dr Museums and history Abstract: Museum visits form part of the contribution to student college courses at St Andrew’s College. The effect of these visits is being investigated to determine the contribution to students’ learning and to the practice of teaching in schools, with particular reference to the guidelines for environmental studies for 5–14 year olds. Status: Sponsored project Source of Grant: St Andrew’s College of Education Date of Research: 1993–1995 KEYWORDS: environmental education; history studies; museums; preservice teacher education St Mary’s College 11/1493 191 Falls Road, Belfast BT12 6FE 01232 327678 Keane, M. Dr The European dimension and the teaching of geography Abstract: This is a joint project with members of the National Commission for the Teaching on Geography at the Royal Irish Academy, Dublin. Although there may be a willingness to include a European dimension into first and second level schooling, previous research shows that a key success factor in putting this willingness into practice must be to locate it flrmly within the formal curriculum. This project aims to investigate opportunities within the geography curriculum of primary and secondary schools in both the Republic of Ireland and Northern Ireland. It will highlight such opportunities as well as the nature and characteristics of some successful experiences of teachers of geography in these two adjoining European jurisdictions. Cases of successful contact with other

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Europeans, within the context of the curriculum, will also be analysed and sources of support and resources will be identified. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: curriculwn development; European studies; geography; Ireland; Northern Ireland 11/1494 191 Falls Road, Belfast BT12 6FE 01232 327678 Keane, M. Dr; Randall, A. Dr; Vandijk, H. Dr; Wierdsma, M. Dr; Dillon, M. Dr; Artigues, A. Dr Cultural diversity in Europe: a handbook for teacher education students Abstract: This is a joint project between: St Mary’s College; De Montfort University; St Patrick’s College, Dublin; Windeshein Christelijke Hogeschool, Zwolle, Netherlands; University of the Balaerics, Palma de Mallorca, Spain; and the Institut de la Providence, Champion, Belgium. In spite of the inexorable move towards ‘an ever-closer union’ cultural differences within many European countries are becoming increasingly apparent. Reactions to such differences of race, language, religion and/or culture may be tolerant and respectful. On the other hand, reactions may be racist and violent. The nature of cultural diversity, as well as the social, economic, political and educational implications, needs to be understood as part of the education of student teachers all over Europe, many of whom will teach in multi ethnic and multi cultural environments. This project aims, therefore, to provide insights into salient aspects of the cultural diversity which exists in a range of countries within Europe, compiled by teacher educators who live and work in these countries. A compendium of case studies on the nature and varied effects of linguistic, religious and ethnic differences forms the core of a handbook which also provides methods for using the materials. It is envisaged that the handbook may be used with students in either transnational groupings or within their own institutions. Status: Collaborative Date of Research: 1993–1996 KEYWORDS: cultural differences; educational materiah; Europe; guides; multiculturalism; preservice teacher education 11/1495 191 Falls Road, Belfast BT12 6FE 01232 327678 Keane, M. Dr; Peck, B. Mr, Ramsay, H. Mr The training of school directors for the European dimension Abstract: This is a joint project between St Mary’s College and various members of the Reseau des Institutions de Formation (Network of Teacher Education Institutions) in the UK, the Netherlands, Belgium, Germany, Greece, Italy, Denmark and France. This study provides an overview of the problems and issues facing school directors in the countries of the European Union and associated countries. It highlights some features of the management and governance of schools. It includes an extreme range of case studies illustrating how school directors have interpreted, introduced and developed the European dimension in their schools and gives suggestions and recommendations based

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on management experiences. The aim is to provide materials for the training of school directors for the European dimension in education. Published Material: KEANE, M.C. & RAMSAY, H.A. (1994). ‘Managing schools in Northern Ireland’. In: PECK, B.T. & RAMSAY, H.A. (Eds). The training of school directors for the European dimension: managing schools in Europe. Glasgow: University of Strathclyde.; KEANE, M.C. (1994). ‘Managing the European dimension in education: a case study of Ballynease P.S. Northern Ireland’. In: PECK, B.T. & RAMSAY, H.A. (Eds). The training of school directors for the European dimension: school managers and the European dimension. Glasgow: University of Strathclyde.; ANTONOURIS, G., KEANE, M.C., PECK, B.T. & RAMSAY H.A. (1994). ‘Introducing a European dimension: issues for school directors’. In: PECK, B.T. & RAMSAY, H.A. (Eds). The training of school directors for the European dimension: school managers and the European dimension. Glasgow: University of Strathclyde. Status: Sponsored project Source of Grant: Commission of the European Communities: Task Force Human Resources Date of Research: 1994–1995 KEYWORDS: comparative education; educational administration; European studies; head teachers; school organisation 11/1496 191 Falls Road, Belfast BT12 6FE 01232 327678 McKendry, E. Dr ‘Seanchai—Storyteller’: storytelling in Ireland Abstract: The British Broadcasting Corporation (BBC), Northern Ireland series ‘Seanchai—Storyteller’ has been produced in Irish language and then in English versions. The project will provide background and classroom notes to support the series, firstly in English and then in Irish. The target audience is key stages 3 and 4 (secondary, supporting the English and Irish-medium programmes of study and the cultural heritage cross-curricular theme in the Northern Ireland Curriculum. The original project material will be supplemented in the future. A booklet to accompany the BBC Northern Ireland television series ‘Seanchai—Storyteller’ will be produced in Spring 1996. Status: Sponsored project Source of Grant: British Broadcasting Corporation Date of Research: 1995–1996 KEYWORDS: childreris television; cultural education; educational television; folk culture; Irish; literature; Northern Ireland; story telling 11/1497 191 Falls Road, Belfast BT12 6FE 01232 327678 McKendry, E. Dr Phonetic influence and the learning of Irish Abstract: The phonetic system of Irish is fundamentally different from that of English, particularly in regard to the phenomenon of ‘Caol agus Leathan’, broad and slender consonants. Teachers and learners of Irish alike are often unaware of the importance of this distinction, sometimes with bizarre results. Emphasis upon the affricatives in Ulster

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Irish has also dulled aural discrimination across the consonantal range. The research will centre upon the needs of learners and teachers, and consider the approach required in teacher training. Published Material: McKENDRY, E. (1994). ‘Phonetic influence and the learning of Irish’. In: HENRY, A. (Ed). Language in Ireland. Belfast Working Papers in Language and Linguistics, Vol 12. Newtownabbey: University of Ulster, Department of Communication Studies. Date of Research: 1994–1996 KEYWORDS: Irish; language teachers; languages; phonemics; phonetics 11/1498 191 Falls Road, Belfast BT12 6FE 01232 327678 McKendry, E. Dr Languages in Ireland Abstract: Despite its geographical position at the periphery of Europe, Ireland has a remarkably rich variety in its linguistic experience. This project aims to give an overview of languages in Ireland, from prehistoric, through Indo-European, Old Irish, Latin, Scandinavian, French, to Modern Irish and English, including Ulster Scots. The material produced will be flexible, for use in lecture presentation (academic, local history groups, community etc), or for classroom application (Northern Ireland Curriculum key stages 2– 4 and A-level), with suitable exercises and activities. The project is specifically targeted in schools to the Cross-curricular Themes of Cultural Heritage and Education for Mutual Understanding in the Northern Ireland Curriculum. It is hoped that development for an interactive CD-Rom will also result. The material was flrst collated as a contribution to the language element in Timescapes’—an interactive CD-Rom programme sponsored by the Department of Education for Northern Ireland (DENI) in collaboration with its Museums Branch and produced by the Northern Ireland Centre for Learning Resources (NICLR). Date of Research: 1995-continuing KEYWORDS: cultural education; Ireland; languages; literature; Northern Ireland; optical data discs St Mary’s University College 11/1499 Waldegrave Road, Strawberry Hill, Twickenham TW1 4SX 0181 892 0051 Howard, J. Mrs The secondary school as a place of adidt learning, with special reference to school based initial teacher training Abstract: The study is focused on the school as a place of adult learning. The experience of a cohort of students on initial teacher training in schools is monitored throughout their undergraduate course, together with the experience of the teachers in school who are acting as mentors. The aim is to consider how both teachers and students function as adult learners. The culture of the school in supporting their learning is a particular area of attention. Status: Individual research Date of Research: 1995-continuing

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KEYWORDS: adult learning; mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers; teaching practice Staffordshire University 11/1500 Business School, Department of Economics, Leek Road, Stokeon-Tent ST4 2DE 01782 294000 Davies, P. Mr The relationship between staff and curriculum development in economics and business studies Abstract: The background to the project is the diversity and change in the curriculum proflle and substance of economics and business studies in the 11–18 curriculum. It relates to the development of this subject area as a planning unit within the curriculum and provides a basis for reflection on ideas about stages in the development of a subject area. The objective is to establish the teaching commitments of staff with expertise in economics and business studies, how that expertise is being developed, and how that expertise bears upon planning decisions for school curricula. The flrst stage in the research was to review national (England and Wales) data available since 1980 on the teaching of economics and business studies. The second stage was a questionnaire survey of 600 schools in the northwest of England (which received a response rate of above 40%). The third stage will be interviews with economics and business studies teachers and deputy headteachers, reviewing the history of developments in that institution, their career histories, and their attribution of the causes of these developments. Status: Individual research Date of Research: 1993-continuing KEYWORDS: business education; curriculum development; economics education; teacher attitudes; teacher development 11/1501 Business School, Department of Economics, Leek Road, Stokeon-Trent ST4 2DE 01782 294000 Davies, P. Mr Teacher assessment in geographical education Abstract: The introduction of national cumcula in England, Wales and Northern Ireland has thrust the assessment of 11–14 year olds into the limelight. Teachers have faced the job of interpreting statements of attainment which purport to describe strands of progression. The validity of describing geographical achievement in this way, the sense of the particular statements of attainment which have now been set in statute, and the reliability of teachers’ assessments of pupils’ work have each been called into question. The aim of this project is to identify how geography teachers differentiate between levels of achievement, this includes: (a) exempHfying criteria with evidence; (d) isolating changes in criteria identifying procedures used; (b) isolating criteria adopted; (c) used by teachers and relating such changes to possible influences; and (e) comparing the consistency of teachers’ judgments when using the same criterion. Initial investigation will focus on the written tests for National Curriculum key stage 3 geography in England, Wales and Northern Ireland prepared by the Centre for Formative Assessment (CFAS) at the University of Manchester. The work of CFAS in developing statutory instruments for assessment at key stage 3 for England, Wales and Northern Ireland provides a valuable

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database of pupil responses and teachers’ interpretation of mark schemes. The work of three groups of teachers will be studied over the period September 1993 to September 1995. There will be approximately one dozen teachers in each group drawn from Greater Manchester, North Wales and Northern Ireland. Status: Individual research Date of Research: 1993-continuing KEYWORDS: assessment; assessment by teachers; geography; National Curriculum Stirling University 11/1502 Department of Education, Stirling FK9 4LA 01786 467600 Stronach, I. Prof.; Morris, B. Mr; McNally, J. Mr Evaluation of Fife Region staff appraisal and development scheme Abstract: The evaluation of the teacher appraisal scheme is part-time and will involve a seconded teacher/evaluator in 1994. The intention is to provide formative evaluation throughout the development of the scheme, examining both the impact of the appraisal initiative and the management of the innovation. Published Material: MORRIS, B. et al. (1993). Staff development and appraisal in Fife: 1st interim report. Stirling: Stirling University, Department of Education.; BLUNDELL, L. et al. (1994). Staff development and appraisal in Fife: 2nd interim report. Stirling: Stirling University, Department of Education/Stirling: Fife Region.; MORRIS, B. & MCNALLY, 1 (1996). Staff development and appraisal in Fife: final report. Stirling: Stirling University, Department of Education. Status: Sponsored project Source of Grant: Fife Region £30,000 Date of Research: 1993–1996 KEYWORDS: programme evaluation; teacher development; teacher evaluation; teaching profession 11/1503 Department of Education, Stirling FK9 4LA 01786 467600 Turner, E. Mrs; Morris, B. Mr Research and evaluation service Abstract: The Evaluation Centre acts as a consultancy, research centre, and evaluation resource for local authorities and other organisations. Work currently underway includes: an evaluation of innovative support for pupils with behavioural problems; and research into the development of self-supported study. Published Material: TURNER, E. & STRONACH, I. (1992). Arts & education: perceptions of policy, provision and practice. A report prepared for the Scottish Arts Council. Stirling: University of Stirling, Department of Education.; TURNER, E. & STRONACH, I. (1994). Supported study schemes: a handboook for schools. Stirling: University of Stirling, Department of Education.; TURNER, E. & STRONACH, I. (1994). The extension to school experience: an evaluation report. Report prepared for the Joint Working Group of Central Regional Council’s Education Service and the Department of Education, University of Stirling. Stirling: University of Stirling, Department of Education.; TURNER, E. & STRONACH, I. (1995). ‘Supporting pupils’

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study’, Research in Education: SCRE Newsletter No 56, Spring, pp.6–7.; TURNER, E. & JOHNSTONE, R. (1996). Central Region’s Gaelic Learners’ Pilot Project: Evaluation. Report to Central Regional Council’s Education Services. Stirling: University of Stirling, Department of Education, Research and Evaluation Service. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Central Region £90,000 Date of Research: 1993–1996 KEYWORDS: counselling; educational research; evaluation 11/1504 Department of Education, Stirling FK9 4LA 01786 467600 Lappas, N. Mr; Supervisor: Riddell, S. Prof.; Brown S. Prof. Policy and provision for children with specific learning difficulties in Scotland and Greece Abstract: The research has been prompted by the European Unification and the following consequence of homogenising Member State policies. The comparison of two peripheral countries of the European Union will increase the self-awareness of each country in the area of the study, as well as enhance the collaboration and communication between Greece and Scotland, in the fleld of speciflc learning difficulties. The aims of the research are to describe and compare policies, current practice and provision. Furthermore, to investigate how teachers and parents construe speciflc learning difliculties, and to analyse the educational experiences of children with speciflc learning difficulties. Based on these, a broad European Union policy framework will be recommended. Analysis of documents, publications, literature and legislation will construct the initial part of the research. Key informants will be interviewed to explore factors which affect policy formation and implementation. Ten case studies, in each country, will then be conducted to investigate policy implementation. Teachers, parents and children will be interviewed and class observation will take place. Qualitative analysis will be used to identify key aspects of their perceptions of provision and the way in which this contrasts with official policy. Status: Individual research Date of Research: 1993–1996 KEYWORDS: comparative education; Greece; learning disabilities; Scotland; special educational needs 11/1505 Department of Education, Stirling FK9 4LA 01786 467600 Allan, J. Ms; Supervisor: Stronach, I. Prof; Riddell, S. Prof. Pupils with Special Educational Needs in mainstream schools: a Foucauldian analysis of discourses Abstract: The research examines the experiences of children with special educational needs (SEN) of mainstreaming from a Foucauldian perspective. It focuses on how these experiences are constructed at three levels of discourse: 1) Macro—formal documents, e.g. the Warnock and Her Majesty’s Inspector’s (HMI) reports (1978). 2) Meso—records of needs (statements). 3) Micro—informal accounts from pupils with SEN and their

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peers. The informal accounts were obtained through case studies of flfteen pupils, with a range of special educational needs, in primary and secondary schools in Scotland. Published Material: ALLAN, J. (1996). Toucault and special educational needs: a box of tools for analysing children’s experiences of mainstreaming’, Disability and Society, Vol 11, No 2. Status: Individual research Date of Research: 1992–1995 KEYWORDS: mainstreaming; pupil attitudes; pupil experience; special educational needs 11/1506 Department of Education, Stirling FK9 4LA 01786 467600 Brown, S. Prof.; Duffield, J. Mrs; Riddell, S. Prof. School processes influencing pupil progress Abstract: The research aimed to explore factors and processes influencing the progress of below average pupils in schools rated as more and less effective. Socioeconomic status (SES) of school populations was treated as an important variable. Data was gathered from classroom observation, post lesson interviews with teachers, indepth interviews with target pupils about their perceptions of themselves as learners, interviews at school management level and analysis of school documents. Pupils’ progress was estimated by means of classroom data, school assessments, and standardised reading tests previously carried out by the authority. Findings revealed profound differences between schools serving different SES populations, and interaction between school effectiveness and social context. Portraits of more and less effective schools’ cultures, drawn primarily from teachers’ constructions, reflected only some of the characteristics that large-scale studies identify as indicators of effectiveness (e.g. teachers’ and pupils’ involvement in decisionmaking). More effective schools were shown to focus more closely on speciflc strengths and weaknesses of individual pupils. Teachers’ constructs of classroom support and pupil progress across all project schools were distinctive and more diverse than the correlates of effectiveness commonly cited. Status: Sponsored project Source of Grant: Economic and Social Research Council £97,731 Date of Research: 1992–1995 KEYWORDS: academic achievement; achievement; educational practices; pupil improvement; school effectiveness; socioeconomic background; underachievement 11/1507 Department of Education, Stirling FK9 4LA 01786 467600 McDaid, C. Ms; Supervisor: Riddell, S. Prof.; Brown, S. Prof. The career experiences of job-sharing primary teachers in Scotland Abstract: The first job-sharing scheme for teachers in Scotland was introduced by Strathclyde Regional Council in 1987. Although numbers participating in the scheme are still small, they have more than doubled since its introduction. This study aims to develop an understanding of the career experiences of job-sharing teachers working in primary schools. Data has been gathered through a series of indepth career history interviews with 20 job-sharing teachers. Semi-structured interviews have also been carried out with head-

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teachers, parents and key informants in national and regional bodies. This combined with documentary analysis has provided an insight into job share policy. Status: Individual research Date of Research: 1993–1996 KEYWORDS: job sharing; part time teachers; primary school teachers; teaching profession 11/1508 Department of Education, Stirling FK9 4LA 01786 467600 Stronach, I. Prof.; Morris, B. Mr Oral Competence in Higher Leavers (OCHIL) Abstract: The Oral Compentence in Higher Leavers (OCHIL) project is being conducted by the Department of Education at Stirling University (duration: 1st May 1993–1st April 1995). It is funded jointly by the Forth Valley Education Business Partnership and Scottish Amicable, on a half-time basis over a period of two years. The project was originally concerned with the oral communication skills of well-qualified (2 Highers or more) school leavers who enter the workplace directly from school. In response to initial research fmdings, it moved to a more general consideration of the range of demands made by the workplace on young people, and how this relates to their school experience. The current phase of the project involves a change of emphasis from research, to research and development. The outcome will be the production of curriculum materials for classroom use in Central Region schools. They will be relevant to the careers element of Personal and Social Development (PSD) courses in S4 and S5. The form, and to some extent the content, of these materials will be determined by a schoolbased trialling process. However, the data collected so far indicate that they will be based on the following themes in the transitional experiences of young workers: finding a job; work skills and school experiences; responsibility at work; training. These themes will be presented in the form of a series of case studies, role plays and simulations. Status: Sponsored project Source of Grant: Scottish Amicable PLC; Forth Valley Education Business Partnership, jointly £38,000 Date of Research: 1993–1995 KEYWORDS: oracy; school leavers; school to work transition 11/1509 Department of Education, Stirling FK9 4LA 01786 467600 Brown, S. Prof.; Riddell, S. Prof.; Turner, E. Mrs The impact of educational reforms on gender equality in Scottish schools Abstract: This project is attempting to answer the following questions: 1) What aspects of the Government’s recent reforms (in education) are likely to have an impact on gender differentiation and equal opportunities (EO) policies in Scottish schools and education authorities (EAs)? 2) What is the current national picture with regard to gender differentiation in educational experiences and outcomes? 3) What policies with regard to EO exist in Scottish EAs and schools? 4) What changes in policy and practice are currently taking place in a range of EA’s and schools? How are these associated with particular aspects of the Government’s reform programme, particularly the introduction

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of the 5–14 programme and the delegation of resources to schools? 5) What future developments are anticipated? Nationally, the research team is collecting statistics and other material from the Scottish Office Education Department and the Scottish Examination Board. Lead flgures in these and other national bodies will be interviewed. Existing writing on the topic of gender equality in Scottish schools has been reviewed. A survey of education authority policies and practice has been undertaken by interview and analysis of documents. Case studies which will focus on policy and practice in individual primary and secondary schools are getting underway in three contrasting EA’s. At this interim stage conclusions are tentative. Commitment to EO ranges from the ‘fanatical to ‘lip service’ and varies not only between but within EAs. There is a sense that EO is ‘slipping down the agenda’. Published Material: TURNER, E., RIDDELL, S & BROWN, S. (1995). Gender equality in Scottish schools: the impact of recent educational reforms. Manchester: Equal Opportunities Commission. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Equal Opportunities Commission £16,000; Central Regional Council £2,500 Date of Research: 1994–1995 KEYWORDS: educational change; equal education; gender equality; Scotland; sex differences 11/1510 Department of Education, Stirling FK9 4LA 01786 467600 Lawson, K. Ms; Supervisor: Drever, E. Dr; Cope, P. Dr Microteaching as microcosm: how students learn to be teachers Abstract: This qualitative research will look at microteaching as a potential microcosm of teacher education, and seek to describe the factors that shape and constrain students in learning to be teachers. Initital teacher education (ITE) at Stirling University incorporates a new approach towards microteaching which has evolved from the traditional skills/behaviourist models into an interpretive framework, emphasising problem-solving and self-evaluation. Teacher fellows from local schools participate as student supervisors. This departure emulates changes in the wider sphere of teacher education, in particular current emphasis on reflective practice, apprenticeship models, mentoring, and partnership with schools. The research aims to look at: how students develop teacher expertise; implicit and explicit concepts of learning; environmental influences on teacher development; how students think about their lessons and evaluate their practice; changing behaviour and pedagogical thinking; transfer of ideas and values and craft knowledge through interaction; supervisory approaches; attitudes to learning, support structures and student motivation. A longitudinal study will follow a cohort of students through the ITE programme at Stirling University. Ethnographic methodology will be used in compiling ‘case histories’. Data will be collected from interviews with students at key stages in the ITE programme (during microteaching, videotapes of microlessons will form a basis for discussion); participant observation of student supervisory sessions; nonparticipant observation of microlessons and school placement lessons. Interview data will also be gathered from graduate teachers who have completed the programme. Status: Sponsored project

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Source of Grant: Economic and Social Research Council Date of Research: 1995-continuing KEYWORDS: microteaching; preservice teacher education; student teachers; teaching experience; teaching methods 11/1511 Department of Education, Stirling FK9 4LA 01786 467600 Brown, S. Prof.; Riddell, S. Prof.; Allan, J. Ms Special schools and multiple policy innovations Abstract: In recent years special schools have undergone changes in the nature and size of their populations and in the roles they are expected to fulfll. They have also been influenced by a variety of policy innovations, for example parental choice and the delegation of budgets to schools. This research will investigate the culture and practices within special schools in Scotland and changing patterns among pupil populations and regional policies. It will examine the impact of multiple policy innovations, particularly parental choice, School Boards, devolved school management, local government reform and the 5–14 programme, on special schools. In the context of these innovations, the research will explore how disability, equality, progress, empowerment and support for pupils with special educational needs are construed and evaluated by professionals and parents. Data will be collected from policy-makers within national and local governments during the period of transition to single tier authorities. Case studies will be conducted in two local authorities, affected differently by local government reform, and in eight special schools. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1995-continuing KEYWORDS: educational policy; Scotland; special educational needs; special schools 11/1512 Department of Education, Stirling FK9 4LA 01786 467600 Scottish Further Education Unit, Argyll Court, The Castle Business Park, Stirling FK9 4TY 01786 892000 Brown, S. Prof.; Riddell, S. Prof.; Turner, E. Mrs; MacLeod, A. Ms; Clarke, S. Dr Women in further education management: roles, routes and perceptions Abstract: The research sought to investigate the key characteristics and career paths of female managers and non-managers in further eduction (FE) colleges following incorporation, given the gross under-representation of women in the highest grades. Research methods included: documentary analysis; collation of statistics; focus group discussions; telephone interviews with managers and non-managers; and a questionnaire to human resource personnel in all colleges. Status: Sponsored project Source of Grant: Scottish Office Education and Industry Department Date of Research: 1995–1996

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KEYWORDS: career development; careers; colleges of further education; further education; management in education; Scotland; women; women’s employment 11/1513 Division of Educational Policy and Development, Stirling FK9 4LA 01786 473171 Ferrie, A. Mr; Supervisor: Osborne, M. Dr; Morgan-Klein, B. Ms The performance of mature entrants to a set of Scottish universities Abstract: The research aims to test the hypothesis that former Access students perform at least as well as other entrants to higher education. Where this does not hold, factors that appear to enhance or mitigate against success are investigated. This work is quantitative and comparative. Three cohorts of all entrants (1993, 1994 and 1995) at flve universities (ancient, modern and new) will provide a sample of 30–40,000 students. Subcohorts based on mode of entry will be distinguished, with particular emphasis on those entering on the basis of Access through the Scottish Wider Access Programme (SWAP). Performance of these sub-groups, as measured by successful completion and degree classiflcation, will be compared to establish the relationship of performance to entry qualification. Particular models of collaboration, particularly between the further and higher education sector, will be identifled with a view to establishing its influence on performance. The role of a variety of other socio-demographic indicators will also be investigated. Published Material: LEOPOLD, I & OSBORNE, MJ. (1996). ‘The performance of former in-house Access students at a Scottish university’, Journal of Access Studies, Vol 11, pp. 120–131.; OSBORNE, M.J., LEOPOLD, J. & FERRIE, A. (1997). The performance of mature students at a Scottish university’, Higher Education, Vol 33, pp.1– 22. Status: Sponsored project Source of Grant: Scottish Wider Access Programme—West of Scotland Consortium Date of Research: 1995-continuing KEYWORDS: academic achievement; access programmes; higher education; mature students; performance 11/1514 Division of Educational Policy and Development, Stirling FK9 4LA 01786 473171 Loots, C. Ms; Supervisor: Osborne, M. Dr Learning at work: access to higher education through the workplace for shop floor employees Abstract: This is a developmental project in the fleld of work-based learning, the research outcomes of which emanate from an evaluation of its effectiveness. The aim of the project is to provide an Access programme delivered in or near the workplace for semiskilled and unskilled shop floor staff whose work patterns, domestic commitments, unfamiliarity with higher education institutions and dependence on public transport, have constituted barriers to their seeking access by conventional routes. The objective of the programme is to provide a taught work-based Access programme which will develop the necessary generic and study skills to access and confidently cope with study at university. It is hoped through the project links with local employers and employees will become well established creating a ‘learning culture’. Two groups of employees have been

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recruited. The first group started in October 1994 and completed in July 1995. They were mainly production line operators from OKI (UK) Ltd, Cumbernauld. The second group started in October 1995 and complete in July 1996. They are employees of Central Regional Council in Social Work Services. In addition, 2 students are employees of local small enterprises. Implementation of the project has raised a number of issues that are being evaluated including: corporate agendas and attitudes to training; employee perceptions and abilities in education and learner motivation. These issues will be examined through data from questionnaires and interviews and will be presented in a final report in August 1996. Published Material: OSBORNE, M. & LOOTS, C. (1996). Learning at work—final report. Stirling: University of Stirling. Status: Sponsored project Source of Grant: Scottish Higher Education Funding Council £48,000 Date of Research: 1994–1996 KEYWORDS: access programmes; employees; higher education; industry higher education relationship; on the job training; semiskilled workers; unskilled workers; work education relationship 11/1515 Division of Educational Policy and Development, Stirling FK9 4LA 01786 473171 Seagraves, L. Mrs; Neal, P. Mr; Supervisor: Osborae, M. Dr Learning in smaller companies (LISC) Abstract: This is a research and development project within the second phase of the Department for Education and Employment (DfEE) Higher Education Projects—workbased learning field. It is concerned with issues pertaining to creating work-based learning opportunities for employees in small to medium-sized enterprises. The research outcomes of the project focus the policy issues in relation to work-based learning, the motivational and sociodemographic characteristics of participating employees and the infrastructural characteristics of participating and non-participating companies. Published Material: OSBORNE, M.J., SEAGRAVES, L., DOCKRELL, R. & NEAL, P. (1995). Learning in smaller companies: interim report. Stirling: University of Stirling, Educational Policy and Development.; SEAGRAVES, L. OSBORNE, M.J., DOCKRELL, R., NEAL, P. & HARTSHORN, C. (1996). Learning in smaller companies: final report. Stirling: University of Stirling, Educational Policy and Development.; SEAGRAVES, L. & BOYD, A. (1996). Supporting learners in the workplace: guidelines for learning advisers in small and medium sized companies. Stirling: University of Stirling, Educational Policy and Development.; OSBORNE, M.J., DOCKRELL, R., SEAGRAVES, L. & NEAL, P. (1996). ‘Universities and their working communities: some Scottish perspectives’, Scottish Journal of Adult and Continuing Education, Vol 3, No 1, pp.63–84.; SEAGRAVES, L. (Ed). (1996). Leading the way: report of employers whose companies and employees took part in the LISC project. Stirling: University of Stirling, Division of Educational Policy and Development. Status: Sponsored project Source of Grant: Department for Education and Employment; Forth Valley Enterprise, jointly £103,000 Date of Research: 1994–1996

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KEYWORDS: employees; higher education; industry higher education relationship; motivation; on the job training; small businesses; work education relationship 11/1516 Division of Educational Policy and Development, Stirling FK9 4LA 01786 473171 Dibble, D. Mr; Supervisor: Sankey, K. Ms Computer-mediated conferencing: the applications for teaching and learning in environmental education Abstract: The use of educational technology and specifically computer-mediated conferencing is being researched as a tool for encouraging and enhancing group dialogue, information gathering; and for developing students’ skills in debating and decisionmaking in relation to complex environmental issues. A model for analysing students’ contributions is being developed in order to evaluate the learning which is taking place. The model is based on work by HENRI (1992) in Collaborative Learning through Computer Conferencing: ‘The Najaden Papers’, Ed. A.R. KAYE, Springer—Verlag, NATO Advanced Science Institute Series, 90 and the form of the conference is based on the concept of a “community of inquiry” (LIPMAN (1991). Thinking in Education, Cambridge University Press). This is an ongoing piece of action research which consists to date of a completed pilot project 1994/95. This was based on work with a group of part-time adult undergraduate students studying on the unit “The Environment and Learning”. Currently a second phase is being designed with a second cohort of students. The community of inquiry has been extended (1996) to involve students from Griffith University, Brisbane, Australia. Published Material: SANKEY, K. & DIBBLE, D. (1995). The use of networked IT resources for a part-time degree unit in environmental education. Varsetile Report. Stirling: University of Stirling. Status: Sponsored project Source of Grant: Stirling University Date of Research: 1994–1995 KEYWORDS: computer uses in education; environmental education; higher education; information technology; teleconferencing Stranmillis College 11/1517 Department of Education, Stranmillis Road, Belfast BT9 5DY 01232 381271 Caul, L. Dr A review of selected aspects of vocational education and training in Northern Ireland Abstract: This project addresses issues in vocational education and training. It seeks to unravel the complicated web of issues in understanding training policy in Northern Ireland and how the system stands up to tests of even-handedness in terms of employment. In the study, vocational education is set into three theoretical frameworks. Firstly, it is set into a historical chronology of training policy (1856–1995). Secondly, the debates about the transfer to adult working life are discussed in the terms of Catholic and Protestant youth post-16 years. Finally, vocational education and training is set into a European context and parallels are drawn between Northern Ireland and several European states. A section of the report discusses further education and its role in vocational

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education. School enrolments at 16–18 years are used to ascertain relative participation in education, training and employment post-16 years, together with census data and Department of Education Northern Ireland (DENI) reports. The field of training is analysed from data provided by the training and employment agency to show the location and availability of training places in Northern Ireland, although local variations can occur. It argues that there are a considerable number of trained young people in the labour market if national standards are used as the criteria for assessment. It is of course open to debate in the field of vocational education if the present arrangements are sufficient to meet the needs of young people in Northern Ireland in a post ceasefire scenario. The report concludes by identifying a number of paradoxes in the system of training available in contemporary Northern Ireland and suggests how the system could be restructured to provide a firmer intellectual base for training in the future. Published Material: CAUL, L. ‘Employment equality and educational and training policy’. In: McLAUGHLIN, E. & QUIRK, P. (Eds). Policy aspects of employment equality. Belfast: Standing Advisory Commission on Human Rights. (in press). Status: Sponsored project Source of Grant: Standing Advisory Commission for Human Rights £7,000 Date of Research: 1995–1995 KEYWORDS: Northern Ireland; school to work transition; sixteen to nineteen education; training; vocational education; youth employment Strathclyde University 11/1518 Centre for Research in Quality in Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Strathclyde University, Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP MacBeath, J. Prof.; McAndrew, L. Ms To evaluate the response of teachers, parents and pupils to new forms of reporting introduced in the 5–14 development programme Abstract: This project will examine the usefulness of new styles of reporting to parents, their implication for teachers and the degree to which pupils flnd them helpful and formative. Status: Sponsored project Source of Grant: Scottish Office Education Department £111,000 Date of Research: 1991–1995 KEYWORDS: assessment; parent pupil relationship; profiles; school reports 11/1519 Department of Government, 16 Richmond Street, Glasgow G1 1XG 0141 552 4400 Furlong, A. Dr Opportunity structures and the occupational and educational inten- tions of young people Abstract: This project examines the components of opportunity structures through a quantatitive analysis of the strength of factors associated with the development of occupational and educational intentions. It will study the ways in which young people’s

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intentions reflect local opportunity structures by analysing differences within, and between, areas. In addition, through qualitative research, the project looks at ways young people negotiate opportunity structures and come to terms with change. Status: Sponsored project Source of Grant: Economic and Social Research Council £68,840 Date of Research: 1994–1995 KEYWORDS: employment opportunities; labour market; learner educational objectives; occupational aspiration; opportunities; secondary school pupils; work education relationship 11/1520 Department of Government, 16 Richmond Street, Glasgow G1 1XG 0141 552 4400 Furlong, A. Dr The effects of opportunity structures and policy initiatives on the in-school development of occupational intendons Abstract: A longitudinal study of pupils in 5 secondary schools which aims to examine the relationship between labour market structures and the in-school development of occupational and educational intentions of young people. Status: Sponsored project Source of Grant: Nuffield Foundation £4,720 Date of Research: 1991–1995 KEYWORDS: career choice; employment opportunities; labour market; learner educational objectives; occupational aspiration; school to work transition; secondary school pupils; work education relationship 11/1521 Department of Psychology, Graham Hills Building, 50 Richmond Street, Glasgow G1 1XP 0141 552 4400 McLaren, B. Mr; Whelan, K. Ms; Supervisor: Thomson, J. Dr; Tolmie, A. Dr; Foot, H. Prof. Visual search and selective attention in the context of pedestrian behaviour: a developmental and training study Abstract: A signiflcant number of child pedestrian accidents involve victims who fail to detect an approaching vehicle, despite having looked for traffic as enjoined by road safety education. Such accidents may be attributable to immature search strategies. This research therefore has two priorities: firstly, to determine what features of the traffic environment children of different ages perceive as salient, and how they pick these up, and secondly, to explore whether intervention can promote better search strategies. The project has two phases: In the first, 48 children in each of 4 age groups (5, 7, 9 and 11 year olds), plus 48 adults, will report on their observations of both real and simulated traffic environments in which a range of visual and auditory features have been controlled. The aim is to determine: 1) how children’s performance stands relative to adults’, and how it improves with age; 2) the effect on performance of increasing both relevant and irrelevant features, and of making explirit the task’s connection with road crossing; 3) the extent to which performance in simulated and real environments is related; and 4) whether individual differences are associated with other identifiable

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factors. The second phase will examine whether children’s search skills at the roadside can be improved through training in simulated environments. Two intervention techniques, peer-based collaborative problem solving and adult-led training, will be assessed using 36 children in each of two age groups (5 and 7 year olds), with children being pre- and post-tested on both search and road crossing skills. Published Material: FOOT, H.C., THOMSON, J., TOLMIE, A. & MCLAREN, B. (1994). ‘Interactive learning approaches to road safety education: a review’. In: FOOT, H.C., HOWE, C.I, ANDERSON, A., TOLMIE, A. & WARDEN, D. (Eds). Group and interactive learning: Proceedings of the International Conference on Group and Interactive Learning. Southampton: Computational Mechanics Publications.; THOMSON, J.A., TOLMIE, A., FOOT, H.C. & MCLAREN, B. (1996). Child development and the aims of road safety education: a review and analysis. Report to the Department of Transport. London: Her Majesty’s Stationery Office. Status: Sponsored project Source of Grant: Department of Transport £100,134 Date of Research: 1995-continuing KEYWORDS: accidents; child development; traffic safety; visual perception 11/1522 Department of Psychology, Graham Hills Building, 50 Richmond Street, Glasgow G1 1XP 0141 552 4400 Glasgow University, Department of Psychology, Glasgow G12 8QQ 0141 339 8855 Warden, D. Dr; Gillies, J. Dr; Mayes, G. Dr Children’s conceptions of secrets Abstract: This research, deriving from earlier work on abuse prevention and children’s safety education, explores primary school children’s (6, 8 and 11 year olds) understanding of the social and motivational factors (intentions and consequences) surrounding the imposition, retention and sharing of secrets. In a series of studies using specially prepared cartoon stories and video films, in which a secret is imposed upon a child by an adult, the researchers explore children’s (n=300) feelings about the imposition of a secret, the factors which influence whether or not they will keep the secret, their explanations for these feelings and decisions, and the distinctions they make between different kinds of secrets. A number of findings relevant to current safety education programmes are presented and discussed: for example, children’s apparent unease about having a secret imposed upon them, combined with a predisposition not to tell a secret. Published Material: WARDEN, D. (1996). ‘The prevention of child sexual abuse’. In: GILLHAM, W. & THOMSON, J. (Eds). Child safety: problems and prevention from preschool to adolescence: a handbook for professionals. London: Routledge.; WARDEN, D., GILLIES, J. & MAYES, G. (1996). Children’s conceptions of secrets. Final report to the Economic and Social Research Council. Status: Sponsored project Source of Grant: Economic and Social Research Council £122,450 Date of Research: 1993–1996 KEYWORDS: child abuse; child psychology; safety; secrets

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11/1523 Department of Psychology, Graham Hills Building, 50 Richmond Street, Glasgow G1 1XP 0141 552 4400 Strathclyde University, Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Warden, D. Dr; Christie, D. Mr Differing perceptions of pro-social and anti-social child behaviours by children, parents and teachers Abstract: This research explores the different views of what constitutes pro-social and anti-social child behaviour, as perceived by 10–14 year old children in mainstream and special education, by their parents and by their teachers. Samples of child (n=40) and adult (n=40) subjects in both educational sectors described examples of good and bad child behaviours which they had experienced. Based on cartoon drawings of these examples, different groups of subjects ranked the behaviours: the good behaviour they liked best, second best, etc; the bad behaviour they disliked most, etc. Subjects were also asked what they would do if someone behaved like that. Differences between the groups in the types of examples given, the rankings, and the typical responses proposed, are presented and discussed. Published Material: CHRISTIE, D., WARDEN, D. & STEVENS, C. (1994). Perceptions of good and bad behaviour by children with moderate learning difficulties, their parents and teachers. Final report to the Mental Health Foundation (Scotland).; WARDEN, D., CHRISTIE, D. & LOW, J. (1995). Bullying and pro-social behaviour in special schools. Final report to the Scottish Office Education Department. Status: Sponsored project Source of Grant: Mental Health Foundation (Scotland) £3,000; Scottish Office Education Department £3,000 Date of Research: 1994–1995 KEYWORDS: antisocial behaviour; behaviour; behaviour problems; parent attitudes; pupil attitudes; social behaviour, special educational needs; teacher attitudes 11/1524 Faculty of Education, Department of Applied Arts, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Hart, D. Mr; Coutts, G. Mr Art, computers and CD-ROM Abstract: The aim of the project is to develop software materials and a CD-ROM which can be utilised as a teaching/learning resource by both secondary specialist teachers of art and design and primary teachers. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: art education; computer uses in education; design; educational materials; educational software; information technology; optical data discs 11/1525

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Faculty of Education, Department of Business and Computer Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Donnelly, P. Mr; Cunningham, M. Mrs; Ramsay, A. Mrs; Supervisor: McCarney, J. Mr; Winch, J. Mr TEMPUS Czech Republic: information technology in teacher education Abstract: To develop a system of inservice postgraduate awards for teachers in the Czech Republic in information technology which will be based upon a common framework adapted from that of the Universities of Strathclyde and Barcelona. Status: Sponsored project Date of Research: 1992–1995 KEYWORDS: computer uses in education; Czech Republic; information technology; international educational exchange; teacher education 11/1526 Faculty of Education, Department of Business and Computer Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Kirkwood, M. Mrs Investigating acceleration within an individualized learning programme Abstract: The focus of the project is improving differentiation practices in the context of individualized learning, specifically for able pupils in S3 and S4 who are studying Standard Grade Computing Studies and who are learning to program using the materials developed through the University of Strathclyde and Lanark Division Programming Project. The aim is to investigate the use of accelerated routes through individual topics as a means of enabling able pupils to progress more quickly to solving complex problems and to experience work of an intellectually challenging nature. The specific aims are to: 1) define clearly the principles which should guide the process of devising accelerated routes through topics; 2) identify the implications for the design of individualized learning materials where it is planned to adopt this approach; 3) explore teachers’ reasons for choosing to use or not use accelerated routes with particular classes or pupils; 4) examine how teachers manage the use of accelerated routes, and obtain teachers’ views on their effectiveness; 5) gauge the general reactions of pupils; and 6) identify other approaches which teachers use either instead of or in conjunction with acceleration to improve the matching of provision to the learning needs of able pupils. Data will include: 1) classroom observations and discussion with the class teacher after the lesson (data gathered through this means will provide a contextual background to aid the interpretation of other data); 2) class progress records and summaries, pupil questionnaires, teacher survey, and summative grades. The sample is 271 S3 pupils (session 1993/94) of all abilities, from 14 classes. There are 10 class teachers. Published Material: KIRKWOOD, M. (1994). Investigating acceleration within an individualized learning programme: interim report. Glasgow: University of Strathclyde. Status: Sponsored project Source of Grant: Scottish Office Education Department £4,000 Date of Research: 1993–1995

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KEYWORDS: acceleration—education; computer programming; computer uses in education; differentiated curriculum; individualised methods; information technology; learning activities; teaching methods 11/1527 Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Woolfson, L. Mrs Evaluation of the effectiveness of the Early Education Unit, a Scottish Council for Spastics resource Abstract: The aims of the project are: 1) To look at the services of the Early Education Unit (EEU). 2) Explore child progress and measure of family progress/satisfaction. 3) Make recommendations for the future. Status: Individual research Date of Research: 1993–1995 KEYWORDS: cerebral palsy; clinics; early childhood education; special educational needs 11/1528 Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Cole, A. Miss Modern languages achievement—Germany and Scotland Abstract: To compare the aims and objectives and achievements of the teaching of modern languages to pupils aged 10–12 in Scotland and Germany. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: comparative education; Germany; modern language studies; Scotland 11/1529 Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Lindsay, J. Mrs; Hughes, A. Mrs; Adams, K. Ms; Smith, A. Ms; Ellis, S. Mrs; Supervisor: Kleinberg, S. Ms Inquiry learning in early education Abstract: An examination of the nature of ‘inquiry learning’; its pedagogical implications; and exemplars of practice for those working with children aged up to 8 years. Status: Sponsored project Date of Research: 1993–1996 KEYWORDS: discovery learning; early childhood education; learning activities; primary education; teaching methods 11/1530 Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000

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Williams, W. Mr Standard grade beginners’ course in Latin Abstract: To produce materials based on the inductive principle of language teaching and using only standard grade prescribed vocabulary and syntax aimed to produce reading ability in Latin. Status: Sponsored project Date of Research: 1990–1995 KEYWORDS: Latin 11/1531 Faculty of Education, Department of Educational Studies, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Robinson, D. Mr; Supervisor: Williams, W. Mr Latin translation skills Abstract: The aims of the project are: 1) To determine the skills needed to translate a passage of Latin into English. 2) To assess success of different approaches by teachers/pupils to translating. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: Latin; translation 11/1532 Faculty of Education, Department of Language Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Strathclyde University, Faculty of Education, Department of Business and Computer Education, Jordanhill Campus, South-brae Drive, Glasgow G13 1PP Hughes, S. Mrs; Ramsay, A. Mrs An investigation of the values of a computer assisted learning (CAL) writing package in promoting and developing writing process skills Abstract: This project will focus on the acquisition and development of writing process skills and attitudes. Much has been assumed and asserted concerning the value of the microcomputer to develop and enhance language development, especially writing through the medium of a wordprocessing package. Previous research shows that the evidence of gain in competence is very contradictory and inconclusive. The vast majority of these investigations are, however, based on the use of wordprocessors, this investigation will centre upon a computer assisted learning (CAL) package which claims to develop writing process skills in the functional, personal and creative modes. Investigations will be conducted with pupils in P6 through S2 and with their teachers. The specific aims of the project are to: 1) investigate the influence of technology on the writing skills and attitudes of teachers; 2) investigate how these skills can better be developed in pupils, by traditional or by technology based teaching of writing; 3) determine the reality of provision and use of information technology (IT) resources to develop writing. The objectives of the project are: 1) an analysis of teachers’ own knowledge of the writing process before and after using Writer’s Toolkit; 2) an analysis of attitudinal shift towards the use of technology to support writing; 3) a comparison and contrast of pupils’ written work to establish which teaching approach is the most

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effective: the current stimulus/talk/draft/redraft methodology on its own or one which is supported by IT; 4) a survey of the hardware and software available to teachers in Scottish primary schools and secondary English departments; and 5) a survey of the use of that equipment to promote writing skills and to instil positive attitudes towards writing tasks. Status: Sponsored project Source of Grant: Strathclyde University £14,000 Date of Research: 1994–1996 KEYWORDS: computer uses in education; information technology; word processors; writing—composition; writing skills 11/1533 Faculty of Education, Department of Mathematics, Science and Technological Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Robertson, I. Mr; Walls, J. Mr; Supervisor: Weston, R. Mr Investigative science: part 1—practical science skills Abstract: To research and develop suitable materials for use in primary schools, based on the successful Techniques for the Assessment of Practical Skills (TAPS) materials (Bryce, McCall, MacGregor, Robertson and Weston, 1983, 1985, 1991). Published Material: BRYCE, T.G.K. et al. (1983). Techniques for assessing practical science. No 1: Teacher’s Guide. Oxford: Heinemann Educational.; BRYCE, T.G.K. et al. (1987). Techniques for assessing practical science. No 1. Oxford: Heinemann Educational.; BRYCE, T.G.K. et al. (1988). Techniques for assessing practical science. No 2. Oxford: Heinemann Educational.; BRYCE, T.G.K. et al. (1988). Techniques for assessing practical science. No 2: Teacher’s Guide. Oxford: Heinemann Educational. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: assessment; practical science; science activities; science education 11/1534 Faculty of Education, Department of Mathematics, Science and Technological Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Robertson, I. Mrs; Supervisor: Bryce, T. Prof.; McCall, J. Prof. The learning, teaching and assessment of processes of scientific investigation: inference and evaluation of evidence Abstract: This study was concerned with the learning and teaching of skills of inference and evaluation of evidence within the Scottish Standard Grade Biology course, introduced in 1988, with a stated aim to emphasise the processes of scientific investigation. Contact was establish with teachers in 24 schools and maintained for 2 years to establish teachers’ views of the philosophy and aims of the course and identify areas of concern in the implementation of practical abilities assessment. One thousand pupils (aged 14–16 years) made up the pupil sample. Analysis of pupil performance of investigative and related skills assessed in a practical mode, and on problem solving questions from the final examination was carried out to identify the nature of learning difficulties and the relationship of these to content and context. Assessment techniques and validated test materials from a variety of sources were used. The main analyses were

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carried out with data generated from the application of techniques developed by the author between 1986 and 1990, as part of the Techniques for the Assessment of Practical Skills (TAPS) research team based at Jordanhill College, Glasgow (now the Faculty of Education of the University of Strathclyde). Evidence that a significant percentage of the pupils in the study made ‘theory-based’ as opposed to ‘evidence-based’ inferences and qualitative rather than quantitative evaluations of evidence from practical experimentation has been adduced and underlying reasons suggested. Pupil strategies for modifying hypotheses when presented with new evidence have been categorised. The generation and evaluation of hypotheses have been described within a conceptualised ‘developing hypothesis space’. Strategies which might be adopted by teachers to enhance the development of scientific literacy are proposed. Published Material: BRYCE, T.G.K., MCCALL, J., MACGREGOR, J., ROBERTSON, I.J. & WESTON, R.AJ. (1988). TAPS 2: teachers guide and assessment pack: techniques for assessing process skills in practical science. Oxford: Heinemann Educational.; BRYCE, T.G.K., MCCALL, J., MACGREGOR, J., ROBERTSON, I.J. & WESTON, R.A.J. (1991). TAPS 3: how to assess open-ended practical investigations in biology, chemistry and physics. Oxford: Heinemann Educational.; ROBERTSON, I.J. (1994). ‘Making inferences and evaluating evidence in practical investigations’. Paper presented at the 67th Annual Meeting of the National Association for Research in Science Teaching, Anaheim, California, April 1994.; ROBERTSON, I.J. (1994). ‘Practical investigation: generation of hypotheses’. Paper presented at the Scottish Educational Research Association Annual Conference, Hamilton Hall, University of St Andrews, September 1994. Status: Individual research Date of Research: 1988–1995 KEYWORDS: biology; learning activities; problem solving; science activities; science education; teaching methods 11/1535 Faculty of Education, Department of Mathematics, Science and Technological Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Robertson, I. Mrs; Meechan, R. Mr; Clarke, D. Mr; Moffat, J. Miss Assessment of Achievement Programme (Scotland): AAP mathematics 1994 survey Abstract: The Assessment of Achievement Programme in Mathematics monitors the performance of a nationally representative sample of Scottish pupils aged 8, 11 and 13, on a 3-yearly cycle. Surveys were carried out by the present team in 1991 and 1994. Assessment of both written and practical mathematics was undertaken and there was an emphasis in 1994 on the assessment of problem solving. The research team are responsible for the design and piloting of survey materials, for directing analyses of survey results and for writing the reports of the survey. The 1994 survey is currently being analysed. In 1991, the key survey findings were: 1) at age 8 there were no significant changes in performance between 1988 and 1991; 2) at age 11, performance in basic processes with whole numbers was significantly lower than in 1988, but there was an improvement on aspect of shape and position; 3) at age 13, there was a significantly lower performance compared with 1988 on number concepts, basic processes and applications with decimals, fractions and percentages and angle; 4) at all stages, pupils

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could use a calculator accurately for basic processes; 5) at ages 11 and 13, estimation as a check prior to the use of a calculator was poorly performed; 6) there were no significant gender differences at ages 8 and 11; 7) at S2 significant gender differences were found on number concepts for boys and on basic processes and shape position and movement for one sub-category in favour of boys. Published Material: ROBERTSON, I.J. & MEECHAN, R.C. (1992). Assesment of Achievement Programme (Scotland): mathematics third round: 1991—the report. Glasgow: Jordanhill College.; ROBERTSON, I.J. & MEECHAN, R.C. (1992). Assessment of Achievement Programme (Scotland) mathematics-computerised testing feasibility study. Glasgow: Jordanhill College.; ROBERTSON, I.J., MEECHAN, R.C., CLARKE, D. & MOFFAT, J. (1993). Assessment of Achievement Programme (Scotland): mathematics -approaches to problem solving. Glasgow: University of Strathclyde, Jordanhill Campus.; ROBERTSON, I. & MEECHAN, R. (1993). Noticeboard—news from the Assessment of Achievement Programme. Edinburgh: Scottish Council for Research in Education.; MEECHAN, R.C. (1995). ‘Estimate, calculate, check—maxim or cliche’, The Scottish Mathematical Council Journal, Vol 24, pp.42–44. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Scottish Office Education Department £130,000 Date of Research: 1993–1995 KEYWORDS: academic achievement; mathematics achievement; mathematics education; Scotland 11/1536 Faculty of Education, Scottish School of Further Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 IPP 0141 950 3000 Niven, S. Mr; McFarlan, E. Miss; Foong, A. Mr; Supervisor: Stillie, D. Mr; McQueeney, E. Mrs Accreditation of experienced derived learning for second-level nurses: 3 Abstract: The aim of the project is to devise and test an assessment instrument which will accredit the experience derived learning of second-level nurses, to enable them to gain access, with credit, to courses leading to first level qualification. Status: Sponsored project Date of Research: 1990-continuing KEYWORDS: accreditation of prior learning; assessment; dinical experience; experiential learning; nurse education; nurses 11/1537 Faculty of Education, Scottish School of Further Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Robertson, S. Mr; Pearson, C. Ms; Walker, A. Dr; Dundas, K. Mr; Supervisor: Laing, M. Ms Assessment in environmental studies and assessment of attitudes Abstract: The aims of the project are to: 1) assemble and pilot an effective strategy for planning assessment across a range of environmental studies; 2) research and devise a bank of assessment instruments; 3) trial, monitor and evaluate their effectiveness. The

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output of the research will be: a) A package of materials— Assessment in Environmental Studies—containing proformas for planning assessment and recording evidence; a report on suggested and tried strategies of assessment; and video material to illustrate assessment modes in action. b) A pilot study to examine values and attitudes in learning about the environment and identified strategies for teaching/learning and assessment of such attitudes. c) Articles and conference papers. Status: Sponsored project Date of Research: 1993–1995 KEYWORDS: assessment; environmental education; pupil attitudes 11/1538 Faculty of Education, Scottish School of Further Education, Jordanhill Campus, Southbrae Drive, Glasgow G13 1PP 0141 950 3000 Paisley University, Academic Affairs, High Street, Paisley PA1 2BE 0141 848 3000 National Board for Nursing, Midwifery and Health Visiting for Scotland, 22 Queen Street, Edinburgh EH2 1NT 0131 226 7371 McQueeney, E. Mrs; Stillie, D. Mr; Foong, A. Mr; McFarlan, E. Miss; Supervisor: Niven, S. Mr; Stevely, W. Prof. Accreditation of experience derived learning for credit transfer for second level nurse practitioners Abstract: This project can be divided into four phases: PHASE 1–1989–90—The National Board for Nursing, Midwifery and Health Visiting for Scotland commissioned a project which set out to: 1) assess the experience-derived learning intrinsic to nurse education, with particular reference to the opportunity afforded in the employment-led curricula which were to be devised for the introduction of new schemes of nurse education in 1992; 2) evolve means of ascribing occupational and academic values to these assessments; 3) set these assessments in the context of competencebased standards; and 4) in endeavouring to fulfil these aims, consideration of ‘personal development’ and ‘professional growth’ led to a mapping of the levels of learning associated with progression provisional profile of competences for nursing practice. PHASE 2—from Novice to Master Practitioner and to the generation of a 1992–93—This phase extended the work begun on profiling through a new projeet which set out to: 1) develop an evaluation system which would provide a basis for the establishment of a national framework for recognising the value of experiences and achievements gained by second level practitioners in clinical areas; 2) design an evaluation system for use in granting credit towards courses leading to a first level qualification on the United Kingdom Central Counril for Nursing, Midwifery and Health Visiting professional register, 3) ascertain, as far as possible, the viability of the devised system for its application at national level. PHASE 3–1993–94—An elaboration of the third aim of Phase 2 into a field trial was approved by the National Board for Nursing, Midwifery and Health Visiting for Scotland to: 1) test the validity and reliability of the assessment instrument; 2) prepare facilitator/assessors to support the field trial; 3) prepare second-level nurses and verifiers to undertake the field trial; 4) make recommendations regarding the use of the system; and 5) assess the costs associated with the use of the complete accreditation

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system. Shortcomings were identified in the construction of the evaluation tool and the provision for its application. PHASE 4–1994—This phase was dedicated to the eradication of the weaknesses and deficiencies identified in Phase 3 and culminated in the production of a valid system for accrediting experienced derived learning for second level nurses. Published Material: A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: National Board for Nursing, Midwifery and Health Visiting for Scotland £80,000; Scottish School of Further Education £40 000 Date of Research: 1989–1994 KEYWORDS: assessment; experiential learning; nurse education; nurses Suffolk College of Higher and Further Education 11/1539 Rope Walk, Ipswich IP4 1LT 01473 255885 Greig, A. Dr; Supervisor: Hinde, R. Prof. Communication and relationships at playgroup Abstract: The original PhD research was carried out at Cambridge University between 1988 and 1992. The study aim was to investigate the role of interpersonal relationships in communication of preschool children. Twenty-four males and 24 females were selected to take part according to strict friendship criteria. The age range was 3.5 to 4.5 years. Same-sex pairs of friends and non-friends (1 child on 2 occasions; once with a friend and once with a non-friend) were observed playing in a naturalistic Wendy house situation (standardised) on 3 successive 15 minute sessions. In addition, 4 pairs of cross-sex pairs were examined. Parents of the subjects were interviewed, and the researchers conducted temperament Q-sorts on the child, and parenting attitude questionnaires. Temperament Qsorts remain unanalysed. The results indicate that communication of ideas, action and emotion are unaffected by parenting beliefs. Cognitive aspects are largely unaffected by friendship status between children. It is in the area of emotion that friendship appears to make a difference to communication and the effect is different across males and females. The research may now continue on social dominance and communication. There are also possibilities for publications. Status: Individual research Date of Research: 1988-continuing KEYWORDS: communication research; friendship; peer relationship; play groups; preschool children Sunderland University 11/1540 School of Computing and Information Systems, Priestman Building, Green Terrace, Sunderland SR1 3SD 0191 515 2000 Lejk, M. Mr; Supervisor: Wyvill, M. Mr; Farrow, S. Dr Group work and group assessment on computing courses in higher education in the UK Abstract: The aims of the project are: a) A survey of literature to establish what research has been undertaken in group work and group assessment in higher education

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(HE) in general and computing courses in higher education in particular. b) A survey of higher education institutions and related bodies to: 1) establish the aims and objectives (or purposes) of computing courses in HE in the UK; 2) establish the extent, nature and purposes of group work and group assessment on these courses; 3) collate the various methods used to assess groups of students on HE computing courses in the UK; 4) establish the position, if any, on group work and group assessment of other related bodies, e.g. Higher Education Funding Council, BCS, National Council for Vocational Qualifications, Business and Technician Education Council, Department for Education and Employment, Open Learning Foundation Group and the Confederation of British Industry. c) To critically appraise the relationships between current practice, the research and the requirements of the various parties involved. d) To develop a rationale for use of group work and group assessment on computing courses in HE and to develop new methods of assessing groups of students which are valid, reliable and feasible. These new methods will be evaluated using students at the University of Sunderland. Published Material: LEJK, M. (1994). ‘Team assessment, win or lose’, The New Academic, Vol 3, No 3, pp. 10–11. Status: Individual research Date of Research: 1994-continuing KEYWORDS: assessment; computer science; group work; higher education 11/1541 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Mercer, D. Mr; Supervisor: Constable, H. Prof. Job satisfaction on the part of secondary headteachers Abstract: The research undertaken has involved the development of a methodology suitable for the study, the carrying out of fieldwork based on this methodology and the development of the data obtained into the beginnings of a grounded theory of job satisfaction. In terms of the methodology, three approaches have been developed and made use of as a means of obtaining the data necessary to develop a grounded theory of job satisfaction, a methodological approach first fomulated by Glaser & Strauss. These three methods are Life History, Nominal Group Technique and Critical Incident Technique. Of these three, the Critical Incident Technique has proved to be the most productive in that after interviews with 39 secondary headteachers, important categories with regard to job satisfaction have begun to emerge, a crurial first step in the development of substantive and formal grounded theory. Examples of such categories are, for job satisfaction, a sense of personal achievement, the views of significant others, a sense of efficacy, and relations with governors. For job dissatisfaction, work pressure, role conflict, interpersonal relations and self esteem have been identified as being of importance. In total, twenty three and twenty nine respectively of such categories have appeared so far and the next process has begun of condensing these into ‘themes’. The emergence of these themes is the second stage in the creation of a theoretical position which explains job satisfaction on the part of secondary headteachers. The future progress of the research is indicated by the degree to which the development of substantive theory has already begun. In this way it is anticipated that a formal theory of job satisfaction will emerge which will identify the key affective features of the job of headteacher. In view of the notable lack of research in this field, this will be a significant

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development which will increase understanding of a group which has a key part to play in our society. Published Material: MERCER, D. & EVANS, B. (1991). ‘Professional myopia: job satisfaction and the management of teachers’, School Organisation, Vol 11, No 3, pp. 291–301.; MERCER, D. (1993). ‘Job satisfaction and the headteacher: a nominal group approach’, School Organisation, Vol 13, No 2, pp. 153–164. Status: Individual research Date of Research: 1990–1995 KEYWORDS: job satisfaction; stress—psychological; teacher attitudes; teaching profession 11/1542 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Supervisor: Hufton, N. Mr; Ecclestone, K. Ms GNVQ’s and pupils’ careers Abstract: The research aims to provide a description of the experience of pupils undertaking pilot study for General National Vocational Qualifications (GNVQ’s). Pupils’ reasons for choice, the role of the qualification in their educational experience, and the opportunities it avails to them will be monitored by interview and survey to provide an initial picture of features of an innovation in provision. Status: Individual research Date of Research: 1994–1996 KEYWORDS: educational experience; employment qualifications; national vocational qualifications; vocational education 11/1543 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Atkinson, E. Ms; Supervisor: Newton, D. Dr Identification of some causes of demotivation amongst National Curriculum key stage 4 pupils in studying technology, with special reference to design and technology Abstract: The importance of technology education and the failure to interest a larger proportion of young people, including the more able and girls, at a time of considerable technological change in society, has been the concern of educationalists and others in the United Kingdom throughout the second half of this century. Given its importance, it is vital that the technology curriculum offered to pupils motivates them to participate fully. Technology in schools requires pupils to apply skills and knowledge to develop solutions to practical problems. As the subject area has developed so has the use of the design process as a method of delivering and examining subject content and capability. It would appear from the initial research that long-term pieces of coursework, fundamental to the delivery of technology, may well prove to be tangible indicators in the identification of the causes of pupil demotivation. An initial survey was carried out in 50 schools teaching technology in 7 local education authorities in the North East of England. Eight schools were then selected and during Phase 1 a specific sample of 179 Year 11 pupils completed a questionnaire. From the analysis of that data, 40 pupils were selected for further indepth study. Phase 2 involved 126 Year 10 pupils from the same 8 case study schools. Through a questionnaire and a cognitive style test a sample of 50 pupils was identified. Phase 3 is

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concerned with those pupils who are now being observed and interviewed at regular intervals throughout the production of their major projects for their General Certificate in Secondary Education (GCSE) technology examination. It is intended that analysis of the collected data will highlight the key factors involved in causing demotivation and that this will lead to the development of teachingAearning strategies which could improve the situation. Published Material: ATKINSON, E.S. (1993). ‘Identification of some causes of demotivation amongst key stage 4 pupils in studying technology with special reference to design and technology. In: SMITH, J.S. (Ed). IDATER 93: International Conference on Design and Technology, Loughborough University, Department of Design and Technology, September 1993. Status: Individual research Date of Research: 1992-continuing KEYWORDS: demotivation; design and technology; motivation; technology education 11/1544 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 5152000 Dockerty, A. Dr Research into the education of able children in science to National Curriculum key stage 3 Abstract: This project is finding out how able children think when designing and carrying out scientific investigation. Provision for able children in local schools is being investigated using questions and interviews. Case studies are being carried out on a group of able children over a 6 month period. The pupils are working with enrichment materials and their discussions have been recorded and analysed. Status: Individual research Date of Research: 1994–1996 KEYWORDS: ability; gifted; science education 11/1545 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 5152000 Chyriwsky, M. Mr; Supervisor: Kennard, R. Mr Research for the education of able children in mathematics and science (REACH) Abstract: This project drew inspiration from a programme of challenging activities, held at the University of Sunderland, for local Year 9 pupils, sponsored by the Royal Institution of Great Britain and the Institute of Physics. Further impetus was provided by an Her Majesty’s Inspectorate Report in 1992 declaring a need for subjectspecific characteristics for identifying able children. Research for the education of able children (REACH) is an enquiry into the subjectspecific abilities of young able mathematitians and scientists. The researchers’ objective is to discover what abilities they may demonstrate in the context of normal lessons. To achieve this, case studies are under way in a sample of schools in the North East of England where researchers are working with able children in mathematics or science lessons. To enable the children to demonstrate their talents, challenging activities are provided which are linked to the topic under study. By careful interpretation of the children’s mathematical and scientific behaviour, the

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researchers aim to identify the key abilities which they possess beyond general traits like persistence. By opting for a regular classroom scenario, the researchers’ work will be more readily translated into classroom practice to help teachers provide for able children and identify them. To provide a background to this work, teachers’ views on able children and forms of provision are being collected by means of a nationwide survey. This was designed with the aid of a literature review and a pilot survey of 89 local secondary schools. The project addresses 2 important needs, namely how to meet the needs of able pupils and how to implement attainment target 1 (AT1) of the mathematics and science National Curricula. The researchers’ approach to the case studies is very much in the spirit of ATI (practical investigative work) and also reflects their subjectspecific outlook. The research team includes: Mr R. Kennard, Mr M. Chyriwsky, Ms C. Andrew, Mr C. Bowles, Dr A. Dockerty, Ms C. Farnsworth, Mr R. Stoke, Ms C. Taylor and Ms L. Wilson. Published Material: KENNARD, R. (1994). The REACH project at the University of Sunderland’. In: Proceedings of the British Society for Research into the Learning of Mathematics Conference, December 1994. Status: Sponsored project Source of Grant: University of Sunderland Date of Research: 1993–1996 KEYWORDS: ability; gifted; mathematics education; science education 11/1546 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Lauchlan, F. Mr; Supervisor: Elliott, J. Dr, Swann, J. Dr An investigation of the efficacy of dynamic assessment in educational settings Abstract: The inadequacies of established assessment methods have been well documented. These traditional tests tend to assess the child’s present level of unassisted performance, and tell us little about what can be achieved in collaboration with an expert partner. Dynamic assessment aims to explore the cognitive processes underlying intellectual functioning. Feverstein (1979) argues that by investigating how a child improves as a result of coaching during the assessment interview, a much clearer picture of his/her mental development can be obtained, rather than merely assessing the product of the child’s independent performance. The intention of dynamic assessment is therefore to offer information rather different to that gained by means of conventional methods of assessment, thus providing meaningful insights and observations to the child’s teachers. Sixty children with moderate learning difficulties will be assessed using both a dynamic assessment method and a measure of intellectual ability (a norm-referenced test). The dynamic assessment provides measures of assisted and unassisted performance and thus the child’s responsiveness to coaching which gives an indication of the child’s potential as a learner. Thereafter, the children will be assigned to either an experimental group who will receive intervention from the researcher, or a matched control group who will maintain their regular classroom teaching. Follow-up assessments of all 60 children will take place after the intervention classes are completed. It is hoped the results will provide an extensive enquiry of the predictive and intervention value of dynamic assessment, exploring both its strengths and weaknesses. Status: Individual research

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Date of Research: 1995-continuing KEYWORDS: assessment; intervention; learning disabilities; special educational needs 11/1547 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Addison, S. Mr; Supervisor: Reay, G. Mrs; Whitley, S. Mr Styles of learning and teaching in higher education Abstract: Students differ in the way they prefer to learn, for example each has his or her own learning style. Lecturers tend to choose teaching methods which reflect their own preferences in learning. These teaching methods can be disadvantageous to students with different learning styles to the lecturers. This research aims to investigate the extent to which teaching and learning in higher education can be improved through an understanding and application of the variety of learning styles among students. A total of 6 individual case studies within 3 different schools of the University of Sunderland will be conducted. Each case study will involve the design and implementation of a teaching approach which will take into account different student learning styles, and the specific subject being taught, and the lecturer’s learning style. Learning styles will be diagnosed by using the Cognitive Style Analysis (CSA) developed by Dr Richard Riding. The number of students in each case study varies from 10 to 180. This research will test the suitability and evaluate the effect on the quality of the learning when identifying and catering to student learning styles across 3 disciplines in higher education. Status: Individual research Date of Research: 1995-continuing KEYWORDS: academic staff; cognitive style; higher education; learning strategies; lecturers; teaching methods 11/1548 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Watkinson, B. Mr; Supervisor: Constable, H. Prof.; Hutton, N. Dr The profession of science teachers in higher education Abstract: Although there have been studies on the nature of teaching expertise, they have almost always involved school teachers and there has been little, if any, research into differences between expert and novice lecturers in higher education. The project will be a longitudinal study examining the processes by which new teachers progress to become expert teachers. It will critically analyse the processes and find suitable terms for the stages in the progression from novice to expert. The progression from naive teacher will be followed mainly by autobiographical interviews but, where appropriate, questionnaires and observation will be used to detect changes and advancement through the stages of skill development. As the development of expertise may progress at different rates depending on the method of instruction used by the lecturer, the progression of the teacher will be followed whilst using a variety of teaching and learning methods. Status: Individual research Date of Research: 1995-continuing

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KEYWORDS: academic staff; higher education; lecturers; professional development; science teachers; teacher development; teaching profession 11/1549 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Spedding, P. Mrs; Supervisor: Constable, H. Prof.; Dockerty, A. Dr Matching demands: teachers’ strategies for differentiation in science Abstract: The aim of this project is to investigate and identify the ways in which teachers match demands and expectations to pupils’ learning needs. Making the appropriate demand on pupils has been a long-standing matter of interest to teachers and researchers. Match is a dynamic process, setting tasks appropriate to pupils’ existing skills and ideas and at the same time raising achievements and expectations. Developing and using strategies for differentiation is both an integral part of teachers’ work and a key point of their expertise. Concerns continue to be expressed about levels of match, attainment and differentiation and may point only to the fact that this key aspect of teachers’ expertise is exceptionally difficult to describe. Developing strategies for differentiation and match remains difficult until such strategies can be described clearly and meaningfully. This project sets out to describe and map the strategies teachers use. Arising from this will be implications for the development of practice, initial training and inservice training. The theoretical background to the enquiry will be investigated by a review of the literature and attention to the common sense theory of practitioners. It aims to develop a typology of ways in which teachers match the demands they make to the pupils they teach extending the investigation to explanation of how these strategies work. Methods for collecting, recording and analysing findings will be by a combination of interviews, observations and consultation with teachers, school management, teacher trainers, professional bodies, inservice trainers and inspectors. Status: Individual research Date of Research: 1995-continuing KEYWORDS: differentiated curriculum; individualised methods; learning strategies; pupil needs; science education; teaching methods 11/1550 School of Education, Hammerton Hall, Gray Road, Sunder- land SR2 8JB 0191 515 2000 Hubbard, G. Ms; Supervisor: Constable, H. Prof.; Neal, I. Mr The acquisition and demonstration of competence in the use of class organisation strategies Abstract: The partnership between the university and schools in the training of teachers has altered as the student teachers now spend more time in schools (approximately two-thirds of the course). Those involved in the training of teachers are guided by a list of competences which the student is expected to be able to perform to prove that they are a competent teacher. Work-based acquisition and demonstration of competence lie at the heart of reforms. The aim of this research is to investigate: 1) which class organisation strategies teachers and student teachers use; 2) why they use particular class organisation structures; and 3) how they learnt how to use them. Approximately 100 secondary school teachers in North East England and student teachers on either the Postgraduate Certificate in Education (PGCE) or the final year of a 2-year teacher

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training course at the University of Sunderland were given a self-report inventory to find out which class organisation strategies they used and why. A sub-sample of teachers and student teachers were interviewed to find out further why they used particular class organisation strategies and how they learnt to use them. Fifteen teachers and 5 student teachers were observed whilst teaching and in the latter case the lesson was filmed. They were immediately interviewed after this lesson. The self-report inventory was sent to over 2,000 secondary schools throughout England to explore the fmdings from the original North East investigation. Preliminary results show that across all subjects the most popular strategies used were whole class teaching and pupils working on the same task individually. Learning to use strategies and explaining why the strategies were used was idiosyncratic and some were more popular amongst teachers and student teachers than others. The learning categories were: observing and speaking to other teachers from their own classroom practice; life histories; inservice training; initial teacher training; books. The explanation categories were: learning task, ease or preference; syilabus and examinations; class control; year group, class size; perceptions on pupil learning; lesson length; pupil ability and classroom layout. Published Material: HUBBARD, G., CONSTABLE, H. & NORTON, J. (1995). ‘Further professional encounters: students and their school tutors’. In: BLAKE, D., HANLEY, V, JENNINGS, M. & LLOYD, M. Researching school-based teacher education. Aldershot: Avebury. Status: Individual research Date of Research: 1993–1996 KEYWORDS: classroom management; competency based teacher education; preservice teacher education; school based teacher education; student teachers 11/1551 School of Education, Hammerton Hall, Gray Road, Sunderland SR2 8JB 0191 515 2000 Farrow, S. Dr Completion of book for primary teachers teaching science Abstract: The purpose of the research was to complete a book (published by Falmer in cooperation with the Association for Science Education) to support primary teachers’ development of science subject knowledge. The three main sections deal with the key ideas in life and living processes; materials and their properties; physical processes. Published Material: FARROW, S. The really useful science book: framework of knowledge for primary teachers. London: Falmer Press. (in press). Status: Individual research Date of Research: 1994–1995 KEYWORDS: books; educational materials; material development; primary school teachers; science education Surrey University 11/1552 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Guy, G. Mrs; Supervisor: Brownhill, R. Dr; Walters, N. Rev. Religious education in the primary school post Education Reform Act 1988

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Abstract: The main specific area of this research will be Religious Education (RE) in the primary school. This will be studied with particular reference to the Education Reform Act 1988. In particular the research will be related to the interpretation of RE within the intercultural and multicultural environment which currently exists in England. The research will be enquiry based on qualitative and quantitative surveys and data. The main objective will be to determine methodology for the teaching of RE and to define the influences of major world religions within the cuniculum of primary schools. The research will be based on the following questions: (1) Is RE a necessary part of the curriculum? (2) If this is the case how should it be taught? (3) What should be the aims of RE? (4) If RE is problematic should it be removed from the education system? Status: Individual research Date of Research: 1991–1995 KEYWORDS: Education Reform Act 1988; multiculturalism; primary education; religious education 11/1553 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Swan, R. Mr; Supervisor: Riggs, A. Ms; Brownhill, R. Dr Perceptions of adult development and adult religious education by church leaders and church members: the implications of psychological theories of adult development, and the conflict between these areas Abstract: The background to this research is the perception that psychological theories of adult development, and religious institutions’ concepts of adult development are mostly incompatible. The project aims to sample some views of what ideal adult development is seen to be by individuals within religious groups (Christian); to critique these using James Fowler’s work involving ‘Stages of Faith’, and other (psychological) theories such as Maslo and Ericson. The research will be qualitative and not seek to be generalisable to any great degree. It will test the range and depth of perception, to comment on it and apply the data to church documents detailing the ‘ideal’ congregation member. Status: Individual research Date of Research: 1992–1995 KEYWORDS: adult development; adult education; religion and education; religious education 11/1554 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Kearsley, M. Mr; Supervisor: Tosey, P. Dr; Lathlean, J. Prof. An investigation into sales reluctance in a group of professional advisers Abstract: Much time, effort and money is spent on developing skills (such as sales skills, presentation skills etc.) which are never put into practice by those trained because of internal beliefs and attitudes which have not changed. The aim of the project is to explore how attitudes to sales activity might have been developed in a group of professional advisers now required to promote themselves and their firm. This is an indepth study with volunteers from several major accountancy firms and consultancies. It

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explores organisational, training and personality issues, as well as mental images. Methodology is group and individual interview. Published Material: KEARSLEY, M. (1994). ‘Essential skills for consulting success’, Management Consultancy, April 1994, pp.63–64.; KEARSLEY, M. (1994). ‘The sale of consultancy, clients and consultants’ view’. In: CASEMORE, R. et al. (Eds). What makes consultancy work. Proceedings of the International Consultancy Conference, 1994. London: South Bank University Press. Status: Individual research Date of Research: 1992–1996 KEYWORDS: attitudes; distributive trades education; salesmanship 11/1555 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Marshall, M. Mrs; Supervisor: Lucock, R. Dr; Paraell, J. Dr Professional development of diploma student nurses upon qualification Abstract: The proposed research will address the issue of professional development in terms of continued/lifelong education and learning of diploma student nurses upon qualification. Little attention seems to have been paid to the professional development of nurses upon qualification. Previous studies focused mostly on nurses’ career paths; career motivation and career patterns; opportunity for continuing education; and promotion prospects. A new curriculum for diploma nurses advocates a commitment to teach nurses how to learn to give them confidence and motivation to develop themselves during their nursing career. The proposed research therefore aims to ascertain how and to what extent these nurses are equipped to become responsible, self-directed lifelong learners. A cohort of students completing their diploma nursing course will be selected randomly and followed over a period of time. Data for analysis will be collected by seif-completion questionnaires; semi-structured interviews and examination of educational documents. Status: Individual research Date of Research: 1992–1995 KEYWORDS: lifelong learning; nurse education; nurses; professional continuing education; professional development 11/1556 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Munro, L. Mrs; Supervisor: Hobrough, J. Dr; MaClaren, S. Mrs The administration of oral medicines with special reference to food ingestion Abstract: The aim of the study is to explore how often oral drugs are administered accurately in relation to food intake. Many drugs need to be given either before or after food. Failure to comply with this request may result in the drug being ineffective. The understanding of these issues by trained nurses will be explored. The curriculum will be analysed for content and teaching method in relation to pharmacology. The organisation of the wards will also be studied. It is anticipated that an educational intervention may be recommended as a result of the study. Status: Individual research Date of Research: 1993–1996 KEYWORDS: medicine; nurse education; nurses; pharmacology

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11/1557 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Haines, T. Mrs; Supervisor: Black, T. Dr; Worle, B. Mr The use and management of information tedmology in higher education in the United Kingdom Abstract: The intention is to examine higher education: its purpose, effectiveness, effitiency, organisation and strategy with respect to information technology (IT). The holistic multidisciplinary approach focuses on conditions for effective and efficient management of information technology in institutions of higher education. It is of considerable interest that such knowledge-based industries are facilitated in sagacious IT use. A comparison of the ‘new’ and ‘old’ universities is being undertaken to consider the environmental influence on the synthesis of learning, learning management and IT. Sample survey work with needs analysis and appraisal of information strategies (and IT use) will be requiied. Suitable measures of IT effectiveness are intended to be developed. Status: Individual research Date of Research: 1992–1995 KEYWORDS: computer uses in education; higher education; information technology 11/1558 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Evans, K. Dr Citizenship competence Abstract: The time taken to reach adult status has lengthened in all the industrialised countries of the world. At the same time the risks for young people trying to ‘make their way’ and achieve their personal goals have increased. In this context, the provision of resources and support to assist young people in making the transition has become increasingly important. Yet little is known about the way that young people are adjusting to the new circumstances, still less what kinds of personal, social and financial support they need to become full citizens, and what roles education, training, work and the community should have in providing it. This is divided into 2 parts. Part 1 considers the experiences of young of work, education, family and community. In Part 2, this adults in the status passage to adulthood, focusing on the 4 domains exploration of patterns of experience and transition behaviour leads into analysis and discussion of the structures and policies which are needed to support successful transition. Drawing on recent comparative studies with Germany and Canada carried out by the researeher, various models are considered, and criteria are proposed which may be applied in different cultural contexts. Emphasis is placed on the significance of learning throughout, developing the argument that the central objective of public policy must be to foster active citizenship in a perspective of lifelong learning. Status: Individual research Date of Research: 1994–1996 KEYWORDS: citizenship; life skills; lifelong learning; young adults 11/1559 Department of Educational Studies, Guildford GU2 5XH 01483 300800

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Brown, A. Dr Comparative analysis of skill formation processes in England, Germany and Holland Abstract: The comparative analysis of the skill formation processes and development of young adults in England, Germany and Holland represents the culmination of a longitudinal tracking of young adults in 8 occupational areas from age 16 through to experienced skilled worker status. The research will highlight how the requisite skills, knowledge and understanding of experienced skilled workers are acquired in practice in the three countries. Status: Sponsored project Source of Grant: Economic and Social Research Council £35,000 Date of Research: 1995–1996 KEYWORDS: comparative education; Germany; Holland; skill development; skilled workers; skills; training; young adults 11/1560 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Evans, K. Dr The learning society: colleges for the community in Canada and Britain Abstract: A comparative analysis of the roles of Canadian community colleges, and those of colleges in the newly independent further education sector in Britain, which are evolving towards a new future under ‘incorporation’. It reviews factors and events significant in change, and their outcomes, in community colleges in Canada comparing these with colleges of further education in Britain, in order to identify the lessons that can be learned from the experiences of each. The objectives of the research are to: 1) uncover how the institutions’ missions have evolved and are evolving, with reference to social and cultural trends and norms in the two countries; 2) examine ways in which the institutions’ programmes are reflecting and responding to socio-economic, demographic and educational changes, in practice; 3) identify factors promoting and impeding institutional change; 4) draw out lessons for future development in both countries. Four community colleges in contrasting economic areas in Ontario and British Columbia have been studied by means of field visits carried out over a period of one month by the proposer who already has a working knowledge of the systems and policies of education in these provinces through previous studies. Further contextual data will be gathered through official reports and documents, interviews with government officials and a range of independent experts. In each of the colleges, a ‘vertical’ cross-section has been taken of the organisation. Interviews have been conducted at the levels of principal, senior management, programme management (selected programmes at a variety of levels), and samples of teachers in these selected programmes. In Britain, meta-analyses of the experiences of colleges’ post-incorporation have been carried out, around these questions, supplemented by interview/data provided by relevant policy bodies. Status: Sponsored project Source of Grant: Canadian Government Date of Research: 1994–1995 KEYWORDS: Canada; colleges of further education; community colleges; comparative education; further education 11/1561

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Department of Educational Studies, Guildford GU2 5XH 01483 300800 Okorocha, E. Mrs; Supervisor: Mulligan, J. Dr; Griffin, C. Dr Overseas students’ uptake and non-uptake of counselling for problems: implications for adjustment strategies and cross-cultural counselling Abstract: This study is an investigation by an overseas student of the level of uptake and reasons for non-uptake of counselling services among international (overseas, foreign) students of the non-western world. Problems highlighted include: culture shock and home-sickness; language barriers and isolation; accommodation and financial problems; prejudice and identity crisis. Quite often these problems lead to inner personal conflicts which, if unattended, militate against the students’ academic output and general well being. The aim is to explore such factors as cultural differences, language difficulties and religious beliefs that prevent/limit effectiveness in interaction, communication and the counselling of overseas students. Triangulation approach is used to counteract subjectivity. This multi-methods approach involves: indepth interviews of 70 ex-overseas students; interview of current overseas students; survey of 200 current overseas students from 8 universities and 2 theological institutions in England, Wales and Scotland; interviews with 20 counsellors and group interviews with students from different cultural and ethnic groups. Results include the identification of cultural peculiarities that could enhance awareness and sensitivity of cross-cultural counsellors (this has implications too for others like welfare officers, personal tutors, administrators, accommodation officers, hall wardens and chaplains who work with overseas students). It is hoped that the findings would broaden these persons’ information base regarding diverse cultural, ethnic and religious groups. It is also hoped that this would assist in counsellors’ training programmes. Recommendations are that if counsellors and others working with overseas students are flexible in their techniques and sensitive to the needs and cultural peculiarities of foreign students, there are likely to be more successful outcomes of counselling and other contacts. Published Material: OKOROCHA, E. (1994). ‘Barriers to effective counselling of overseas students: implications for cross-cultural counselling’. Paper presented at the Society for Research into Higher Education Annual Conference, University of York, 19– 21 December 1994.; OKOROCHA, E. (1995). ‘Strategies for effective pastoral care and counselling of people from other faiths and cultures’. Paper presented at the East Anglican Ministerial Training Course, Wesley House, Cambridge, 16 January 1995. Status: Individual research Date of Research: 1993–1996 KEYWORDS: counselling services; cultural differences; higher education; overseas students; pastoral care—education; student counselling; student health and welfare; students 11/1562 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Kumar, P. Dr; Supervisor: Brownhill, R. Dr; Walters, N. Rev. Participation, non-participation and dropout in adult basic education: the Singapore experience

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Abstract: This study, the first of its kind in Singapore, attempted to explore and examine the reasons for participation, non-participation and dropout. The research is focused on 2 adult basic education (ABE) programmes that are offered on a national scale, viz. basic education for skills training (BEST) and work improvement through secondary education (WISE). The reasons for participation, non-participation and dropout were explored from the perspective of the teachers, organisations and workers, who formed the main sample population. The research was guided by the following questions: 1) What are the profiles of the BEST and WISE teachers? 2) What are the experiences of teachers? 3) What are the reasons for the participants enrolling in these programmes? 4) What are the profiles of organisations participating in these programmes? 5) What are the issues and perspectives of these organisations in relation to the BEST and WISE programmes? 6) What are the reasons that have ‘caused’ the participants to cease attending classes before the end of the course term and also for not taking the BEST and WISE examinations? 7) Why are some workers reluctant to participate in the BEST and WISE courses and also in other continuing education programmes? Part 1 of the thesis lays the foundation and examines the factors which might have affected participation, non-participation and dropout. It presents the nature of the BEST and WISE programmes and their rationale. Definitions of ABE are examined and the context under which ABE occurs in Singapore is then explored. ABE is also discussed from an organisational context. The rationale and significance of the study, the research questions and the definitions in relation to this research are presented. In Part 2 a literature review of the inquiry is undertaken. Part 3 dicusses the philosophical basis for the research approach and analyses the methods used to collect the data (methodological triangulation was used—questionnaire surveys, semi-structured and unstructured interviews, telephone surveys) which involved all the teachers, a sample population of the organisations, participants, non-participants and dropouts. This part also discusses the ethical considerations that were taken into account and presents an overview of the research approach through the design of a conceptual framework. The data gathered from the BEST and WISE teachers are presented in Part 4 which includes a heuristic model that was used in the analysis of the BEST and WISE programmes, while Part 5 presents it from the perspective of the participating organisations. Part 6 provides an analysis of the data gathered from the participants, non-participants and dropouts. Part 7 concludes with a summary, the limitations of the study, the conclusions and implications considered to be of relevance and value to the collaborating organisation of this study. Status: Individual research Date of Research: 1990–1994 KEYWORDS: adult basic education; dropouts; Singapore 11/1563 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Rudd, P. Mr; Supervisor: Evans, K. Dr Youth transition: education, skill formatioo and labour market entry Abstract: The purpose of the study is to investigate the impact of the ‘new vocationalism’ on the experiences, transition behaviours and career outcomes of young people in contrasting labour markets. The study will link with a programme of research which has developed in the University of Surrey from the Economic and Social Research

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Council 16–19 Initiative and the ‘Anglo-German’ studies. The project aims to build on previous work by investigating samples of young adults who will be aged 16–19 in 1995, who will have experienced forms of education and training which reflect the ‘new vocationalism’ in full bloom. The study will contrast experiences in a further education college in an urban labour market (London borough) with those in a semi-rural college/location. The qualitative methodology of ethnographic interviews will be applied to a small sample of matched pairs of students, refining the methodology used in earlier studies. Group interviewing will be used, building upon the researcher’s previous experience in the use of this method. The study will attempt to draw out young people’s perspectives on the transition from school to work, including their experiences of National Vocational Qualifications (NVQs), General National Vocational Qualifications (GNVQs) and other forms of 16–19 education. There will be ‘open’ questions under a range of relevant headings. The policy implications for vocational education and training will be considered. Discussion of the conceptual and theoretical aspects of the research will also be included. Theoretical perspectives on the relationships between transition behaviours and career outcomes will be explored, with particular reference to socialisation theory and concepts of individualisation. Status: Individual research Date of Research: 1993–1996 KEYWORDS: National Vocational Qualifications; school leavers; school to work transition; sixteen to nineteen education; skill development; training; vocational education; youth employment 11/1564 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Orange, P. Dr; Supervisor: Hobrough, J. Dr; Walters, N. Rev. Educating international school students for global citizenship through theatre arts literacy Abstract: The purpose of this study is to improve the quality of ‘educating international school students in the 15+ age range for global citizenship’ through a theatre arts literacy programme. This research is a combined quantitative enquiry (survey questionnaire) and qualitative enquiry (participant observation, case studies, indepth interviews) and extensive literature review. In part, it is an empirical study into the perceived tendencies of staff and students in 3 international schools—the International School of Geneva, Vienna International School and the United Nations International School in New York—of both the ‘profile’ and ‘needs’ of students. In part, it is an ethnographic view of international school students in the International School of Geneva which evaluates the effectiveness of theatre arts literacy education as it prepares them for ‘global citizenship’. All 3 schools have an International Baccalaureate focus and are associated with the United Nations. The analysis is based on the concepts of drama education, culture and international education as conceived by David Hornbrook, Clifford Geertz, Alec Peterson, David Willis and others. The study arose from a growing interest in theatre arts literacy in international schools. International school students are found to be: culturally pluralistic; multilingual; transient; seeking higher education and white collar employment, while cherishing an ethnic and ‘global’ identity. Their uniqueness bespeaks unique educational needs. The results of this research are aimed primanly at

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teacher researchers and form important guidelines for curriculum development in international schools and in other culturally pluralistic education systems. They indicate that through careful curriculum planning for ‘global citizenship’ in theatre arts education, both the unique personal and academic needs of the ‘global citizen’ can be met. Status: Individual research Date of Research: 1991–1994 KEYWORDS: citizenship education; global citizenship; international schools; theatre arts 11/1565 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Race, A. Mrs; Supervisor: Jarvis, P. Prof.; Parnell, J. Dr New forms of nurse teacher preparation 1989–1992: development and evaluation Abstract: The creation of closer links between nurse education and higher education has led to a re-appraisal of nurse teacher preparation.The 1987 recommendation of the United Kingdom Central Council for Nursing, Midwifery and Health Visiting (UKCC) that nurse teaching become a graduate profession has been an important factor influencing the development of new forms of nurse teacher preparation. In this study, a nurse teacher was defined as a practitioner employed in a full-time post in nurse education, possessing a teacher qualification recorded on the professional register. The study evaluated new forms of nurse teacher preparation approved by the English National Board for Nursing, Midwifery and Health Visiting. Seven courses which combined professional studies at degree level with a teaching qualification recordable on the professional register were included in the study. The courses were geographically disributed throughout England. The aims of the study were to determine: 1) the extent to which the course curricula were comparable; 2) the extent to which graduate nurse teachers felt equipped to meet the demands of their teaching roles; 3) whether the graduate nurse teachers demonstrated the characteristics of an effective teacher valued by pre-registration student nurses. The fourth generation evaluation model (Guba and Lincoln 1989) was adapted to provide a theoretical framework for the study, which was qualitative in design and interpretation. Methods used included document analysis; group interviews; selfcompleted postal questionnaires; non-participant observation; open interviews. Course leaders (n=7) supplied curriculum documents. All the nurse teachers who graduated from the courses studied in 1992 (n=109) were included in the postal survey, the response rate was 74%. A small sub-group of questionnaire respondents (n=6) were observed teaching and were interviewed at some length. An opportunistic sample of pre-registration student nurses (n=38) in 2 colleges took part in group interviews. The research questions have been addressed. Claims, concerns and issues arising from the evaluation have been interpreted within the theoretical framework. Unresolved issues have been prioritised and expressed as areas for further enquiry. The findings indicate that the majority of nurse teachers who participated in this study felt well equipped to meet most demands made upon them. It was recommended that the clinical role and the personal tutor role of the nurse teacher be clearly defined as a matter of some urgency, in order to improve practice. Preparation for these 2 important elements of the nurse teacher’s role needs to be more effective in the future.

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Published Material: RACE, A.J. & HOLLOWAY, D.G. (1992). ‘An innovatory honours degree programme for nurse teacher preparation: development and evaluation’, Nurse Education Today, Vol 12, No 4, pp.266–273.; HOLLOWAY, D.G. & RACE, A.G (1993). ‘Developing a rationale for research based practice: some considerations for nurse teachers’, Nurse Education Today, Vol 13, No 4, pp.259–263. Status: Individual research Date of Research: 1992–1995 KEYWORDS: nurse education; nurse teachers; nurses 11/1566 Department of Educational Studies, Guildford GU2 5XH 01483 300800 Frances Harrison College of Healthcare, St Luke’s Hospital, Warren Road, Guildford GU1 3NT 01483 571122 Holmes, F. Mrs; Supervisor: Parnell, J. Dr; Lathlean, J. Prof. An illuminative evaluation study of a Project 2000 Course Abstract: This is an illuminative evaluation study of a Project 2000 course held in one of the demonstration colleges. It aims to illuminate the good and bad (if any) points about such a new, innovative nurse training programme. It was decided to study one cohort of students (100) throughout the 3 year training/education period and the following 6 months of post-registration. The methods used to date are quantitative and qualitative: interviews with teachers; classroom observations; background material; evaluations; examination and assessment results; questionnaires to practitioners and students; and critical incident recordings. The focus after the first 2 years is very much on teaching methods, learning styles and student centred learning. Status: Individual research Date of Research: 1990–1995 KEYWORDS: nurse education; programme evaluation Sussex University 11/1567 Department of Anthropology, Sussex House, Falmer, Brighton BN1 9RH 01273 606755 Street, B. Dr; Lea, M. Ms Perspectives on academic literacies: an institutional approach Abstract: Learning in higher education involves adapting to new ways of knowing: new ways of understanding, interpreting and organising knowledge. Academic literacy practices, reading and writing within disciplines, constitute central processes through which students learn new subjects and develop their knowledge about new areas of study. The ways in which students read texts within their disciplines and produce their own texts according to tutors’ requirements, derive from specific conventions and genres that have to be learned. The literacy conventions of the university constitute the object of this research: academic literacies, which differ from those of other domains, at home, school and work. The research will examine academic literacies from the perspective of both staff and students. This involves investigation of the perceptions and beliefs of academic staff regarding the organisation and delivery of knowledge within their own discipline, their expectations of students and the ways in which they make those expectations

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explicit. The researchers will elicit student perceptions of academic practices, with particular reference to the literacy component. Status: Sponsored project Source of Grant: Economic and Social Research Council £30,000 Date of Research: 1995–1996 KEYWORDS: higher education; learning activities; literacy; reading; students; wriiing—composition 11/1568 Department of Anthropology, Sussex House, Falmer, Brighton BN1 9RH 01273 606755 Education for Development, Building 33, Reading University, London Road, Reading RG1 5AQ 01734 316317 Street, B. Dr; Holland, D. Ms Literacy and empowerment Abstract: A research project into the relationship between the way adult literacy classes are run (especially the use of participatory approaches which attempt to share power within the literacy programmes between the providers, teachers and learners) and the empowerment of newly literate persons. The project looks at the claims to empowerment (to assess the rhetoric from the reality); at the processes of adult literacy provision; and at the empowerment arising from the literacy programmes and the measures by which empowerment may be assessed. The programme (undertaken in association with several projects overseas, notably Nirantar in India and LABE in Uganda) will lead to an international seminar in Harare in August 1995. Published Material: STREET, B. ‘Aspects of power in literacy’, British Association for Literacy in Development (BALID) News-letter, Vol 10, No 1, pp.33–36. Status: Sponsored project Source of Grant: Swedish International Development Agency £2,000; Paul Hamlyn Foundation £1,000 Date of Research: 1993–1995 KEYWORDS: adult education; adult literacy; developing countries; literacy 11/1569 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Burke, J. Dr Research and development in National Vocational Qualifications (NVQs) and the identification of various competencies in teaching and management Abstract: The objectives of this project are to: 1) pursue research and development in competency-based learning in support of the emerging model of National Vocational Qualifications (NVQs); 2) publish, disseminate and generally promote research and developments in respect of the above area; and 3) provide consultancy to National Vocational Qualifications on research and development on specific projects. The major focus of the work in the first year was on generic competences or core skills. Three papers, dealing with the reconceptualisation of generic competence, and aspects of problem solving, were published by the NCVQ. Subsequently, the focus of the research has continued on generic competences, (a) supporting the work of the NCVQ in

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collaboration with the National Curriculum Council (NCC) and School Examinations and Assessment Council (SEAC), and others, (b) working with the Open University Enterprise in Higher Education Project, and (c) providing consultancy for School Management South’s project on competency in educational management (Director: Dr Tony Bailey, Project Director: Dr Peter Earley, National Foundation for Educational Research). A fourth area of interest is NVQs and Special Needs. Published Material: BURKE, J. (1989). Competency-based education and training. London: Falmer Press.; BURKE, J. (1989). ‘Towards a framework for problem solving as a common learning outcome’. In JESSUP, G. Common learning outcomes: core skills in A/AS levels and NVQs. London: National Council for Vocational Qualifications (NCVQ R & D Report No 6).; BURKE, J. & JESSUP, G. (1990). ‘Assessment in NVQs: disentangling validity from reliability in NVQs’. In: HORTON, T. Assessment debates. Open University Reader. London: Hodder and Stoughton.; BURKE, J. (1991). Foreword to G. Jessup . Outcomes: NVQs and the emerging model of education and training. London: Falmer Press. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: National Council for Vocational Qualifications £93,000 Date of Research: 1989–1996 KEYWORDS: competency based education; minimum competencies; national vocational qualiflcations; skills 11/1570 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Al-Ansari, E. Mr; Supervisor: Thomson, A. Dr Facilitating adult learning through continuing education: a case study of the Centre for Commimity Service and Continuing Education at Kuwait University Abstract: There is a lack of research on the relationship between the principles of andragogical theory and adult higher education practice in Kuwait. This study will attempt to address the void in the research base and produce recommendations for improving education programme development and implementation. The study is designed to examine the degree to which current practice at the Kuwait University Center of Community Service and Continuing Education (CCS & CE) reflects the use of the principles of andragogy in its community service/continuing education programme. More specifically, the study will: 1) examine the knowledge of, attitudes toward, and experience with andragogy of key personnel; 2) identify the perceptions of the personnel about andragogy and its application at the CCS & CE at Kuwait University; and 3) consider the problems and issues in the application of andragogy and its relevance to the CCS & CE at Kuwait University. Finally, the purpose of this study is to make recommendations for the improvement of the community service/ continuing education programme at the CCS & CE at Kuwait University. Status: Individual research Date of Research: 1993–1996 KEYWORDS: adult education; andragogy; continuing education; Kuwait 11/1571 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755

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Stephens, D. Dr Culture as a frame of reference in education and development Abstract: This research aims to provide a critique of current dominant, i.e. economic, frames of reference in education and development. A comprehensive review of secondary source literature in both Britain and North America will be followed by the development of a model of analysis which utilizes the concepts of culture and cultural identity. This model will then be applied to existing development projects in eultural contexts of which the author/researcher is familiar, e.g. Kenya, Sierra Leone, Nigeria. The research draws upon the researcher’s masters and doctoral theses: Cultural Identity and Secondary Education in Sierra Leone, 1976 and Attitudes to Education Across Two Generations in Northern Nigeria, 1982. A book is projected. Status: Sponsored project Source of Grant: UNICEF Date of Research: 1992-continuing KEYWORDS: Africa; cultural influences; developing countries; educational policy; Nigeria 11/1572 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Ryle, M. Mr Caltural studies and curriculum development in adult education Abstract: This project involves: 1) discussion of the relation between ‘cultural studies’ and longer-established subjects/disciplines within the humanities, with especial reference to questions of teaching and learning; 2) dissemination/discussion articles on current and future course and curriculum development within the Centre for Continuing Education at Sussex University; and 3) theoretical articles and historical/genre-based research in literature and cultural studies. Published Material: RYLE, M. (1994). ‘Long live literature? Eng lit, radical criticism and cultural studies’, Radical Philosophy, Vol 67, pp.21–27.; RYLE, M. (1995). ‘Cultural studies and adult learners: literature and theory’. In PRESTON, P. Literature in the adult class: tradition and challenge. Nottingham: University of Nottingham. Status: Individual research Date of Research: 1992-continuing KEYWORDS: adult education; cultural education; curriculum development; humanities 11/1573 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lacey, C. Prof.; Longman, D. Mr Cultures of understanding and the press: evaluating public response to press coverage of environment and development issues Abstract: The Economic and Social Research Council (ESRC) grant will finance part of an ongoing study of The Press as Public Educator. In this wider study the researchers are investigating the influence of press coverage of environment and development issues on public opinion and attitudes towards the debate. The project uses computer-based methods for the collection and analysis of news-paper reporting to established trends and

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differentiation of opinion among newspapers. The ESRC grant will enable the analysis of a Mass Obervation Directive ‘Nature and the Environment’ which included questions relating to the press coverage of the Earth Summit held at Rio de Janeiro in 1992, as well as wider questions on attitudes to and understanding about the environment debate. The intention is to develop techniques for describing a respondent profile that can be used to evaluate the relationship, if any, between attitudes towards environmental issues and the patterns of news-paper readership in the sample. Status: Sponsored project Date of Research: 1994–1995 KEYWORDS: environmental education; newspapers; public opinion 11/1574 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof. Implementing basic education in China Abstract: This research explores how China is implementing education for all in 3 case study areas in rich, poor and national minority areas. Fieldwork has charted different patterns of participation and achievement and analyses the factors which are associated with differing degrees of success. The study is unusual in that it collects data at the village level with a range of cross checks to establish a robust picture of progress and problems that is unavailable in other literature. Published Material: LEWIN, K. & WANG YING, J. (1994) Implementing basic education in China: progress and prospects in rich, poor and national minority areas. Paris: International Institute for Educational Planning.; LEWIN, K.M. (1995). ‘Basic education amongst national minorities: the case of the Yi in Sichuan Province, China’, Prospects, Vol 25, No 4, pp.623–637. Status: Sponsored project Source of Grant: UNICEF £30,000 Date of Research: 1991–1995 KEYWORDS: China; educational change; educational development; educational policy; primary education 11/1575 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Wall, N. Mrs; Barnes, S. Mr Nuffield economics and business studies project Abstract: The purpose of this project is to design four entirely new A-level courses in economics and business with a joint subject approach and an emphasis on student-led investigative learning. Students will study the operation of market forces, but in a critical and enquiring context. The brief includes the production of comprehensive support materials for students and teachers, for publication by Longman. The four courses—joint courses in A-level and AS-level Business and Economics, and single subject A-levels in Business Studies and Economics—were approved by the School Cuniculum and Assessment Authority (SCAA) in January 1994, and will be assessed through the University of London Examinatiions Board. Draft learning materials have been extensively trialled in schools and colleges in East Sussex and elsewhere. The materials

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were revised in the light of trialling feedback, and are published by Longman. The title series Nuffield Economics and Business include the following titles: Students’ Book; Teachers’ Resources; Answer Book; Data Book; Poverty and Wealth: Is Inequality Inevitable?; Business Strategies: How are Decisions Made?; Corporate Responsibility: Is Business Accountable?; Activity Copymasters; Government Objectives; Resources and Expansion; Competition and Control. Published Material: MAUNDER, P., WALL, N. et al. (1995). Economics explained. 3rd Edition. London: Collins.; WALL, N., BARNES, S. et al. (1996). Nuffield-BP business and economics for GCSE. London: Collins.; WALL, N., BARNES, S. et al. (1996). Nuffield-BP business and economics for GCSE. Teachers’ Resource Pack. London: Collins.; WALL, N. (1996). ‘Economics and business at A level, an integrated approach’. In: HODKINSON, S. & JEPHCOTE, M. (Eds). Teaching economics and business. Oxford: Heinemann. Status: Sponsored project Source of Grant: Nuffield Foundation Date of Research: 1991-continuing KEYWORDS: A level examinations; business education; curriculum development; economics education 11/1576 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Cooper, B. Dr; Torrance, H. Dr; Supervisor: Lacey, C. Prof. Andhra Pradesh primary education project Abstract: Sussex University is providing staff as evaluation consultants for the largest basic education project funded by the Overseas Development Administration. This project focuses on human resource development through the physical upgrading of educational facilities and a quality improvement programme for over 50,000 schools. It involves reciprocal visits between Sussex and Andhra Pradesh for evaluation team members and the joint analysis of quantitative and qualitative data. Published Material: LACEY, C, COOPER, B. & TORRANCE, H. (1993). ‘Evaluating the Andhra Pradesh primary education project: problems of design and analysis’, British Educational Research Journal, Vol 19, No 5, pp.535–554.; COOPER, B., LACEY, C. & TORRANCE, H. (1995). ‘Evaluating the Andhra Pradesh primary education project: problems of design and analysis’. In: ROBERTS, B., WOODS, C. & CUSHING, B. (Eds). The sociology of development. International Library of Critical Writings in Sociology No 2. Cheltenham: Edward Elgar.; COOPER, B., LACEY, C. & TORRANCE, H. (1996). The role of evaluation in large scale educational interventions: lessons from the Andhra Pradesh primary education project’. In: LYNCH, J., MODGIL, C. & MODGIL, S. (Eds). Education and development: tradition and innovation. Volume 1: concepts, approaches and assumptions. International Debates Series. London: Cassell.; COOPER, B., LACEY, C. & TORRANCE, H. (1996). ‘Making sense of large scale evaluation data: the case of the Andhra Pradesh primary education project’, International Journal of Educational Development, Vol 16, No 2, pp. 125–140. Status: Sponsored project Source of Grant: Overseas Development Administration; British Council Date of Research: 1989-continuing

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KEYWORDS: developing countries; development education; India; learning activities; primary education; teaching methods 11/1577 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Chivers, T. Dr; Supervisor: Abbs, P. Dr; Pateman, T. Dr Autobiography and insight: life review in group contexts Abstract: Developing academic and popular interest in autobiography forms the background to this research. The principal aims are to: 1) clarify the nature of insight and meaning in life review; 2) suggest ways of promoting this insight and meaning; 3) develop the role of the small group in this process; 4) develop the convenor’s role thereby. Every fortnight, the researcher convenes a small group, drawn from members of a local University of the Third Age, who meet to read out sections of their autobiographies for discussion. There is a series of such groups, varying somewhat in size. The methodology is action research as the aims seek to move participants towards the creation of new selves by the review process, deepen group understanding and improve convenor performance. The principal method is participant observation, following the interpretive paradigm. In addition, there are evaluative discussions, questionnaires and interviews. To simplify, it could be said that insight is sought via an enhanced understanding of the social self. A programme of topics with related sensitising questions is issued to each group for optional use by participants. The forthcoming thesis will contain chapters on: the debate about the self and identity; action research modelled on self-discovery; the development of andragogy; the role of the emerging self-image; group transformation; and convenor development. Status: Individual research Date of Research: 1994-continuing KEYWORDS: autobiographies; group behaviour, self evaluation—individuals 11/1578 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Mandy, R. Mr; Supervisor: Becher, T. Prof. The professionalisation of podiatry/chiropody Abstract: This study aims to investigate the professional development of chiropody with particular reference to its status and the effect this may have had on development. The study will be conducted against the background of another profession, dentistry. The following research questions will be addressed: 1) How has the chiropody profession developed? 2) What is the status of the profession of chiropody? 3) What effect has the status had on professional development? 4) Has the development of the profession been in the best interest of the clientele? Data collection will be from historical records,

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official documents, interviews and questionnaire. Results have not yet been fully collected/analysed. Status: Individual research Date of Research: 1993-continuing KEYWORDS: chiropody; dentistry; health services; professional development; professional recognition 11/1579 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Jones, A. Mrs; Supervisor: Eraut, M. Prof. The effect of National Curriculum changes on science teachers Abstract: The overall results showed that the problems associated with the implementation of the National Curriculum are somewhat different to those encountered in previous, voluntary innovations. The data showed the National Curriculum as a regressive change with little beneficial effect on the work of science teachers and their departments, in spite of an initial positive view of the introduction of a National Curriculum in science. No evidence could be found of the new curriculum having a positive effect on teacher motivation—the reverse was more evident. Considerable administrative overload was described and teachers were tired of continually having to change schemes of work and other curriculum documents. This was particularly a problem for the more experienced and enthusiastic curriculum developers—‘early adopters’—who had to make more changes than the ‘laggards’. Teachers found it difficult to develop ownership of a curriculum they had no part in developing and were experiencing considerable difficulty implementing. There was even a significant lack of enthusiasm for teaching their ‘own’ subject area as it was felt that the National Curriculum had made it boring and uninteresting. Many participants showed considerable resentment that skills which teachers had spent time developing were now redundant and that much previous, extensive curriculum development was wasted as it did not match the National Curriculum which was seen as a return to a very traditional form of science. The impact of the National Curriculum on teacher professionalism was initially difficult to quantify as a clear definition of professionalism was hard to find. The concept of professionality was used instead to interpret the data and show that the effect of the National Curriculum is to push teachers towards a more limited perspective on education with a greater emphasis on the classroom and less professional development and personal growth. This was also emphasised by the changing role of inservice teacher education (INSET) from developmental to instructional, its value and relevance being further diminished as it could not keep pace with the rapid changes in the National Curriculum. Management structures in schools were not developed enough to provide adequate support as management of both the curriculum and the department was ‘bolted onto’ the main teaching task. The degree of success of implementation of the science National Curriculum was therefore very dependent on the approach and competence of the head of department. Status: Individual research

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Date of Research: 1990–1995 KEYWORDS: educational change; National Curriculum; science education; science teachers; teacher attitudes; teacher motivation; teaching profession 11/1580 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Ali, A. Mr; Supervisor: Cooper, B. Dr An evaluation of the mathematics curriculum for the preparatory stages in the United Arab Emirates Abstract: With the establishment of the United Arab Emirates Federation in 1971, education became a federal affair. Education was made free for all at every level and a federal ministry of education was responsible for supervising education in all the 7 Emirates. A national curriculum was introduced to replace the Kuwaiti one. The national mathematics curriculum for the preparatory stage has been in use since 1983/84 and, with its introduction, many problems in the mathematics area have arisen. The main concern of this research is for an evaluation of the national mathematics curriculum for the preparatory stage, with focus on the present situation, to give an identification and diagnosis of the problems and deficiencies in mathematics education, specifically those related to mathematics curriculum. The style of the present research is that of schoolbased multi-site qualitative case study. The research methodology included fieldwork in the form of school visits spread over 12 months, adopting the principles and procedures of illuminative evaluation. The fieldwork institutions were carefully chosen adopting a non-probability sampling technique that is purposive and convenient. The research aimed to observe, investigate and understand what is actually happening in a natural setting; the main focus was on the impact of the mathematics curriculum on teaching, learning and assessment. Case study data from all sites is presented by issues relating to curriculum components, and a qualitative analysis of the data leads to description and understanding of issues and concerns of stakeholders. These include issues and concerns relating to the aims and objectives, content, teaching approaches, assessment, as well as many general educational problems. There is also an analysis of more specific issues such as mixed ability, mathematics for girls, motivation, private tuition, and role of inspectors. Status: Individual research Date of Research: 1987–1995 KEYWORDS: Arab states; mathematics education 11/1581 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Arbi, A. Ms; Supervisor: Lewin, K. Prof. An evaluation of the effectiveness of a geography teacher’s training programme in the Universiti Brunei Darussalam

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Abstract: The core of the research is to evaluate the effectiveness of the teacher training programme starting with examining the current practices in geography teaching in secondary schools in Brunei. The University, in particular the Faculty of Education (now known as the Institute of Education) has been training teachers for more than 10 years. In that time there have been no evaluations. It is felt that it is time to review the current structure of the training programme, especially for geography teachers which are of special concern to the researcher. The main source of data will be from: a) beginning geography teachers, i.e. those with less than 5 years’ teaching experience; b) experienced geography teachers, i.e. more than 5 years of teaching; c) a sample of teachers in other disciplines; d) current geography student teachers in the University; e) a sample of current student teachers in other disciplines. Practising geography teachers will be interviewed throughout the fieldwork in order to reflect on and evaluate the value of the training they had in the light of their experience of teaching. Questionnaires will be given to all geography teachers and some lesson observations will be carried out, while those still at the University will be interviewed to find out how they feel about their training programme so far. From the research, it is likely that important conclusions will be reached. Among others, these include: a) improvement to the present structure of the training programme; and b) promoting ‘after care’ programme for beginning geography teachers. Status: Sponsored project Source of Grant: Brunei Government Date of Research: 1994-continuing KEYWORDS: Brunei; geography; geography teachers; preservice teacher education; programme evaluation 11/1582 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Arbon, M. Mrs; Supervisor: Cooper, B. Dr; Owen, P. Ms An investigation into the educational and micropolitical processes that persuade a head of a history department to make the choice of an A-level syllabus appropriate for his/her students Abstract: This is research into why heads of history departments choose particular Alevel syllabi, and how far the factors influencing their choice are educational or micropolitical. The aim is to produce a qualitative analysis based on a sample of about 100 educational institutions where A levels are taught. Against this background an intensive study will be conducted of 6 contrasting educational centres for detailed reference. A combination of a variety of questionnaires and interviews is being used, ranging from fairly general to be circulated widely, to more detailed for the centres being researched in depth. The interviews are being conducted at many levels within the centres being studied closely to facilitate triangulation. From the general surveys, early conclusions suggest that heads of departments claim to choose a syllabus for largely educational reasons but, for a variety of reasons, are swayed by other factors, micropolitical ones rarely being acknowledged. The more intensive studies so far suggest

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a greater role for micropolitics and a much more complex interplay of factors. The politics of choice seem also to be more affected by influences outside the school than the researcher had expected, and certainly more than the general survey has revealed. How far this will be upheld by the other centres to be examined closely obviously remains to be seen. Status: Individual research Date of Research: 1993-continuing KEYWORDS: A level examinations; department heads; examination syllabuses; history 11/1583 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Opoku-Asare, N. Mrs; Supervisor: Eraut, M. Prof. Using non-book instructional materials to promote teaching and learning in Ghanaian primary schools: a problem analysis and recommendations for change Abstract: The positive effects of instructional materials in the classroom is well-known but as Fuller and Kapakasa posit, little is known about how non-book educational resources are mobilised by teachers and how these inputs are embedded within the social rules of the classroom. Much is also known about education in Ghana and attempts towards reforming the educational system. The World Bank and other researchers of education in developing economies prescribe the use of pictorial illustrations, audio and video tape recorders, radio, television, projected media and other graphic communication media as an effective strategy for promoting quality education, but these ‘tested and proven’ resources can only merit the tag ‘effective’ in Ghana when they are available, administered appropriately and teachers use them consistently. Charts, globes, maps, drawings, radio, television, textbook illustrations, resource personnel, real-life objects and situations are some of the basic examples available to primary school teachers in Ghana. Slides, video and audio tape-recorders, photographs, projectors and other sophisticated instructional media, for example, are unknown in the average primary school. The thesis focuses on how Ghanaian primary school teachers use non-book instructional materials in the classroom. The research analyses: availability; support systems; evidence of use; mode and patterns of use; teacher knowledge, experience and attitudes; factors encouraging or discouraging usage; possibility of incorporating unfamiliar resources in primary school and assessing their compatability with existing teacher practices. The methods are: case study; participant observation; and structured interviews. The research will include: 6 primary schools (2 army, 2 state, 1 university, 1 private); officials of Ghana Education Service (headquarters, regional and district); headteachers, teachers, pupils in sample schools; and parents with children in sample schools. Status: Individual research Date of Research: 1992–1995 KEYWORDS: educational materials; Ghana; primary schools

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11/1584 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 O’Regan, T. Mr; Supervisor: Burrell, D. Mr The changing role of the headteacher to chief executive using a standards approach Abstract: It is planned to use both literature and field research to explore the changing role of the headteacher in England. In the field research it is proposed to use a questionnaire with both primary and secondary headteachers and with a small group of chief executives. The questionnaire will be based upon management standards. Using the results from the questionnaire, interviews will be conducted with a smaller group of headteachers, chief executives and chairs of governors. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational administration; head teachers; management in education; standards 11/1585 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Robinson-Pant, A. Mrs; Supervisor: Street, B. Dr; Torrance, H. Dr The link between women’s literacy and development in Nepal Abstract: The aim of this research is to look at 2 contrasting literacy programmes in Nepal to analyse how women’s lives have been affected by becoming literate. In many developing countries, literacy has been seen as the key to ‘women’s developmenf resulting in a proliferation of women’s literacy programmes run by both Governments and non Governmental organisations. Nepal is one such example of a country where literacy programmes have been used extensively as an entry point for involving women in development activities. The researcher’s own experience of working in this field in Nepal has made her question what impact these literacy programmes have on women’s lives: in particular, to question whether there is a strong link between gaining literacy skills and change (whether simply economic or social and cultural too) and whether the kind of literacy programmes currently provided meet women’s perceived needs. It is hoped that this research will provide new insights into why and how women’s literacy programmes work—from the participants’ point of view—thereby exploring future directions for such programmes. The fieldwork will adopt an ethnographic approach to studying women participants in a traditional and a more radical literacy programme in Nepal. Methods from participatory rural appraisal (PRA), a participatory action research approach within rural development, will be combined with the more usual anthropological methods, such as participant observation, to explore their value in an educational context. Status: Individual research Date of Research: 1994-continuing

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KEYWORDS: developing countries; development education; literacy education; Nepal; women; women’s education 11/1586 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Russell, S. Ms; Supervisor: Griffiths, V. Dr Adolescent girls’ diary writing and personal writing: the educational importance Abstract: The aim is to show the educational values of adolescent girls’ personal writing by using samples of their writing, diaries, letters etc, published and unpublished material, past and present diaries—including research into the Mass-Observation diarists contained in the archive at the University of Sussex. Status: Individual research Date of Research: 1991-continuing KEYWORDS: adolescents; children as writers; diaries; girls; letters— correspondence; personal narratives; writing—composition 11/1587 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Sandbrook, I. Mr; Supervisor: Becher, T. Prof. The processes and outcomes of inspection in primary schools Abstract: This research is an illuminative study of the processes and outcomes of inspection in primary schools. The project involved 12 case studies of inspections in different sizes of primary school in 7 different local education authorities. Eighty-two semi-structured interviews were carried out, with additional evidence from logs and documentation. The methodology was qualitative, although the accumulation of evidence made some quantitative generalisation possible. The case studies preceded the full implementation of the Education (Schools) Act 1992, but 4 of the inspections were carried out in full accordance with the Office for Standards in Education (OFSTED) Framework, 2 of these by teams of Her Majesty’s Inspectors. The case studies have shown that inspection is constructed from a series of elements, several of which have been paradoxical: judgement or development; technical or emotional; ownership or displacement; ritual or real; positivist or humanist; impartial or value-laden. There has been an essential hierarchy in each inspection: the inspectors have inspected the inspected. The process has been one of trying to make sense: inspectors of the school; teachers and headteachers of what the inspectors do and look for. Mythology has coloured perception. One of the most significant outcomes has been the definition and redefmition of professionalism. The technical business of inspection has been consistently bound up with relationships. The centrality of judgement and the prevalence of emotion has called into question any claim that inspection is objective and impartial.

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The validity of the inspections seems to rest on the acceptability of the inspectors’ findings to those who have been inspected. Status: Individual research Date of Research: 1991–1995 KEYWORDS: educational quality; inspection; inspectors—of schools; primary schools; quality control 11/1588 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Taylor, A. Mr; Supervisor: Steadman, S. Dr; Burrell, D. Mr National Vocational Qualification (NVQ) facilitators for small employers Abstract: More than 50% of the national workforce is employed within small and medium enterprises with less than 50 employees (small SMEs). For the National Education and Training Targets for lifetime learning to be achieved the take up of National Vocational Qualifications (NVQs) within SMEs will need to be addressed. During 1993 research showed less than 20% of small SMEs had any plans to utilise NVQs in any way. There appear to be many factors associated with this situation. The combination though produces two fundamental problems. First, the reluctance of the managers of SMEs to use NVQs. Second, and potentially the more difficult, the reluctance of individual workers to seek any personal development, let alone NVQs. There are marked similarities between the management of small SMEs and the lower management organisations within the Royal Air Force (RAF). While the RAF, within its overarching training support organisation provides readily identified training managers able to advise on training matters, no similar training support is clearly available to the managers of SMEs. This research seeks to establish an equivalence between the training support role on RAF stations and a potential facilitator model which might be considered as a support to SME managers. The research methodology to be employed will include: action research, questionnaires, selective interviews and a review of existing literature. Status: Individual research Date of Research: 1993–1996 KEYWORDS: armed forces; employers; National Vocational Qualifications; small businesses; training 11/1589 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 du Boulay, A. Ms Assessment of written work: the features that contribute to readers’ (subject tutors) positive impression of students’ texts Abstract: An investigation into features viewed positively in students’ written work outside subject content and in addition to formally expressed criteria for the writing of

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essays, dissertations, theses etc. Method: selection of texts viewed positively and use of TACT program to identify ‘thumb print’ features of ‘good’ texts. Pre-TACT analysis suggests clear punctuation and good paragraphing contribute to readers’ impressions of clarity. The aim is to improve advice given to students regarding writing skills. Writing samples from undergraduate and postgraduate students in most subject areas will be studied. Status: Individual research Date of Research: 1991–1996 KEYWORDS: coursework; higher education; students; writing—composition; writing skills 11/1590 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 du Boulay, A. Ms; Khidhayir, M. Ms Assessment of overseas students’ oral presentations: a comparison between specialist English language tutors’ and subject specialists’ views Abstract: The aim of the project is to estimate the degree of agreement between subject tutors and English language tutors in their assessment of overseas students’ oral presentation skills using video-recorded student presentations and International English Language Testing System criteria for overseas students. Sample respondents—40 English for Academic Purposes (EAP) tutors, 20 subject specialists. Preliminary results suggest non EAP tutors may be more generous in their assessment and students from certain language/cultural backgrounds may cause opinion to be sharply divided. Status: Individual research Date of Research: 1994–1995 KEYWORDS: assessment; English—second language; English for academic purposes; oracy; overseas students; second language learning 11/1591 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Tomlinson, D. Mr; Supervisor: Eraut, M. Prof. Organisational learning: an examination of the introduction of General National Vocational Qualifications (GNVQs) in a selection of institutions to discover the evidence for and the nature of organisational learning Abstract: The aim of the research is to discover what organisational learning might be. What are the links between individuals, teams and the organisation? To what extent is learning contingent upon capacity and competence of individuals or teams, and the permission or encouragement of the organisation? Two schools introducing General National Vocational Qualifications (GNVQs) for the first time in September 1994 are being studied ethnographically over a period of 1 year (+). Other schools may be

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included at stages for specific purposes as yet not identified. The outcome is likely to focus on the 3 themes of capacity, competence and permission, but with comment on culture, leadership, management and decision-making processes and communication structures. Status: Individual research Date of Research: 1993-continuing KEYWORDS: learning; National Vocational Qualifications; organisational climate; school effectiveness; vocational education 11/1592 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Stuart, J. Dr Teacher education in Southern Africa Abstract: This research is concerned with the quality of teacher education in developing countries and how it might be improved, with particular reference to Zimbabwe, Malawi and South Africa. The project is based on British Council funded links between Sussex on the one hand and the Department of Teacher Education at the University of Zimbabwe, the Centre for Educational Research and Training at the University of Malawi, the National University of Lesotho, and the Universities of Durban-Westville and Western Cape in South Africa on the other hand. After baseline data have been assembled, collaborative action research will be undertaken in selected teacher training colleges to find ways of enhancing the quality of practice. Status: Sponsored project Source of Grant: British Counril £60,000 Date of Research: 1995-continuing KEYWORDS: comparative education; developing countries; international educational exchange; Malawi; preservice teacher education; South Africa; Zimbabwe 11/1593 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Abbs, P. Dr Aesthetic education Abstract: This research attempts to defme the distinctive elements in aesthetic experience across the 6 great art forms—arts, dance, drama, music, film, literature—and enumerate what this means for the proper teaching of the arts in our schools. Much of the work so far published has concerned the teaching of the arts and has appeared in the Falmer Press Library on Aesthetic Education published between 1987 and 1993 and edited by the researcher. Published Material: ABBS, R. (Ed). (1993). ‘Socratic education’, Aspects of Education, No 49. Hull: University of Hull.; ABBS, P. (1994). The educational

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imperative: a defence of Socratic and aesthetic learning. London: Falmer Press.; ABBS, P. (1995). The polemics of imagination: selected essays on art, culture and society. London: Skoob Books.; ABBS, P. (1995). Personae and other selected poems. London: Skoob Books. Status: Individual research Date of Research: 1995-continuing KEYWORDS: aesthetic education; art education; arts; dance; drama; film study; literature; music 11/1594 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Adamczyk, P. Mr; Williams, D. Mr; Willson, M. Mr Concept mapping and its wider applications Abstract: This research is looking at the acquisition and consolidation of concepts via the technique of concept mapping in primary and secondary school pupils as well as undergraduate and postgraduate students, both home and overseas. It also includes activities with teachers foUowing inservice training courses. The work is concerned to investigate and evaluate the following applications of concept mapping: 1) monitoring and evaluation of the effectiveness of a teaching programme through comparative assessment of the learner’s concept acquisition; 2) facilitation of the creation of an individual’s own learning programme through self investigation of knowledge and understanding; 3) diagnostic tool for misconceptions; 4) its use as an aid for differentiation; 5) its application with individuals having special educational needs; 6) its use for peer tutoring and in a group learning environment. Future developments will look at applications of the technique in computerised learning, distance learning and management applications. Published Material: ADAMCZYK, P., WILLIAMS, D. & WILLSON, M. (1994). ‘Evaluating science INSET through concept mapping’, British Journal of Inservice Education, Vol 20, No 1, pp.121–30.; WILLSON, M., WILLIAMS, D. & ADAMCZYK, P. (1994). ‘Concept mapping: a multi-level and multi-purpose tooP, School Science Review, Vol 76, No 275, pp.l 16–124.; WILLSON, M. & WILLSON, S. (1994). ‘Concept mapping as an assessment tool’, Primary Science Review, No 34, pp.14–16. Status: Team research Date of Research: 1992-continuing KEYWORDS: cognitive development; concept teaching; learning 11/1595 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Becher, T. Prof. Professional strategies for coping with change

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Abstract: This is an ethnographic study of how practitioners in 6 professional fields (medicine, pharmacy, law, accountancy, architecture and structural engineering) adapt to a variety of changes in the demands on their competence. It is hoped that the analysis of their coping strategies will throw light on professional practice and help to influence initial preparation for the relevant careers as well as policies for continuing professional development. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1993-continuing KEYWORDS: change; professional continuing education; professional development 11/1596 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Becher, T. Prof.; Dart, L. Ms; Drake, P. Ms Mentorship development Abstract: This award is part of an overall programme involving 6 universities, the other 5 being Keele, Leicester, Manchester Metropolitan, Oxford and Swansea. The programme as a whole will be coordinated by Professor Richard Pring of Oxford University, Department of Education. The Sussex participants will work on a mentorship development scheme for the Sussex Primary and Secondary Postgraduate Certificate in Education (PGCE). Published Material: GRIFFITHS, V. & OWEN, P. (Eds). (1995). Schools in partnership: current initiatives in school-based teacher education. London: Paul Chapman.; MCINTYRE, D. & HAGGER, H. (Eds). (1996). Mentors in schools: developing the profession of teaching. London: David Fulton. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust Date of Research: 1993–1995 KEYWORDS: mentors; preservice teacher education; school based teacher education; student teacher supervisors 11/1597 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Bowker, J. Mr; Supervisor: Pateman, T. Dr Media education and curriculum innovation Abstract: Within the United Kingdom, in the last 7 years (1988–1995), formal courses in media studies have been introduced into the National Curriculum and from October 1995 media education is included in the Order for English (which will not change for 5 years for 5–16 year olds). In the domestic domain, new media technologies are rapidly changing the informal environment for learning, thus placing greater expectations on

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schools. The aim of the research is to characterise the types of learning experiences children have, contrasting formal media studies/education with informal learning about media. This will be achieved by means of a 3-year tracking study of 100 children selected from age intervals: 7, 11, 14 and 16. Are there differences perceived by children and teachers (and parents) between formalised learning and informal experiences with media consumption and production? Theoretical frameworks include: cultural production; cultural aesthetics; audience studies; psychological development; children’s talk analysis; concepts of modality; whole school improvement and innovation; and the politics of education. The methodology consists of small group interviews, individual teacher, parental interviews, and the use of audio-visual activities to record observation and data. The results of the survey are intended to benefit researchers into media education, archivists and teachers. Published Material: BOWKER, J. (Ed). (1992). Classroom materials for teachers and pupils at key stage 3. London: British Film Institute. Status: Individual research Date of Research: 1995-continuing KEYWORDS: curriculum development; learning experience; media studies 11/1598 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Griffiths, V. Dr Adolescent girls and their friends Abstract: The aim was to investigate the nature of adolescent girls’ friendships. The sample was 100 girls aged 13–18 from a school in West Yorkshire. The methods included: participant observation; interviews; and some questionnaires. The findings were: 1) girls use friends for support, as ‘coping strategies’ to counter restrictions, as a way of making sense of experience through talking; 2) friends fall out because of jealousy or over-dominance; 3) girls keep friends alongside boyfriends. Published Material: GRIFFITHS, V. (1995). Adolescent girls and their friends: a feminist ethnography. Aldershot: Avebury Press. Status: Individual research Date of Research: 1985–1995 KEYWORDS: adolescents; friendship; girls; peer relationship 11/1599 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Drake, P. Ms; Dart, L. Ms Mentors’ assessment of professional competence in subject-knowledge and application in school based initial teacher education

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Abstract: The project aims to: 1) build upon and develop current research into aspects of school based teacher training, in particular subject specific aspects of mentoring; and 2) investigate how schools operate as agents for assessing the competence of newly qualified teachers’ knowledge and application of their subject in school. Initial findings indicate that this relatively unexplored area is potentially very rich, as the induction of training teachers into the subject milieu appears to be an enigmatic unarticulated process. When teachers do talk about their subjects there are not only large differences in the perspectives offered by teachers of different subjects, but also differences of position expressed by teachers of the same subject. The investigation is on the possible effects on the judgements made by school teacher trainers when they come to assess trainees’ competence against the criteria across an extended range of school subjects. Status: Sponsored project Source of Grant: Sussex University Date of Research: 1995–1995 KEYWORDS: competence; intellectual disciplines; mentors; newly qualified teachers; preservice teacher education; school based teacher education; student teacher supervisors 11/1600 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Eraut, M. Prof.; Steadman, S. Dr The assessment of National Vocational Qualifications (NVQs) Abstract: Nearly 40% of National Vocational Qualification (NVQ) assessors feel that many candidates are passing NVQs who should not. This figure rises to 48% for those who were external verifiers, i.e. those with greatest responsibility for standards. These are the findings of the independent review of the implementation of the assessment regime within the NVQ system undertaken by the University of Sussex. The research focused on 3 occupations which make considerable use of NVQs: construction, engineering and business administration. Assessment was observed in action at 17 assessment centres and followed up by a questionnaire to NVQ assessors which received over 1,200 responses. Not only have the researchers found worrying levels of disagreement about the competence of NVQ candidates amongst assessors, but it has also become clear that there is a fundamental mismatch between the NVQ system and the national training policy. Firstly, NVQs are designed for training and assessment in the workplace, but in practice the majority of the assessment is carried out in a college or agency because there are not enough appropriate places available on employers’ premises. This can lead to problems in the validity of the assessments. Secondly, the funding framework does not allow for the greater training time required to achieve some NVQ Level 2s and to train less wellprepared entrants. Training times and funding for course materials are set nationally at the same rate for all NVQs regardless of the content and nature of the training. For example, carpentry and joinery is much more demanding than painting and decorating, engineering than business administration, and yet training time on Youth Training and Training for Work is the same for each one. The research found that paperwork is also a

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problem: a single NVQ typically involves over 1,000 separate assessment decisions. Furthermore, despite a tight specification of standards, 35% of assessors prefer to use current industrial standards, their own craft/job standards or their organisations’ standards. A signficant minority of assessors also experience conflicts of interest between employer and occupational standards. The researchers believe that a key factor in such conflicts is the fmancial interest of the employer in obtaining a high pass rate. For colleges and agencies acting as assessment centres this is an increasingly serious problem when training times are beng cut and output related funding increased. Despite these problems, it is concluded that there are many positive aspects of NVQs, especially their emphasis on competence at work. But specifying competence too tightly prevents it from matching practice across a diverse range of employment. A flexible system of workbased and workshop-based units might help resolve this problem. Moreover, realistic training times should be built into schemes for youth and adult training, if standards are not to be further eroded. Training targets are no substitute for good training. Published Material: ERAUT, M., STEADMAN, S., TRILL, J. & PARKES, J. (1996). The assessment of NVQs (1996). Research Report Series No 4. Brighton: University of Sussex, Institute of Education. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1995–1996 KEYWORDS: assessment; competence; competency based education; national vocational qualifications; vocational education 11/1601 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Eraut, M. Prof. A preparatory study to explore the scope for developing National Vocational Qualification (NVQ) standards for youth and community work Abstract: The aims of the preparatory study are: 1) To map the youth and community work domain, including definitions of the occupations covered and details of available qualifications. 2) To describe the boundaries with other allied professions and occupations, and consider the extent to which youth and community work is covered by available NVQ standards. 3) Taking account of links with allied fields, to advise on the location of responsibility for youth and community work standards within whatever lead body arrangements might be developed for education/further education, or within an appropriate existing lead body (e.g. the care sector, sport and recreation, advice and guidance). The output of the study will be used to inform Ministers’ decisions on lead body arrangements for youth and community work. Given the range and diversity of youth and community work, it would be possible to envisage using standards derived from more than one lead body to cover different functions in the youth and community field. So, for example, it would be possible to use sport and recreation standards for work focusing on outdoor pursuits. Similarly, advice and guidance standards could be used for

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advice, guidance and counselling functions within youth and community work. The final report was submitted to the National Youth Agency in 1994. Status: Sponsored project Source of Grant: National Youth Agency; Department for Education and Employment Date of Research: 1994–1994 KEYWORDS: community organisations; community services; national vocational qualifications; standards; youth leaders; youth service 11/1602 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Jacklin, A. Ms; Supervisor: Lacey, C. Prof. The transfer process between special and mainstream schools Abstract: The research focuses on the transfer of pupils with special educational needs between mainstream and special schools. It aims to develop an understanding of the processes of transfer through an exploration of the experiences of the people involved. In seeking to add to the understanding of children’s adaptations to the mainstream or special school setting, the study aims to highlight factors which help facilitate this and models which will be useful in understanding and responding to children with special needs, specific both to the context and the stage of the child’s school career. Within a small geographical area, patterns of transfer between mainstream and 4 special schools over the 15 year period from 1977–1992 are explored. Using a case study approach, 25 pupils who transfer between the special schools and mainstream are followed. In addition, 6 key case studies are detailed. The main findings centre on the issue of support and its relationship to the pupils’ transfer careers. Major inequalities were highlighted between the support available to different groups of children with particular special needs. The resources of the family, relevant to schools and schooling, were also found to be widely varied. In particular, it was found that pupils’ adjustment to school is related in part to the effectiveness of the child’s ‘support team’. Published Material: JACKLIN, A. & LACEY, J. (1991). ‘Assessing integration at Patcham House’, British Journal of Special Education, Vol 18, No 2, pp.67–70.; LACEY, J. & JACKLIN, A. (1993). ‘The integration process: a developmental moder, Support for Learning, Vol 8, No 2, pp.51–57. Status: Individual research Date of Research: 1989–1995 KEYWORDS: mainstreaming; special educational needs; special schools; transfer pupils 11/1603 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Griffiths, V. Dr; Owen, P. Ms

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Schools in partnership: developments in school based teacher training Abstract: The aims of the project were to: 1) investigate current development in school based initial teacher training (ITT); 2) investigate partnership arrangements between schools and higher education institutions (HEIs). This was a national investigation of the current developments in this field. A book proposal has been drawn up and a selection of lecturers and teachers from different universities and schools commissioned to write articles. The findings include a number of issues and problems ranging from lack of funding to mentor training needs. Published Material: GRIFFITHS, V. & OWEN, P. (1995). Schools in partnership: current initiatives in school based teacher education. London: Paul Chapman. Status: Team research Date of Research: 1993–1995 KEYWORDS: cooperation; institutes of higher education; preservice teacher education; school based teacher education 11/1604 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof. Financing secondary schools in developing countries Abstract: This research is concerned to explore problems that are arising in the fmancing of secondary schools in a range of developing countries. The project is mounted in collaboration with the Institute of Educational Planning, Paris. During the first phase, computer modelling is being undertaken and a number of case studies are planned, mostly in sub-Saharan African countries. The second phase involves case studies in Zimbabwe, Malawi, Mauritius, Sri Lanka and China. Published Material: LEWIN, K.M. (1994). ‘Cost recovery and the role of the state’. Paper given at the 12th Commonwealth Ministers of Education Conference, Pakistan, November 1994, London, Commonwealth Secretariat.; LEWIN, K.M. (1995). ‘The costs of secondary schooling in developing countries: patterns and prospects’. Proceedings of the Oxford Conference, New College, Oxford, 21–26 September 1995.; LEWIN, K.M. (1996). ‘The costs of secondary schooling in developing countries: patterns and prospects’, International Journal of Educational Development, Vol 16, No 4.; LEWIN, K.M. (1996). ‘Financing secondary schools: an education and development dilemma’. Proceedings of World Congress of Comparative Education, Sydney, July 1996. Status: Sponsored project Source of Grant: Overseas Development Administration Date of Research: 1994-continuing KEYWORDS: Africa; developing countries; educational development; educational finance; secondary schools 11/1605

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Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof. The financing of education in Mauritius Abstract: This research is being conducted in the context of the Education Master Plan for Mauritius. It has involved a comprehensive view of the financing of the Mauritian education system with a view to providing improved services and access at comparable levels of cost. The Education Master Plan provides for a number of policy initiatives which carry fmancial obligations which have to be met in a sustainable way. A series of reports have been produced indicating how this might be achieved and what strategies appear to be most promising. Published Material: A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: Government of Mauritius Date of Research: 1994-continuing KEYWORDS: educational development; educational finance; educational planning; Mauritius 11/1606 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof. The development of science and technology education policy in South Africa Abstract: This research is concerned with developing a framework within which policy on science and technology education may be developed for South Africa. It is being undertaken with the University of Durban-Westville and other colleagues in South Africa. Published Material: LEWIN, K.M. (1995). Building research capacity: initiatives in science technology education policy at the University of Durban-Westville and elsewhere in South Africa. London: Overseas Development Administration.; LEWIN, K.M. (1995). ‘Development policy and science education in South Africa: reflections on post-Fordism and praxis’, Comparative Education, Vol 31, No 2, pp.201–221.; NAIDOO, P. & LEWIN, K.M. ‘Policy and planning of physical science education in South Africa: myths and realities’, Journal of Research on Science Teaching. (in press). A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: Overseas Development Administration Date of Research: 1994-continuing KEYWORDS: educational policy; science education; South Africa; technology education 11/1607

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Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Torrance, H. Dr; Pryor, J. Dr Teacher assessment at National Curriculum key stage 1: accomplishing assessment in the classroom Abstract: The intention of the research is to explore the emerging practice of teacher assessment in a range of different school settings. Its aim is to identify and describe what teacher assessment actually looks like in different school contexts, and how teacher assessment is being interpreted and accomplished in National Curriculum key stage 1 (KS1) classrooms. To date, a great deal of development work and public attention has been focused on the standard assessment tasks (SATs) but teacher assessment has received relatively little attention. The project is concerned to redress this balance and explore what in the long term could be the most significant aspect of the national assessment programme, particularly in the light of a recent Dearing report. The research will attempt to find out: 1) How are teachers at KS1 interpreting the requirements of teacher assessment and how are they putting their interpretation into practice? 2) In what ways are they recording and reporting the information to colleagues, and with what consequences for overall curriculum progression and management? Secondly, the research will then try to look more closely at classroom practice and ask questions such as: 1) In what ways are routine classroom observation and questioning used in teacher assessment? 2) Are particular assessment opportunities planned and conducted; if so, how? The first phase of the research has been conducted by carrying out interviews with headteachers and key stage 1 teachers in a sample of schools chosen to reflect a range of institutional settings (infant/primary; urban/ rural etc). The second phase involves observational work in a subsample of classrooms. Published Material: TORRANCE, H. (1993). ‘Formative assessment: some theoretical problems and empirical questions’, Cambridge Journal of Education, Vol 23, No 3, pp.333–343.; TORRANCE, H. & PRYOR, J. (1995). ‘lnvestigating teacher assessment in infant classes: methodological problems and emerging issues’, Assessment in Education, Vol 2, No 3, pp.305–320.; TORRANCE, H. & PRYOR, J. (1996). ‘Teacher-pupil interaction in formative assessment: assessing the work or protecting the child?’, The Curriculum Journal, Vol 7, No 2, pp.205–226. Status: Sponsored project Source of Grant: Economic and Social Research Council £113,000 Date of Research: 1993–1996 KEYWORDS: assessment; assessment by teachers; National Curriculum; primary education 11/1608 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Bauress, W. Mr; Supervisor: Abbs, P. Dr; Pateman, T. Dr

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Max Beckmann and the self portrait in 20th century German painting: a continuing tradition Abstract: The research is a direct outcome of work as a teacher in trying to develop pupils’ critical thinking skills in response to Art. Our ideas of self, the ‘conversations that we are’, are in need of clarification amongst art educators. Part of the difficulty of trying to develop ‘Knowledge and Understanding in Art’ (National Curriculum attainment target 2) arises because, although much of our artistic tradition has been a reflection of the sense of ourselves as beings with inner depths and of the connected notion that we are ‘selves’, our interpretation of the history of art does not seem to recognise and relate to this fact in a clear way. Although there is a strong continuing tradition of self-portraiture within painting and although it is closely related to the genre of autobiography, there has in fact been very little written about it, and consequently there does not exist a useful framework in which its place and value can be considered. The study should help to redress this weakness and demonstrate within the tradition of European painting the power and importance of the self-portrait as a means to self-recognitition and selfknowledge. The research is divided into 3 parts: 1) Part 1 will examine the tradition of German self-portraiture from the time of Durer until 1920. 2) The main part of the research will focus on the self-portraits of Max Beckmann. Although his self-portraits will be described chronologically this aspect of the research will focus on how his selfportraits reflect important themes or concerns relating to his other paintings. 3) The selfportraits of German artists since the return to figuration in the early 1960s. Status: Individual research Date of Research: 1993-continuing KEYWORDS: art education; arts; self expression 11/1609 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Gordon, M. Mrs; Supervisor: Stephens, D. Dr; Stuart, J. Dr An investigation into occupational health nursing: the influence of an educational programme on attitudes to health and safety Abstract: The research intention is to investigate the influence of an occupational health nursing education programme on attitudes to workplace health and safety in two contexts, an industrialised society (UK) and a developing country (Zambia). Occupational health (OH) is concerned with the promotion of health and safety in the working environment, and traditionally trained nurses require additional specialist education to gain skills and knowledge, moving from a hospital, treatment oriented reactive practice to a preventive, proactive attitude. Short courses, organised from the UK, in Zambia provide the only available source of specialised programme. The research questions are: 1) Is there a need for short courses in Zambia/UK? 2) Are concepts transferable from one culture to another? 3) What is the health and safety status before and after the course? 5) Is there a change from reactive to proactive nursing? 5) What are the views of those involved? The methodology takes an illuminative/idiographic approach and includes: participative action, oriented to enter the cultural context, with role of facilitator rather than outside

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researcher; life history/oral testimony interviews and group focused interviews; comparative case studies; non-participant observation. Framework within STOKES, R. (1967). Countenance model for evaluation. The two case studies, one in Zambia, one in the UK, include the following methods: 1) Antecedents: document collection/questionnaire (students); 2) Transactions: student group focused interview/individual life history interviews (students and teachers)/non-participant observation, evaluation questionnaire. 3) Outcomes: reflective diary, committee, interviews of employer, worker, unions, statistics on health and safety in individual workplaces (co-researchers), and questionnaire at six months, fieldwork visits at 12 months, interviews and observation at workplace (researcher). Thematic data analysis: data from Case Study 1 (Zambia—sample size 11) will be used in the design of Case Study 2 (UK—sample size 20). Status: Individual research Date of Research: 1993-continuing KEYWORDS: attitudes; nurse education; occupational safety and health; safety; Zambia 11/1610 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Cooper, B. Dr; Dunne, M. Dr Assessment of mathematics at National Curriculum key stages 2 and 3: pupils’ interpretations and performance Abstract: There is good reason to believe that there is an increasing mismatch between officially recommended ‘good practice’ in school mathematics and the current forms of assessment of mathematics in the National Curriculum. This mismatch is likely to compromise existing ‘good practice’ and hinder further improvement of teaching methods. It is also possible that the increased emphasis on pencil and paper tests will disadvantage some pupils systematically. The research will investigate the ways in which pupils at key stages 2 and 3 of the National Curriculum, with varying pedagogic experiences, and with varying background characteristics, interpret and respond to National Curriculum assessment demands in mathematics. A key focus will be the validity of pencil and paper tests. Published Material: COOPER, B. (1994). ‘Authentic testing in mathematics? The boundary between everyday and mathematical knowledge in National Cuniculum testing in English schools’, Assessment in Education: Principles, Policy and Practice, Vol 1, No 2, pp. 143–166.; COOPER, B. (1995). ‘Authentic testing in mathematics? The boundary between everyday and mathematical knowledge in National Curriculum testing in English Schools’. In: CRAFT, A. (Ed). Primary education: assessing and planning learning. London: Routledge. (reprint of above).; COOPER, B. (1996). ‘Using data from clinical interviews to explore students’ understanding of mathematics test items: relating Bernstein and Bourdieu on culture to questions of fairness in testing’. Paper presented at the Symposium on Investigating Relationships between Student Learning and Assessment in Primary Schools, American Educational Research Conference, New York,

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April 1996.; COOPER, B. ‘Assessing National Curriculum mathematics in England: exploring children’s interpretation of key stage 2 tests in clinical interviews’, Educational Studies in Mathematics. (in press). Status: Sponsored project Source of Grant: Economic and Social Research Council £118,000 Date of Research: 1995-continuing KEYWORDS: assessment; mathematics achievement; mathematics education; mathematics tests; National Curriculum 11/1611 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Coare, P. Ms; Jones, L. Ms; Long, S. Ms; Supervisor: Thompson, A. Dr Deaf Community Project: education and financial access Abstract: The aim of the Deaf Community Project was two-fold: to look at the educational experiences of deaf adults using a life histories approach, and to survey deaf people’s attitude to financial institutions. The first part of the research was focused on a ‘Life Histories and Literacy’ multimedia weekend, in which deaf participants shared their experiences in writing and sign, producing both videos and written testimony. The research into fmancial access was approached using a mixture of quantitative and qualitative research methods. A range of financial institutions were surveyed as to the services they provided generally and to the deaf specifically, whilst participants at the weekend informed this information with their own experiences and expectations. The results of this were recorded on video and transcribed in the final report. The report is divided into two parts, although each informs the other and should be read in conjunction to one another. Videos of the ‘Life Histories and Literacy’ weekend, and participants recording their views on fmancial access are available to support the report. Both are subtitled. Published Material: COARE, R., JONES, L. & LONG, S. (1996). Deaf community project. Part I: Life histories and literacy. Brighton: University of Sussex, Institute of Education.; COARE, R., JONES, L. & LONG, S. (1996). Deaf community project. Part II: Accessing financial institutions. Brighton: University of Sussex, Institute of Education. Status: Sponsored project Source of Grant: Alliance and Leicester Building Society £12,500 Date of Research: 1995–1996 KEYWORDS: access to education; adult education; adults; deafness; financial services; hearing impairments; personal narratives; special educational needs 11/1612 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Chapman, P. Mr; Supervisor: Eraut, M. Prof.

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The implementation of the National Vocational Qualifications (NVQs) in care in the health senice Abstract: The researcher has been heavily involved in the Care Sector Consortium, the lead body in care for developing National and Scottish Vocational Qualifications (NVQs). Well over 20 qualifications have been available since 1992. Registration for them has been considerable, but assessment and qualification acquisition has been slow. The aim of the research is thus to investigate the implementation, in particular, of Levels 2 and 3 NVQs in Care for a new grade of staff called health care assistants. The research will follow a case study approach in which the 4–6 ‘cases’ will consists of approved assessment centres. It will be qualitative, and based on face-to-face interviews with training managers, service managers, assessors and candidates. Interviews will be semistructured and it is anticipated that the following themes wili emerge: access problems; confusion of training agenda with industrial relations; shortage of time for candidate and assessor to get together, over-assessment; concern about documentation jargon; ladders to higher level qualifications and links to other disciplines; professional role-boundary bluning. Status: Individual research Date of Research: 1993-continuing KEYWORDS: caregivers; health personnel; health services; national vocational qualifications; vocational education 11/1613 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Boice, M. Mr; Supervisor: Thomson, A. Dr; Coare, R. Ms; Harris, J. Ms Teachers with special needs: training for teachers of adults with learning difficulties Abstract: The research brief was to: 1) determine the training and staff development needs of tutors and organisers working with adults with learning difficulties in East Sussex; 2) undertake a review of relevant accredited staff development opportunities available nationally; 3) make proposals for an appropriate staff training programme for 1995/96. The general findings are: 1) Care in the Community and other social policy initiatives have resulted in people with learning difficulties being subjected to massive social change. 2) There is much national activity around the issue of education and training for adults with learning difficulties at present but this has not yet translated itself into coherent programmes of training and staff development for teachers. 3) There is evidence that some work with adults with learning difficulties in East Sussex is still based on a medical or deflcit model. Experts consulted believe this model to be outmoded and restricting. 4) There is a need for a clearer statement from the Local Education Authority (LEA) about the basis for its work with adults with learning difficulties which will drive the development of provision. 5) There is little evidence of interinstitutional cooperation over provision for adults with learning difficulties in the County. 6) There is little evidence of coordinated planning of provision. 7) There is presently no easily accessible specialist training on offer for either tutors or coordinators working in East Sussex. 8) The LEA criteria for non-Schedule 2 funding encourages the provision of discrete

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courses only. Many LEAs are moving away from this mode except as stepping stones to more inclusive provision. 9) There is no national ‘off the shelf’ programme of accredited training for tutors at the ‘foundation’ level available at present. Published Material: BOICE, M. (1995). Teachers with special needs: training for teachers of adults with learning difilculties. Brighton: University of Sussex.; BOICE, M. (1995). ‘Teachers with special needs: training for teachers of adults with learning difficulties’, Adults Learaing, Vol 7, No 2, pp.34–35. Status: Sponsored project Source of Grant: East Sussex County Council £3,000 Date of Research: 1994–1995 KEYWORDS: adults; inservice teacher education; learning disabilities; professional development; special education teachers; special educational needs; training 11/1614 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Eraut, M. Prof. Effectiveness of labour market oriented training for the long-term unemployed Abstract: The core aim of this project is to get a better understanding of what works and what does not work in training for the long-term unemployed through the comparative analysis and evaluation of such programmes. More specifically, the objectives of the project are: 1) To develop a set of hypotheses with regard to effectivenessenhancing conditions in labour market oriented training for the long-term unemployed. 2) To test these hypotheses in a comparative research project in order to: a) identify the organisational, curricular and instructional characteristics of labour market oriented training programmes for the long-term unemployed that influence the effectiveness of these training programmes; b) identify the contextual conditions under which these characteristics render labour market oriented training programmes more or less effective. 3) To develop an integral multilevel model of effectiveness of training for the longterm unemployed. 4) To test the generalizability of this model across European countries. 5) To investigate and interpret possible differences between countries by examining contextual background information about the socio-economic situation and the situation on the labour market. 6) To provide both policymakers and managers and trainers working in training institutes/programmes for the longterm unemployed with information and suggestions on the way labour market training for this target group can be improved. 7) To develop on the bases of the outcomes of the proposed study a monitoring instrument that can be used in practice by managers/ training staff for assessing the effectiveness and quality of their own training programme. Status: Sponsored project Source of Grant: European Commission £80,000 Date of Research: 1996-continuing KEYWORDS: Europe; labour market; training; unemployment; vocational education 11/1615

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Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Eraut, M. Prof. Improving pre-registration house officer training Abstract: The aim of the project was to develop a model for the PreRegistration House Officer (PRHO) year which relates service to training in a structured fashion within the framework of recommendations on General Clinical Training published by the General Medical Council (GMC) in February 1992. Evidence from interviews, observations and structured diaries was collected from 2 cohorts of PRHOs in Brighton and Worthing. Several Senior House Officers (SHOs) and consultants were also interviewed. The main focus has been on access to learning opportunities, learning on-thejob and ways in which such learning can best be promoted and supported. Special attention has been given to supervision and feedback, the teaching of procedures, the prescription and administration of drugs and communication between nurses and junior doctors. Status: Sponsored project Source of Grant: British Postgraduate Medical Federation £40,365 Date of Research: 1994–1996 KEYWORDS: clinical experience; health persomel; hospital personnel; medical education; on the job training; physicians; professional education 11/1616 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Eraut, M. Prof. Evaluation of vocational training for science graduates in the National Health Service (NHS) Abstract: The aims of this project are to: 1) evaluate current vocational training schemes for Medical Laboratory Scientific Officers (MLSOs), clinical scientists, and Medical Technical Officers (MTOs) by a combination of survey and case studies; 2) cpllect evidence of anticipated future changes in work practice and training, using a survey, expert interviews and focus groups; 3) analyse the knowledge bases required for current and anticipated future practices; 4) present and discuss a range of policy options for the vocationally specific training of science graduates, including forms of generic training and multi-skill approaches. Research methods will include a survey of 600 scientists; evaluative case studies of 10 training schemes; focused interviews on future changes (30), recent experience of learning new roles and tasks (30), and innovations in work practice and training (20); knowledge elicitation interviews (20); and dcsk analysis of knowledge underpinning current and anticipated future practice. Status: Sponsored project Source of Grant: National Health Service Research and Development Unit £245,000 Date of Research: 1996-continuing KEYWORDS: graduate employment; health persomel; health services; medical laboratory technicians; professional development; scientists; training

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11/1617 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Eraut, M. Prof.; Adamczyk, P. Mr; Morley, L. Ms; Owen, P. Ms; Sexton, T. Mr Evaluation of the role of vocational components in 14–19 curriculum models Abstract: The context for this study is the piloting of Part One General National Vocational Qualification (GNVQ), which has itself been enabled by the reduction in volume of the mandatory parts of the National Curriculum at key stage 4. The evaluations of Part One GNVQ pilots by the Office for Standards in Education (OFSTED) and the National Council for Vocational Qualifications (NCVQ) will focus mainly on intrinsic criteria. Do Part One GNVQ courses motivate students and enable them to acquire the knowledge, skills and attitudes envisaged by the course designers? Are they accessible to students within their target population and do they attract such students (and their parents)? What factors facilitate quality learning on Part One GNVQ courses? The formative aspects of these evaluations will inform: 1) modifications to the curriculum specifications and assessment regime; and 2) quality improvement programmes for schools based on the experience of the pilot. The research is primarily concerned with evaluating the Part One GNVQ criteria and within the wider context of 14–19 curriculum models. The issues addressed are: 1) For which key stage 4 students are Part One GNVQ and GNVQ units best suited? 2) To where and with what ease will GNVQ sutudents progress at 16+? 3) How do Part One GNVQ and GNVQ unit qualifications compare with other types of vocational courses at key stage 4? These issues concern the kind of qualification niche which Part One GNVQ should occupy and the nature and extent of its competitive advantage within that niche. However, the external evaluation also has scope for 2 formative elements. Guidance has to be offered to students considering Part One GNVQ from 1996 and 1997, and all 3 evaluations will contribute to the advice NCVQ can offer to schools. Ease of progression is affected by post-16 guidance and induction and the range and quality of provision; and this evaluation should also contribute to NCVQ advice to post-16 institutions. Status: Sponsored project Source of Grant: National Council for Vocational Qualifications £37,600 Date of Research: 1995-continuing KEYWORDS: National Vocational Qualifications; secondary education; sixteen to nineteen education; vocational education 11/1618 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Hunt, C. Ms; Supervisor: Abbs, P. Dr; Pateman, T. Dr The use of fictionalised autobiography in personal development Abstract: This topic arises out of the teaching of creative writing over the past 5 years at the University of Sussex, in which students have been encouraged to draw on personal

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memory and experience as a way into fiction writing. In the course of the teaching the researcher has become aware of the extent to which important issues of the self emerge in the fiction writing process, especially when one is fictionalising from personal experience, and the potential for selfexploration which this approach offers. The main aims of the research are: a) to examine the link between writing fictionalised autobiography and personal development; b) to develop a theoretical (essentially psychoanalytic) basis for the use of flctionalised autobiography in personal development, and c) to suggest ways in which the writing of fictionalised autobiography may be used in a therapeutic setting. For the first part of the research, questionnaire research will be carried out with current and former students. The research is also working closely with a selected number of those students with whom tape-recorded interviews are conducted. Material produced so far in the interviews is extremely interesting: there is an indication that a consciously fictionalised life narrative may have, in certain respects, definite advantages over a straightforward autobiographical narrative, from the point of view of selfunderstanding. Published Material: HUNT, C. (1995). ‘Autobiography and the imagination’, Writing in Education, No 7, pp.25–26.; HUNT, C. (1995). ‘Finding a voice—exploring the self: autobiography and the imagination in a writing apprenticeship’. Paper presented to the Annual Conference of the BSA Auto/Biography Study Group, Rome, 14–18 December 1995. Status: Individual research Date of Research: 1994-continuing KEYWORDS: autobiographies; creative writing; fiction; self concept; self evaluation—individuals; writing—composition 11/1619 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof.; Stuart, J. Prof. The Mpumalanga primary school initiative Abstract: This research and development programme is concerned with the first major bilateral basic education project in South Africa. The Link Institute arrangement provides for contributions to curriculum development in the college of education system, interventions in the areas of management and staff development, the redevelopment of approaches to the professional aspects of teacher training, support for the development of teacher centres, and contributions to the accreditation and assessment system. Approximately 8 staff will be involved in different elements of the programme and will work closely and collaboratively with colleagues in Mpumalanga over a period of 3 years. Research and development activity will develop from analytic exercises profiling existing provision and identifying effective practices. It is intended to collect baseline data to provide the basis for evaluation and monitoring of interventions and establish effectiveness. An important element within the project is to contribute to research capacity building and to develop analysis skills through joint activities which generate

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reliable data on different aspects of the project. It is antitipated that a wide variety of publications will flow from the project as it develops. Status: Sponsored project Source of Grant: Overseas Development Administration £350,000 Date of Research: 1996-continuing KEYWORDS: colleges of education; preservice teacher education; South Africa 11/1620 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof. Educational development in China Abstract: This research is concerned with a wide-ranging view of recent developments in the education sector in China. Areas of interest cover the school system, teacher education, assessment and higher education. Critical reviews of each of these areas are being developed collaboratively with colleagues in the universities of Beijing Normal, Hangzhou, and East China Normal University in Shanghai and with the London University Institute of Education. Current output consists of a book, two papers and five monographs as follows: China Research Monograph 6 Access, equity and efficiency: perspectives on the Chinese school system’; China Research Monograph 7 ‘Quality and quantity in technical and vocational schooling in China’; China Research Monograph 8 ‘Policy and practice in higher education in China’; China Research Monograph 9 ‘Examinations and assessment, practice, procedure and problems in China’; China Research Monograph 10 ‘The education and training of teachers in China: methods and issues’. These are published by the Cultural and Education Section of the British Embassy, Beijing, 1996 and each provides a critical and analytic commentary on major developments and recent policy shifts. Published Material: LEWIN, K.M. et al. (1994). Educational innovation in China: tracing the impact of the 1985 reforms. Harlow: Longman.; LEWIN, K.M. (1995). ‘Basic education amongst national minorities: the case of the Yi in Sichuan Province, China’, Prospects, Vol 25, No 4, pp.623–637.; LEWIN, K.M. ‘The sea of items returns to China: backwash, selection and the diploma disease revisited’, Assessment in Education. (in press). Source of Grant: British Council; Spencer Foundation, jointly £15,000 Date of Research: 1991-continuing KEYWORDS: China; educational change; educational development; educational policy 11/1621 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof.

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Educational futures in emerging Asia Abstract: This research is concerned with charting recent trends in development in education throughout the Asian region. It is part of a global study coordinated by the Harvard Institute for International Development. Its purpose is to identify current policy issues at a sub-regional level which are likely to be prominent in the development agenda for the next 15 years. Rapid growth in some parts of Asia is changing educational needs at an unprecedented rate; at the same time, in parts of South Asia and elsewhere, there remain problems of high illiteracy, and basic education is yet to be universalised. Standards of achievement also vary dramatically across the region and create different policy problems in different groups of countries. Economic, demographic and environmental changes will have an impact on educational development in the region as will globalisation and the spread of new information-based technologies. These will create challenges which planning and policy systems will need to respond to. Status: Sponsored project Source of Grant: Asian Development Bank Date of Research: 1996-continuing KEYWORDS: Asia; comparative education; developing countries; educational development 11/1622 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Lewin, K. Prof.; Bude, U. Dr Improving primary school leaving examinations in science and agriculture Abstract: This research has collated and analysed primary school leaving examinations across the African continent from 14 countries. A series of research and development seminars have been organised which have provided insights into the quality, reliability and validity of instruments currently in use. A further international seminar is planned for 1997 on the basis of this work, and 2 volumes collecting together the analysis so far will be published. Published Material: BUDE, U. & LEWIN, K.M. (Eds). Science and agriculture in primary school leaving examinations in Eastern and Southern Africa: constructing tests, analysing results and improving assessment quality. Germany: Deutsche Stiftung fur Internationale Entwicklung. (in press). Status: Sponsored project Source of Grant: Deutsche Stiftung fur Internationale Entwicklung Date of Research: 1996-continuing KEYWORDS: Africa; agricultural education; developing countries; examinations; primary education; science education 11/1623 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755

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Lewin, K. Prof.; Caillods, F. Mr; Gottelmann-Duret, G. Mr Planning secondary science education in developing countries Abstract: This research is based on a 5-year programme at the International Institute of Educational Planning (IIEP), funded by a variety of donors. It examines planning issues that relate to science education. Output includes a wide range of publications produced by the IIEP as a result of multi-country studies, detailed indepth case studies of particular countries (especially Malaysia and Morocco), commentaries from regional workshops held to disseminate various research findings arising in the course of the research programme, and a series of state of the art reviews. The final synthesis of the project will be published by Pergamon and contains details of the many products from this programme. Published Material: LEWIN, K.M. (1993). ‘Planning policy on science education in developing countries’, Interaational Journal of Science Education, Vol 15, No 1, pp.1– 15.; LEWIN, K.M. (1995). ‘Resources for science and technology education in Africa’. Paper given at the Conference of the Association of Science and Technology Educators for Africa, University of Durban-Westville, South Africa, December 5–10, 1995.; LEWIN, K.M. (1995). Practical work and the need for equipment’. Paper given at The Forum on Planning Science Education at Secondary Level, African Regional Conference, Magaliesburg, South Africa, August 28-September 1, 1995. Paris: International Institute for Educational Planning.; LEWIN, K.M. (Ed). (1996). Planning secondary science education: progress and prospects in the African region. Paris: International Institute of Educational Planning. A full list of publications is available from the researcher. Status: Sponsored project Source of Grant: International Institute of Educational Planning, Paris £75,000 Date of Research: 1992-continuing KEYWORDS: comparative education; developing countries; educational planning; Malaysia; Morocco; science education; secondary education 11/1624 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Brunel University, School of Education, Twickenham Campus, 300 St Margaret’s Road, Twickenham TW1 IPT 0181 891 0121 Gan, E. Ms; Supervisor: Abbs, P. Dr; Pateman, T. Dr Critical studies in art Abstract: The project is a direct response to recent Department for Education legislation on the National Curriculum for Art in schools. Art is a foundation subject of the National Curriculum at key stages 1–3, and assessment in art comprises two attainment targets (ATs). This project relates specifically to AT2: knowledge and understanding in art, which entails the need to develop in pupils and teachers the skills of critical appraisal. The focus for the research is on the primary age range, and relates in particular to the use of art works in developing critical judgement and judgemental criteria in the appraisal of

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works of art. The historical background of art education and the status of art in State schools will be examined and also the training of teachers—parallels with the present day National Cuniculum will be identified and compared. The aim of the project is to research how primary schools are developing critical thinking skills in response to art and the National Curriculum AT2: knowledge and understanding in art. This will require considerable inservice development support for teachers, schools will also need to make signficant improvements to their library provisions in order to be able to meet the requirements of AT2. Disseminating information from the research through publication will help schools to do this. Status: Sponsored project Source of Grant: Higher Education Funding Council £5,000 Date of Research: 1993–1996 KEYWORDS: art appreciation; art education; arts; criticism; curriculum development; National Curriculum; primary education 11/1625 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Great Ormond Street Hospital for Children NHS Trust, Great Ormond Street, London WC1N 3JA 0171 405 9200 Stephens, D. Dr; Lansdown, R. Dr Child-to-child Abstract: The research investigates the impact of child-to-child strategies in health education in 2 communities—Bombay and Kampala. Using both quantitative and qualitative research methods evidence has been collected to:a) describe the context formal and informal in which health education; b) assess effective methods of teaching in the delivery of health education; and c) measure the impact of these innovative methods on the individual child’s social psychological and educational development. Currently the quantative data has been analysed which shows that the child-to-child approach has greatest impact on the social development of the child. Ongoing analysis of the qualitative data is providing some fascinating insights into the context of learning and effective strategies employed by teachers and the children themselves in the learning of and transmission of health messages in the 2 communities studied. Published Material: STEPHENS, D. (1993). ‘Putting children first—an alternative approach to health education in India and Uganda: research in progress’. Paper presented to the Conference on The Changing Role of the State in Educational Development, Oxford, 24–28 September, 1993. Status: Sponsored project Source of Grant: Child-to-Child Trust; Stanley Thomas Johnson Foundation, Geneva, jointly £10,000 Date of Research: 1992–1996 KEYWORDS: community benefits; developing countries; health education; India; peer teaching; Uganda

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11/1626 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Institute of Nursing and Midwifery, Sussex University, Ashdown House, Falmer, Brighton BN1 9RT 01273 570038 Eraut, M. Prof.; Cole, G. Mr; Senker, P. Mr; Alderton, J. Ms Learning society: development of knowledge and skills in employment Abstract: The aims of the project are to: 1) develop research methods for investigating the learning of knowledge and skills in the workplace; 2) collect evidence about such learning from 12 organisations in 3 occupational areas: health care, business/administration, and engineering; and 3) develop a theoretical framework for integrating the findings and guiding future research. The main questions addressed by the investigation will be: a) What is being learned at work? b) How is is this learning taking place? c) What factors affect the amount and direction of learning in the workplace? Evidence will be collected from nearly 150 people at professional/ managerial or intermediate/supervisory levels, using double interviews (6 months apart) informed by observation of the work context. Starting from current roles and tasks, the research team will seek to find out how the capability to perform them was developed and refined, then to ascertain what factors affect the disposition to learn, the opportunity to learn and support for learning in these contexts. Status: Sponsored project Source of Grant: Economic and Social Research Council £120,000 Date of Research: 1995-continuing KEYWORDS: continuing education; on the job training; skill development; work based learning 11/1627 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Institute of Nursing and Midwifery, Sussex University, Ashdown House, Falmer, Brighton BN1 9RT 01273 570038 Institute for Employment Studies, Sussex University, Mantell Building, Falmer, Brighton BN1 9RF 01273 686751 Boylan, A. Mr; Alderton, J. Ms; Wraight, A. Ms; Supervisor: Eraut, M. Prof. Learning to use scientific knowledge in education and practice settings Abstract: The brief for this research was to evaluate the contribution of the biological, behavioural and social sciences to pre-registration nursing and midwifery education programmes. This was interpreted in terms of finding out: 1) how scientific knowledge from these disciplines is used in nursing and midwifery practice, and 2) how such

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knowledge and its practical use is mediated to and acquired by students on preregistration programmes. The research focused on 3 areas of professional practice (midwifery, general adult surgical wards, mental health nursing) and 6 areas of scientific knowledge (fluids and electrolytes, nutrition, acute pain, shock, stress and selfesteem). Methods used were interviews, case studies and focus group discussions. The findings have important implications for providers of pre-registration nursing and midwifery programmes, and for providers of clinical placements for students on these programmes. Published Material: ERAUT, M., ALDERTON, J., BOYLAN, A. & WRAIGHT, A. (1995). Learning to use scientific knowledge in nursing and midwifery education. London: English National Board. Status: Sponsored project Source of Grant: English National Board for Nursing and Midwifery £75,000 Date of Research: 1994–1995 KEYWORDS: nurse education; nurses; obstetrics; scientific literacy 11/1628 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 Merton Sixth Form College, Department of Mathematics, Central Road, Morden SM4 5SE 0181 640 9564 Rutter, D. Mr; Supervisor: Cooper, B. Dr Using and applying mathematics post-16 Abstract: The National Curriculum aims to develop and assess students in the use and application of mathematics, and this is a significant aspect of General Certificate of Secondary Education (GCSE) syllabi. In the tertiary sector a wide range of academic, General National Vocational Qualification (GNYQ) and vocational courses assess the use and application of mathematics either as a core skill or embedded in a vocational assignment. This research aims to explore the relationship between the work going on in secondary and tertiary institutions in this area of the curriculum, and to identify practices which are correlated with a successful change of sector for the student. The research will be a case study of 4 secondary and 2 tertiary institutions, and there will be close monitoring of a sample of students from each. Two cohorts will be tracked through their final year of secondary and first year of tertiary education. A variety of methods will be used to facilitate triangulation: interview, questionnaire, and objective testing. In addition, the researcher’s action research in a tertiary institution will form a significant part of the work. Status: Individual research Date of Research: 1994-continuing KEYWORDS: mathematical applications; mathematics education; sixteen to nineteen education 11/1629

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Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 University of Malawi, Centre for Educational Research and Training, Chancellor College, PO Box 280, Zomba, Malawi Stuart, J. Dr; Kunje, D. Mr Evaluation of emergency teacher programme in Malawi Abstract: The project studied the experiences of a sample of the 17,000 untrained teachers recruited in 1994 to cope with Malawi’s introduction of universal primary education. A survey of 40 schools revealed that, although these teachers were coping with the job at a basic level, they had received little structured training and were learning through an ad hoc apprenticeship system. Six contrasting schools were then chosen for closer study, and intervention strategies along action research principles were set up among the unqualified teachers, cooperating teachers, and the Principal. Findings reveal that the Emergency Teacher Programme has met its objectives of providing teachers for the one million new pupils. Most are still in post and working resppnsibly. Basic tests of grades 4 and 5 pupils suggest there is little difference in learning between them and their trained colleagues. Average scores are very low, however, and the study suggests that the quality of primary teaching overall is unimaginative, conservative and ineffective. The very large classes and lack of basic teaching resources constrain attempts to improve. The action research intervention show that most of the teachers concerned are potentially capable of reflecting professionally on their practice and helping each other improve, but external support both physical and professional is essential. The recommendations for achieving this will feed into the Malawi Integrated Inservice Teacher Education Project starting in 1997. Published Material: KUNJE, D. & STUART, J. (1997). An evaluation of the emergency teacher programme in Malawi. Zomba: University of Malawi, Centre for Educational Research and Training/Overseas Development Administration. Status: Sponsored project Source of Grant: Overseas Development Administration £50,000 Date of Research: 1995–1996 KEYWORDS: developing countries; inservice teacher education; Malawi; teacher recruitment 11/1630 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755 University of Malta, Institute of Youth Studies, Msida Msdoe, Malta 010356 32902918 Azzopardi, A. Mr; Supervisor: Yates, P. Dr The development of a curriculum of youth studies at the University of Malta Abstract: Following a suggestion made by the Ministry for Youth and the Arts in 1992, an Institute of Youth Studies was set up at the University of Malta. One of the principal aims of the Institute is the organisation of certificate, diploma and degree courses. The aim of the research is to explore the possibility of translating the development of a

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curriculum of youth studies into a process of empowerment. Adults and young people will be involved in a dialogical process with the curriculum planners in an effort to avoid a reproduction of the submissive paternalism which characterises much of the exchange between youth and society. Therefore, the main interest of the research design is to study the link between concepts emerging from the fieldwork with the pre-specified concepts of the research. A ‘theoretically sampled’ group of adults, actively working with young people, will be interviewed. Their perceptions of, and expectations for, young people will be compared with the views of young people themselves through informal discussions and on-site observations of youth in a variety of contexts. An ongoing evaluation of the current course of studies and a comparative study of similar curricula, as developed by foreign institutions with a longer experience, will also be used to provide a learning background. Status: Individual research Date of Research: 1993-continuing KEYWORDS: Malta; youth leaders 11/1631 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755 Puntambekar, S. Dr; Supervisor: du Boulay, B. Prof.; Sharples, M. Dr Towards an intelligent tutoring system to train metacognitive skills in studying from texts Abstract: Acquiring domain knowledge is an important aspect of learning. Not surprisingly, most Intelligent Tutoring Systems (ITS) have concentrated on imparting this knowledge. Interventions have almost always been at the dotnain level. The processes that the learner employs have often been neglected. Although some recent systems have used a graphical interface, reflection or collaboration to help students think about their learaing, there have been few attempts at helping students concentrate explicitly on the process of learning in order that they become more insightful and intentional learners. Learning is a dynamic process and good learners see it as a planned and purposeful activity. They are aware of a variety of strategies and they oversee and monitor the application of these strategies. In other words they are proficient in metacognitive activities. Metacognition has been studied extensively by psychologists in one important area of learning, that of learning or studying from texts. Although studying from texts has been a topic of great interest, data about metacognitive differences between learaers is not sufficiently fine grained to be directly transformed into rules that could be used in an intelligent system. Hence, the plan of this research has been to: 1) build a computer assisted instruction (CAI) system that offers interventions at the process level; 2) use this system both to help students acquire metacognitive skills and also as a data gathering device; 3) analyse the data and put forth suggestions for incorporating metacognitive components in an ITS. This research has explored what the students ‘actually do’ during the activity of learning from texts and how they can be helped to think about what they are doing. This required a system that would force students to think about what they are doing, as if asking themselves, ‘what will I do next?’. With this view, three important

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features have been built into the CAI system, MIST. First, the system is ‘subject domain free’ and not ‘subject domain specific’. The system is designed in such a way that students can come to it with any text from which they really wish to learn and use the system as an ‘advisor’ to help them learn ‘how to learn’. Second, the system’s interface is based on the meta-knowledge about the process of studying from texts. One part of the system helps students become aware of the various cognitive skills that can be used, where, when and how they should be used, how students should pay attention to the different types of tasks and texts and activate any prior knowledge that they may have. In the other part of the system, students can choose options relating to planning, text processing or reading, and memory enhancing (organising information). The third feature of MIST is that students interact with the system in pairs. MIST keeps a record of the learning activities undertaken by the pair of students and advises them explicitly about how they should help each other. Reflection and collaboration are the main types of tutorial interventions offered by MIST. Empirical work using MIST was carried out in a local secondary school. MIST brought about changes in the learning activities of students, both during training and in a post-test, but the changes were more pronounced in the case of high ability students. Based on the analysis, suggestions for improving MIST and ways to incorporate metacognition in intelligent systems are put forth. The main contributions of the work have been the design of MIST and the evidence that improvements can be effected in the process of learning using such a system. Status: Individual research Date of Research: 1991–1995 KEYWORDS: cognitive processes; computer assisted learning; computer uses in education; information technology; learning processes; metacognition

11/1632 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755

Yuill, N. Dr; Oakhill, J. Dr; Garnham, A. Dr Development of working memory in children Abstract: This project aims to investigate the role of working memory in children’s text comprehension. Recent research has shown that reading skills are highly reliant on working memory: the ability not just to store information, but also to perform manipulations on that information at the same time, as in mental arithmetic. Various tests of working memory have been developed for adults so as to identify its different components (linguistic, numerical and spatial) and to show how demands of storage are traded off against processing requirements. However, little is known about how working memory develops, and what influence this development has on the acquisition of reading skills. We will examine the development of the different components of working memory between the ages of 7 and 11, and the relation of working memory to reading skills. It is not known whether working memory becomes differentiated with age or whether distinct systems exist from an early age. The data will also show whether working memory is related more closely to inferential skills than to memory for verbatim information, an assumption often made in work on children’s text comprehension. A working memory

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test that seems not to be related to comprehension skills in adults is spatial working memory (i.e. memory for location). However, this aspect of memory may be related to developing text comprehension in children, because fluent readers develop ‘placekeeping’ skills that allow the selective reinspection of text, and children who are good readers are better at this reinspection than are poor ones. This conjecture will be tested by correlating spatial working memory skills with reading comprehension ability. Status: Sponsored project Source of Grant: University of Sussex £10,000 Date of Research: 1994-continuing

KEYWORDS: memory; reading skills 11/1633 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755

Yuill, N. Dr The role of word-play in improving children’s text comprehension Abstract: This project aims to investigate whether making children aware of linguistic inferences by using word-play and riddles will improve text comprehension. Previous research has identified a group of 7–8 year old children who, although fluent readers, have noticeable difficulty with text comprehension. Although much is known about the specific deficits of such children, little research has been done on the most effective remedial techniques for them, and no-one has investigated the use of word-play as proposed here. Explicit instruction in inference skills, used for older children, is not suitable for young children, but it is important to address reading deficiencies as early in children’s development as possible. A source of practice in making linguistic inferences not requiring explicit instruction are the word games that children engage in naturally at around this age. For example, some authors have shown how the everyday activity of rhyming games can help 5–6 year olds in learning to decode the written word because it increases their awarenes of sounds and corresponding letter patterns. In a similar way, it is possible that practice with ‘plays on words’ such as riddles and puns, is a way of fostering awareness of alternative meanings, and hence comprehension skills. The research involves assessing riddle comprehension of various types and developing a treatment programme to address comprehension skills in children who have either poor or good comprehension. Post-tests will be used to assess whether the training improves both specific and general comprehension skills. Published Material: YUILL, N. & EASTON, K. (1993). ‘The role of linguistic ambiguity in understanding and improving children’s text comprehension’. Cognitive Science Research Paper No 296. Brighton: University of Sussex, School of Cognitive and Computing Sciences.; YUILL, N. ‘A funny thing happened on the way to the classroom: jokes, riddles and metalinguistic awareness in understanding and improving poor comprehension in children’. In: CORNOLDI, C. & OAKHILL, J. (Eds). Reading comprehension disabilities: processes and intervention. Hove: Erlbaum. Status: Sponsored project Source of Grant: University of Sussex £4,120

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Date of Research: 1992-continuing

KEYWORDS: reading comprehension; reading games; word recognition 11/1634 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755

Luckin, R. Ms; Supervisor: du Boulay, B. Prof.; Sharples, M. Dr Applying Vygotsky’s zone of proximal development to the design of an inteltigent tutoring system Abstract: The goal of this research is to build upon the symbiotic relationship which can result when an instructional theory is used to provide the design principles for an intelligent tutoring system (ITS) and the ITS a testbed for the instructional theory. The theory of instruction which is the focus of this research is that presented by Vygotsky. The research aims are twofold: 1) To implement and evaluate a Vygotskian inspired model of effective instruction within an educational computer system. 2) To use the system as a tool to clarify the Vygotskian instructional paradigm, in particular the Zone of Proximal Development (ZPD) defined as “the discrepancy between a child’s actual mental age and the level he reaches in solving problems with assistance...”. Vygotsky identified the need for instructional activity to be within the sphere of an academic school-based discipline if it is to influence the future development of the individual. A model of effective instruction has been designed. This is based upon the combination of an interpretation of Vygotsky’s literature and a series of classroom observations. This model will form the basis upon which the educational computer system will be designed. A prototype operating within the domain of the science National Curriculum is currently being developed. Once complete, the system will be evaluated within a school setting and in terms of the nature and quality of the interactions as well as the learning outcomes measurable via a pre- and post-test methodology. Published Material: LUCKIN, R. (1995). Creating a computerised ZPD: the 8th White House papers: graduate research in the cognitive and computing sciences at Sussex. Brighton: University of Sussex. Status: Individual research Date of Research: 1994-continuing

KEYWORDS: computer assisted learning; computer uses in education; educational theories; information technology 11/1635 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755

Banerjee, R. Mr; Supervisor: Yuill, N. Dr The development of self-presentation in children

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Abstract: Despite the ubiquity of research on self-presentation in the social psychological literature, very little research has been directed towards self-presentation in children. This research project is concerned with clarifying the development of children’s use and understanding of self-presentational tactics. Furthermore, the probable link between the development of self-presentation and the understanding of mind will be explored. This exploratory work will inyolve experimentally examining 4–10 year old children’s responses to fictitious narratives or hypothetical scenarios, as well as direct observation of their self-presentational skills in simulated situations. The research will cover a wide range of self-presentational tactics—e.g. self-promotion, ingratiation, modesty— manifested in verbal, non-verbal and expressive behaviour. Examples of current research concerns are children’s ability to manipulate verbal self-descriptions for various goals, and their understanding of face-saving emotional displays. It is hoped that this research will shed new light on children’s social-cognitive skills. Previous research suggests that self-presentation is likely to be an important aspect of behaviour in middle childhood. In particular, because of its significant role in both peer interactions and child-adult interactions, the research is likely to be of interest to educators wishing to gain a fuller understanding of social processes evident in the educational context. Status: Individual research Date of Research: 1995-continuing

KEYWORDS: child development; self expression; social behaviour; social cognition 11/1636 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755 De Montfort University, Department of Medical Statistics, The Gateway, Leicester LE1 9BH 01162 551551 Institute of Neurology, National Hospital for Neurology and Neurosurgery, Queen Square, London WCIN 3BG 0171 837 3611

Teather, B. Dr; du Boulay, G. Prof.; Jeffery, N. Mr; Supervisor: Sharples, M. Dr; du Boulay, B. Prof.; Teather, D. Prof. A cognitive engineering approach to the design of computer-based training in radiology Abstract: The aim of the proposed work is to improve the training of radiologists by applying an analysis of working practices, learning methods, professional development, tutoring techniques, and medical image description to the design of a tutoring system for Magnetic Resonance Imaging (MRI). The project addresses the generic problem of how to design software situated in the workplace that supports the training of busy professionals. The research will involve: 1) Review of the difficulties and limited successes of previous attempts to provide computer-based training in medicine. 2) Interviewing expert magnetic resonance (MR) radiologists to understand their skills, teaching methods, and professional development. 3) Carrying out workplace studies of

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trainee radiologists to investigate the current methods of training and self-directed learning, to understand their processes of knowledge acquisition and knowledge integration, and to determine how computersupported training can be incorporated into their working life. 4) Applying the methodology of socio-cognitive system design to develop requirements and design guidelines for computer-based training in magnetic resonance radiology. 5) Developing a prototype training system, informed by the existing prototype MR tutor. 6) Carrying out field studies of the MR tutor to discover how the computer-based training integrates the working life of the trainees, and to provide recommendations for system development. 7) Producing requirements for computerassisted training in radiology that fits with the working life of medical professionals. The project will contribute to training in medicine by showing how existing methods can be supplemented by computer-based tutoring. It will demonstrate a socio-cognitive approach to software design in an area (medical imaging) where good human-computer interaction is paramount. It will extend the methodology of socio-cognitive system design, by completing a cycle of a workplace study, introduction of computer-based training, and a study of the restructured work. It will increase the fundamental understanding of the knowledge and skills required to interpret complex visual images, and how these can be taught. It will provide general recommendations for computer-assisted workplace training in the professions. Published Material: TEATHER, D., TEATHER, B.A., WILLS, K.M., DU BOULAY, G.H., PLUMMER, D., ISHERWOOD, I. & GHOLKAR, A. (1988). ‘Evaluation of computer advisor in the interpretation of CT images of the head’, Neuroradiology, Vol 30, pp.511–557.; DU BOULAY, G.H., TEATHER, B.A., TEATHER, D., HIGGOTT, M.A. & JEFFERY, N.P. (1994). ‘Standard terminology for MR image description’. Proceedings of XV Symposium Neuroradiologicum, Japan, September 1994.; TEATHER, D., TEATHER, B.A., SHARPLES, M., JEFFERY, N., DU BOULAY, B. & DU BOULAY, G.H. (1994). ‘Intelligent tutoring for MR imaging of the head and cerebral disease’. Proceedings of Twelfth International Congress of the European Federation for Medical Informatics, MIE 94, Lisbon, 1994.; SHARPLES, M., DU BOULAY, B., TEATHER, D., TEATHER, B.A., JEFFERY, N. & DU BOULAY, G.H. (1994). The cognitive basis for an MR image tutor’. Proceedings of the East-West Conference on Computer Technologies in Education, Crimea, Ukraine, September 1994. Status: Sponsored project Source of Grant: Economic and Social Research Council £90,000 Date of Research: 1995-continuing

KEYWORDS: computer assisted learning; health personnel; professional development; radiology 11/1637 School of Cognitive and Computing Sciences, Sussex House, Falmer, Brighton BN1 9RH 01273 606755 Open University, Institute of Educational Technology, Walton Hall, Milton Keynes MK7 6AA 01908 274066

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Laurillard, D. Prof.; Plowman, L. Dr; Taylor, J. Dr; Stratfold, M. Dr; Broughton, M. Mr Narrative construction and the comprehension of interactive multimedia Abstract: The research investigates the relationship between the design of educational interactive multimedia programmes and the cognitive processes engendered by their use by both groups and individuals. The research will study the interrelationship between the learning tasks, the narrative (or macro-structure), the classroom context and the users (interpreting users as teachers and children). The researchers will adopt methods which combine a naturalistic approach, which takes account of the situatedness of use and the larger learning context (observation and informal interviews), with the systematic manipulation of specific design features. This will enable them to establish how these materials can be designed in such a way that they reflect and support the ways in which students think and operate in learning situations and to increase usability, enjoyment and understanding. The researchers have already established the limitations of existing designs and the need for this enquiry. This has been acknowledged by the readiness of commercial producers of such materials to be involved in and support this research. Working in collaboration with them allows the research team to address their concerns at every stage from design and evaluation of prototypes to the most appropriate formats for dissemination of fmdings. As a result of this research, a better understanding of learners’ cognitive processes when using interactive media will have been gained. The researchers will then be able to contribute guidelines and exemplars of improved instructional design practices which will benefit both learners and producers of these materials. Published Material: PLOWMAN, L. ‘Narrative, linearity and interactivity: making sense of interactive multimedia’, British Journal of Educational Technology, Vol 27, No 2, pp.92–105.; LAURILLARD, D.M. ‘Learning formal representations through multimedia’. In: HOUNSELL, D., MARTON, F. & ENTWHISTLE, N. The experience of learning. Edinburgh: Scottish Academic Press. (in press). Status: Sponsored project Source of Grant: Economic and Social Research Council £232,420 Date of Research: 1995-continuing

KEYWORDS: cognitive processes; computer uses in education; educational software; human computer interaction; information technology; multimedia approach 11/1638 Institute of Education, Education Development Building, Brighton BN1 9RG 01273 606755

Stuart, J. Dr Development of development studies curriculum in Namibia Abstract: The project began at the request of the South West Africa People’s Organisation (SWAPO) with the development of a new Development Studies syllabus to be examined at international General Certificate of Secondary Education (GCSE) level

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by Cambridge Examinations Syndicate, and included a teachers’ workshop at the SWAPO ‘exile’ secondary school in Congo. After Namibian independence a team of Namibian and British writers collaborated on a 2-volume textbook to accompany the syllabus. Two teachers’ handbooks have also been produced. The final phase will be a teachers’ training workshop in Namibia. Published Material: STUART, J. et al. (1994). Development in context. Book 1. Cape Town: Maskew Miller Longman.; STUART, J. et al. (1995). Development in context. Book 2. Cape Town: Maskew Miller Longman.; STUART, J. (1995). Teachers’ handbook. Book 1 and 2. Windhoek: Centre for Applied Social Sciences. Status: Sponsored project Source of Grant: Centre for Applied Social Sciences, Bremen and Windhoek Date of Research: 1989–1995

KEYWORDS: developing countries; development education; Namibia Teesside University

11/1639 School of Computing and Mathematics, Borough Road, Middlesbrough TS1 3BA 01642 218121

Sinclair, F. Ms; Pearson, E. Mrs; Supervisor: Green, S. Dr; Oswald, A. Dr An investigation into the use of computers with children with language difficulties and special needs Abstract: The Working with the Special Needs Computing Research Group was formed in the spring of 1991 and incorporated into the Visualisation and Interactive Systems Research Centre at the University of Teesside at its inception in July 1994. Its purpose is to act as a focus for investigations into ways in which information technology can help those with special needs. Projects have been targeted at people with learning difficulties, language impairment, autism, Down’s syndrome, sensori-impairment and physical handicaps using microcomputers, computer assisted learning (CAL) and specialised interfaces. Current projects include the use of talking electronic books and microworlds for children with learning difficulties, exploration of Language Through Reading, visualisation of music for the deaf and general simulation and assessment software. Other projects include: exploring computer support for diagnosis and assessment of categories within autism based on handedness studies and neural networks; investigating the use of computational linguistic models for the assessment and remediation of developmental and specific language disorders; and exploring the use of windows resources and graphical interfaces in the development of multiplatform, multimedia courseware. Status: Team research Date of Research: 1992–1996

KEYWORDS: computer uses in education; information technology; language handicaps; learning disabilities; special educational needs 11/1640

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School of Computing and Mathematics, Borough Road, Middlesbrough TS1 3BA 01642 218121 Lancaster University, Department of Computing, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201

Birtle, M. Mr; Supervisor: Lockyer, M. Dr; Sommerville, I. Prof. The assessment process in software engineering team projects Abstract: Student software engineering team projects are regarded as essential components of undergraduate courses. They tend to be difficult and costly to assess effectively. This investigation explores the possibilities of using techniques for the promotion of autonomous learning, and software tools, to reduce the cost and increase the quality of assessment. Consideration is also given to the contribution of process modelling in improving current practice. Published Material: JONES, A. & BIRTLE, M. (1989). ‘An individual asssessment technique for group projects in software engineering’, Software Engineering Journal, Vol 4, No 4.; BIRTLE, M. (1992). ‘Process modelling in software engineering tearn projects at Teesside Polytechnic’. Proceedings of 5th Information Systems Teaching: Improving the Practice (ISTIP), Association for IT, Sunningdale, 1992.; BIRTLE, M. (1994). ‘Contract learning in software engineering team projects’. Proceedings of the ACM/IEEE International Workshop on Software Engineering Education, IEEE Computer Society, Sorrento, Italy, 1994. Status: Individual research Date of Research: 1991–1996 KEYWORDS: assessment; computer science; computer software; group work; higher education

Thames Valley University 11/1641 Department of Business, Walpole House, 18–20 Bond Street, Ealing, London W5 5AA 0181 579 5000 Stevenson, J. Ms; Supervisor: Armstrong, J. Prof.; Thane, P. Prof. A neglected issue in the history of education and training: women students of the University College, London and the Polytechnic at Regent Street, c. 1870–1930 Abstract: The thesis is set within the framework of existing historiography which suggests that women’s participation in further and higher education was marginal prior to the First World War. Some texts have stated this explicitly, whilst most have implied this by effectively ignoring women’s historical contribution, thus giving the impression that women were peripheral to, rather than an integral part of the education process. For the period 1918–30, less research exists on the position of women in higher education, which presents the impression that little advance was made. The thesis demonstrates that at two London institutions, University College, London and the Polytechnic at Regent Street,

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women comprised significant proportions of the student populations, both before and after the war. The body of the research was based on published and unpublished archive materials based at the two institutions. It also shows that women studied science subjects in significant numbers in both institutions. The case studies used are too narrow upon which to generalise for the whole of Great Britain, but the findings can be used to question the universality of the common belief that women’s position in higher education was minimal, and that when women did study they normally chose non-vocational arts courses. For both periods, a follow-up study of these science students was carried out, to estabish the extent to which they used their qualifications for vocational reasons. Results show that, of the women who could be traced, the vast majority undertook paid employment, many achieving high profile professional careers. Published Material: STEVENSON, J. (1995). ‘Women’s higher education, with specific reference to University College London 1873–1913’. In BLANCHARD, I. (Ed). New directions in economic and social history: papers presented at the “new researchers” sessions of the Economic History Society Conference held at Edinburgh, 31 March-2 April 1995. Falkirk: Newlees Press. Status: Individual research Date of Research: 1992–1995 KEYWORDS: educational history; higher education; women’s education 11/1642 Department of English Language Teaching, Walpole House, 18–20 Bond Street, Ealing, London W5 5AA 0181 579 5000 Harrison, A. Mr; Supervisor: Skehan, P. Prof. Language assessment in the classroom Abstract: The overall aim is to work out a practical system for continual assessment to be carried out by learners and teachers in English as a Foreign Language (EFL) classrooms. As a starting point, an analysis of course books was devised which used Apple Macintosh’s HyperCard to provide the analyser with a necessarily large mass of guidance in digestible form. The analysis is done on two analysis sheets, one factual and the other judgemental. The first has 5 headings—task, context, skills, language essentials, and 11 subheadings, e.g. topic, situation, set, culture. The second has 8 headings under ‘processing’ and requires judgements to be made of potential difficulty in, for example, input, response, load, search, link. This system was developed with extensive applications to a variety of course books, firstly in developmental form to establish its viability, and then in a stable version which provided a data set of nearly 3,000 entries on 22 analysis sheets. The system has now been applied in several schools to the course book in use with particular classes, and has resulted in specifications for assessment materials which have been tried out experimentally with the relevant students. The materials take the form of ‘scenarios’ providing realistic, locally relevant purposes for which the students need to use the language they have learnt. The total of analysis sheets is at present 99, representing some 12,500 entries. Further trials in schools are continuing. Status: Individual research

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Date of Research: 1989–1996 KEYWORDS: assessment; computer uses in education; English—second language; information technology; second language learning; textbooks

The Advisory Council on Alcohol and Drug Education (TACADE) 11/1643 1 Hulme Place, The Crescent, Salford M5 4QA 0161 745 8925 Dobson, B. Mr; Wright, L. Mrs; Supervisor: Lee, J. Mr A collaborative study of the effective implementation of drug education in seven European countries Abstract: The aim of the project is to promote effective approaches across Europe to the implementation of preventive drug misuse education in secondary schools. Its objectives are to: 1) identify how drug education is effectively implemented in a cross section of European countries; 2) follow up the recommendations of TACADE’s Commission for European Community (CEC) funded feasibility study ‘A Comparison of the Delivery and Effectiveness of Drug Education in Belgium, the Netherlands and the United Kingdom’ in respect of drug education implementation; 3) promote good practice in drug education implementation across Europe; 4) investigate the factors necessary for effective drug education implementation; 5) facilitate the sharing of experiences in drug education implementation between European countries; 6) report on a variety of experiences of drug education implementation; and 7) examine the commonality between a number of experiences of drug education implementation in a number of European countries. Research will include: 1) identification of National Representatives from each of the seven countries included in the study, viz. Belgium, Germany, Italy, the Netherlands, Spain, Sweden and the United Kingdom; 2) collaborative identification of key implementation factors for drug education; 3) establishment of a trans-European network of participant schools; 4) school-based studies of drug education implementation; 5) analysis and documentation of findings; and 6) production of a final report, including guidelines on the effective implementation of drug education programmes. Status: Sponsored project Source of Grant: Commission of the European Community Date of Research: 1993–1995 KEYWORDS: comparative education; drug education; health education 11/1644 1 Hulme Place, The Crescent, Salford M5 4QA 0161 745 8925 Dobson, B. Mr; Wright, L. Mrs; Supervisor: Lee, J. Mr

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A consultative project on the effective implementation of drag education in five European countries Abstract: A feasibility study conducted by The Advisory Council on Alcohol and Drug Education (TACADE) in 1992 recommended a project which would support effective approaches to the implementation of drug education across Europe. The study had found evidence of resource material availability and of support networks for training, information and support to educationalists about drug education programmes, but limited evidence of comprehensive programmes in place in schools. The present project seeks to identify the key features of effective drug education implementation and to develop a model of drug education implementation supported by practical guidelines for use by teachers in European secondary schools. Each of the five countries included in the study, viz. Gennany, Italy, Netherlands, Sweden and the UK, are involved in a consultation process which seeks to draw on good practice as perceived and experienced by a crosssection of at least five ‘policymakers’ working in the drug education field at national, regional and local level, and at least five schools which have successfully implemented a drug education programme. Initial consultation has been carried out through two questionnaires previously piloted in all five countries. Follow-up visits are scheduled for summer 1995. The data analysis will inform the construction of an implementation model which will provide the framework for the guidelines. The draft guidelines will be circulated to all respondents for comment and, after revision, will form the basis of an international seminar-workshop which will form the final version. The guidelines on drug education implementation, along with a final report of the project, will be submitted to the European Commission in December 1995. Status: Sponsored project Source of Grant: European Commission; TACADE, jointly Date of Research: 1994–1995 KEYWORDS: comparative education; drug education; health educa- tion; international educational exchange 11/1645 1 Hulme Place, The Crescent, Salford M5 4QA 0161 745 8925 Dobson, B. Mr; Wright, L. Mrs; Supervisor: Lee, J. Mr A consultative project on the effective implementation of drug education in five European countries Abstract: A feasibility study conducted by The Advisory Council on Alcohol and Drug Education (TACADE) in 1992 recommended a project which would support effective appraoches to the implementation of drug education across Europe. The study had found evidence of resource material availability and of support networks for training, information and support to educationalists about drug education programmes, but limited evidence of comprehensive programmes in place in schools. The present project seeks to identify the key features of effective drug education implementation and to develop a model of drug education implementation supported by practical guidelines for use by teachers in European secondary schools. Each of the five countries included in the study,

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viz. Germany, Italy, Netherlands, Sweden and the UK are involved in a consultation process which seeks to draw on good practice as perceived and experienced by a crosssection of at least five ‘policymakers’ working in the drug education field at national, regional and local level, and at least five schools which have successfully implemented a drug education programme. Initial consultation has been carried out through two questionnaires previously piloted in all five countries. Follow-up visits are scheduled for summer 1995. The data analysis will inform the construction of an implementation model which will provide the framework for the guidelines. The draft guidelines will be circulated to all respondents for comment and, after revision, will form the basis of an international seminar workshop which will inform the final version. The guidelines on drug education implementation, along with a final report of the project, will be submitted to the European Commission in December 1995. Status: Sponsored project Source of Grant: European Commission; TACADE Date of Research: 1994–1995 KEYWORDS: comparative education; drug education; health education; international educational exchange

Tidy Britain Group Schools Research Project 11/1646 Brighton University, Alfriston House, Falmer, Brighton BN1 9PH 01273 643115 Mares, C. Ms; Stephenson, R. Mr Tidy Britain Group Schools Research Project Abstract: The Tidy Britain Group Schools Research Project is funded by the Tidy Britain Group, which is grant aided by the Department of the Environment. The Tidy Britain Group works with local government, commerce, and local community groups to create a better environment, through improved practice in waste management and recycling, and the reduction of litter. Since 1973 the Group has sponsored a curriculum development research project, now located at Brighton University, which works with teachers and other educationalists to develop resources for schools. Over the years the Tidy Britain Group Schools Research Project has pilot-tested and produced a wide range of classroom materials and teachers’ handbooks for many subjects and age ranges. These are all designed to provide resources to support existing curriculum studies and to introduce an element of environmental awareness and responsibility across all curriculum subjects. While the local environment litter and waste management are the starting point, the materials provide the basis for examining wider environmental issues on a national and global level. The Project has also developed materials for inservice and initial teacher training, and is involved in an Erasmus programme attempting to establish a methodology for introducing environmental responsibility and European awareness into initial teacher training throughout the European community.

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Published Material: MARES, C. (1985). Our Europe: environmental awareness and language development through school exchanges. Wigan: Tidy Britain Group.; STEPHENSON, R. (1990). Waste issues—problem solving exercises in waste management. Wigan: Tidy Britain Group.; STEPHENSON, R. (1992). Materials and the environment (5 units: paper, glass, metals, plastics, wastes and resources). Wigan: Tidy Britain Group.; MARES, C, & STEPHENSON, R. (1992). Inside outside—an action plan for improving the primary school environment. Wigan: Tidy Britain Group.; STEPHENSON, R. (1993). Beating litter: a comprehensive environmental improvement programme for schools. Wigan: Tidy Britain Group. A full list of publications is available from the researchers. Status: Sponsored project Source of Grant: Tidy Britain Group £75,000 Date of Research: 1973–1996 KEYWORDS: curriculum development; environmental education; pollution; waste disposal

Trinity College 11/1647 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof.; Greer, J. Rev Dr Secondary school pupils’ attitudes towards science and religion (Northern Ireland) Abstract: This project is re-analysing data collected from 2,000 secondary school pupils attending Catholic and Protestant schools in Northern Ireland in order to explore the relationship between attitudes to science, religion, creationism and scientism. Attitudes are measured by Likert type scales. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: Northern Ireland; pupil attitudes; religious education; scientific attitudes; secondary school pupils 11/1648 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof. Religiosity and wellbeing Abstract: This study explores the relationship between religion and psychological wellbeing among a sample of 5,000 11–16 year old secondary school pupils. Wellbeing is measured as a Likert type inventory. Religiosity is measured by self-reported practice of

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personal prayer and church attendance, and by a twenty-four item Likert type attitude scale. Published Material: FRANCIS, L.J. & BURTON, L. (1994). ‘The influence of personal prayer on purpose in life among Catholic adolescents’, Journal of Beliefs and Values, Vol 15, No 2, pp.6–9.; FRANCIS, L.J. & EVANS, T.E. (1996). ‘The relationship between personal prayer and purpose in life among churchgoing and non-churchgoing 12–15 year olds in the UK’, Religious Education, Vol 91, pp.9–21. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1994-continuing KEYWORDS: religion; secondary school pupils; well being 11/1649 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof. The measurement of personality among primary school pupils Abstract: The measurement of personality among primary school pupils has been sharpened by the development of the Revised Junior Eysenck Personality Questionnaire (JEPQ-R). As yet, however, no comparability study has reported on the empirical performance of these new scales alongside the earlier established measures. This project aims to explore the reliability and validity of the JEPQ-R among a sample of 800 primary school pupils. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: personality; personality measures; primary school pupils 11/1650 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof.; Evans, T. Rev. The development of a Welsh language edition of the Junior Eysenck Personality Questionnaire Abstract: Since its development in 1975 the Junior Eysenck Personality Questionnaire (JEPQ) has been translated into a number of other languages. The aim of the present project is to develop and test empirically a Welsh language edition of the JEPQ for use among a secondary school population. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: personality measures; Welsh

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11/1651 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof. Influence of religion and personality on secondary school pupils’ attitudes towards snbstance use Abstract: This project aims to compare the attitudes of churchgoing 13–15 year olds to smoking, alcohol, and drugs, according to the denomination attended. In order to build up a significant sample of churchgoing adolescents, the attitude inventory has been completed by 20,000 secondary school pupils, Published Material: FRANCIS, L.J. (1993). ‘Religiosity and attitude towards drug use among 13–15 year olds in England’, Addiction, Vol 88, No 5, pp.665–672.; FRANCIS, L.J. (1996). ‘The relationship between Eysenck’s personality factors and attitude towards substance use among 13 to 15 year olds’, Personality and Individual Differences, Vol 21, pp.633–640.; FRANCIS, L.J. ‘The impact of personality and religion on attitude towards substance use among 13–15 year olds’, Drug and Alcohol Dependence. (in press). Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: drinking; drug abuse; personality; pupil attitudes; religious attitudes; secondary school pupils; smoking; substance abuse 11/1652 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof.; Jones, S. Ms School today: bullying, personality and values Abstract: This study explores the relationship between personality, bullying, religious victimisation, self-concept and values among secondary school pupils in Wales. Personality is measured by the short form Revised Junior Eysenck Personality Questionnaire. Self-concept is measured by the Coopersmith Inventory. Two new Likert type scales have been developed to assess the tendency to be either bully or victim. Values are measured by a Likert instrument. So far over 20,000 13–15 year-olds have participated in the project. Published Material: FRANCIS, L.J. & JONES, S.M. (1994). ‘The relationship between Eysenck’s personality factors and fear of bullying among 13–15 year-olds in England and Wales’, Evaluation and Research in Education, Vol 8, No 3, pp.111–118. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1993-continuing KEYWORDS: antisocial behaviour, behaviour problems; bullying; personality; secondary school pupils; values

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11/1653 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof.; Gibson, H. Prof. The influence of Catholic schools on pupil attitudes towards Christianity Abstract: This project aims to examine the attitudes of Catholic pupils towards Christianity and to compare the attitudes of those pupils educated in Catholic schools with those educated in nondenominational schools in Scotland. This project re-analyses data collected from over 6,000 pupils in Dundee. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: Christianity; pupil attitudes; religion; religious attitudes; Roman Catholic church 11/1654 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof.; Wilcox, C. Mrs Religion, sex and sex role identity Abstract: While sex is consistently found to be a significant predictor of the dimensions of religiosity among children and adolescents as well as among adults, theoretical explanations for this finding remain confused. The aim of the present project is to explore the extent to which sex differences in religiosity can be accounted for in terms of the personality dimensions of masculinity and femininity proposed by Bem’s Sex Role Inventory, rather than by the simple categorisation of gender, among a sample of 1,300 13–16 year olds. These data are being compared with data provided by undergraduate studetits. Published Material: FRANCIS, L.J. & WILCOX, C. (1996). ‘Religion and gender orientation’, Personality and Individual Differences, Vol 20, No 1, pp.l 19–121.; WILCOX, C. & FRANCIS, L.J. ‘Beyond gender stereotyping: examining the validity of the Bem Sex Role Inventory among 16–19 year old females in England’, Personality and Individual Differences. (in press). Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: pupil attitudes; religion; religious attitudes; secondary school pupils; sex differences 11/1655 Carmarthen, Dyfed SA31 3EP

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01267 237971 Francis, L. Prof. Religion, personality and self-concept Abstract: This project aims to compare the empirical properties of three measures of selfconcept and to explore the relationship between self-concept and religiosity among fifth year secondary school pupils on a database of 700 respondents. These findings are being compared with those from a sample of 500 primary school pupils using one measure of self concept. Published Material: FRANCIS, L.J., CARTER, M. & JONES, S.H. (1995). ‘The properties of the Lipsitt Self Concept Scale in relationship to sex, social desirability, reactionism and extroversion’, Personality and Individual Differences, Vol 19, pp.619– 624.; FRANCIS, L.J. & WILCOX, C. (1995). ‘Self-esteem: Coopersmith and Rosenberg compared’, Psychological Reports, Vol 76, p.1050.; JONES, S.H. & FRANCIS, L.J. (1996). ‘Religiosity and self-esteem during childhood and adolescence’. In: FRANCIS, L.J. Research in religious education. Leominster: Gracewing.; FRANCIS, L.J. & GIBBS, D. (1996). ‘Prayer and self-esteem among 8–11 year olds in the UK’, Journal of Social Psychology, Vol 136, pp.791–793. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1992-continuing KEYWORDS: personality; pupil attitudes; religion; religious attitudes; secondary school pupils; self concept 11/1656 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof.; Kay, W. Rev Dr Teenage religion and values today Abstract: A modified form of the CENTYMCA Attitude Inventory developed by Leslie Francis in Teenagers and the Church (Collins, 1984) and Youth in Transit (Gower, 1982) is being completed by 30,000 13–15 year old pupils through state maintained and independent secondary schools in England and Wales. The inventory employs Likert type scales to measure religiosity, social, personal and moral values. The aim of the project is to explore the role of religion in shaping teenage values. Published Material: FRANCIS, L.J. & MULLEN, K. (1993). ‘Religiosity and attitudes towards drug use among 13–15 year olds in England’, Addiction, Vol 88, pp.665–672.; FRANCIS, LJ. & JONES, S.H. (1994). ‘The relationship between Eysenck’s personality factors and fear of bullying among 13–15 year olds in England and Wales’, Evaluation and Research in Education, Vol 8, No 3, pp.il 1–118.; JONES, S.H. & FRANCIS, L.J. (1995). The relationship between Eysenck’s personality factors and attitude toward truancy among 13–15 year olds in England and Wales’, Personality and Individual Differences, Vol 19, No 2, pp.225–233.; FRANCIS, L.J. & KAY, W.K. (1995). Teenage religion and values. Leominster: Gracewing.

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Status: Sponsored project Source of Grant: Trinity College Date of Research: 1990-continuing KEYWORDS: attitude measures; pupil attitudes; religion; religious attitudes; secondary school pupils; values 11/1657 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof. The measurement of personality among secondary school pupils Abstract: The measurement of personality among secondary school pupils has been sharpened by the development of the Revised Junior Eysenck Personality Questionnaire (JEPQ-R). As yet, however, no comparability study has reported on the empirical performance of these new scales alongside the earlier established measures. This project aims to explore the reliability and validity of the JEPQ-R among a sample of 2,000 secondary school pupils. Published Material: FRANCIS, L.J. (1996). The development of an abbreviated form of the Revised Eysenck Personality Questionnaire (JEPQR-A) among 13–15 year olds’, Personality and Individual Differences, Vol 21, pp.835–844. Status: Sponsored project Source of Grant: Trinity College Date of Research: 1994-continuing KEYWORDS: personality; personality measures; secondary school pupils 11/1658 Carmarthen, Dyfed SA31 3EP 01267 237971 Francis, L. Prof; Evans, T. Rev. The development of a Welsh language edition of the Francis Scale of Attitude Toward Christianity Abstract: Since its development and publication in 1978 the Francis Scale of Attitude Toward Christianity has been employed in over a hundred independent studies. Translations have been developed in Chinese, German, Norwegian, Dutch and French. The aim of the present project is to provide a Welsh edition of the instrument and to trial this among primary school pupils, secondary school pupils, undergraduate students and adults. Published Material: EVANS, T.E. & FRANCIS, L.J. (1996). ‘Measuring attitude toward Christianity through the medium of Welsh’. In: FRANCIS, L.J. Research in religious education. Leominster: Gracewing. Status: Sponsored project Date of Research: 1995-continuing

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KEYWORDS: attitude measures; attitudes; Christianity; religious attitudes; Welsh 11/1659 Carmarthen, Dyfed SA31 3EP 01267 237971 Kay, W. Rev Dr Piaget revisited: neo-Piagetian aspects of religious development Abstract: Piaget’s influence on curriculum development in the 1960s and 1970s led to the acceptance of various assumptions in relation to religious development. Piagefs own thought, and the emergence of neo-Piagetian perspectives, make it worthwhile reexamining these assumptions. Published Material: KAY, W.K., FRANCIS, L.J. & GIBSON, H.M. (1996). ‘Attitude to Christianity and the transition to formal operational thinking’, British Journal of Religious Education, Vol 19, pp.45–55. Status: Sponsored project Date of Research: 1995-continuing KEYWORDS: attitudes; child development; religious attitudes 11/1660 Carmarthen, Dyfed SA31 3EP 01267 237971 University of Wales College of Cardiff, Department of Welsh, PO Box 920, Cardiff CF1 3XP 01222 874000 Jones, D. Miss; Supervisor: Jones, G. Prof. Assessment of linguistic attainments of pupils in Welsh immersion programmes Abstract: This thesis assesses the linguistic attainments of children in Welsh immersion programmes, i.e. children from English-speaking backgrounds who attend Welshmedium schools. Forty-five 8 year-old subjects are asked to retell a story previously shown on video and to partake in a group discussion task. In addition, they are required to write the story in their own words. Ten control pupils, with Welsh as a first language, are used for comparison. The data are analysed within the Interlanguage and Communicative Competence frameworks. Detailed quantitative and qualitative analyses of some aspects of their linguistic competence are carried out. Preliminary results indicate that the grammatical and sociolinguistic aspects of their communicative competence are weaker than their discourse and strategic competences. These results are consistent with the fmdings of other studies on second language acquisition in immersion programmes. Furthermore, processes of simplification, overgeneralisations and transfer are seen to be at work. Status: Individual research Date of Research: 1993-continuing

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KEYWORDS: achievement; bilingualism; immersion programmes; competence; second language learning; Welsh; Welsh mediwn education

linguistic

Ulster University 11/1661 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Mallon, P. Mr; Supervisor: McGarvey, B. Prof. The impact of curriculum innovation in science in some small rural secondary schools Abstract: The aim is to identify the range of issues which science teachers in small rural schools were facing in implementing the new Northern Ireland science curriculum at Key Stage 3. Open-ended case studies were conducted initially and then more focused case studies of four schools were carried out over a two-year period. The final report will describe the challenges which the new Science Curriculum is posing to small science departments and the responses being made. Status: Individual research Date of Research: 1988–1995 KEYWORDS: Northern Ireland; rural areas; rural schools; school size; science curriculum; science education; small schools 11/1662 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Harvey, P. Mr; Supervisor: Austin, R. Dr Junior Certificate History in the Republic of Ireland: purpose, problems and potential Abstract: The aim of this study is to explore the ways in which a national curriculum change in the teaching of history in the Republic of Ireland is being implemented in the classroom. A sample of teachers are completing questionnaires, and resource materials are being designed, used and evaluated to measure student reaction to the proposed changes. The research is set in the wider context of the history of curriculum change in the Republic of Ireland and the perceived value and interest of history to young people. Status: Individual research Date of Research: 1991–1996 KEYWORDS: curriculum development; history; Ireland 11/1663

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Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Austin, R. Dr The role of electronic mail in offering a European dimension in teacher training Abstract: The project is examining the ways in which electronic mail (e-mail) can deliver a European dimension to students on a one year Postgraduate Certificate in Education (PGCE) course. A pilot study has been run at the University of Ulster in which students used email to teach a class of 16 year olds in Oslo about Northern Ireland. This work brought together three cross-curricular themes for the Common Core Curriculum in Northern Ireland—Education for Mutual Understanding (EMU), Cultural Heritage and Information Technology, as well as offering a European dimension to the teacher trainees. Published Material: AUSTIN, R. (1995). ‘Using electronic mail in initial teacher education to develop European awareness’, Journal of Information Technology for Teacher Education, Vol 4, No 2, pp.227–235. Status: Sponsored project Source of Grant: European Commission Date of Research: 1993–1995 KEYWORDS: cross cultural studies; electronic mail; European studies; preservice teacher education; telecommunications 11/1664 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Austin, R. Dr The impact of computer conferencing on teaching and learning in history Abstract: This project is studying the ways that computer conferen- cing in history can improve learning. In particular, it is examining how this form of interaction affects student motivation, appreciation of other perspectives, awareness of new research and the development of writing skills. Published Material: AUSTIN, R. (1994). ‘Computer conferencing in history: a pilot study at 16–18’, Teaching History, No 75, April, pp.33–35.; AUSTIN, R. (1995). Computer Conferencing in history: studying the past with the technology of the future. London: The Historical Association. Status: Sponsored project Source of Grant: British Telecom Date of Research: 1993–1995 KEYWORDS: computer uses in education; history studies; information technology; learning strategies; teaching methods; teleconferencing 11/1665

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Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Austin, R. Dr Birth, marriage and death in Europe Abstract: This project involves 16–18 year old students in a number of European countries. They are investigating the customs and traditions related to birth, marriage and death and the ways in which those rituals have evolved over the last three generations. By linking up with other schools in Europe, students are able to exchange data by fax or electronic mail (e-mail) and to contrast their own findings with those from a different culture. Status: Individual research Date of Research: 1993–1996 KEYWORDS: cross cultural studies; electronic mail; European studies; international education; social history; telecommunications 11/1666 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Austin, R. Dr Computer conferencing in teacher education Abstract: The purpose of the research is to study the ways in which computer conferenting can allow teacher trainees to reflect on educational issues, to share views and experiences with other trainees in other institutions, and to develop confidence in the use of computer mediated conferencing. Data will be gathered from questionnaires and semi-structured interviews. A further phase of this project is looking at the ways that distance learning technologies can strengthen partnerships between teaching practice schools and training institutions. Published Material: AUSTIN, R. (1996). ‘Telematics in teacher education: an integrated strategy’. In: Proceedings of the Educational Media Association of Ireland Colloquy (in press). Status: Sponsored project Source of Grant: Ulster University £1,000 Date of Research: 1994–1996 KEYWORDS: computer uses in education; information technology; preservice teacher education; telecommunications; teleconferencing 11/1667 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141

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McGarvey, B. Prof.; Morgan, V. Prof.; Marriott, S. Mr; Abbott, L. Mrs The organisation and management of resources in the primary school Abstract: The aims of the research are to: 1) investigate contrasting approaches to resource management, in relation to practical subjects, particularly science, in a range of primary schools; 2) identify the extent to which different methods of resource management have an impact on the effectiveness of teaching practical subjects, particularly science; and 3) make recommendations on how resources might be managed to make the teaching of practical subjects more effective. The research is being conducted through one day visits to a selected sample of 18 schools, involving large, medium and small schools, schools with mobile classrooms and schools which use classroom assistants. Semi-structured interviews and school observation will be used as methods to gather relevant data. A report will outline the findings of the research with regard to resource organisation and management for practical subjects, especially science, and will make recommendations for resource management in primary schools. A report will be published by the Northern Ireland Council for the Curriculum, Examinations and Assessment (NICCEA). Status: Sponsored project Source of Grant: Northern Ireland Council for the Curriculum, Examinations and Assessment Date of Research: 1994–1995 KEYWORDS: educational materials; educational resources; learning activities; practical science; primary schools; science education 11/1668 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Pritchard, R. Dr Educational reform in East Germany after unification Abstract: The project includes: 1) A critical description of the former system in the German Democratic Republic (DDR): its political values; strengths and weaknesses; curriculum and textbooks; teacher education; equipment and staff. 2) The planning of the school reform by the West Gennan authorities: discussions about various options; official goals; legal basis and guidelines; organisation of cooperation between East and West Germans, e.g. in ministries; cooperation between old and new Bundeslander. 3) Implementation of the reform process: material conditions (time, finance, staff, buildings etc); psychological conditions (differing attitudes, leadership styles, expectations, fear versus hope); political conditions; new forms of school organisation (e.g. Gymnasien instead of Einheitsschule, introduction of the Dual System instead of Polytechnischer Unterricht); curriculum renewal (abolition of certain school subjects, introduction of new subjects, new textbooks); new directions in pedagogy; staff and personnel (loss of jobs, school leadership, the position of women under altered political conditions); and teacher

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education and retraining. 4) Assessment and evaluation of the reform process from different points of view. Status: Sponsored project Source of Grant: Economic and Social Research Council £11,920 Date of Research: 1995–1996 KEYWORDS: East Germanyy; educational change; Germany 11/1669 Coleraine Campus, School of Education, Cromore Road, Coleraine, County Londonderry BT52 1SA 01265 44141 Austin, R. Dr The role of computer conferencing in handling controversial issues Abstract: This research project explores the ways that controversial issues can be explored using computer conferencing. Data has been collected from student teachers by questionnaire, and the transcript of conference discourse has been analysed. Status: Individual research Date of Research: 1995–1996 KEYWORDS: controversial issues—course content; telecommunications; teleconferencing 11/1670 Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Dallat, J. Dr; Robinson, A. Mr; Livingston, R. Dr; MacGabhann, D. Mr; Abbott, L. Mrs; Frazer, G. Mrs The application of videoconferencing to teaching and learning in continuing education Abstract: The research was based on the problems of delivering professional continuing education courses to professional groups in full-time employment widely distributed across historic Ulster, and in making a further contribution to increasing levels of mutual understanding in a contested society. The professional and personal development of parttime students was done by the application of real time compressed signal videoconferencing, and the research questions included whether or not tutors could adapt to its use and students could modify their learning style to benefit from the communication links it provided with groups at a distance. Nearly 80 students were closely monitored by pre-course and post-course questionnaires and were interviewed by an external evaluator. The three tutors involved were observed in the videoconferencing classroom and interviewed indepth. Despite some technical difficulties, all concerned could recommend its use, The external examiner noted that in many cases learning was enhanced by the contact it provided. Tutors developed a pedagogy that maximised

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interaction among students, and students benefited from being more autonomous in their learning. Cross-culture understanding was an unexpected outcome but the most exciting. The work continues. Published Material: DALLAT, J. et al. (1992). ‘Videoconferencing at the University of Ulster’, Open Learaing, Vol 2, No 2, pp. 14–22.; DALLAT, J. et al. (1992). ‘The use of videoconferencing for teaching and learning’, Research in Education, No 48, pp.92– 102.; DALLAT, I et al. (1993). Videoconferencing and distance learning. Coleraine: University of Ulster.; DALLAT, J. et al. (1993). Videoconferencing and community relations. Newtownabbey: University of Ulster at Jordanstown.; ABBOTT, L. et al. (1994). The application of videoconferencing to the advancement of independent group learning for professional development’, Educational and Training Technology International, Vol 31, No 2, pp.85–92. Status: Sponsored project Source of Grant: Ulster University £6,000 Date of Research: 1990–1995 KEYWORDS: distance education; interactive video; teaching methods; teleconferencing 11/1671 Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Crouch, C. Mr Children and television Abstract: The research aims to provide a broad picture of children’s use and understanding of television. To date, the preferences of children of primary school age (i.e. 7 to 11/12) have been explored (sample of 3,700+ from Northern Ireland, England, Australia surveyed) and results have indicated early gender differences; females tending to prefer soap opera programmes increasingly by age. A second wave of research (sample of 1,000 Australian, circa 1,000 Northern Ireland 12–12/16 year olds) involves survey by questionnaire on a wide range of issues but with special emphasis on television and learning. These data remain to be analysed. Published Material: CROUCH, C. (1989). ‘Television and primary schoolchildren in Northern Ireland: 1: television programme preferences’, Journal of Educational Television, Vol 15, No 13, pp.163–170.; CROUCH, C. (1989). ‘Soap in the eyes: primary schoolgirl TV preferences’, Metro: Media and Education Magazine, (Australia), No 81, pp.18–22, Summer.; CROUCH, C. (1991). ‘The emergence of soap: primary schoolchildren’s TV preferences in Northern Ireland, England and Australia’, Research in Education, No 46, pp.73–83, November. Status: Individual research Date of Research: 1988-continuing KEYWORDS: adolescents; children; television 11/1672

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Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Hutchinson, B. Dr Meeting the employment needs of the young unemployed Abstract: The meeting the employment needs of the young unemployed (MENYU) project is supporting trainers of disadvantaged 16–25 year olds to develop improved strategies of delivering training programmes. Using an action research approach, trainers can shape the agenda and invite their trainees to participate in its determination. Trainers’ experience of engagement in this process will be shared with a number of transnational European partners. It will also contribute to the development of a master’s level distance learning course. Status: Sponsored project Source of Grant: European Social Fund Date of Research: 1993–1995 KEYWORDS: international educational exchange; programme development; trainers; training; youth employment; youth programmes 11/1673 Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Gunn, D. Ms; Gillespie, N. Mr; Supervisor: Lovett, T. Prof. Adult education, community development and community relations in Northern Ireland Abstract: The main purpose of this research project was to examine the relationship between adult education, community development and community relations in Northern Ireland. This entailed an historic review of that relationship in the late 1960’s and 1970’s; an analysis of community development in the 1980’s; an overview of community development and community relations in the 1990’s. The research then undertook an investigation of community development groups in five areas of Northern Ireland to assess their views on community relations and the role of education. This was followed by an analysis of a range of organisations involved in community development and community education in order to highlight their philosophy, pedagogy and general approach to the role of this work in contributing to community relations in Northern Ireland. The conclusion attempts to sum up the latter; to assess the role of adult education in community development; and to outline how the latter can contribute to community relations in Northern Ireland. Published Material: LOVETT, T. (1992). ‘The challenge of change’, Community Education Network, Vol 12, No 5, pp.3–5.; LOVETT, T. (1993). ‘To fight sectarianism and search for peace: the Ulster People’s College in Ireland’, Convergence, Journal of the International Council for Adult Education, Vol XXVI, No 4, pp.33–43.; LOVETT, T., GUNN, D. & ROBSON, T. (1994). ‘Education, conflict and community development in

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Northern Ireland’, The Community Development Journal, Vol 29, no 2, pp. 177–186.; LOVETT, T. (1994). ‘Bridging the sectarian divide in Northern Ireland: the Ulster People’s College’, Adults Learning, Vol 5, No 6, pp.155–157. Status: Sponsored project Source of Grant: Ulster University £41,000 Date of Research: 1991–1995 KEYWORDS: adult education; community development; community relations; Northern Ireland 11/1674 Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Donnelly, C. Miss; Supervisor: Dallat, J. Dr; McKeown, P. Mrs A comparative investigation of the effects of aspects of education reform on primary schools of different management types in Northern Ireland Abstract: The fundamental reorganisation of the Northern Ireland education system since the Education Reform (N.I.) Order 1989 has been designed with the intention of improving a public service and increasing the position of the individual. The implications of these reforms for all schools in Northern Ireland are substantial, in terms of the new patterns of governance, delegated management, consumer choice and the regulation of the curriculum. The Northern Ireland experience of educational reform is, however, significantly different from the reforms introduced in the rest of the UK as a result of the different character of the Northern Ireland school system, which is one where the ethos, atmosphere, pupil intake and the government of each type of school reflects a lucid religious and cultural loyalty. It appears likely that such loyalties will shape the responses of the schools to the main dimensions of reform. It is therefore an opportune moment to examine the current ways primary schools are coping with particular strands of the reforms according to their managerial designation (controlled, integrated or maintained). This research aims to be an empirical investigation which examines the development and experiences of the different types of primary school as a result of the Education Reform (N.I.) Order 1989. It is intended that the study will be comparative, so as to accommodate the disparate nature of the school system in Northern Ireland. It is intended to conduct an examination of the distinct types of school (i.e. controlled, maintained and integrated) and their various perceptions, experiences and approaches to implementing a key aspect of educational reform. Status: Individual research Date of Research: 1994-continuing KEYWORDS: educational administration; educational change; educational legislation; National Curriculum—Northern Ireland; Northern Ireland; primary schools 11/1675

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Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Morgan, T. Mr; Supervisor: Lovett, T. Prof.; Field, J. Prof. Community education and music Abstract: The central theme of this research concerns developmental education as it relates to community based music. The music context will be assessed by using the qualitative method of ‘self-directed learning’ processes within local Northern Ireland communities. This will include both traditions, i.e. Catholic and Protestant. A comparison will then be made of musical forms in ‘working class’ communities, including the relationship with and between local organisations and the professional music services, administered by education and library boards. Status: Individual research Date of Research: 1995-continuing KEYWORDS: community education; music; music activities 11/1676 Jordanstown Campus, School of Education, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Ulster University, Magee College, School of Education, Northland Road, County Londonderry BT48 7JL 01504 265621 McNamee, P. Mr; Supervisor: Lovett, T. Prof.; Morgan, T. Mr; Shanahan, P. Mr Adult education, community development and rural regeneration in Northern Ireland Abstract: The relationship between rural regeneration, community development education and training is a complex one. This project, funded by the European Union (EU) Interreg Programme, over a period of eighteen months, sought to explore that relationship using an action research mode. Five field workers were employed, based in local further education (FE) colleges, to undertake development work with a variety of community groups and organisations involved in rural regeneration in disadvantaged areas of Northern Ireland. Their remit was to explore in what way, and in what manner, adult education could contribute to the community development process in rural areas of Northern Ireland. Over 2,500 people were eventually involved in a variety of training and education programmes concerned with capacity building and strengthening the community development process. Published Material: LOVETT, T., McNAMEE, P., MORGAN, T. & SHANAHAN, P. (1994). The rural development and regeneration project: an interim report. Jordanstown: University of Ulster, Department of Adult and Continuing Education.; LOVETT, T., McNAMEE, P., MORGAN, T. & SHANAHAN, P. (1995). Adult education, community development and rural regeneration: flnal report. Jordanstown: University of Ulster, Community Research and Development Centre.

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Status: Sponsored project Source of Grant: European Union Interreg Programme £410,000 Date of Research: 1993–1995 KEYWORDS: adult education; community development; Northern Ireland; rural areas; rural development 11/1677 Jordanstown Campus, School of Public Policy, Economics and Law, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Milligan-Byrne, G. Dr; Supervisor: McKeown, P. Mrs Local Management of Schools in Northern Ireland: a changing balance of power? Abstract: This thesis is an investigation of the extent to which the roles and responsibilities of a number of key players in the education system have been altered with the introduction of the Local Management of Schools (LMS) legislation. Using Rhodes’ power-dependence model as a tool to conceptualise the changes which have taken place, it will be shown that, despite the intended effect of the legislation, the changes which have taken place are not as extensive as one might have expected. The thesis includes: 1) background to the recent education reforms, and a brief account of the wider policy agenda of the Conservative Goverament which informed the recent education legislation; 2) discussion of the LMS proposals; 3) the theoretical framework; 4) a description of the research methodology and the case study approach utilised; 5) the case study evidence, and the theoretical framework assessed in the light of this. It is demonstrated that while Rhodes’ power-dependence framework has proved to be a useful tool, a more informed analysis can only be conducted by drawing on other theories of power. Status: Individual research Date of Research: 1990–1994 KEYWORDS: educational change; Local Management of Schools; Northern Ireland; school based management 11/1678 Jordanstown Campus, School of Public Policy, Economics and Law, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Ulster University, Jordanstown Campus, School of Business, Shore Road, Newtownabbey, County Antrim BT37 0QB McKeown, P. Mrs; Barnet, R. Prof.; Milligan-Byrne, G. Dr An investigation of the effects of Local Management of Schools on the internal deployment of resources by schools in Northern Ireland Abstract: This research explores the extent to which Local Management of Schools (LMS) is assisting schools to improve the quality of their service to pupils, parents and the wider community. The research objectives are: 1) To identify the extent to which the

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introduction of LMS and formula funding have affected the internal management and organisation of schools. In particular to assess: the extent to which staff are involved in school decision-making; the extent to which the school’s planning mechanisms link curricular and other objectives to financial resources; the extent to which two computerised management systems (CLASS/CLASP) are of assistance to school managers in their operation of LMS. 2) To identify the changes in school budgets under formula funding and to investigate the effects of these changed budgets on their internal deployment of resources. This will be achieved by undertaking: an examination and analysis of the formulae used to fund schools in the controlled, maintained, integrated and voluntary sectors; an examination and evaluation of the impact of these formulae on the funding levels within these sectors since 1991–92. 3) To identify the extent to which schools believe that the current levels of delegation are appropriate and acceptable in terms of LMS. In particular, to consider whether the level of delegation should be extended and, if so, to what purpose. 4) To ascertain the views of schools as to the appropriateness of the support and monitoring arrangements provided to them in carrying out their delegated responsibilities. Status: Sponsored project Source of Grant: Department of Education for Northern Ireland Date of Research: 1995–1996 KEYWORDS: educational administration; educational change; local management of schools; school based management 11/1679 Jordanstown Campus, School of Social and Community Sciences, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Field, J. Prof.; Bron, A. Prof.; Malewski, M. Prof.; Ambrozik, E. Prof. Adult education and the European dimension Abstract: The purpose of this project is to determine the impact of European integration upon adult educators in Britain, Germany, Sweden and Poland. The first stage, which will be completed by September 1995, consists of a questionnaire survey among 800 adult educators in the four sample nations. The second phase will involve a study of stafF development strategies and practices in the four countries concerned. Published Material: FIELD, J. (1995). ‘Thinking European’: is ‘British higher education out of step?’. In: SCHULLER, T. (Ed). The changing university. Buckingham: Open University Press.; FIELD, J. (1996). Towards the Europeanisation of continuing education’, Studies in the Education of Adults, Vol 28, No 1, pp. 14–28. Status: Collaborative Date of Research: 1994–1996 KEYWORDS: adult educators; comparative education; Europe; European studies; European Union; international educational exchange; teacher development 11/1680

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Jordanstown Campus, School of Social and Community Sciences, Shore Road, Newtownabbey, County Antrim BT37 0QB 01232 365131 Field, J. Prof.; Schuller, T. Prof. Divergence between initial and continuing education performance in Scotland and Northern Ireland Abstract: In Scotland and Northern Ireland, young people leave school with higher average levels of qualifications than their counterparts in England and Wales. This is followed however by comparatively low rates of participation in education and training. The research aims to investigate this apparent paradox, to identify reasons for the divergence, and explore the views of key stakeholders on alternative policy responses. The research will involve a range of approaches. First, detailed analysis will be undertaken of the available statistical materials, to determine variations in participation in continuing training as between different sectors and regions and among social groups. This will provide a more detailed description of participation in lifetime learning, against which the possible explanations will be assessed. Second, an extensive study of the views of stakeholders will be carried out. Using interviews and focus groups, the researchers aim to generate debate around the following questions: 1) What accounts for the divergence between initial and continuing education performance? 2) In what ways does it actually matter? 3) If it does matter, what needs to be done about it? This is envisaged as a generative process which combines research with debate and reflection. Third, findings from the research will be discussed throughout by a small panel of specialists on human resource issues in small states. Those involved include experts from Sweden, Norway, Canada and Malta. The intention here is to provide a comparative dimension for the analysis of lifetime learning in Scotland and Northern Ireland. Published Material: FIELD, J. & SCHULLER, T. (1995). ‘Is there less adult learning in Scotland and Northern Ireland? A preliminary analysis’, Scottish Journal of Adult and Continuing Education, Vol 2, No 2, pp.71–80. Status: Sponsored project Source of Grant: Economic and Social Research Countil £84,000 Date of Research: 1996-continuing KEYWORDS: comparative education; continuing education; further education; higher education; lifelong learning; Northern Ireland; participation rate; Scotland 11/1681 Magee College, Department of Social and Community Sciences, Northland Road, County Londonderry BT48 7JL 01504 265621 Montgomery, A. Ms; Supervisor: Smith, A. Dr Values in education Abstract: The aims of the project are to: 1) research existing approaches to values in education through the Consortium of Institutions for Development and Research in Education in Europe (CIDREE); 2) generate specific ‘profiles’ of different initiatives; 3)

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evaluate the current provision for values in education in the context of the Northern Ireland Curriculum; 4) develop a mechanism which helps schools review current provision for values in education in order to identify those aspects which are adequately catered for and those aspects which require attention; 5) develop guidance for schools on promoting values in education through whole school provision. Status: Sponsored project Source of Grant: Northern Ireland Council for the Curriculum, Examinations and Assessment Date of Research: 1995–1996 KEYWORDS: moral education; National Curriculum—Northern Ireland; values; values education 11/1682 Magee College, Department of Social and Community Sciences, Northland Road, County Londonderry BT48 7JL 01504 265621 Smith, A. Dr Teaching controversial issues: a media approach Abstract: A three-year research and development project funded by the Department of Education for Northern Ireland in collaboration with Channel 4 Schools and Ulster Television. The project involves the production of a high quality television series (‘Off the Walls’) of five programmes which address some of the more controversial aspects of life in Northern Ireland. A research and development officer will be appointed by the University of Ulster to work closely with teachers to explore how it can best be used with pupils; to develop a strategy for widespread dissemination of the series and its associated teaching methodologies; and to evaluate the impact of the series on young people. Status: Sponsored project Source of Grant: Department of Education for Northern Ireland; Channel 4; Ulster Television Company Date of Research: 1995-continuing KEYWORDS: controversial issues—course content; culture; educational broadcasting; educational television; Northern Ireland; values education 11/1683 Magee College, Department of Social and Community Sciences, Northland Road, County Londonderry BT48 7JL 01504 265621 Limerick University, National Technological Park, Plassey, Limerick, Ireland Smith, A. Dr; Murray, D. Prof. Cross-border perceptions

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Abstract: A preliminary study funded by the Irish Peace Institute in the North West of Ireland to investigate the potential for crossborder education programmes and carried out in cooperation between the University of Ulster and the University of Limerick. Status: Sponsored project Source of Grant: Irish Peace Institute £5,000 Date of Research: 1995–1995 KEYWORDS: cooperation; cooperative programmes; Ireland; Northern Ireland; peace studies 11/1684 Magee College, School of Education, Northland Road, Derry, County Londonderry BT48 7JL 01504 265621 North, R. Dr; Rae, G. Prof.; Brotherton, C. Prof.; Hashim, A. Prof.; Purcell, P. Prof.; Row, G. Mr Interactivity in multimedia courseware Abstract: An investigation into the use of multimedia in undergraduate statistical courseware using an experimental design. Status: Sponsored project Source of Grant: International Fund for Ireland Date of Research: 1993–1995 KEYWORDS: computer assisted learning; educational software; multimedia approach; statistics education

University College Chester 11/1685 Cheyney Road, Chester CH1 4BJ 01244 375444 Alston, P. Dr; Ellis, V. Mrs; McQueen, A. Mr; Derby, J. Mrs; Boxall, V. Mrs Music for the generalist primary teacher, with reference to the National Curriculum Abstract: The aim of the project is to develop a model for combined skill, concept and affective learning in listening, performing and composing. This theoretical model will then be translated into classroom practice by the devising of materials to assist the generalist primary teacher to cope with the demands of the National Curriculum in Music at key stage 1 and key stage 2. All materials will be on trial in classrooms before being published. This work will then feed back into the theoretical model which will need to be revised and refined. A final report will comment on the practicability of teaching the National Curriculum in Music at key stage 1 and key stage 2 through a model of skill, concept and affective learning. Published Material: A list of publications is available from the researchers.

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Status: Sponsored project Source of Grant: University of Liverpool Board of College Studies £565; University College Chester £200 Date of Research: 1990–1995 KEYWORDS: music; National Curriculum; primary school teachers 11/1686 Cheyney Road, Chester CH1 4BJ 01244 375444 Pickford, A. Mr Developing information technology in a primary Postgraduate Certificate in Education course Abstract: The research is an action research based initiative to investigate and improve the development of the information technology (IT) capabilities of student teachers on a one-year postgraduate course in a higher education institution. Consideration is given to the constraints imposed by a short course of teacher training. The development of the IT capabilities of two student groups has been compared and contrasted. These groups experienced different approaches to IT in the course: firstly, a permeation approach where skills and understandings were developed in the context of subject-led inputs and secondly, an approach which included a series of IT sessions where software was introduced out-of-context. Evidence has been produced of an increase in the quantity and quality of students’ school-based activities as a result of the latter approach. The progress of former students in their first year in teaching is also being investigated. The research has gone on to explore the growing partnership between schools and higher education in developing student teachers’ IT capabilities. Students’ perceptions of their abilities, and their perceptions of the balance of responsibility for developing IT, are being compared to a model proposed by the National Council for Educational Technology. Status: Sponsored project Source of Grant: Standing Conference on Studies in Education £420 Date of Research: 1992–1995 KEYWORDS: computer uses in education; information technology; preservice teacher education; student teachers; teaching practice 11/1687 Cheyney Road, Chester CH1 4BJ 01244 375444 Pilsbury, C. Mr; Supervisor: Alston, P. Dr Teachers’ assessments of GCSE music compositions according to an examination board’s guidelines: analysis for measure of agreement and recommendations Abstract: The aim of the project is to investigate how far it is possible to assess musical compositions validly and reliably at GCSE level. After reviewing relevant literature, the researcher will train ten experienced music teachers to operate criteria according to

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guidelines in relation to GCSE assignments. The teachers will then assess a number of composition assignments presented to them as recordings. Their assessments will be analysed to ascertain the measure of agreement between them. Conclusions regarding the validity and reliability of assessing musical composition will then be drawn and recommendations for action will be made. Status: Sponsored project Source of Grant: Standing Conference on Studies in Education £1,485 Date of Research: 1994–1995 KEYWORDS: assessment; music; musical composition 11/1688 Cheyney Road, Chester CH1 4BJ 01244 375444 Fry, C. Dr Defining snbject-specific competences in religious education Abstract: The Department for Education has identified the general competences expected of a newly qualified secondary teacher. This study attempts to defme subject-specific competences for the teacher of religious education, and will seek to determine whether there is consensus among groups of religious education teachers, including those who are mentoring postgraduate students in school. Status: Individual research Date of Research: 1995–1996 KEYWORDS: competence; newly qualified teachers; religious education teachers 11/1689 Cheyney Road, Chester CH1 4BJ 01244 375444 Somerville, D. Mr; Harris, D. Mr Leaming styles, peer mentoring and interpersonal skills teaching Abstract: The learning styles of a class of 27 undergraduate students studying applied social psychology—and those of their tutors—in a college of higher education, were identified by the Herrmann Brain Dominance Instrument (HBDI). The aim of the study was to different learning styles would: a) interact in the research and design examine ways in which students in groups composed of a balance of peer group composed of students with a similar range of learning of a module in interpersonal skills; and b) facilitate its delivery to a styles, in such a way as to meet the learning preferences and needs of all members of that group. The 2 members of staff worked with the students, in a spirit of cooperative experiential inquiry, to explore the processes and outcomes of this peer-mentoring approach to the facilitation of interpersonal skills. Students and tutors recorded and compared their personal accounts of the experience in order to map the different perceptions of the experience. A final report, to which all members of the investigation (students and tutors) contributed, summarises the potential of this model of

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facilitation of learning and identifies other areas of learning in higher education to which this model of inquiry could usefully be applied. Status: Sponsored project Source of Grant: University College Chester Date of Research: 1995–1995 KEYWORDS: cognitive style; interpersonal competence; learning strategies; peer teaching; students 11/1690 Cheyney Road, Chester CH1 4BJ 01224 375444 Exeter University, School of Education, St Luke’s, Heavitree Road, Exeter EX1 2LU 01392 263263 Heaney, S. Ms; Supervisor: Golby, M. Dr Developing a curriculum in reflective practice: a narrative case study in primary teacher education Abstract: This study examines the development of a particular primary postgraduate course in initial teacher education over the five year period from 1987 to 1992. The case record and accompanying narratives illustrate ways in which the concept of the reflective practitioner has been realised in the work of student teachers; showing also those aspects of the course which have contributed to the achievement of this model of the teacher in the students’ work. The case study examines the relative roles and responsibilities of students, teachers and tutors in school-based teacher education and addresses the related issues of competence and effectiveness regarding the newly qualified teacher. Recommendations are drawn from the study for the establishment of successful partnership arrangements between schools and institutions of higher education which share in the preparation of new entrants to the teaching profession. Status: Individual research Date of Research: 1987–1995 KEYWORDS: newly qualified teachers; preservice teacher education; primary school teachers; professional development; student teachers; teaching profession 11/1691 Cheyney Road, Chester CH1 4BJ 01224 375444 Newcastle upon Tyne University, Department of Speech, King George VI Building, Newcastle upon Tyne NE1 7RU 0191 222 6000 Williams, F. Mr; Supervisor: Mogford-Bevan, K. Dr The speech of adult strangers to a child from ages 10 months to 3 years 10 months Abstract: The research was conducted over a period of three years. The aim was to gather a corpus of linguistic data for transcription and analysis. Adult strangers were chosen for

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a) availability; b) age (55+); c) gender (female), and asked to speak to the child for 2–3 minutes. The linguistic changes the adults made in their talk to the child were compared with the changes made by the child’s mother. These comparative changes reflect a number of factors in adult-child discourse such as: a) the significance of familiarity in the fine-tuning hypothesis; b) the ability of adults to adjust to the level of the child’s language. Measures of well-formedness, grammatical complexity and semantic range were used for purposes of comparison in the data. Status: Individual research Date of Research: 1994-continuing KEYWORDS: child language; discourse analysis; speech communication; verbal communication

University College of Ripon and York St. John 11/1692 Centre for Leisure Education and Training, Lord Mayor’s Walk, York YO3 7EX 01904 656771 Smith, D. Dr; Thomas, W. Mr; Gwinnett, A. Dr To undertake a strategic review of management training and development in the leisure industry, focusing on local authority leisure departments in North Yorkshire as a pilot for further research at a national level Abstract: Management development has received considerable research effort but little has focused on the leisure industry. The research aims to address this weakness concentrating on the 7 district councils in North Yorkshire and the City Council of York. The research will concentrate on individual interviews and questionnaires based on an indepth literature review and meetings with chief leisure officers. There will be a strategic emphasis on the needs of leisure managers within the context of the local government review and a contract culture for the delivery of services and the associated management training and development requirements. The research work is supported by the Institute of Leisure and Amenity Management (ILAM). Status: Sponsored project Source of Grant: Higher Education Funding Council £3,500; Institute of Leisure and Amenity Management £1,500 Date of Research: 1995–1996 KEYWORDS: leisure industry; management development; staff development; training 11/1693 Department of Social Sciences, Lord Mayor’s Walk, York YO3 7EX 01904 656771 Forrest, L. Ms; Eagleton, M. Ms What do young women need to know?

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Abstract: This study springs from an awareness of a generation gap in women’s studies. Most well-established practitioners are aged 40+, and most students are barely 20+. This action research project aims to explore three related questions: 1) How do young women (age 16–25) perceive feminism? 2) What material do young female students feel is appropriate for women’s studies? 3) How can older women’s studies teachers adapt their teaching to match these interests and needs? The main methods to be used will include questionnaires and interviews of a sample of approximately sixty female A level students not taking women’s studies and approximately forty female underwill be applied. In the spirit of action research and feminist praxis, graduate women’s studies students. Relevant literature and theory curriculum developments and appropriate changes in pedagogy are the objectives. Status: Individual research Date of Research: 1993–1995 KEYWORDS: age differences; feminism; womeris studies

University College of St Martin 11/1694 Bowerham Road, Lancaster LA1 3JD 01524 63446 Edwards, A. Prof.; Collison, J. Dr School-based initial teacher education Abstract: The study is a three-year longitudinal exploration of the experience of two cohorts of trainee teachers on a pilot extensively school-based partnership degree programme. A particular focus has been how and what students learn while in school. Data include classroom observations, tape recordings of mentoring conversations between trainee teachers and mentor teachers and interviews and questionnaires completed by trainee teachers, teachers and headteachers. The researchers have given various conference papers on this subject. Published Material: EDWARDS, A. & COLLISON, J. (1994). ‘How teachers support student learning’. In: REID, L, GRIFFITHS, R. & CONSTABLE, H. (Eds). Teacher education reform: current research. London: Paul Chapman.; EDWARDS, A. (1995). ‘Partnerships in school-based teacher training: a new vision?’. In: MCBRIDE, R. (Ed). Teacher education policy: some issues arising from research and practice. London: Falmer Press.; EDWARDS, A. & COLLISON, J. (1995). ‘What do teacher mentors tell student teachers about pupil learning in infant schools?’, Teachers and Teaching: Theory and Practice, Vol 1, No 2, pp.265–279.; EDWARDS, A. (1996). ‘Can action research give coherence to the school-based experiences of students?’. In: O’HANLON, C. (Ed). Professional development through action research: international educational perspectives. London: Falmer Press.; EDWARDS, A. ‘Teacher education: partnerships in pedagogy?’, Teaching and Teacher Education, Vol 11, No 6. (in press). Status: Sponsored project Source of Grant: University College of St Martin £30,000

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Date of Research: 1992–1995 KEYWORDS: preservice teacher education; school based teacher education; student teachers; teaching practice 11/1695 Bowerham Road, Lancaster LA1 3JD 01524 63446 National Foundation for Educational Research, The Mere, Upton Park, Slough SL1 2DQ 01753 574123 Gates, B. Dr; Taylor, M. Miss Moral education in teacher training Abstract: Current debate about values education in schools tends to overlook the need for teacher preparation to deliver a consistent and coherent curricular experience for pupils. To do this teachers require both initial training and continuing professional development. The last survey on religious education in teacher training, which also included moral education, was undertaken in the mid-1980s. This research is an attempt to build an upto-date picture of teacher training institutions offering moral education courses and the nature of these courses. A survey questionnaire will be sent to all teacher training institutions in England and Wales. It will be followed-up by telephone interviews and analysis of documentation. The information obtained will complement other current inquiries into values education. A report, setting the research data in the context of current national policy, will be produced. Status: Collaborative Date of Research: 1997-continuing KEYWORDS: moral education; moral values; preservice teacher education; teacher development; values education

University of Central England in Birmingham 11/1696 Faculty of Computing and Information Studies, School of Information Studies, Perry Barr, Birmingham B42 2SU 0121 331 5000 Bilston Community College, Green Lane Site, Wellington Road, Bilston, West Midlands WV14 6EW 01902 353929 Elkin, J. Prof.; Flatten, K. Dr; Frankel, A. Dr; Bill, A. Mr; Russell, A. Ms; Supervisor: Nankivell, C. Ms The effectiveness of basic skills support in colleges of further education

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Abstract: This is a joint project between the Centre for Information Research and Training at the University of Central England and the Quality and Equality Directorate at Bilston Community College. The approach to be used is based on a definition of effectiveness as the achievement of objectives which in turn depends upon the group whose objectives are being considered. The four main groups whose objectives need to be considered are: funding bodies; colleges; students; and teachers. The methodology of the project incorporates quantitative and qualitative measures of effectiveness and considers the objectives of all of the above groups. This approach will allow investigation of all the factors influencing effectiveness of basic skills support in further education (FE). The work is divided into seven phases: 1) Literature reviews at three points in the research to provide information on recent and current research into basic skills and FE nationwide. 2) A statistical survey of at least 30 FE colleges to provide the Adult Literacy and Basic Skills Unit (ALBSU) with information enabling comparisons to be drawn between colleges with differing levels of basic skills support, including information on non-completion and successful completion rates. 3) A management survey of basic skills support managers to identify measures of efficiency, comparing costs with other factors such as methods of delivery of basic skills support. This survey will be conducted using interviews in eight case study colleges. 4) A student survey to identify factors involved in successful completion of FE courses and the value of basic skills support to students. This study will involve interviews with leavers of FE courses at the eight case study colleges. 5) An audit of basic skills support activities which will develop performance indicators for a range of such activities. This will be carried out using an instrument such as the Further Education Unit (FEU) at eight case study colleges. 6) A staff survey which will focus on the identification of students in need of basic skills support. This will provide examples of practice and an evaluation of the consistency of practice. This will involve interviews and an evaluative exercise with basic skills teachers in FE. 7) All the information collected and analysed in the previous phases will be brought together and written up in two research reports. An interim report will be submitted in December 1994 and a final report in November 1995. Status: Sponsored project Source of Grant: Adult Literacy and Basic Skills Unit £75,830 Date of Research: 1994–1995 KEYWORDS: adult basic education; basic skills; colleges of further education; educational quality; further education; programme evaluation 11/1697 Faculty of Computing and Information Studies, School of Information Studies, Perry Barr, Birmingham B42 2SU 0121 331 5000 Elkin, J. Prof.; Nankivell, C. Ms; Chivers, B. Ms; Reid, B. Mr; Markey, D. Mrs; Supervisor: Flatten, K. Dr The value of library and information studies (LIS) school work placement Abstract: This research will look at library and information studies (LIS) school placements in the UK. The research will examine the LIS placement from the perspective

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of the school, the employer and the student. The study will provide material for an open debate in the library and information profession on the role and value of placements. The research will enable LIS educators and employers alike to focus on how the placement experience can be improved, for the benefit of all parts of the profession. Work on this study began in 1993 when the British Association for Information and Library Education and Research (BAILER) expressed an interest in carrying forward the 1990 BL R&D Report with more study and coordination of LIS placements. BAILER followed this with funds to support the current project. The approach to the study is based on finding, by consensus, which valued characteristics are considered to be most important and satisfactory to three groups: placement coordinators; students; and employers. The results of these findings will form the basis of a report on which guidelines can be formulated for a model placement experience. The methodology incorporates qualitative measures to ensure that the most important valued characteristics are established. The work is divided into five phases: 1) Pilot questionnaires and placement workshop where placement coordinators will be asked to list the most valued characteristics of an ideal placement. These will then be scored for importance and satisfaction by the same coordinators. 2) Student questionnaires sent to three groups (before, during and after placement) of randomly selected students at each of the LIS schools. They will be asked to score the valued characteristics identified by the placement coordinators and to answer questions resulting from the placement workshop. 3) Employer questionnaires sent to three groups (with a placement student; recently had a placement student; employers of LIS graduates) identified by the LIS schools. The employers will also be asked to score the valued characteristics and to answer questions resulting from the placement workshop. 4) Dissemination of the reports, statistical analysis and preparation of journal articles. 5) The establishing of guidelines will take place at a session at Under One UmbrelLA 3, Library Association in July 1995. All participating placement coordinators will be invited to attend this discussion and to assist in the task of building the results into guidelines for future LIS placement experience. Status: Sponsored project Source of Grant: University of Central England in Birmingham £9,239 Date of Research: 1994–1995 KEYWORDS: librarianship education; library schools; placement; professional education; work experience 11/1698 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Cavendish, M. Mr; Supervisor: Hellawell, D. Prof.; Hall, E. Miss; Hatcher, R. Mr Going grant-maintained: a case study of change from a management perspective Abstract: The Education Reform Act (1988) provided for a new category of school known as ‘grant maintained’. These schools, owned and managed by their governing bodies, have evoked considerable controversy since the first few were introduced in 1989. One of these early self-goveraing schools is the setting for a case-study undertaken by its headteacher who explores how change was managed, particularly by governors,

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associate staff and members of the school’s senior management team. Data is gathered from extensive one-to-one dialogues and group sessions which explore individual perceptions of the change process. The researcher also draws on evidence from personal field notes and from relevant documents. It is argued that some theories about management processes in schools need to take more account of the person-centred approach. Case-studies can reveal a greater complexity than is sometimes admitted. The writer asserts that data gathering and analysis from within a school, in this case by the headteacher, demonstrates most strikingly the need for more detailed studies of the roles of the principal actors when evaluating the management of change. In particular, attention is drawn to the importance for researchers in educational management of exploring the unpredictability of change processes. The writer concludes that the successful management of change is often unplanned and that implementation failure often has its roots in interpersonal relationships. Where change is successfully managed there tends to have been a climate of trust, openness and positive regard within the institutions. Status: Individual research Date of Research: 1991 -continuing KEYWORDS: educational administration; educational change; grant maintained schools; management in education; school based management 11/1699 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Brooks, R. Ms; Duckworth, R. Ms; Supervisor: Hellawell, D. Prof. Social skills training in the classroom: effects on sociometric status Abstract: The aims of this research are: (1) To present a review of current sociometric research and materials in the area of children’s friendship choices and social adjustment in the classroom. (2) Use sociographic techniques to assess the patterns of specific friendship choices which exist in classes (e.g. popular children, reciprocated pairs, isolates, etc.). (3) Assess the personality and behavioural characteristics of specific ‘types’ of children (as identified in (2) using the Junior Eysenck and behavioural observations. (4) Intervene to coach the identified ‘isolated’ children in specific social skills, e.g. asking questions, offering directions to peers. (5) Ascertain what effect/s the social skill training (as in (4)) has on overall peer acceptance and popularity within the class. (6) Provide an indepth examination of individual isolates, including the perceptions of friendship, and reasons for sociometric choices made. (7) For individual isolates (as in (6)) examine the family structure, number of siblings, contact with other social networks (e.g. clubs, church) which affect their social experience and competence. Status: Individual research Date of Research: 1992-continuing KEYWORDS: friendship; intergroup relations; interpersonal competence; peer relationship; pupil behaviour; social isolation; social skills 11/1700

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Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Cabral, B. Ms; Supervisor: Davis, D. Mr; Cherrington, D. Prof. Towards a common form of assessment in drama as a methodology and as a performance art Abstract: The aims of this research are to: (1) Search for a model of assessment for drama in education, both as a methodology and as a performance mode, which represents achievement in drama, not excluding the possibility of achievement in other subject matters as well. (2) Pinpoint the different ways both approaches deal with dramatic conventions and rules, and how these differences interfere in the assessment schemes. (3) Analyse the performance of the reader (audience, self-spectator) as a main element in assessment schemes. (4) Compare the assessment provided by the fellow student (audience) or by the student himself (self-spectator) with the one provided by the teacher. (5) Analyse the links between the plurality of audience assessment and the possibility of open-ended productions, i.e. a non-closed conclusion to the art-form. Status: Sponsored project Source of Grant: Ministry of Education, Brazil Date of Research: 1992–1995 KEYWORDS: assessment; audience response; drama; theatre arts 11/1701 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Hallan, V. Mr; Supervisor: Cherrington, D. Prof.; Rowley, K. Prof. Children and racial stereotypes Abstract: The aims of the investigation are to: 1) present a review of current research and materials in the area of primary school children’s (aged 5 to 11 years) attitudes towards ethnic preference and choice; 2) further develop research materials to investigate children’s ethnic preference and choice; 3) use supplementary questions to gain an insight into the possible influence of mass media and/or parents on children’s (aged 4+) attitudes. Status: Individual research Date of Research: 1992–1996 KEYWORDS: ethnic stereotypes; primary school pupils; pupil attitudes; racial attitudes 11/1702 Faculty of Education, Westbourne Road, Edgbaston, BirminghamB153TN 0121 331 6100 Harrison, D. Mrs; Supervisor: Brown, K. Mr

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Development and progress of special educational needs provision in mainstream: using an interdisciplinary approach to enhance provision for special educational needs in a mainstream school Abstract: This research will involve: a) Investigation of mainstream provision for special educational needs in Birmingham; attitudes of headteachers, teachers and critical friends to pupil support; constraints under which providers and purchasers consider them-selves to be working, i.e. government funding, political will, availability of relevant professional support and resources in Central England. b) Investigation of the strategies in use by teachers at stages 1 and 2 of the Code of Practice and a comparative study of provision for a sample of 3 pupils with special needs comprising case studies which will investigate their progress over a 3 year period. c) Investigation of a networking system involving an interdisciplinary approach between departments of education, housing, health and social services which can be compared to existing provision as in (b). Strategies to support pupils at stages 1 and 2 of the Code of Practice, as well as the class teacher and special needs coordinator prior to statutory assessment and statementing which will be drawn up, trialled and evaluated for their effect upon the quality of learning in the classroom as a whole, since ‘what is good practice for special educational needs is good practice for all. Results will be analysed and effective strategies shared throughout the disciplines involved. Status: Individual research Date of Research: 1995-continuing KEYWORDS: agency cooperation; mainstreaming; special educational needs 11/1703

Faculty of Education, Westbourne Road, Edgbaston, BirminghamB15 3TN 0121 331 6100 Eyles, J. Mrs; Supervisor: Eggleston, J. Prof.; Hoskyns, J. Dr Initial teacher training and the development of partnership with schools Abstract: Framed in the context of the present political climate it is hypothesised that the involvement of primary schools in the professional training and education of initial teacher training students will be that of ‘partnership’. Partnership schemes with initial training establishments will lead to different patterns of education and training for students and some of these may be delivered more effectively than in conventional schemes. The key aspects of this research will be to: 1) explore primary headteachers’ views of their schools’ involvement in teacher training and education; 2) carry out an indepth analysis and evaluation of the involvement of schools in the West Midlands with the University of Central England in the professional training and education of initial teacher training students; 3) consider the quality of training provision; and 4) place all of this in the current political context. Status: Individual research Date of Research: 1994-continuing KEYWORDS: head teachers; institutional cooperation; preservice teacher education; school based teacher education 11/1704 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN

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0121 331 6100 Hellawell, D. Prof. An evaluation of the appraisal of primary school headteachers Abstract: The introduction of appraisal into schools can be seen as one of a number of initiatives taken by the Government in recent years with the intention of raising standards in education. By the end of the school year 1994/95 all headteachers should have been appraised at least once. There are a number of extra complexities in the appraisal of headteachers such as the choice of appraisers, the gathering of data, the focus of the appraisal etc. At this early stage it is important to scrutinise carefully the directions in which head-teacher appraisal is going in primary schools. This research project is intended to explore whether the appraisal of headteachers in primary schools is improving their school management. Interviews will be carried out in the school year 1995/96 with headteachers and some local education authority (LEA) coordinators of appraisal in 3 different LEAs in the West Midlands to investigate the extent of the variation in appraisal procedures. It is hoped to identify good practice and to disseminate this as widely as possible. Status: Sponsored project Source of Grant: Nuffield Foundation £5,000 Date of Research: 1995–1996 KEYWORDS: head teachers; performance indicators; primary schools; teacher effectiveness; teacher evaluation 11/1705 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Franklin, W. Dr; Yates, M. Mr Identifying patterns of underachievement Abstract: The research was conducted for the Further Education Unit. The aims were: 1) to survey current information on patterns of underachievement in education and training available nationally; 2) to advise on the use of Further Education Funding Council student statistical data for identifying patterns of underachievement; 3) to review approaches being used by colleges to identify underachievement. The research was essentially a preliminary review to enable the Further Education Unit to decide its research priorities. Status: Sponsored project Source of Grant: Further Education Unit £4,500 Date of Research: 1994–1995 KEYWORDS: academic achievement; colleges of further education; further education; underachievement 11/1706 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Ager, R. Mr; Farmer, M. Dr The development of computer-based learning packages for use in primary schools Abstract: The production of a computer-based learning package for primary school children, on the topic of Mechanisms, developed out of work which the authors had undertaken on a package for the professional development of primary school teachers

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on electricity. For some time the researchers have been of the opinion that computerbased learning has an important role to play in the primary school classroom. The initial work on producing and evaluating a computer-based learning program on electricity for students, and developing the material so that it would be suitable for children in the primary classroom, proved to be successful and so a decision was made to undertake further development work in this area. The Mechanisms program deals with this topic at A level suitable for primary school children. The authoring tool Asymetrix Toolbook has been used to produce the package. During the course of the program’s development the researchers have considered issues such as the rate at which information is given to children, and the role of interaction between the child and the program, in order to improve the quality of learning. Status: Sponsored project Source of Grant: University of Central England in Birmingham £5,000 Date of Research: 1994–1995 KEYWORDS: computer assisted learning; computer software; computer uses in education; educational materials; information technology; material development; primary education 11/1707 Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Hill, C. Mr University in the community project: English and student teachers Abstract: The research involves all Year 3 BA Qualified Teacher Status (QTS) students at the University of Central England and is linked to their core English work. School-based work will take place during the summer term 1995. Many learning difficulties are created by the large pupil/teacher ratio. The researchers think that there is an opportunity for an enrichment programme that offers a low pupil/ adult ratio. The adults involved will have all the appropriate skills to deliver such a programme. They will be following detailed plans made by the Faculty of Education tutors and the school teachers and in relation to local education authority (LEA) policy, and will know how to manage learning—including motivating, structuring and assessing the learning. The nature of the teaching will depend on negotiation with class teachers; however, it is envisaged that all students will act as talk partners to help children carry out specified tasks and will record detailed observations in order to assess children’s learning and evaluate the success of their own interventions. The aims of the research are to: 1) enable students, tutors and teachers to engage in action research on the relationship between talk and learning and to develop effective methods of assessment which students will subsequently be able to use for their curriculum schemes on Year 4 teaching practice; and 2) give pupils an opportunity to work closely with a skilled adult to enhance learning through the development of their language abilities. Status: Sponsored project Source of Grant: Ladywood and Newtown Taskforce Partnership Fund £50,250 Date of Research: 1995–1995 KEYWORDS: English; preservice teacher education; small group teaching; student teachers; teaching practice 11/1708

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Faculty of Education, Westbourne Road, Edgbaston, Birmingham B15 3TN 0121 331 6100 Hill, C. Mr IT and English teaching for bilingual pupils Abstract: A large primary school with many bilingual pupils wishes to research the impact of intensive English language teaching using information technology. Baseline skills will be established, and evidence of learning development evaluated. One hundred pupils aged between 8 and 11 will be involved. A similar size group in a second school will be compared to the group receiving intensive teaching, in addition to assessing progress from baseline language skills, attitudes and skills relating to the use of computers and other hardware will be evaluated. Status: Individual research Date of Research: 1995–1996 KEYWORDS: bilingualism; computer uses in education; Englishs—second language; ethnic groups; information technology; intensive language courses; second language teaching University of Central Lancashire 11/1709 Department of Built Environment, Preston PR1 2HE 01772 201201 Salford University, Department of Surveying, Salford M5 4WT 0161 745 5000 Lowe, D. Mr; Supervisor: Skitmore, R. Prof. An investigation of the experiential factors affecting the development of the expert pre-tender estimator Abstract: It is proposed to interview a sample of approximately sixty experienced quantity surveyors. This will involve: 1) establishing the preferred learning styles of a sample of ‘experts’ using Kolb’s (1979) Learaing Style Inventory; and Honey and Mumford’s (1989) Learning Style Questionnaire in conjunction with the further development of the questionnaire utilised by Skitmore et al (1990) to determine whether there is a link between the utilization of the various learning style types and estimating accuracy; 2) developing the questionnaire used in (1) to incorporate specific questions used by Lowe (1992) in assessing how expertise is developed and how practitioners are stimulated to learn through their experiences; 3) developing a pre-tender cost estimating pro-forma that would enable practitioners to collate reference data based on experiental factors, introduce them to experiential learning theory and to carry out follow-up interviews after 12 months to assess any improvement in estimating accuracy; 4) producing a mechanism to improve estimating accuracy by developing the work of Ogunlana (1989, 1991) through the integration of data obtained using (l)-(3) above and experiential learning theory. Published Material: LOWE, D.J. (1992). ‘Experiential learning: a factor in the development of an expert pre-tender estimator’. MSc Thesis. Salford: Salford University.; LOWE, D.J. (1993). ‘Experiental learning in cost estimating’. Prepared for the Proceedings of the Centre for Advanced Surveying Studies, Salford University.; LOWE, D.J. (1993). ‘Experiential learning: a factor in cost estimating’. Proceedings of the Association of Researchers in Construction Management 9th Annual Conference,

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Exeter College, Oxford University, 14–16 September 1993.; LOWE, D.J. & SKITMORE, R.M. ‘Experiential learning: the development of an expert pretender estimator’, Construction Management and Economics. (in press). Status: Individual research Date of Research: 1993–1996 KEYWORDS: construction industry; experiential learning; learning activities; surveying education 11/1710 Department of Psychology, Preston PR1 2HE 01772 201201 London University, Goldsmiths College, Department of Psychology, New Cross, London SE14 6NW 0171 919 7171 Eslea, M. Mr; Supervisor: Smith, P. Prof. Pupils, parents and teachers: building a united opposition to bullying Abstract: The reseach is an investigation of the effectiveness of antibullying work conducted as part of the Department for Education Sheffleld Bullying Project 1990– 1992, with particular emphasis on pupil and parent attitudes. The research includes: 1) a bullying questionnaire (approximately 700 pupils); 2) an attitude questionnaire (approximately 1,000 parents); 3) an attitude questionnaire (approximately 300 pupils); 4) staff interviews. Results to date are: 1) good decline in amount of boys being bullied; 2) increase in amount of girls being bullied; 3) generally sympathetic attitudes among both pupils and parents; 4) small number very hostile to anti-bullying work; 5) difficulty maintaining momentum of anti-bullying work; 6) no clear relationship between attitudes in school and actual bullying behaviour. Published Material: WHITNEY, I. & SMITH, P.K. (1993). A survey of the nature and extent of bullying in junior/middle and secondary schools’, Educational Research, Vol 35, No 1, pp.3–25. Status: Individual research Date of Research: 1993–1996 KEYWORDS: antisocial behaviour; attitudes; behaviour modification; behaviour problems; bullying; discipline policy; parent attitudes; pupil attitudes; teacher attitudes 11/1711 Department of Public Policy, Preston PR1 2HE 01772 201201 Hurst, A. Prof. Policies and provision for disabled students—international approaches and experiences Abstract: Based on published information, personal visits and commissioned papers, the project aims to identify different approaches to policies and provision for students with disabilities in higher education, with a view to disseminating good practices and highlighting common concerns. Following a brief overview of the context and higher education system in each country, there is a focus on aspects of provision: publicity, admissions and entry, academic support, accommodation, and student flnances. In addition, there are case studies of invididual institutions. Reference is also made to

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national policy initiatives and to the role of umbrella organisations, such as in England the work of SKILL (the National Bureau for Students with Disabilities). Status: Individual research Date of Research: 1993-continuing KEYWORDS: access to education; comparative education; disabilities; higher education; special educational needs; students; universities 11/1712 Department of Public Policy, Preston PR1 2HE 01772 201201 Billingham, S. Dr Teachers, racism and anti-racism in mainly white colleges Abstract: The issue of racism in mainly ‘white’ schools is underresearched. It is even less researched in relation to the post-compulsory sector of education in the UK in colleges that are mainly ‘white’. This research aims to explore the extent of racism (in its various forms) in such colleges and the perspectives of teachers on this issue. The research is based on interviews with teachers in two colleges of further education in the North West of England, both of which are located in mainly ‘white’ areas and recruit mainly white students. These indepth, semi-structured taped interviews are designed to expose teachers’ experience of racism (i.e. specific examples they have witnessed), their own attitudes to issues of racism (where do they stand) and the ways in which they have handled incidents (if at all). One aspect of the research is to see how far (if at all) the models of types of teacher approach to ‘race’ issues proposed by Mirza (Young, Female and Black, Routledge, 1993) from her research in multi-ethnic schools, is applicable in the predominantly ‘white’ settings of these colleges and in the reportschool sector. It is anticipated that findings will be published in articles and/or a book. Status: Individual research Date of Research: 1995–1996 KEYWORDS: colleges of further education; ethnic groups; further education; racial attitudes; racial attitudes; sixteen to nineteen education; teacher attitudes 11/1713 Department of Public Policy, Preston PR1 2HE 01772 201201 Lancaster University, Department of Educational Research, Cartmel College, Bailrigg, Lancaster LA1 4YW 01524 65201 Trowler, P. Mr; Supervisor: Fulton, O. Prof.; Saunders, M. Dr Paradigm change or Robbins trap? Implementing aspects of a ‘mass’ higher education system Abstract: A single-site case study of staff attitudes towards some specific aspects of the developing ‘new higher education’ system in the UK, particularly issues around the credit framework, as well as general issues concerning change in higher education. The focus is upon categorisations of attitudes, their links to the cultural conflgurations which apply in the context (disciplinary and otherwise), gender issues and the translation of policy into practice when mediated by different types of attitudes to change in higher education. A sample of 60, mostly academic, staff has been selected

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across a range of disciplines and domains of study. The research instruments are semistructured depth interviews and observant participation. The conclusions, when written up, will add detail to and illuminate new understanding in this area of research. Published Material: TROWLER, P. & HINETT, K. (1994). ‘lmplementing the recording of achievement in higher education’, Capability, Vol 1, No 1, pp.53–61. Status: Individual research Date of Research: 1991–1996 KEYWORDS: access to education; educational change; educational development; educational policy; higher education; organisational climate; teacher attitudes; universities 11/1714 Department of Public Policy, Preston PR12HE 01772 201201 University of Amsterdam, Network Educational Science, Grose Bickerstraat, Amsterdam, Netherlands Aristotle University, Thessaloniki, Greece Heywood-Everett, G. Dr; Billingham, S. Dr; Alican, M. Dr; Papanoum, Z. Dr Parents and schools (PAS) project Abstract: This project is designed to investigate the interface between parents and primary schools in three countries (UK, Netherlands, Greece) using case studies in each country. Although the methodological approaches are culturally adapted, there is much common ground in research identification within the case studies and between them. This is not, however, a comparison of national systems. Rather, it hopes to illuminate the different dynamics existing in these systems. There is a particular focus upon the involvement of minority ethnic parents in the work of their children’s schools. Status: Sponsored project Source of Grant: European Commission £12,000 Date of Research: 1994–1995 KEYWORDS: comparative education; ethnic groups; Greece; Netherlands; parent participation; parent school relationship University of East Anglia 11/1715 School of Education, Norwich NR4 7TJ 01603 456161 Brown, C. Mrs Sex related differences in children’s technological achievements in the middle years with special reference to the use of construction materials Abstract: A study by the Assessment of Performance Unit (APU) showed that experience with construction materials was markedly different in boys and girls. The rise in scientific and technological work in the primary curriculum has made the study of its nature and extent essential. In this study the quantity and quality of models produced by pupils across the first school age range as a result of specific arrangements facilitating equal access to materials was monitored. Criteria for models made by each year group were drawn up to indicate the range of achievement. The criteria were used to support the teachers, not only in ensuring equal access to

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materials, but also to structure the work to enable the children to try to meet as many of the criteria as possible. Such structured opportunities were found to narrow the gender gap further than simply ensuring equal access for girls to the construction materials. Consequently a programme offering suggestions for learning opportunities with construction materials was devised for each class in the school. In 1990/91 a class of children who have received such structured opportunities throughout their entire time in the first school were again monitored in their final year. The results showed that the gender gap had narrowed further but had not closed. It was decided therefore that the study of this cohort of children, for whom data exists from entry to school at 4+ years, should continue into the middle years. A second phase of data collection from 1991/92 to 1994/95 showed that over that period, according to the criteria used to assess their implementation of science concepts, the performance gap between the boys’ and girls’ groups closed by the end of Year 4. Thereafter the girls were as competent as the boys in this respect. The variety of the models made by boys and girls was slower to respond to the opportunities available but they were confident enough to make as many different types of model as the boys by the end of Year 6. The girls made progress using their own ideas to make original and modified models over the 4 years of phase 2 but never quite equalled the boys’ creativity in this period. Results showed that the sex related differences of competence and confidence had disappeared by that time but there was still a difference in the level of creativity seen in their work with these media by the end of primary schooling. The description of progression derived from this study on completion was used to devise a programme of working papers for eachyear of primary schooling to support the provision of modelling activities which reduce sex related differences and aid progression. The papers for phase 1 (first school) were tested throughout the school in the year following completion of that phase to extend exemplification. Similarly the working papers for phase 2 (middle school) are to be tested in 1995/96. Published Material: BROWN, C.A. (1990). ‘Girls, boys and technology: some observations of general progress and of gender related differences in achievement when using construction sets in the early years’, School Science Review, Vol 71, No 257, pp.33–40.; BROWN, C.A. (1991). ‘What are little girls made of? A study of technology in the early years’, Educational Studies, Vol 17, No 1, pp.107–113.; BROWN, C.A. (1991). ‘Using construction sets in a primary curriculum’, Primary Science Review, No 17, pp.22–24.; BROWN, C.A. (1993). ‘Bridging the gender gap in science and technology: how long will it take?’, International Journal of Technology and Design Education, Vol 3, No 2, pp.65–73.; BROWN, C.A. (1995). ‘Girls, boys and technology: competence confidence and creativity in the primary years’. Paper given at the IDATER 95 International Conference on Design and Technology Educational Research and Curriculum Development, Loughborough: Loughborough University of Technology, Loughborough, 1995. Status: Sponsored project Source of Grant: University of East Anglia Date of Research: 1991–1995 KEYWORDS: construction—process; construction materials; equal facilities; gender equality; primary education; science education; sex differences; technology education

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11/1716 School of Education, Norwich NR4 7TJ 01603 456161 Wright, D. Mr Pupils as evaluators of textbooks Abstract: Textbooks for pupils are reviewed by teachers, not by pupils. Pupils are encouraged nowadays in school to express opinions and to evaluate evidence. The research seeks to experiment with pupils as reviewers of textbooks and other school books. Pupils in the United Kingdom and Australia are invited to review textbooks and information books. Their written observations are incorporated into articles discussing this new approach. Teachers are involved in evaluating pupils’ observations. Results and conclusions will be illuminative, not defmitive. Ten provisional conclusions are included in publication (3) below. The findings have implications for teachers and for educational publishers. Published Material: WRIGHT, D.R. (1987). A pupil’s perspective on textbooks: issues of motivation and racism’. Internationale Schulbuchforschung, Vol 9, No 2, pp.137–142.; WRIGHT, D.R. (1988). ‘Applied textbook research in geography’. In: GERBER, R. & LIDSTONE, J. (Eds). Skills in geographical education. International Geographical Union.; WRIGHT, D.R. (1990). ‘The role of pupils in textbook evaluation’, Internationale Schulbuchforschung, Vol 12, No 4.; WRIGHT, D.R. (1995). ‘Textbook research in geography and environmental education’. In: WILLIAMS, M. Understanding geographical and environmental education: the role of research. London: Cassell. Status: Individual research Date of Research: 1987–1995 KEYWORDS: pupil attitudes; textbooks 11/1717 School of Education, Norwich NR4 7TJ 01603 456161 Somekh, B. Dr; Brown, A. Mr; Ebbutt, D. Mr From competence to excellence (COMEX): a programme of workbased leaming and accreditation Abstract: The background to the project resides in the developing interest in the Assessment of Prior Experience Learning (APEL) in universities as exemplified by the work of the Learning from Experience Trust with various universities, and funded by the Department of Employment. The intensifying thrust towards work-based learning forms the other background thread. This project will develop a programme of workbased learning for an audience of office employees of varying seniority and managerial responsibility in a range of local public and private sector organisations. The programme will be enquiry-based and have an action focus such that it will contribute both to the development of the organisation and to the development of the individual student. Accreditation for the work of ‘students’ within the programme will be negotiated and developed by the project within the University of East Anglia and its various validating mechanisms on the basis of five levels of entry: Access; Foundation; Diploma; B.A.; and M.A. Among the intended outcomes would be: 1) the

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implementation of the programme for the first cohort of 40+ students; 2) a range of (replicable) support materials; 3) a costed breakdown of the various models of workbased learning that emerge; 4) a final report from the Project Directors; and 5) an evaluation report commissioned by the project to supplement evaluations produced by the Department of Employment. Status: Sponsored project Source of Grant: Department of Employment £170,000 Date of Research: 1994–1996 KEYWORDS: accreditation of prior learning; experiential learning; higher education 11/1718 School of Education, Norwich NR4 7TJ 01603 456161 Frankham, J. Dr The HIV prevention needs of young gay men Abstract: The research will consist of a 2-year longitudinal interview study of 60 young men living in 2 contrasting areas of the UK (Norfolk and Manchester). Specifically, the research will aim to: 1) document the experiences of young gay men in coming to terms with their identity and sexuality; 2) explore sexual decision-making and behaviour in relation to health choices; 3) examine the needs young gay men have for information, support and counselling with respect to their sexuality and sexual behaviour; 4) evaluate the barriers to the communication, use and impact of accurate information about Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS) and its relationship to sexual behaviour; 5) identify ‘growth points’ for breaking down such baniers and improving communication and support for young gay men. The project will produce, at minimum: 1) a major research report, aimed at statutory and voluntary bodies responsible for the provision of HIV and AIDS education for young gay men. This report would include case studies of some of the individuals involved in the study. 2) Recommendations about factors to be taken into account in future planning and provision for this group. 3) A condensed version of the report of the project. 4) A booklet containing condensed versions of the case studies. Status: Sponsored project Source of Grant: Aids Education and Research Trust (AVERT) Date of Research: 1993–1995 KEYWORDS: acquired immune deficiency syndrome; homosexuality; sex education; sexually transmitted diseases 11/1719 School of Education, Norwich NR4 7TJ 01603 456161 Bridges, D. Prof.; Elliott, J. Prof.; McKee, A. Dr The use of a competence-based approach to learning, assessment and accreditation in specified higher education programmes Abstract: An investigation of the feasibility of incorporating relevant national standards and National Vocational Qualifications (NVQs)/ Scottish Vocational Qualifications (SVQs) in postgraduate initial teacher training programmes, and in

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higher education based professional education and training in the fields of health, engineering, and environmental science. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1994–1995 KEYWORDS: competency based education; higher education; national vocational qualificatiom; preservice teacher education; professional education; standards 11/1720 School of Education, Norwich NR4 7TJ 01603 456161 Husbands, C. Dr Teacher development and school based teacher education Abstract: The project links together ‘mentors’ involved in a school-based initial teacher education programme in programmes of action research focusing on: 1) the nature of student teacher learning; and 2) the relationships between course structures and observed outcomes. Status: Sponsored project Source of Grant: University of East Anglia £7,500 Date of Research: 1994-continuing KEYWORDS: mentors; preservice teacher education; student teachers; teacher development; teaching practice 11/1721 School of Education, Norwich NR4 7TJ 01603 456161 McBride, R. Dr Schools R Us: headteachers talking about their jobs and lives Abstract: The aim of the research is to raise the voice of headteachers and to reveal what is hidden or repressed. It is proposed to lower the areas seen by headteachers as central to their work after a period of major change. The research is particularly concerned to reveal what the headteachers consider their educational values. The project is being carried out in full view of the members of Cambridge Secondary Education Trust (Cambridgeshire secondary headteachers) in an effort to use the disclosures as a form of inservice teacher education. Methods are qualitative; there will be wide use of narrative. Approximately 45 headteachers are involved. Status: Sponsored project Source of Grant: Cambridge Secondary Education Trust Date of Research: 1994–1996 KEYWORDS: educational change; head teachers; teacher role; teaching profession 11/1722 School of Education, Norwich NR4 7TJ 01603 456161 McBride, R. Dr Egyptian teachers: jobs and lives Abstract: The aim of the research is to raise the voice of Egyptian teachers and to reveal what is hidden or repressed. The researcher will track Egyptian teachers’ views during a period of major change; this will include a study of gender and feminism in

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the Egyptian system. In addition the research is intended to act as a form of inservice teacher education (INSET) which will deconstruct existing role expectations, and provide INSET which will empower and support self-reconstruction. Methods are qualitative; there will be considerable use of teachers’ narratives. Between 200 and 300 Egyptian teachers will participate during each year of the project. Status: Sponsored project Source of Grant: Egyptian Government Date of Research: 1993-continuing KEYWORDS: Egypt; teachers 11/1723 School of Education, Norwich NR4 7TJ 01603 456161 Barnes, R. Mr; Supervisor: Elliott, J. Prof. Pupil self-evaluation as a means of teaching and learning Abstract: This case study used qualitative research methods and describes the effects of attempting to make pupils more aware of their learning. A developmental self-evaluation programme tried to shift pupils’ focus from one of ‘doing work’ to ‘learning’. Pupils aged 10 years were first given a free hand to self-evaluate their learning after being taught a simple routine. This involved goal-setting and assessing performance against a scale from 1–6. This proved problematic and teachers therefore developed more extensive forms of pupil self-evaluation related to teaching and learning intentions. By using ‘help-slips’ and other means of feedback, pupils and teachers established a dialogue concerning understanding and pupils’ personal performance. Teachers clarified ‘Key Elements of Learning’ within the tasks they set. Positive and negative effects of self-evaluation were found, both involving reflection by pupils and their teachers. The argument is proposed here that teachers who are provided with self-evaluation data by their pupils are more likely to clarify misunderstandings and reflect on their teaching. Pupils who self-evaluate become more aware of their learning and of metacognitive strategies for improvement. Published Material: BARNES, R. (1993). ‘Keeping track of topicwork’, Educational Action Research, Vol 1, No 3, pp.397–410. Status: Individual research Date of Research: 1991–1994 KEYWORDS: learning strategies; primary school pupils; self evaluation— individuals; teaching methods 11/1724 School of Education, Norwich NR4 7TJ 01603 456161 Barton, R. Mr; Supervisor: Brown, G. Prof. Computers and practical work in science education: a comparative study Abstract: The study investigated pupils’ ability to interpret graphical information in the context of a secondary science practical activity involving electrical characteristics. A comparative study was conducted involving 3 alternative teaching approaches: computeraided practical work, conventional practical work and a non-practical equivalent. The study involved a quasi-experimental approach in which pairs of pupils were closely observed and videotaped as they worked on the activities. The sessions

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were compared and analysed by a combination of quantitative and qualitative methods. This involved the use of an observation schedule, the analysis of tape transcripts and an examination of pupils’ work. The study, conducted after a 3 phase pilot investigation, involved a total of 36 pupils representing 2 age groups and 3 ability bands. The computer was significant for the ways in which it liberated time from processing data giving more time for interpretation and discussion. There was evidence that plotting graphs manually not only caused a time penalty but difficulties in drawing the best fit lines reinforced rather than corrected misunderstandings about the relationships between the variables. The positive effect of the computer approach seemed to be particularly effective for younger and less able pupils. The data on pupilteacher interactions suggested that this was a significant factor in assisting the development of pupils’ interpretation skills whatever approach was adopted. However, the analysis showed the ways in which the addition of a computer could assist in improving the effectiveness of the discourse between pupils and teachers. Status: Individual research Date of Research: 1992–1996 KEYWORDS: computer uses in education; data processing; graphs; information technology; practical science; science education 11/1725 School of Education, Norwich NR4 7TJ 01603 456161 Brown, C. Mrs Parent-helpers, children and the understanding of science: investigating interactions on school visits to hands-on science galleries Abstract: Parent-helpers accompany many school groups on visits to hands-on science galleries in museums and science centres. Their role as participants in such events is relatively unknown. A pilot study of parents and children on informal holiday visits to hands-on science galleries described the different types of interactions which can be observed and the effect of gender. The current study will investigate these interactions in the more formal context of school visits. Published Material: BROWN, C.A. (1995). ‘Making the most of family visits: some observations of parents with children in a Museum Science Centre’, International Journal of Museum Management and Curatorship, Vol 14, No 1. Status: Sponsored project Date of Research: 1996-continuing KEYWORDS: parent participation; parent pupil relationship; school visits; science education; science teaching centres 11/1726 School of Education, Centre for Applied Research in Education, Norwich NR4 7TJ 01603 456161 Goodson, I. Prof.; MacLure, M. Dr; Sarland, C. Dr; Supervisor: Elliott, J. Prof. Teachers as researchers in the context of award-bearing courses and research degrees Abstract: The Teachers as Researchers project is investigating the claims made for teacher action research through the study of exemplary cases cited by lecturers who are considered to promote excellence in this aspect of teacher education. The first

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phase of the research involves the establishment of ‘centres of excellence’ by a process of questionnaire-based peer review. The second phase will involve the selection by the staff in each of these institutions of three higher/research degree dissertations, or their equivalent, that exemplify high quality teacher research. The criteria for the selection will be elicited through group interview, and follow-up interviews will be conducted with the tutors and the teacher researchers involved. The dissertations themselves will be scrutinised by a ‘panel of sceptics’ convened for the purpose. Analysis will identify similarities and differences in the causal conditions, the academic and other contexts, and the strategies and outcomes in the examples. In a third phase, a smaller number of research studies will be chosen which exemplify these similarities and differences, and these will be investigated in greater depth. Status: Sponsored project Source of Grant: Economic and Social Research Council £101,990 Date of Research: 1994–1996 KEYWORDS: action research; degrees—academic; researchers; teacher researchers; teachers 11/1727 School of Education, Centre for Applied Research in Education, Norwich NR4 7TJ 01603 456161 MacLure, M. Dr; Pettigrew, M. Ms The press, public knowledge and education Abstract: This small project, sponsored by the Economic and Social Research Council (ESRC), examined press coverage of educational issues. What has been the role of the press in the representation of contemporary educational policy and practice? The project focused on press coverage of 2 topics over the past 6 years: grantmaintained schools, and the controversy over the teaching of ‘standard English’ in the National Curriculum. The project also explored the use, in combination, of a variety of research techniques, including quantitative analysis of on-line newspaper databases, and closefocus linguistic/textual analysis. The project thus contributes to the development of methodologies for analysing press representations of educational issues. Status: Sponsored project Source of Grant: Economic and Social Research Council £45,470 Date of Research: 1994–1995 KEYWORDS: educationalpolicy; educationalpractices; mass media; newspapers; press opinion; public opinion 11/1728 School of Education, Centre for Applied Research in Education, Norwich NR4 7TJ 01603 456161 MacDonald, B. Prof.; Norris, N. Dr; Bridges, D. Prof.; Schostak, J. Prof.; Supervisor: Elliott, J .Prof.; Kushner, S. Dr Feasibility study into the validation of police probationer training Abstract: The Home Office wishes to validate police probationer training with a view to the award of a university certificate in higher education. This feasibility study is a national review of the probationer training system to create the evaluative base for

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considering such an arrangement. The study is examining curriculum, teaching, staff development and quality assurance along with management and resourcing. Status: Sponsored project Source of Grant: Home Office Date of Research: 1994–1995 KEYWORDS: certification; higher education; police 11/1729 School of Education, Centre for Applied Research in Education, Norwich NR4 7TJ 01603 456161 Marfleet, A. Mr; Supervisor: Elliott, J. Prof.; Kushner, S. Dr Evaluation of the common course structure at the University of East Anglia Abstract: The University of East Anglia has modularised its undergraduate degree programme allowing for flexible study within and between Schools of Study. This evaluation has been commissioned to look at the educational impact of this innovation on students and staff. Status: Sponsored project Source of Grant: University of East Anglia Date of Research: 1995–1995 KEYWORDS: degrees—academic; flexible learning; higher education; learning modules; modular courses; programme evaluation; teaching methods; universities 11/1730 School of Education, Centre for Applied Research in Education, Norwich NR4 7TJ 01603 456161 Rice, J. Mr; Beatty, C. Dr; Supervisor: Kushner, S. Dr Qualitative evaluation of the technology enhancement programme of the Engineering Research Council Abstract: The evaluation is conducting up to 5 school csae studies across England. Each school is a leading development site for the Technology Enhancement Programme (TEP). The evaluation case studies wttl focus on teaching and learning processes. Status: Sponsored project Source of Grant: Engineering Council Date of Research: 1994–1995 KEYWORDS: curriculum development; technology education 11/1731 School of Education, Centre for Applied Research in Education, Norwich NR4 7TJ 01603 456161 Kushner, S. Dr; Somekh, B. Dr Evaluation of the Business with Information Technology Project (BITE) Abstract: The Business with Information Technology Project (BITE) is developing educational software for university accountancy education. It operates across 4 university sites and with a multidisciplinary team. The evaluation plays a formative role as well as looking at the logistics and educational impact of such an approach to development. Status: Sponsored project

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Source of Grant: Higher Education Funding Council for England: Teaching and Learning Technology Programme Date of Research: 1991–1995 KEYWORDS: accountancy education; business education; computer software; computer uses in education; educational materials; information technology; material development 11/1732 School of Education, Norwich NR4 7TJ 01603 456161 Suffolk College of Higher and Further Education, Rope Walk, Ipswich IP4 1LT 01473 255885 Bedford, H. Ms; Leamon, J. Ms; Supervisor: Phillips, T. Mr; Schostak, J. Prof. The Three Year Degree Evaluation (TYDE) project: an evaluation of three year undergraduate nursing and midwifery programmes Abstract: This evaluation addresses concerns about the viability of three year degrees in nursing and midwifery. It examines the pressures experienced by staff and students in achieving high academic standards and professional competence, studies the ways in which particular three and four year programmes cope with pressure, and considers implications for national policy. Using multisite case study it has begun to identify principles, criteria, and procedures which facilitate ‘good’ nursing and midwifery education as defined by educators and practitioners. It has so far established that the delivery of a professional degree is affected as much by the quality of its structures for supporting and monitoring curriculum development, staff development, and student-centred learning, as by the length of time it runs. Initial fieldwork has focused on the strategies adopted by individuals and organisations to cope with pressures generated by tensions between theoretical, practical, economic and political discourses, and the extent to which pressures can be ameliorated. The relationship between course processes and outcomes will be examined further in the final phase by shadowing undergraduates and recently qualified graduate practitioners. Issues relating to the wider politico-economic context of healthcare and professional education will be investigated by interviewing senior higher education (HE) and service personnel about their priorities. Published Material: BEDFORD, H., LEAMON, J., PHILLIPS, T. & SCHOSTAK, J. (1994). Three year degree evaluation: a comparative study of pre-registration undergraduate programmes in nursing and midwifery. Interim Report for The English National Board for Nursing, Midwifery and Health Visiting. Norwich: University of East Anglia, School of Education. Status: Sponsored project Source of Grant: The English National Board for Nursing, Midwifery and Health Visiting £150,000 Date of Research: 1992–1995 KEYWORDS: nurse education; obstetrics; programme evaluation University of East London 11/1733 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY

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0181 590 7722 Supervisor: Locke, M. Mr Governance in public and community services Abstract: A series of studies have been undertaken to monitor the impact of policy developments on the governance of further and higher education and on voluntary organisations. Published Material: LOCKE, M. (1989). ‘Sweet charity’, Management in Education, Vol 3, No 2, pp.7–8.; LOCKE, M. (1989). ‘Can collegiality and entrepreneurialism exist together’, Management in Education, Vol 3, No 4, pp.6–7. Stattts: Sponsored project Source of Grant: University of East London Date of Research: 1970-continuing KEYWORDS: community services; educational administration; educational change; educational policy; further education; higher education; management in education; voluntary agencies 11/1734 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Lewis, A. Mr; Supervisor: Pratt, J. Prof.; Graham, J. Mr The construction and use of mechanisms for obtaining student feedback in UK universities Abstract: The increasing use of mechanisms, for obtaining feedback on quality from students in higher education, raises questions about which of the various parties involved in the process is influencing the construction of the mechanisms and benefiting from the resulting feedback. In order to discover how student feedback mechanisms are being used in higher education, the research will examine the approach to the construction and use of mechanisms of the stakeholders involved: the institution, the various subject departments and the students. The research is concerned to discover whether or not their requircments of the mechanisms are compatible and, if there are differences, to what extent these dictate different preferences in the design of the mechanism. The research will be concerned to identify the political and ideological context of the development of student consultation. The research will investigate the selection and use of feedback methodologies for different types of courses in a sample of UK universities and will include indepth field surveys. The research will investigate the selection of feedback methodologies and their uses by academic staff and students on a sample of courses in order to determine which variables have an influence. To support this objective a taxonomy of feedback mechanisms will be developed on the basis of the epistemological and ideological considerations which inform them. It is hoped that comment will be forthcoming, from this point of view, on the appropriateness and shortcomings of the choices made. Status: Individual research Date of Research: 1993-continuing KEYWORDS: educational quality; feedback; higher education; quality control; student attitudes; students 11/1735

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Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Tuffin, R. Ms; Supervisor: Sampson, A. Ms Young children’s views of their environment: a pilot project Abstract: The aim of the project is to find out children’s opinions of their area, their experiences of crime, and obtain their views on how the area may be made safer by focusing on their coping strategies in situations when they are afraid of being victimised. The work includes: walkabouts with children in a local primary school; consultation meetings with the staff; questionnaire for group discussions on experiences of crime; 30 indepth face-to-face interviews with 15 chUdren aged 7/8 years and 15 children aged 10/11 years. This is a pilot project and it is hoped to obtain further funding to undertake a larger project and to make a video to assist young children to develop effective safety strategies. Status: Sponsored project Source of Grant: University of East London £500; SDP Limited £2,200 Date of Research: 1995–1996 KEYWORDS: community; crime; environment; primary school pupils; pupil attitudes; safety 11/1736 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Jackson, S. Ms; Supervisor: Humm, M. Prof.; Locke, M. Mr Spinsters and mistresses: re-thinking the academic to women Abstract: This research considers the position of women in higher education asking whether, in order to succeed at university, women have to learn to be part of a male defined academic structure. In a male dominated and patriarchal system with a masculine determined curriculum, will women have to deny themselves and leara to ‘play the game’? The empirical research will follow a group of women students through their degrees at the University of East London. It will compare the experiences of these ‘combined studies’ students on both women’s studies and their other chosen subjects. It will consider their experiences in the classroom and lecture theatre, their written and assessed work, and the curriculum they are following. The theoretical research will focus on locating oppression, the creation of meaning and ownership of knowledge, and educational theories. Status: Individual research Date of Research: 1995-continuing KEYWORDS: higher education; sex differences; women; women’s education 11/1737 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Pratt, J. Prof.; Richards, N. Mr Metropolitan higher: the establishment of higher education in London

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Abstract: Staff from several London universities and other educational institutions are collaborating on a project investigating the establishment of higher education in London throughout the 19th and early 20th centuries. A book will be published in 1998. Nick Richards and John Pratt are contributing a chapter on higher education and the London economy. Status: Collaborative Date of Research: 1996-continuing KEYWORDS: colleges of higher education; educational history; higher education; institutes of higher education; polytechnics; universities 11/1738 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Pratt, J. Prof.; Locke, M. Mr; Richards, N. Mr; Supervisor: Burgess, T. Prof. The University of East London: an institutional history Abstract: This project applies a number of hypotheses, in particular those developed during previous studies, to the University of East London and its constituent colleges over a century of change in higher education policy. Major themes explored include: civic enterprise, academic integrity, the dispersed institution, and the conflict between ‘autonomous’ and ‘service’ traditions within higher education. Published Material: BURGESS, T., LOCKE, M., PRATT, J. & RICHARDS, N. (1995). Degrees east: higher education in East London 1890–1992. London: Athlone Press. Status: Sponsored project Source of Grant: University of East London Date of Research: 1992–1995 KEYWORDS: educational history; higher education; polytechnics; tmiversities 11/1739 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Richards, N. Mr; Feraandes, M. Ms; Shepherd, J. Ms; Adams, R. Mr; Supervisor: Locke, M. Mr Feasibility study for a visual arts centre Abstract: The aim is to test the case for the development by the University of East London of a visual arts centre with community involvement. The prqject involved reviewing literature on arts in the community. Interview surveys have been undertaken with 50 local arts and community organisations and with 20 local professional artists so as to map current activity and assess interest in the proposed centre. Status: Sponsored project Source of Grant: Arts Council: National Lottery Fund £24,900 Date of Research: 1995–1996 KEYWORDS: arts; arts centres; community involvement; visual arts 11/1740 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY

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0181 590 7722 Eley, V. Ms; Supervisor: Pratt, J. Prof. The history of the polytechnics Abstract: This study collates and analyses data on the policy and development of the polytechnics from the mid 1960s until their achievement of university status in 1992. Published Material: PRATT, J. (1997). The polytechnic experiment: 1965 to 1992. Buckingham: Open University Press. Status: Sponsored project Source of Grant: Leverhulme Foundation £11,000; Committee of Directors of the Polytechnics £5,000 Date of Research: 1993–1996 KEYWORDS: higher education; polytechnics 11/1741 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Pratt, J. Prof. The development of ‘polytechnics’ in Finland Abstract: The researcher was a member of an international evaluation team to review the development of two experimental ‘polytechnics’ (Ammattikorkeakoulu) in 1993 and has been appointed a member of an expert panel to advise the Finnish Government on legislation to make the experiment permanent. Status: Sponsored project Source of Grant: Finnish Government Date of Research: 1992-continuing KEYWORDS: binary system; Finland; higher education; polytechnics 11/1742 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Eley, V. Ms; Supervisor: Locke, M. Mr National Vocational Qualifications (NVQs) for voluntary workers Abstract: This study was commissioned to explore how Mencap Gateway Clubs might develop National Vocational Qualification (NVQ) accreditation for their volunteers. It undertook a range of discussions with national voluntary organisations and with volunteers and analysed current NVQ related programmes. Status: Sponsored project Source of Grant: Mencap £4,578 Date of Research: 1993–1995 KEYWORDS: National Vocational Qualifications; vocational education; voluntary agencies; volunteers 11/1743 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Richards, N. Mr; Fernandes, M. Ms; Supervisor: Locke, M. Mr

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Training needs analysis for voluntary organisations Abstract: The project is attempting to develop a simple kit for analysing training and development needs of people in voluntary organisations. It takes a person-centred, problem-solving approach, intending to help identify a range of measures available for individuals. It has been piloted in local organisations. Status: Team research Source of Grant: London Docklands Development Corporation £3,925; University of East London Date of Research: 1995–1996 KEYWORDS: staff development; training; voluntary agencies; volunteers 11/1744 Centre for Institutional Studies, Maryland House, Manbey Park Road, London E15 1EY 0181 590 7722 Pratt, J. Prof. The development of Fachhochschulen in Austria Abstract: John Pratt was Rapporteur for a team of Organisation for Economic Cooperation and Development (OECD) examiners which reviewed the development of higher education policy in Austria, and he is currently a consultant to the Austrian Ministry of Science and Research for a project to monitor and evaluate the development of the policy to establish Fachhochschulen and its impact. Published Material: ORGANISATION FOR ECONOMIC COOPERATION AND DEVELOPMENT. (1993). Review of higher education policy in Austria: examiners’ report and questions. Paris: OECD.; PRATT, J. (1993). ‘Creating a binary policy in Austria’, Higher Education Quarterly, Vol 47, No 2, pp. 142–162. Status: Sponsored project Source of Grant: Austrian Ministry of Science and Research Date of Research: 1993-continuing KEYWORDS: Austria; binary system; higher education; polytechnics 11/1745 Department of Education Studies, Barking Campus, Longbridge Road, Dagenham RM8 2AS 0181 590 7722 Wolfendale, S. Prof.; Corbett, J. Dr; Parker, V. Ms; McGinty, J. Dr; Cotterell, S. Dr Learning support in higher education Abstract: The research explores national provision for disabled students in higher education. It takes the University of East London as a case study example. The funding, staff development, resources and establishment of policy are areas of particular concern. The provision has been extended at the University of East London and evaluated by Dr Jenny Corbett and Dr Jean McGinty over a 2 year period, taking small samples of managers, teaching staff and students to interview. Local education authority officers and regional universities have been contacted through the use of questionnaires and seminars, conducted and arranged by Viv Parker. Published Material: WOLFENDALE, S. & CORBETT, J. (Eds). (1996). Open doors: learning support in higher education. London: Cassell. Status: Sponsored project

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Source of Grant: Higher Education Funding Council Date of Research: 1993–1995 KEYWORDS: disabilities; dyslexia; educational policy; higher education; special educational needs; students; support services; universities 11/1746 East London Business School, Education Management Research Group, Duncan House, High Street, London E15 2JB 0181 590 7722 Edwards, S. Mrs; Lyons, G. Mr Gender issues in secondary school headship Abstract: The project was an investigation of the regional variations in the numbers of female headteachers in secondary schools in England and Wales, with the intent of analysing the possible reasons for any significant differences discovered. It involved analysis of all the data relating to local education authority (LEA) schools in the secondary sector for one year. Analysis was of headships according to LEAs and grouping into regions. The research also involved interviews with female headteachers and senior educationalists. Surprising regional variations emerged from the research. Areas furthest from London and the most rural areas sometimes had less than 5% female headteachers. London was the only area where gender had almost ceased to be an issue and there were equal numbers of male/female headteachers. The influence of the Inner London Education Authority (ILEA) was felt to be signiflcant. There were no correlations of women doing better in Labour authorities. The North of England, South West of England and Wales all had very few female headteachers. Published Material: EDWARDS, S. & LYONS, G. (1994). ‘Female secondary headteachers: an endangered species?’, Management in Education, Vol 8, No 2, pp.7– 10. Status: Sponsored project Source of Grant: University of East London, East London Business School Date of Research: 1993–1994 KEYWORDS: head teachers; local education authorities; regional variations; secondary schools; sex differences; teaching profession; women teachers; women’s employment 11/1747 Group for Research into Access and Student Programmes, Barking Campus, Longbridge Road, Dagenham RM8 2AS 0181 590 7722 Ainley, P. Dr An investigation of independent study at the University of East London Abstract: Students and staff at the former School for Independent Study at East London University were interviewed in depth. Strengths, weaknesses and reasons for the closure of the School were identified. Recommendations for including elements of independent study in all formal education provision at all levels are made in conclusion. Published Material: AINLEY, R (1993). “‘Becoming what you are”—a goal for today’s student?’. Paper presented at the Centre for Higher Education Studies, London University, Institute of Education, 27 October 1993.; AINLEY, P. (1994). ‘Independent

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study, the student experience: good, bad but never indifferent’. Proceedings of The Interaational Symposium on Independent Study and Flexible Learning, Madingley Hall, Cambridge, 6–9 September 1994.; AINLEY, P. (1994). ‘The student experience of higher education—being or becoming?’. Proceedings of the Society for Research in Higher Education Annual Conference, York, 19–21 December 1994.; AINLEY, P. (1995). ‘Democratising higher education’. In: HARBER, C. (Ed). Developing democratic education. Nottingham: Education Now Publishing Cooperative. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1991–1994 KEYWORDS: access to education; higher education; independent study 11/1748 Group for Research into Access and Student Programmes, Barking Campus, Longbridge Road, Dagenham RM8 2AS 0181 590 7722 University of East London, Department of Combined Social Science, Barking Campus, Longbridge Road, Dagenham RM8 2AS Janecki, L. Mr; Supervisor: Ainley, P. Dr; Robbins, D. Dr Modularisation: the implications for learning and teaching Abstract: A sample of students completing traditional, non-modular degree courses were interviewed in depth for comparison with students following modularised and semesterised degree programmes. Evidence was sought of gain or loss in course content as well as of so-called ‘higher cognitive skills'/knowledge. Student identities in relation to their subjects of study and vocational aspirations were also revealed by this study to identify any change, particularly on full and part-time modularised/semesterised courses in comparison with traditional degree level study. Source of Grant: University of East London Status: Sponsored project Date of Research: 1994–1994 KEYWORDS: course organisation; degrees—academic; followup studies; higher education; modular courses; student attitudes; students; teaching methods University of Kent at Canterbury 11/1749 Department of Sociology and Social Anthropology, Canterbury CT2 7NZ 01227 764000 Ainley, P. Dr An evaluation of the Enterprise in Higher Education Initiative at the University of Kent at Canterbury Abstract: An historical account of the implementation of the Department of Employment’s Enterprise in Higher Education Initiative at the University of Kent at Canterbury. This will show how the Initiative was overtaken by events, such as the expansion in student numbers which it helped to accommodate academic staff to, as well as the creation of a new market in further and higher education, to which it also contributed the structures of a new type and style of centralised, but externally accountable, management.

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Published Material: AINLEY, P. & VICKERSTAFF, S. (1994). ‘Centralised decentralisation: education and training in the contract state’, Management Research News, Vol 17, No 7,8,9, pp.22–24.; AINLEY, P. & CORBETT, J. (1994). ‘From vocationalism to enterprise: social and life skills become personal and transferable’, British Journal of Sociology of Education, Vol 15, No 3, pp.365–374.; AINLEY, P. (1995). ‘Enterprise turns to quality: a case study of the Enterprise in Higher Education Initiative’. Paper presented to the Society for Research in Higher Education Summer Conference on the Student Experience, University of Central England, Birmingham, July 1995. Status: Sponsored project Source of Grant: Department of Employment Date of Research: 1991–1995 KEYWORDS: educational development; enterprise education; higher education 11/1750 School of Continuing Education, Canterbury CT2 7NZ 01227 764000 West, L. Mr; Lea, M. Ms An indepth study of adult student motivation in Access programmes and higher education Abstract: The research will explore the motivation of mature students embarking on higher education via indepth, qualitative, autobiographical research with a sample of 30 students chosen to include both sexes, a range of occupational, social and ethnic groups, ages and backgrounds. The research examines the importance of self-narrative in making sense of, and creating meaning during, periods of change and fragmentation. A multi-disciplinary perspective will be used in the work, drawing on sociology, psychology, psychoanalysis, ethnography, as well as critical linguistics and critical discourse analysis in interpreting text and theorising its meaning. The methodology involves the use of semi-structured interviews, notes and diaries. Published Material: WEST, L., LEA, M. & ALEXOPOULOU, F. (1993). ‘On keeping a diary, a new approach to reflective practice’. In: MILLER, N. & JONES, D. (Eds). Research Reflecting Practice, SCUTREA Conference Papers, Manchester.; MILLER, N. & JONES, D. (1993). ‘Epistemological issues in reflective practice’. In: MILLER, N. & JONES, D. (Eds). Research Reflecting Practice, SCUTREA Conference Papers, Manchester. Status: Sponsored project Source of Grant: Higher Education Funding Council £60,000 Date of Research: 1992–1995 KEYWORDS: access programmes; access to education; higher education; mature students; nontraditional students; student motivation University of North London 11/1751 School of Teaching Studies, Marlborough Building, 383 Holloway Road, London N7 0RN 0171 607 2789 Ross, A. Prof.; Sims, L. Ms; Hutchings, M. Ms Children’s typologies of adult work and related concepts

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Abstract: This project intends to make a longitudinal study of some 90 children, drawn from a variety of socio-economic backgrounds, drawing cohorts of four and seven year olds, and following these through for five years. Techniques to elicit information are being developed, and may include grid repertory techniques, semistructured interviews, picture matching and role play. Various economic concepts will be explored, including that of adult work (using PAHL’s classification), gender roles in workplaces, and others. Status: Sponsored project Source of Grant: University of North London £13,000 Date of Research: 1991–1996 KEYWORDS: attitude formation; childhood attitudes; primary school pupils; work attitudes University of the West of England 11/1752 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179741251 Attwood, G. Ms; Supervisor: Blunden, G. Dr; Bone, J. Mrs; Croll, P. Prof. Understanding the colours of competence Abstract: The main aim of the investigation is to identify the key educational issues concerning the use of competence based approaches to teaching and assessment and to identify situations and/or conditions which enable competence to be an effective measure of achievement. The research will include the collection of empirical evidence on the development, operation and effects of a competence based assessment scheme. The data will be collected by questionnaire from examination centres operating the Royal Society of Arts’ Computer Literacy and Information Technology Scheme. There will also be interviews with senior examination board officers and tutors operating the scheme. The research will also include an evaluation of a range of competence based schemes as a means of measuring and recording achievement. The research will extend from an analysis of a skills-based competence assessment model to an investigation of the use of competence as a measure of professional achievement. It is intended to carry out a study using the Delphi technique to compile a consensus view of the competence within a professional area of expertise that is teacher education. The research evidence will offer a contribution to the literature and educational knowledge in the area of the ‘competence’ debate. Status: Individual research Date of Research: 1992–1996 KEYWORDS: assessment; competency based education 11/1753 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Blunden, G. Dr Policy issues in the early provision of courses in non-advanced further education for women and girls Abstract: The present research builds on the researcher’s doctoral thesis (completed in 1983) which examined, by means of three historical case studies, the early development of non-advanced further education for women and girls in England. The

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current project explores policy issues of the control and governance of further education, especially in the light of the 1993 incorporation of further education colleges and the loss of local education authority control as providers. Through historical comparisons it examines the impact this might have on provision for women and girls in the post-16 sector. Published Material: BLUNDEN, G. (1980). ‘The whisky money and sexual inequality and non-advanced further education 1890–1903’. Paper 8/80 of Standing Conference on the Sociology of Further Education, Coombe Lodge, Blagdon, 1980.; BLUNDEN, G. (1981). ‘Women and girls and non-advanced further education: some historical considerations’. In Transactions: Proceedings of the Annual Conference of the British Sociological Association, University College of Wales, Aberystwyth, 1981.; BLUNDEN, G. (1983). ‘Typing in the tech: domesticity, ideology and women’s place in further education’. In: GLEESON, D. (Ed). Youth training and the search for work. London: Routledge and Kegan Paul.; BLUNDEN, G. (1984). ‘Vocational education for women’s work in England and Wales’. In: ACKER, S. (Ed) et al. World yearbook of education 1984: women and education. London: Kogan Page. Status: Individual research Date of Research: 1993–1996 KEYWORDS: educational history; educational policy; further education; women’s education 11/1754 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Kimber, D. Mr Processes of assessing children’s understanding of people, places and space. How do we assess children’s learning in primary geography? Abstract: In the light of the National Curriculum, there has been increasing attention to the assessment of children’s learning. The profile of geography within the primary curriculum has also been more effectively assess children’s learning in geography, and also to raised. The aim of this work is to investigate ways in which we can gain insights into children’s understanding of people and place. This small scale project will work with children in selected classes in 2 or 3 schools. Initially work will be with junior children; with infant children at a later stage. So far as is possible the research will be linked to ongoing work in the classroom. There will be discussions and feedback from teacher colleagues where appropriate. Status: Sponsored project Source of Grant: University of the West of England Date of Research: 1994–1995 KEYWORDS: assessment; geography 11/1755 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Robinson, G. Mr An investigation into assertive discipline. Teachers’ perceptions of assertive discipline and how these change with time

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Abstract: There have been many articles published in the UK which support the increased use of assertive discipline. There has been only one critical UK article (Robinson, G.S. and Maines, B. ‘Jumping on the dated Wagon’, Educational Psychology in Practice). The project will investigate teachers’ perceptions of assertive discipline after initial training in the methods and how their perceptions change with time. Methods used will include questionnaires, interviewing and observation in classrooms. Status: Sponsored project Source of Grant: University of the West of England Date of Research: 1994–1995 KEYWORDS: classroom discipline; discipline 11/1756 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Whitehead, J. Ms; Menter, I. Mr Partnership and professionalism in initial teacher training Abstract: The projeet is concerned with changes being brought about through the implementation of Department for Education (DFE) Circular 9/92, concerned with the training of teachers for the secondary school phase. The development of partnership arrangements between schools and higher education institutions (HEIs) is being examined. A principal aim is to analyse changes in conceptions of teacher professionalism which are being brought about. The first phase of the project consisted of an examination of documents produced by the Government, by teachers’ professional associations and by HEIs. In the second phase, 2 or 3 case studies are being carried out within HEIs and some of their partner schools. Interim findings are that the significant changes in roles and responsibilities of teachers and higher education lecturers involve considerable redefinition of the nature of their work. Some of the changes appear to enhance professionalism, whilst others diminish it. Status: Sponsored project Source of Grant: University of the West of England £11,000 Date of Research: 1993–1995 KEYWORDS: preservice teacher education; school based teacher education; teaching profession 11/1757 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Pollard, A. Prof; Filer, A. Dr Assessment and career in a primary school: a longitndinal ethnography Abstract: National assessment procedures have generated much controversy since their introduction into schools in 1989. The assigning of numerical ‘levels’ to young children and comparisons of schools through ‘league tables’ are not least among the concerns. Virtually all of the research into this widely debated topic has, to date, been large in scale. Studies have, variously, sought insight into the reliability of classroom based assessment, into its impact on teachers’ work and upon classroom environments on a nationwide basis. To complement this emerging broad picture, this detailed, longitudinal ethnography focuses on a group of ten children in one primary school

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class. The aim of the study is to generate insights into the impact of both ongoing teacher assessments and standard assessment tasks on the identity and the school careers of children as they move through the primary school. Children are being studied in the three social contexts of classroom, playground and home. Observations are being made in classrooms and playground, with the additional use of video recordings and school records. Parents and children will be involved in contributing understandings through interviews and, in the case of parents, additionally through journal entries. Data already generated through Filer’s PhD study will enable a longitudinal study to be made from Year 1 of the pupils’ careers, to Year 6. Comparisons will be made with fmdings from an existing Leverhulme funded longitudinal ethnography into pupil careers which is directed by Pollard and research by Filer and with findings from the Economic and Social Research Council (ESRC) funded Primary Assessment Curriculum and Experience project which draws on a national representative sample (Pollard et al 1994). Published Material: FILER, A. (1993). Classroom contexts of assessment in a primary school. Unpublished PhD thesis. Bristol: University of the West of England.; POLLARD, A., BROADFOOT, P., CROLL, P., OSBORN, M. & ABBOTT, D. (1994). Changing English primary schools? London: Cassell.; POLLARD, A. & FILER, A. Identity and career in a primary school. London: Cassell. (in press). Status: Sponsored project Source of Grant: Economic and Social Research Council £66,510 Date of Research: 1989–1996 KEYWORDS: assessment; longitudinal studies; primary education; primary school pupils; pupil school relationship; school based assessment; standard assessment tasks 11/1758 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Pollard, A. Prof. Learning, identity and social contexts: an ethnography of pupil learning in a primary school Abstract: The research is concerned with the impact of social contexts and social relationships on the learning of children in an English primary school. It takes the form of a longitudinal ethnography and focuses on the learning of ten white, predominantly middle-class children in one primary school since 1987. It will report on their learning from the ages of 5–7 years and will attempt to relate the impact of social contexts and social relationships on their identities to the way in which they approach learning tasks. Three major social contexts have been studied: classroom; playground, and home. Data on child relationships with teachers, peers, parents, and siblings has been collected using interviews, observations, video recordings, documentary evidence and journals of family life kept by parents. Explorations on these relationships at the micro level will be related to wider social and educational policies. Drawing on Vygotsky, L.S. (1962). Thought and Language. New York: Wiley and Vygotsky, L.S. (1978). Mind in Society. London: Harvard Press, Pollard argues that learning reflects specific social processes and relationships which are unique to the individual concerned and it is thus only partly amenable to the structuring of external conditions and requirements through national systems. A critique will thus be mounted of English

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education policies which have focused on curriculum, assessment and market-driven management styles whilst almost ignoring social contexts in schools, learning processes and the holistic needs of learners. Findings will be related to those from the Economic and Social Research Council (ESRC) funded by Primary Assessment, Curriculum and Experience project which draws on a national representative sample (Pollard et al 1994). Published Material: POLLARD, A. (1990). ‘Towards a sociology of learning in primary schools’, British Journal of Sociology of Education, Vol 11, No 3, pp.241– 256.; POLLARD, A. (1990). Learning in primary schools. London: Cassell.; POLLARD, A. (1992). ‘Pupil learning and career in a primary school: the methodology of longitudinal ethnography’. Paper given at British Educational Research Association Conference, Stirling, 1992.; POLLARD, A., BROADFOOT, P., CROLL, P., OSBORN, M. & ABBOTT, D. (1994). Changing English primary schools. London: Cassell. Status: Individual research Date of Research: 1986–1996 KEYWORDS: environment; home school relationship; learning processes; primary school pupils; pupil school relationship; socioeconomic background; sociology ofeducation 11/1759 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Menter, I. Mr; Muschamp, Y. Ms; Nicholls, P. Mr; Ozga, J. Prof.; Pollard, A. Prof. Markets development and quality: the impact of market ideology on contemporary management systems and the achievement of quality in small service providers Abstract: This is a joint Faculty of Education/Business School project developing a comparative study of organisational change in three service sectors: restaurants, nursing homes and primary schook Based within a local education authority in the South of England, the project is studying the market influences on the management of these institutions within a small city. In relation to schools the study will provide an evaluation of government policy of open enrolment, Local Management of Schools and the publication of school results which are designed to contribute to the creation of an educational market and the raising of standards. Status: Sponsored project Source of Grant: Polytechnics and Colleges Funding Council £62,000 Date of Research: 1992–1995 KEYWORDS: educational administration; educational policy; local management of schools; management in education; organisational change 11/1760 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Lewis, R. Dr The development of a hypertext information and profiling information system for schools and colleges Abstract: One of the key issues in teaching technology is the crosscurricular nature of the subject, clearly identified in the National Curriculum documentation; this

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together with the inherent breadth of technology makes it near impossible for schools to teach all the work within ‘technology’ time. The same issue can be identified in the provision of initial teacher education for technology teachers. The very essence of the subject is the application of knowledge, processes and techniques, drawn from any walk of life, to develop a solution to a particular need, normally to realise an opportunity for potential development. Information services of all kinds are used extensively in this work, but as yet little research has been undertaken into the monitoring of the subject with the very technology that is a part of the subject. The research will draw data from a sample of schools and apply information technology (IT) skills to the analysis of the curriculum, across all subjects, with a view to identifying cross-curricular opportunities, both real and latent, that exist. An information recording and retrieval system will be trialled; this will monitor a pupiPs progress individually in technology in a cross-curricular manner. The application of IT should ensure that the strengths in a pupil’s work are recognised, whilst identifying opportunity, but without emphasising non-attainment. Although focused initially within the subject of technology, this is a cross-curricular project concerned with teaching and learning; and it is anticipated that the findings will therefore be relevant across the whole school curriculum. Status: Sponsored project Source of Grant: University of the West of England £11,000 Date of Research: 1994–1995 KEYWORDS: computer uses in education; cross curricular approach; hypertext; information technology; technology education 11/1761 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Open University, School of Education, Walton Hall, Milton Keynes MK7 6AA 01908 274066 Muschamp, Y. Ms; Supervisor: Pollard, A. Prof.; Woods, P. Prof. Pupil self-assessment Abstract: This action research project examines the way in which self-assessment can be used with young primary school children to enhance learning. It argues that teacher support in self-assessment can help children to develop meta-cognitive skills which further independence by enabling children to learn about learning. This teacher support is provided through the use of targets, the development of an assessment vocabulary and the compilation and review of individual portfolios or Records of Achievement. Published Material: MUSCHAMP, Y (1991). ‘Pupil self-assess- ment’. In: NATIONAL PRIMARY CENTRE. Practical issues in primary education, No 8. Bristol: National Primary Centre (SW).; MUSCHAMP, Y. (1994). ‘Target setting with young children’. In: POLLARD, A. & BOURNE, J. (Eds). Teaching and learning in the primary school. London: Routledge. Status: Individual research Date of Research: 1990–1995 KEYWORDS: achievement; assessment; primary school pupils; profiles; records of achievement; self evaluation—individuals

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11/1762 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 Southampton University, Faculty of Educational Studies, School of Education, Highfield, Southampton SO9 5NH 01703 595000 James, D. Mr; Supervisor: Pollard, A. Prof; Ozga, J. Prof.; Erben, M. Mr A comparative and qualitative study of the learning experiences of nontraditional undergraduate students Abstract: In the context of expansion, widened access and increasing numbers of mature students in post-binary higher education, this study makes use of indepth interviewing to allow a comparison between the accounts of mature students and tutors on social science programmes in two contrasting institutional settings. The main focus of these accounts is on learning experiences and on the articulation of home life and university life in the generation of particular experiences of ‘studentship’. The focus on social practices means that methodologically, the study attempts to escape from the structure/agency dichotomy evident across earlier research in the particular field. Published Material: JAMES, D. (1993). Admissions of the non-traditional. Redland papers, No 2. Bristol: University of the West of England. Status: Individual research Date of Research: 1990–1995 KEYWORDS: higher education; learning experience; mature students; student experience 11/1763 Faculty of Education, Redland Campus, Bristol BS6 6UZ 01179 741251 University of Wales College of Cardiff, School of Education, Senghennydd Road, Cardiff CF2 4YG 01222 874000 Lee, J. Mr; Fitz, J. Dr Quality control in schools: the role of Her Majesty’s Inspectorate (HMI) as policy makers in a climate of change Abstract: In the context of change the main aim of the research is to explore the role of national inspection in England and Wales in the making of education policy. The specific objectives of the research are: 1) To investigate the practice of Her Majesty’s Inspectors (HMIs) in maintaining quality and pursuing curriculum innovation. 2) To compare the practice of the Office for Standards in Education (OFSTED) with that of HMI in order to: a) explore the extent that theory and practice of instruction is proposed to schools; b) clarify the role of both in the creation and revision of the National Curriculum; and c) explore the role of both in the accreditation of an initial teacher training (ITT) curriculum. 3) To investigate the impact of OFSTED on teachers’ perception of their professionalism. The empirical focus of the research will include: published and unpublished documents; interview data from retired members of HMI and members of OFSTED teams; and interview data from schools and teachers who have been inspected under the auspices of OFSTED.

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Published Material: LEE, J. & FITZ, J. ‘Constituting good practice: HMI and its influence on policy and pedagogy: some provisional findings’. In: DAVID, S. (Ed). Control and accountability in educational settings. London: Cassell (in press). Status: Sponsored project Source of Grant: University of the West of England Date of Research: 1993-continuing KEYWORDS: educationalpolicy; inspection; inspectors—of schools; quality control University of Wales, Aberystwyth 11/1764 Department of Education, PO Box 2, Aberystwyth SY23 2AX 01970 623111 Lewis, G. Mr; Supervisor: Morris-Jones, R. Mr Nature of second language teaching tasks in Welsh Abstract: The purpose of the investigation is to consider the background to the use of tasks in second language teaching in Welsh. It then reviews what activities are included in current Welsh second language courses. Current practice in the use of tasks in the Welsh second language classroom will be considered. Specific areas of investigation will be attempting to measure the effectiveness of tasks and elements of pupils’ task related motivation. The influence of assessment on the types of tasks used to teach Welsh as a second language will also be considered. Research methodology will comprise: reviewing current course material for Welsh as a second language; classroom observation; teacher questionnaires and interviews; and pupil interviews. Status: Individual research Date of Research: 1993–1996 KEYWORDS: second language teaching; teaching methods; Welsh 11/1765 Department of Information and Library Studies, PO Box 2, Aberystwyth SY23 2AX 01970 623111 Nkosi, L. Ms; Supervisor: Lonsdale, R. Mr Information services to black South African youth Abstract: South Africa has embarked on a programme of reconstruction and development to redress inequities created by apartheid policy. Information is the lifeblood of a developing society, and every person has a fundamental right to participate in free and equal exchange of information. However, while South Africa has excellent libraries and sophisticated infrastructure for information provision, the majority of the population do not have access to the simplest of library and information services. There are few libraries that provide specialised services to young people, but these do not address black needs. Little has been written on the special needs of young blacks, who are the country’s future. The aim of this study is to correct this deficiency by assessing the information needs of young blacks and developing a model for an information service that can be used to cater for these needs. The study will focus on the Eastern Cape Province. Within this selected region, a study will be made in 3 areas—a rural, peri-urban and an urban area. Appropriate literature will be examined and contact will be made with funders of alternative services, and library and information associations to identify services to young blacks. Questionnaires and interviews will be conducted

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with black youths, service providers, librarians, and leaders in the communities to assess the needs of these youth. Status: Individual research Date of Research: 1995-continuing KEYWORDS: Black youth; information dissemination; information needs; libraries; South Africa 11/1766 Department of Information and Library Studies, PO Box 2, Aberystwyth SY23 2AX 01970 623111 Everitt, J. Mrs; Supervisor: Lonsdale, R. Mr Breaking down the barriers: a study of the publishing and provision of modern European language literature to young people Abstract: The aims of the research are to: 1) investigate the nature of European modern language book and non-book publishing for children, exploring the market, authorship and the problems of publishing this material; 2) examine the relationship between the publishing of European language and translated materials; 3) explore the supply of material by bookshops and library suppliers; and 4) examine the nature of collections of European language materials and translations in the British public library services for the young, and the problems and techniques of promoting these collections. The study is restricted to a consideration of French, German, Italian and Spanish languages and a range of methodologies has been used to collect data. Structured interviews were conducted with a representative sample of publishers, library suppliers and booksellers. A postal questionnaire was used to survey British library authorites supplemented by a selective range of interviews. Publication of results is anticipated from Spring 1996 onwards in academic and professional journals. Status: Sponsored project Source of Grant: Arts Council of England £4,000; University of Wales, Aberystwyth £4,000 Date of Research: 1995–1996 KEYWORDS: books; children’s literature; European literature; foreign language books; libraries; modern language studies; publishing industry; translation University of Wales, Bangor 11/1767 Department of Psychology, College Road, Bangor LL57 2DG 01248 351151 Miles, T. Prof. Dyslexia and mathematics Abstract: It is hypothesised that the mathematical difficulties of dyslexics are a consequence of the same anomaly of development which affects their literary skills. It has been shown (Pritchard, et al, 1989) that 15 dyslexic boys aged 12 to 14 had fewer ‘number facts’ available than a suitably matched control. Work is now in progress on the time needed by dyslexics and matched control to carry out different types of mathematical operations. Data on the mathematical performance of over 12,000 10 year-olds (Child Health and Education Study), including sotne dyslexics, are in the process of being analysed.

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Published Material: MILES, T.R. (1989). ‘Dyslexia and mathematics’, Ace Reports, No 16, pp.16–20.; PRITCHARD, R.A., MILES, T.R., CHINN, S.J. & TAGGART, A.T. (1989). ‘Dyslexia and knowledge of number facts’, Links, Vol 14, No 3, pp. 17–20.; MILES, T.R. & MILES, E. (Eds). (1992). Dyslexia and mathematics. London: Routledge.; TURNER ELLIS, S.A., MILES, T.R. & WHEELER, T.J. ‘Speed of multiplication in dyslexia and nondyslexic children’, Dyslexia: An International Journal of Research and Practice’. (in press). Status: Individual research Date of Research: 1988–1995 KEYWORDS: dyslexia; learning disabilities; mathematics education 11/1768 School of Education, Deiniol Road, Bangor LL57 2UW 01248 351151 Baker, C. Dr The effectiveness of bilingual education in Wales Abstract: The project will look at the results of computer analysis of the 1991 Census on the Welsh language studying spatial, age, oracy/ literacy trends alongside immigration/emigration and the effects on Welsh language educational provision. The major focus of the project will be the relationship of these trends to Welsh medium education and the implications for present and future educational policy. The project will also include a historical perspective of the growth of bilingual education in Wales 1939—present; the National Curriculum and Assessment and the implications for bilingual education in Wales; county policies for Welsh language in education and the provision of Welsh medium teaching; recent conflicts and controversies over the Welsh language; perspectives of HMI reports on Welsh medium teaching; Welsh medium curriculum development projects; the provision of Welsh medium education in higher education and further education; Welsh language media and voluntary bodies such as Urdd and Ysgolion Meithrin. Status: Sponsored project Source of Grant: University of Wales, Faculty of Education £5,000 Date of Research: 1992–1995 KEYWORDS: bilingual education; bilingualism; educational policy; language policy; school effectiveness; Welsh; Welsh tnediwn education 11/1769 School of Education, Deiniol Road, Bangor LL57 2UW 01248 351151 Giles Jones, M. Dr A survey of attitudes towards Europe Abstract: The research was based on 360 pupils from 7 North Wales schools. A questionnaire sought to ascertain details of background, travel, language competence, how the pupils define Europe, the significance of 1992, whether they feel themselves to be citizens of Europe, how important Europe is to them, and whether they see a European dimension in their school subjects. The final section included knowledge questions about Europe. Conclusions showed, on balance, positive attitudes to Europe, and an appreciation of the importance of languages in Europe. Some less positive results were obtained when relating school subjects to Europe.

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Published Material: GILES JONES, M. (1995). A survey of atitudes towards Europe. Bangor: University of Wales, Bangor Status: Sponsored project Source of Grant: Research Centre Wales Date of Research: 1991–1994 KEYWORDS: Europe; European dimension; pupil attitudes 11/1770 School of Education, Deiniol Road, Bangor LL57 2UW 01248 351151 Baker, C. Prof.; Prys Jones, S. Dr Encyclopedia of bilingualism and bilingual education Abstract: The encyclopedia will contain over 150 topics arranged in 4 sections: individual and family bilingualism; bilingual communities and societies; cultural and political aspects of bilingualism; bilingual education. The encyclopedia will contain foundational text on each topic, plus illustrations of recent research, plus plentiful graphics, illustrations and short text boxes. Publication has been targeted for mid1997. Status: Sponsored project Source of Grant: University of Wales, Bangor £20,000 Date of Research: 1994-continuing KEYWORDS: bilingual education; bilingualism; encyclopaedias; malerial development; reference materials; second language learning 11/1771 School of Education, Deiniol Road, Bangor LL57 2UW 01248 351151 Maguire, B. Dr; Owen, M. Mr Atlantis Abstract: This project was to investigate the use of interactive multimedia in the training of nursery nurses. The project focused on high-level interpersonal skills. The material was developed in English, Welsh, Spanish and Portuguese. Key issues in the development were: 1) user acceptability; 2) testing of effectiveness of pedagogic model; 3) issues of content adaptability across different cultures; 4) interface and media acceptability across different cultures. The outcomes will be journal articles and a CD Rom for Apple Computers. Status: Sponsored project Source of Grant: CEC Euroform £110,000 Date of Research: 1993–1995 KEYWORDS: computer uses in education; educational materials; information technology; interpersonal competence; material development; multimedia approach; nursery nurses; optical data discs 11/1772 School of Education, Deiniol Road, Bangor LL57 2UW 01248 351151 Anglia Polytechnic University, East Road, Cambridge CB1 1PT 01223 363271 Owen, M. Mr; Millwood, R. Mr

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Electronic forms of discourse Abstract: The aim is to experiment and evaluate new modes of academic discourse for the information age. A 5-day conference was held at University of Wales, Bangor on ‘Education 2010’. The participants engaged in the creation of a multi-media debate on issues concerning the future of education rather than the presentation of traditional papers. Technology was developed to allow a set of perspectives on a range of educational issues which could be inspected by hypertext and digitised video. The material is being prepared for publication on CD Rom so that the debate may continue. Status: Individual research Date of Research: 1994–1995 KEYWORDS: conferences; information technology; multimedia approach; optical data discs 11/1773 School of Education, Deiniol Road, Bangor LL57 2UW 01248 351151 University of Wales Swansea, Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Nottingham University, School of Education, University Park, Nottingham NG7 2RD 01159 515151 Giles Jones, M. Dr; Norman, N. Mr; Coyle, D. Mrs Capability for bilingual teaching Abstract: Using the definition of bilingual teaching as ‘teaching a non-linguistic subject through the medium of a second or foreign language’ at the secondary level (and excluding teaching English as a second or other language (TESOL), the research seeks to find out how many trainee teachers on Postgraduate Certificate in Education (PGCE) courses in 3 university education departments (sample approximately 800) would be capable of doing this kind of teaching. The questions focus on their language qualifications, background (e.g. bilingualism) or informal language acquisition (e.g. by living abroad). One question additionally focuses on their attitude to the concept. The investigation is linked to previous research on bilingual teaching in England and Wales and other European countries as documented below. Status: Individual research Date of Research: 1994–1995 KEYWORDS: bilingual education; bilingual teachers; bilingualism; language of instruction; student teacher attitudes; student teachers 11/1774 School of Sociology and Social Policy, College Road, Bangor LL57 2DG 01248 351151 Betts, S. Ms; Garland, P. Ms Returning to learning: mature students in higher education Abstract: This research investigates the transitions of students returning to higher education. It considers the pathways and turning points as well as the experiences of mature students in higher education. Most importantly the research highlights gender

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differences in the pathways and experiences of mature students and seeks to explain these in the wider context of gender divisions in society. Status: Sponsored projeet Source of Grant: University of Wales, Bangor: School of Sociology and Social Policy £2,000 Date of Research: 1990–1995 KEYWORDS: higher education; mature students; sex differences University of Wales College of Cardiff 11/1775 Department of Continuing Education and Professional Development, PO Box 920, Cardiff CF1 3XP 01222 874000 Newcombe, L. Mrs; Supervisor: Awbery, G. Dr Intensive Welsh courses (WLPAN) and the wider social environment Abstract: This project will examine the factors influencing the extent to which adults who have learnt Welsh on an intensive Welsh course (WLPAN) actually succeed in using the Welsh language in their social environment after completing the course. Status: Individual research Date of Research: 1996-continuing KEYWORDS: adult education; adult students; second language learning; Welsh 11/1776 School of Education, Senghennydd Road, Cardiff CF2 4YG 01222 874000 Curtis, K. Ms; Supervisor: Donald, A. Dr The role of adult basic education in the re-education of brain injured adults: an investigation into student specific re-learning programmes Abstract: Although brain injuries are generally perceived to be the prerogative of the medical professions, this thesis presents a role for the adult basic education service in the re-education of dysphasic adults. The role model is the dysphasia project based in the Rhymney Valley district of Mid Glamorgan’s community education service. Emphasis will be placed on the positive assessment of literacy and numeracy skills following brain injury and on student specific relearning programmes devised for each client. Research methods adopted are literature surveys, interviews and study visits. The thesis includes: (1) an outline of the history of the adult basic education service in England and Wales; (2) an explanation of the causes of the condition known as dysphasia and its effects on language skills; (3) an explanation of the efficacy of dysphasia therapy: the vital role of volunteers, their induction and training for this specialised tuition; (4) an examination of the range of assessment procedures used by medical practitioners and their applicability to adult literacy and numeracy; (5) the assessments devised by the author for use with dysphasics; (6) an explanation of the need for student specific relearning programmes and work materials, with particular reference to five case studies; and (7) an attempt to evaluate the success of dysphasia therapy and the ethical dilemma experienced by crossprofessional approaches to reeducation. The various chapters of the thesis combine to guide the educational practitioners along an avenue of rehabilitation not previously explored for sufferers of stroke or head injury.

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Status: Individual research Date of Research: 1991–1996 KEYWORDS: adult basic education; learning disabilities; neurological impairments; special educational needs; speech handicaps 11/1777 School of Education, Senghennydd Road, Cardiff CF2 4YG 01222 874000 University of Wales Institute, Cardiff, Department of Education, Cyncoed Centre, Cyncoed Road, Cardiff CF2 6XD 01222 551111 Rowlands, M. Mr; Supervisor: Sutton, R. Dr Student teachers’ conception of the nature of science and learning Abstract: The aim of this research is to investigate any interrelationship between the construction of primary school student teachers’ conceptions of the nature of science and the construction of their conceptions of teaching and learning. Case studies will be carried out of a small number of primary school student teachers during the period of their four-year teacher training course. Triangulation will be achieved by employing several techniques, including: observation of classroom interactions; interviews; and analysis of journals and teaching materials. Results will generate theories grounded in the data and illuminated by developments in the history, philosophy and sociology of science and science education. Status: Individual research Date of Research: 1992-continuing KEYWORDS: philosophy of science; preservice teacher education; science education; scientific literacy; student teachers University of Wales Institute, Cardiff 11/1778 Central Management, Llandaff Centre, Western Avenue, Cardiff CF5 2SG 01222 551111 Adams, S. Ms; Supervisor: Birchenough, A. Prof.; Thomas, M. Dr; Brannigan, C. Prof. An investigation into student satisfaction and dissatisfaction in an institution of higher education Abstract: Student satisfaction in the higher education (HE) sector forms an area of research which has recently received increasing attention in the UK. (This research is already well established in the USA). Its assessment may be important for reasons of public accountability, as this has attained increasing prominence, primarily through recent quality initiatives within HE in conjunction with cross-referenced information. Information on student satisfaction can help institutional management to both understand the ‘student experience’ and to prioritise course and facilities improvements. The aims of this study are therefore to further institutional management’s knowledge of the student perspective and experience. The research seeks to identify specific areas of student satisfaction and dissatisfaction for continuing students at a medium-sized British higher education establishment, over the period January 1994 to December 1996. It will also extend the current satisfaction and dissatisfaction work to cover all those students who have withdrawn from courses

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(voluntary or involuntary). It will be valuable to determine if there are differences between these groups and to explore whether dissatisfaction may lead to withdrawal; an action which has far reaching individual and institutional consequences. The sample to be used is: approximately 2000 (randomly selected) continuing students per year; and approximately 600 (total sample) withdrawn students per year. Methods include: annual postal questionnaires to continuing students (designed following student discussions and sent to 25% random sample); and withdrawn students (designed following semi-structured discussions with key members of staff and sent to total number of withdrawn students). The researcher may also carry out follow-up interviews with some students. The outcome will be the provision of relevant recommendations for institutional action based on findings from two sets of survey data. To survive and prosper, institutions must meet the needs of their client group— that is, the students themselves. Published Material: ADAMS, S. (1994). ‘Student satisfaction: development of a comprehensive model’, Concord, Vol 4, No 2, pp.35–36. (In-house journal of Cardiff Institute of Higher Education). Status: Individual research Date of Research: 1994-continuing KEYWORDS: higher education; student attitudes; student experience 11/1779 Department of Education, Cyncoed Centre, Cyncoed Road, Cardiff CF2 6XD 01222 551111 Laugharne, J. Ms; Supervisor: Bellin, W. Dr An examination of Welsh/English bilinguals, story telling: thiee Year 5 classes in Welsh medium schools in South Glamorgan tell stories of home and school Abstract: The aim of the study was to contribute to two fields: bilingualism and storytelling. 1) Bilingualism—from the perspective of Welsh/English bilingualism and children’s second language acquisition, in the context mainly of school. 2) Oral storytelling—with the emphasis on children as narrators of experiences in their lives. Data were gathered over one year from all Year 5 children in three Cardiff Welsh medium schools (approximately 75 children). Each child told two stories: one about home and one about school, in order to examine the extent of transfer of school-learnt Welsh to the stories of home. In addition, the extent to which the producers of the stories (the children) spoke Welsh outside of school, was examined in order to see if these children might be better tellers of stories, both in terms of language acquisition and in terms of a qualitative judgement of the stories as stories. Qualitative judgement was based on analysis of the stories according to the six categories in Labov’s (1972) germinal study of oral story telling. Initial results indicated that the best stories were those from speakers using all linguistic repertoires available to them as bilinguals. The original domain of the story and the extent to which the child spoke Welsh outside of school were less important. Status: Individual research Date of Research: 1991-continuing KEYWORDS: bilingualism; narration; story telling; Welsh; Welsh medium education; Welsh speaking schools 11/1780

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Department of Education, Cyncoed Centre, Cyncoed Road, Cardiff CF2 6XD 01222 551111 Kristiansand University (Agder College), Department of Humanities, Postuttak 4604, Kristiansand, Norway 01047 381 41445 Laugharne, J. Ms; Baird, A. Dr; Maagero, E. Ms; Seip Tonnossen, E. Ms Children’s meeting with narrative texts: a joint research project between Cardiff Institute of Higher Education and Kristiansand University, Norway Abstract: This is a comparative study of the reading process and how understanding is influenced by cultural, linguistic and textual frames. This study is based on reception theory which emphasises the role of the reader as an important and necessary part of creating meaning from texts (ECO UMBERTO (1993). Six walks in the fictional woods. Cambridge, M.A.: Harvard University Press). The study seeks to explore cultural dimensions in terms of a reader who approaches texts as either a first or second language learner. A reader may make different inferences from a text as a result of the above factors. A cohort of 20 children from Norway and Wales will be presented with four texts and their responses as readers will be analysed (all texts will be available in both languages). The results will be presented in four linked conference papers (20th International Congress for Modern Languages and Literature in Regensburg, Germany, August 1996). Links will be explored between analysis of the children’s responses and analysis of the ‘model reader’ implied by each of the texts. The four joint papers to be given at the conference will ensure that the results of the study are disseminated to an international audience and eventually published in the conference proceedings. In addition, articles will be published on the study in periodicals in both Wales and Norway. Status: Collaborative Date of Research: 1995–1996 KEYWORDS: bilingualism; cross cultural studies; literature; narration; reader response 11/1781 Department of Education, Cyncoed Centre, Cyncoed Road, Cardiff CF2 6XD 01222 551111 University of Wales, Aberystwyth, Department of Education, PO Box 2, Aberystwyth SY23 2AX 01970 623111 Ball, G. Dr; Davies, L. Mrs Using and applying mathematics at key stage 3 of the National Curriculum Abstract: The purpose of the study is to determine the extent to which process-based mathematics teaching occurs at National Curriculum key stage 3 in secondary schools in Wales. Central to the study are the interpretations and perceptions teachers hold in relation to Attainment Target 1 (AT1)—Using and Applying Mathematics. A representative sample of twenty secondary schools (10%) was chosen to reflect the diversity of secondary provision in Wales. Semi-structured interviews were held with heads of mathematics departments and mathematics teachers. All but one of these interviews were tape-recorded and later transcribed. Initial analysis of data indicates that there is no single interpretation of ATl held by teachers, and that a wide variety of

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opinion exists as to the value of process-based work in mathematics teaching and learning. Published Material: BALL, G. & DAVTES, L. (1995). The incidence and nature of investigative activities in the teaching of mathematics at key stage 3 in Welsh secondary schools. Report. Cardiff: Cardiff Institute of Higher Education, Faculty of Education.; BALL, G. & DAVIES, L. (1995). The incidence and nature of investigative activities in the teaching of mathematics at key stage 3 in Welsh secondary schools. Aberystwyth: University of Wales, Aberystwyth.; BALL, G. & DAVIES, L. (1995). ‘The incidence and nature of investigative activities in the teaching of mathematics at key stage 3 in Welsh secondary schools’, Welsh Journal of Education, Vol 5, No 1.; BALL, G. & DAVIES, L. (1995). ‘Gwaith Ymchwiliol yng Nghymru—Arolwg Cenedlaethol, Mathlwg, Vol 8, pp.8–11. Status: Sponsored project Source of Grant: University of Wales £3,000 Date of Research: 1995–1996 KEYWORDS: mathematical applications; mathematics education 11/1782 School of Physical Education, Sport and Leisure, Cyncoed Centre, Cyncoed Road, Cardiff CF2 6XD 01222 551111 University of Wales College of Cardiff, School of Education, Senghenydd Road, Cardiff CF2 4YG 01222 874000 Lancey, K. Mr; Supervisor: Durojaiye, S. Dr Gender differences in motor performance from infancy to adolescence Abstract: The aim of the research is to identify gender differences in the motor performance of children of primary school age, and to account for those differences. Status: Individual research Date of Research: 1990–1995 KEYWORDS: motor development; primary school pupils; sex differences University of Wales Swansea 11/1783 Centre for Applied Language Studies, Singleton Park, Swansea SA2 8PP 01792 205678 Meara, P. Dr Lexical behaviour in a second language Abstract: This project comprises a group of linked studies aimed at improving our understanding of vocabulary acquisition in foreign languages. The project includes: (1) a large scale bibliographical survey; (2) development of lexical tests; and (3) a set of linked PhD projects on lexical difficulties of second language speakers. Published Material: A list of publications is available from the researcher. Status: Sponsored project Source of Grant: Eurocentres; Longmans; TVEI; University of Oxford Local Examinations Delegacy; BBC English Date of Research: 1981-continuing KEYWORDS: second language learning; vocabulary development

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11/1784 Centre for Applied Language Studies, Singleton Park, Swansea SA2 8PP 01792 205678 Rodriguez-Sanchez, I. Mr; Supervisor: Meara, P. Dr Matrix models in long-term vocabulary retention Abstract: Based on Meara (1990), this research tries to assess the usefulness and scope of Matrix models in predictory long-term vocabulary retention. Using versions of yes-no tests, word frequency samples, and subjects of different proficiency levels of Spanish, the model has provided promising results so far. The matrices used were 2x2 and 4x4, and the correlation between the vocabulary size predicted by those matrices a) several months before; and b) the actual vocabulary size have been found to be highly significant. The validity of this tool would be of major utility when comparing teaching methods, subject aptitudes etc. Published Material: MEARA, P. (1990). ‘Matrix models of vocabulary acquisition’, Aila Review, Vol 6, pp.66–74.; MEARA, P. & RODRIGUEZ-SANCHEZ, I. (1993). ‘Matrix models on vocabulary acquisition: an empirical assessment’. Proceedings of the Symposium on Vocabulary Research, Creal, Ottawa, 1993. Status: Individual research Date of Research: 1993-continuing KEYWORDS: matrices; second language learning; vocabulary development 11/1785 Centre for Applied Language Studies, Singleton Park, Swansea SA2 8PP 01792 205678 Meara, P. Dr; Milton, J. Dr The development of language learning aptitude and language level tests for use by SMEs in language audits Abstract: There are two types of computer administered tests being produced: language level tests and language learning aptitude tests. The language level tests are designed to be quick and easily administered tests. They are based on threshold level vocabulary and allow an opinion as to general language level of testees to be formed. The tests can test English, French, German, Italian, Spanish and Welsh as a foreign language. The aptitude tests are derived from Carroll and Sapon’s Modern Language Aptitude Test (MLAT) and have been reworked to be administered and marked on computer, and allow them to be delivered through a number of different European languages. Versions currently exist in English, French and German. Both sets of tests are currently undergoing validity testing in 6 countries across Europe. Status: Sponsored project Source of Grant: Bureau Lingua £91,262 Date of Research: 1993–1996 KEYWORDS: aptitude tests; attainment tests; language tests; modern language studies; tests 11/1786 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Bolam, R. Prof.; Supervisor: Turner, C. Mr

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The roles, tasks and development of effective heads of subject departments in the areas of managing and teaching in secondary schools in Wales Abstract: This research is a pump-priming project designed to test out current theory using postal questionnaires and face-to-face interviews. Much attention has been paid to the roles and tasks of senior managers in school, whereas comparatively little work has been undertaken with middle managers. The heads of four subject areas in the National Curriculum (English, mathematics, science and technology) have been selected in secondary schools in Wales. The questionnaires were designed to elicit quantitative and qualitative information on the influence which heads of subject department perceived they could exert on classroom teaching and learning processes. They were distributed during the summer months in 1995 and have been carefully analysed subsequently. Status: Sponsored project Source of Grant: University of Wales Swansea £2,500 Date of Research: 1995–1995 KEYWORDS: department heads; school organisation; teacher role; teaching profession 11/1787 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 James, S. Ms; Supervisor: Harper-Jones, G. Mrs An investigation of teachers’ developing understanding of the reading acquisition process and methods of teaching reading to primary children Abstract: The long term aim of the project is ultimately to improve the teaching of reading in primary schools. In the shorter term, it should be possible to maximise the impact of reading tuition on the Postgraduate Certificate in Secondary Education (PGCE) course by finding out more about what student teachers understand about the reading process, how this develops during the PGCE course, and how this affects the way they approach the teaching of reading in the classroom. Only by continuing to improve our understanding of how students learn to become teachers can we ensure that they are offered the most appropriate forms of support, both from mentors in school and tutors in college. Status: Sponsored project Source of Grant: University of Wales Swansea £2,000 Date of Research: 1994–1995 KEYWORDS: preservice teacher education; reading skills; reading teaching 11/1788 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Maynard, T. Ms; Supervisor: Furlong, J. Prof. The role of the university tutor in the development of trainees’ teaching skills and knowledge while on block teaching practice Abstract: Through a series of studies which explore the nature and content of primary school teachers’ practical professional knowledge, student teachers’ development of this knowledge, and the contribution made to this process by both the school mentor and university tutor, this research seeks to identify and define a distinctive role for the university tutor in student teachers’ school-based learning.

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Published Material: MAYNARD, T. & FURLONG, J. (1992). ‘Learning to teach and models of mentoring’. In: MCINTYRE, D., HAGGER, H. & WILKIN, M. (Eds). Mentoring: perspectives on school-based teacher education. London: Kogan Page.; FURLONG, J., MAYNARD, T., MILES, S. & WILKIN, M. (1994). The secondary active mentoring programme. Pack 1: principles and processes. Cambridge: Pearson Publishing.; FURLONG, J., MAY-NARD, T., MILES, S. & WILKIN, M. (1994). The primary active mentoring programme. Pack 1: principles and processes. Cambridge: Pearson Publishing.; FURLONG, J. & MAYNARD, T. (1995). Mentoring student teachers: the growth of professional knowledge. London: Routledge. Status: Individual research Date of Research: 1994-continuing KEYWORDS: academic staff; mentors; school based teacher education; student teacher supervisors; student teachers; teaching practice 11/1789 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Furlong, J. Prof.; Maynard, T. Ms; Sanders, S. Ms Mentoring subject-based knowledge in the primary school Abstract: This research is part of a project funded by the Welsh Office which aims to develop and disseminate materials for primary schools. This project aims to support subject-based mentoring of student teachers. The research aspect of this project will focus on three questions in relation to each of the National Curriculum core subjects: What skills, knowledge and understandings, in relation to the teaching of the core subjects of the National Curriculum, are schools best placed to deliver to student teachers? What strategies might best be used by schools to facilitate the learning of those skills, knowledge and understanding? In what ways can school-based learning complement and extend the learning that takes place within higher education institutions? Status: Sponsored project Source of Grant: Welsh Office £76,400 Date of Research: 1994–1995 KEYWORDS: mentors; preservice teacher education; primary schools; school based teacher education; student teachers 11/1790 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Jones, S. Mrs; Supervisor: Tanner, H. Mr An investigation into the effect of calculator use on basic arithmetic skills Abstract: It is important that policy decisions on the use of calculators in schools are taken on the basis of research evidence rather than supposition and political expediency. This ongoing project aims to: 1) survey secondary schools in Wales to determine the predominant mode of calculator use in mathematics; 2) determine common methods and misconceptions in key areas of basic arithmetic and compare these with the results of studies by the Assessment of Performance Unit (APU) and the Concepts in Secondary Mathematics and Science (CSMS) project; 3) determine the

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extent to which basic arithmetic skills have changed since the large scale introduction of calculators; 4) compare the basic skills of pupils in schools with differing calculator policies. Questionnaires sent to every secondary school in Wales will explore the attitude of the head of mathematics to the use of calculators, whether or not schools have a policy on calculator use, and the modes of use encouraged. Open-ended interviews conducted with 20 Year 8 pupils will trial items for the written assessment papers, determine common errors and misconceptions, and identify pupils’ approaches to key problems. All Year 8 pupils in a stratified sample of 10% of secondary schools in Wales (drawn from league table performance at GCSE) will be assessed by written papers. Overall results will be compared with those reported by APU and CSMS before calculator use became common, and comparisons made between schools with differing policies for calculator use. A series of research papers are planned: a) describing children’s common misconceptions in number; b) comparing basic skills in number between the early 1980’s and the present day; c) comparing basic skills and mode of calculator use. Status: Sponsored project Source of Grant: University of Wales Swansea £2,500 Date of Research: 1994-continuing KEYWORDS: arithmetic; calculators; mathematics education 11/1791 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Waymark, P. Dr; Supervisor: Williams, M. Prof. The application of Lewin’s change theory to the impact of National Vocational Qualifications on higher level secretarial training Abstract: The research investigated perceptions of secretaries, their work, training, and personal qualities from the points of view of lecturers, secretarial students, secretaries in work, and employers. Investigative work was undertaken of secretaries in the work-place to derive a generic role model. This role model was related to secretarial training in a college by a case study. The findings for this study were then compared with secretarial training in other colleges. Recommendations on future secretarial training in relation to National Vocational Qualifications were made. Status: Individual research Date of Research: 1990–1996 KEYWORDS: National Vocational Qualifications; office occupations education; secretaries 11/1792 Department of Education, Hendrefoilan, Swansea SA1 7NB 01792 201231 Kennewell, S. Mr Learning and applying computer modelling in the curriculum Abstract: The project aims to build on previous work by the researcher on computer supported modelling in mathematics, together with the work of the Computer Based Modelling Across the Curriculum project carried out in England during 1990–92, by identifying the nature and extent of learning gains resulting from computer supported modelling work. In particular, it will explore the issues arising when pupils learn to

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use dynamic modelling programs; evaluate the contribution of computer modelling work to conceptual development in mathematics, identify variables for the pupil and computer interaction during episodes of computer modelling work and establish a method of data collection; evaluate tests of conceptual change in both mathematics and computer modelling. The work will comprise laboratory sessions at the University with one group of pupils who will be taught to use a dynamic modelling system and apply it to tasks which reveal and develop pupils’ ability to represent mathematical relationships. Data will be gathered using participant observation supported by video. This will be analysed with respect to the development of pupils’ understanding and skill, both in use of the program and in mathematics. Similar work will be carried out in schools with other groups of pupils using a spreadsheet program which is familiar to them. The results will be compared using qualitative and quantitative techniques in order to characterise and measure the differences in the two modelling environments. Status: Sponsored project Source of Grant: University of Wales Swansea £1,000 Date of Research: 1994–1995 KEYWORDS: computer uses in education; educational software; information technology; mathematical models; mathematics education 11/1793 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Williams, M. Prof. Research on drugs prevention training Abstract: This is an evaluation study of the training role of three drugs prevention teams located in England, Wales and Scotland. The aims were: a) to describe and analyse the overall training goals of the teams; b) to select a sample of training courses for detailed evaluation; c) to locate the selected training courses into their particular contexts; d) to evaluate the selected training courses. The case studies include quantitative and qualitative aspects with the prime focus on portraying accurately the training programmes and courses of each of the teams. The methods to be employed include interviewing, questionnaires, participant observation and documentation analysis. Status: Sponsored project Source of Grant: Home Office £23,245 Date of Research: 1994–1995 KEYWORDS: drug education; health education 11/1794 Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Williams, M. Prof. Me, myself and I: awareness through the arts—a primary school and community project Abstract: This evaluation project focuses on six primary schools and their local communities. The evaluation had five aims: 1) Describe and analyse the initial intentions, key concepts, aims and objectives of those engaged in initiating the project. 2) Evaluate the teachers’ workshops. 3) Evaluate the community workshops. 4)

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Evaluate the school-based artist-led workshops. 5) Evaluate the design, content and utilisation of the project information pack. The methods used included documentation analysis; participant observation; class-room observation; and structured and loosely structured interviews. Status: Sponsored project Source of Grant: Home Office £7,300 Date of Research: 1994–1995 KEYWORDS: arts; community education; primary schools; school community relationship 11/1795 Department of Political Theory and Government, Singleton Park, Swansea SA2 8PP 01792 205678 University of Wales Swansea, Department of Education, Hendrefoilan, Swansea SA2 7NB 01792 201231 Moran, A. Mr, Supervisor: Phillips, R. Ms; Haddock, B. Mr Implications of the thought of G.B. Vico for a pragmatic philosophy of education Abstract: This work describes the educational theories which derive from the epistemological and psychological models implicit in the New Science of G.B. Vico. The possible influence of Vico’s thought is related historically and structurally to that of the 19th century Italian pragmatists and thence to American pragmatism. It is argued that important aspects of the implied-educational thought of pragmatists, particularly Peirce, James and Dewey, derive from the work of Vico, either by importation or by analytical afiinity in the derivation of the pragmatists’ ‘original’ thought. It is suggested that to make a direct connection between Vico’s work, and those aspects of pragmatism which inform modern educational practice, will provide an improved model for present educational theory. Status: Individual research Date of Research: 1992-continuing KEYWORDS: educational theories; epistemology 11/1796 Department of Psychology, Singleton Park, Swansea SA2 8PP 01792 205678 McDougall, S. Dr Short-term memory coostraints on reading Abstract: Most children learn the complex skill of reading with remarkable ease, however, there are some children who, for a number of reasons, experience difficulties in learning to read. These difficulties are usually explained in terms of deficits in the cognitive skills which are thought to underlie reading. The principal aim of this project is to explore the ways in which deficits in short-term memory may constrain progress in reading with a view to providing better targeted help in overcoming the reading problems which may arise from this particular deficit. Status: Sponsored project Source of Grant: Nuffield Foundation £5,000 Date of Research: 1995–1995 KEYWORDS: dyslexia; memory; reading; reading difficulties; short term memory

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Warwick University 11/1797 Centre for Education and Industry, Coventry CV4 7AL 01203 523523 Richardson, W. Dr; Finegold, D. Dr The education policies of large companies Abstract: The project is an analysis of the education policies of large companies in the United Kingdom. Research methods include literature reviews (general and that of specific companies) and interviews with companies’ managers. The research characterises the development of companies’ education policies, how they are formulated and who is responsible for their operation. Analyses of results is presented in two ways: (a) stages of evolution in a company’s relationship with education; (b) variables which shape company behaviour. Published Material: RICHARDSON, W. & FINEGOLD, D. (1991). Making education our business (interim report). Warwick: Warwick University. Status: Sponsored project Source of Grant: British Petroleum £100,000; Department for Education £12,500; Department of Employment £12,500 Date of Research: 1989-continuing KEYWORDS: corporate education; industry education relationship; staff development 11/1798 Centre for Education and Industry, Coventry CV4 7AL 01203 523523 Woolhouse, X. Prof.; Richardson, W. Dr; Huddleston, P. Mrs British Petroleum’s ‘Aiming for a College Education’ initiative: evaluation Abstract: British Petroleum’s Aiming for a College Education’ (ACE) initiative is a 5year programme based in London, Glasgow and West Glamorgan. The initiative is designed to stimulate participation in post-compulsory education and training by young people in the three communities and to disseminate programme lessons nationally. The initiative, which runs from 1990–95, has a budget of three million pounds. Individual evaluations of the programmes in London and West Glamorgan will be carried out, and an evaluation of the entire initiative undertaken by researchers from Warwick University. Evaluation reports are available from the Centre for Education and Industry at the University. Status: Sponsored project Source of Grant: British Petroleum PLC £115,000 Date of Research: 1990–1995 KEYWORDS: access to education; further education; programme evaluation; sixteen to nineteen education 11/1799 Centre for Education and Industry, Coventry CV4 7AL 01203 523523 Woolhouse, J. Prof.; Miller, A. Mr; Huddleston, P. Mrs Making education our business Abstract: The project seeks to help firms create well-directed programmes for working with education. It will investigate existing practice across a range of large, medium and

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small enterprises and develop guidelines incorporating a systematic approach to the formulation of policy and to the design, implementation and monitoring of programmes. The sample will consist of 50 companies in 12 sectors of industry and business. In each company semistructured interviews will be held with the persons responsible for coordinating/managing links with education. The final report will incorporate the results of the fieldwork, a full bibliography of published reports and guidelines, and a set of conclusions. Status: Sponsored project Source of Grant: Employment Department; Esso Date of Research: 1994–1995 KEYWORDS: cooperative programmes; industry education relationship 11/1800 Centre for Education and Industry, Coventry CV4 7AL 01203 523523 London University, Institute of Education, Department of Policy Studies, Centre for Post-16 Education, 20 Bedford Way, London WC1H 0AL 0171 5801122 Woolhouse, J. Prof.; Richardson, W. Dr; Spours, K. Mr; Young, M. Dr Learning for the future Abstract: The project will examine all aspects of post-compulsory vocational education and training in order to assess the options for development of the national system in a direction compatible with expected developments in labour markets and work-based skills. In addition to an introductory issues paper (‘Changes and challenges’—see below) the research will be organised around four main themes: 1) modularisation and credit; 2) full-time vocational learning; 3) work-based learning; 4) funding, incentives and institutional arrangements. The researchers will undertake desk research as well as interviewing all the national agencies and public bodies responsible for and associated with current policy and practice. The final report will outline clear conclusions and recommendations for the development of vocational education and training in England and Wales. Published Material: WOOLHOUSE, J.G., YOUNG, M., RICHARDSON, W. & SPOURS, K. (1994). Changes and challenges: 14–19 education and training. Warwick: University of Warwick. Status: Sponsored project Source of Grant: Government departments; Charitable foundations; Industrial firms, jointly £180,000 Date of Research: 1993–1995 KEYWORDS: qualifications; sixteen to nineteen education; training; vocational education 11/1801 Centre for Educational Development, Appraisal and Research (CEDAR), Coventry CV4 7AL 01203 523523 Burgess, R. Prof.; Morrison, M. Dr

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Teaching and learning about food and nutrition Abstract: Teaching and Learning about Food and Nutrition is part of the Economic and Social Research Council (ESRC) Programme—The Social Science of Food Choice. The project was concerned to focus on the visible and invisible influences upon teaching and learning about food and nutrition in schools, and our attention to social and educational processes as they occur over a critical phase in the life cycle. It focused upon the visible and invisible influences upon teaching and learning as they were experienced and understood by children and adults in four comparative and exploratory school case studies. Two schools from the primary and two from the secondary sector were selected from locations with contrasting rural/ urban, socio-economic and cultural dimensions. The fieldwork used a combination of ethnographic approaches to generate data from observations, interviews with teachers, pupils, parents and school ancillary staff, documentary evidence and pupil diaries. Findings drew attention to four major themes: 1) curriculum issues; 2) school policies and practice; 3) institutionalised eating; and 4) the social construction of food and eating by teachers and learners, adults and children, as they intersect with the policy and practices of schools. Overall, findings from this project do not suggest that pupils lacked understanding or knowledge about food and nutrition, although it does suggest that those already in positions of socio-economic advantage are more able to use the information available. As important are findings which suggest pervasive disconnections between food-focused education and nutritional behaviours. Where more is being asked of food-focused education, much remains to be evaluated systematically. Published Material: MORRISON, M. (1995). ‘Researching food consumers in school. Recipes for concern’, Educational Studies, Vol 21, No 2, pp.239–263.; MORRISON, M. (1995). ‘Teaching and learning about food in schools: choices at the curriculum table’. Paper presented at the Abstracts Fourth Food Choice Conference, University of Birmingham, 24–26 April 1995.; MORRISON, M. A curriculum for food places left at the school table’, The Curriculum Journal. (in press).; MORRISON, M. ‘Eating in school: crosscuniculum perspectives’. In: CHAWLA-DUGGAN, R. & POLE, C. (Eds). Reshaping primary education. London: Falmer Press. (in press). Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1992–1995 KEYWORDS: eating habits; food; health education; nutrition 11/1802 Centre for Educational Development, Appraisal and Research (CEDAR), Coventry CV4 7AL 01203 523523 Morrison, M. Dr; Burgess, R. Prof. Value-added and distance travelled project: a report for the Northern College Abstract: The research took place within a framework of major changes for further education and for adult residential education. The challenge in value-added and distance travelled was to find out what the College adds to students’ achievements by developing

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measures which incorporate a multi-dimensional view of educational quality. The research task was to develop a series of performance indicators focused upon the main educational activities of the College. Taking into account Further Education Funding Council (FEFC) methodologies, the findings of recent research, and potential and actual student markets for the College, seven indicators for measuring achievement together with strategies for development were outlined: 1) the achievement of funding targets as an indicator of College effectiveness; 2) student enrolment trends as an indicator of College responsiveness; 3) student continuation as an indicator of programme effectiveness; 4) learning—goals and qualifications as an indicator of student achievement; 5) attainment of National Vocational Qualifications (NVQs) or their equivalent as an indicator of contribution to National Targets; 6) the average level of funding as an indicator of value for money; and 7) value-added for residential students. Status: Sponsored project Source of Grant: Northern College Date of Research: 1995–1995 KEYWORDS: adult education; adult residential colleges; college effectiveness; colleges ofadult education; educational quality; further education; performance indicators 11/1803 Centre for Educational Development, Appraisal and Research (CEDAR), Coventry CV4 7AL 01203 523523 Morrison, M. Dr; Burgess, R. Prof.; Band, S. Ms Funding legal education Abstract: This research took place within the framework of a review of arrangements for the vocational stage of legal education being conducted by the Lord Chancellor’s Advisory Committee on Legal Education and Conduct. The research task was the preparation of an analytic paper using data available from existing sources to discuss the advantages and disadvantages of various funding models, and, when possible, to cost options for funding the vocational stage of legal education. A key concern was to ‘test’ the models through interviews with members of the legal profession currently involved in training at a range of levels. The focus was upon seven funding models as follows: Option 1-Maintain the status quo. Option 2Use of the tax system. Option 3-Loans. Option 4-Graduate taxes. Option 5-Vouchers. Option 6-Employer training levy or user charge. Option 7-Top-up fees. In addition, both singly and in combination, options were linked to recent developments in legal education that have funding implications, these include General National Vocational Qualifications (GNVQs), the Masters degree, the 4-Year degree, and the funding of Law Schools. Conclusions point to the importance of addressing funding models in mutual relation to strategic purposes for the profession into the next millennium, and the training required to meet those purposes. Status: Sponsored project Source of Grant: Lord Chancellor’s Advisory Committee for Legal Education and Conduct

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Date of Research: 1995–1995 KEYWORDS: educational finance; legal education—professions; professional education 11/1804 Centre for Educational Development, Appraisal and Research (CEDAR), Coventry CV4 7AL 01203 523523 Burgess, R. Prof.; Pole, C. Dr Postgraduate research in the social and natural sciences: a follow-up study Abstract: Following the successful completion of two Economic and Social Research Council funded projects which focused on the supervision and socialisation of first year doctoral students in both natural and social science disciplines, the present project provides an opportunity to trace students who should, by now, have completed their doctorates. The focus of this project, therefore, is upon the later stages of the doctoral process and supervision. Collectively the three projects will provide a comprehensive picture of postgraduate research at doctoral level in the UK. The approach is qualitative being based on detailed interviews with former PhD students, together with documentary analysis. Status: Sponsored project Source of Grant: Economic and Social Research Council Date of Research: 1995–1996 KEYWORDS: degrees—academic; Doctoral degrees; followup studies; graduate study; graduate surveys; natural sciences; social sciences; student research 11/1805 Centre for English Language Teacher Education, Coventry CV4 7AL 01203 523523 Hara, Y. Mrs; Supervisor: Hedge, P. Ms The composing strategies of Japanese learners in the process of writing English Abstract: The research is intended to explore strategies used by Japanese learners of English in the process of writing. The design of the study involves qualitative analysis of think aloud protocols to be taken from the subjects. Other research instruments will include interviews and questionnaires. The intended subjects are Japanese college students taking a preparatory course of English for Academic Purposes at the University of Warwick. Observation of the students, some 12–15 in number, will be undertaken over 3 or 4 months during their course. It is expected that the results of the analysis will give some pedagogical implications about how foreign language learners of English at the tertiary level could be encouraged to write English more fluently and appropriately with fewer constraints caused by language switching. Status: Individual research Date of Research: 1994-continuing

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KEYWORDS: English—second language; English for academic purposes; overseas students; second language learning; writing processes 11/1806 Centre for English Language Teacher Education, Coventry CV4 7AL 01203 523523 Meygle, A. Mr; Supervisor: Bloor, A. Ms A linguistic analysis of the development of writing ability in English at a Syrian university Abstract: The main purpose of this research is to investigate the writing ability in English of Arabic speaking students, and more precisely to identify the progress made over a period of 3 years. A secondary aim is to develop methods for the developmental analysis of written texts so that it will be possible to identify where progress is taking place. The subjects are students in the department of English at the University of Aleppo, Syria. The main data source for this research is a collection of 120 examination scripts written by 30 students over a period of 4 years. The scripts will be evaluated for organisational factors and discourse characteristics as well as for linguistic features, focusing on both strengths and weaknesses. In an attempt to assign reasons and recommendations, the experiences of students will be considered. To this end, further data has been collected from questionnaires and interviews given to students in their final stages of study in the department. This provides information about their attitudes to their course and about their own perceptions of their writing ability. Status: Individual research Date of Research: 1993–1996 KEYWORDS: English—second language; second language learning; Syria; writing processes 11/1807 Centre for English Language Teacher Education, Coventry CV4 7AL 01203 523523 Kurgatt, K. Mr; Supervisor: Bloor, A. Ms An investigation into English as a second language (ESL) students’ academic writing needs: the case of agriculture students in Egerton University, Kenya Abstract: The aim of this reserach is to establish the academic writing needs in English of undergraduate students in a Faculty of Agriculture in Kenya. This work is designed to support the teaching of Communication Skills to students in Kenyan universities, particularly with respect to developing improved syllabuses and course materials. A multi-method approach was used involving questionnaires for staff and students, the analysis of institutional documents (course outlines, catalogues and examination questions) and an analysis of student writing at the level of discourse and linguistic features. The results indicate that students are required to produce a wide variety of written text types, and that many students display limited proficiency resulting from a

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lack of understanding of the required genres. This results in the transfer of secondary school literary written styles to the academic scientific context, and the written products do not meet the expectations of the teachers. The research also suggests that there is a need for Communications Skills teachers to work closely with subject specialists in order to establish disciplinary discourse requirements for each course and to gain the confidence of the subject specialists. Status: Individual research Date of Research: 1992–1995 KEYWORDS: English—second language; English for academic purposes; Kenya; second language learning; writing skills 11/1808 Centre for English Language Teacher Education, Coventry CV4 7AL 01203 523523 Liu, J. Miss; Supervisor: Nesi, H. Dr The receptive vocabulary knowledge of Chinese postgraduate engineering students studying in Britain, with special reference to technical and subtechnical terms Abstract: This research aims to investigate the extent to which the vocabulary knowledge of South-East Asian Masters Degree students studying engineering in Britain matches the vocabulary knowledge required to comprehend engineering course material. It challenges the widely-held assumption that overseas students have difficulty acquiring subtechnical vocabulary (i.e. the lexis of academic discourse), but easily acquire the terminology of their own specialist subject. A corpus was compiled of about 200,000 running words taken from textbooks recommended for different modules of the Warwick Masters programme in Engineering. Technical and subtechnical categories of lexis were then identified in the corpus on the basis of their frequency within modules and their range across modules. Fifty South-East Asian subjects who had just completed the Masters programme were tested on their knowledge of 120 representative words from each of the categories ‘technicaP and ‘subtechnical’. The subjects were found to have a significantly superior knowledge of subtechnical vocabulary. The initial corpus is now being enlarged so that an improved version of the test may be run with graduates from the 1995 Masters programme. These results, supported by findings from interviews with Engineering students and their tutors, suggest that South-East Asian students would benefit from English language support in the area of technical vocabulary, rather than subtechnical vocabulary. Status: Individual research Date of Research: 1994–1995 KEYWORDS: English—second language; English for academic purposes; overseas students; second language learning 11/1809 Centre for English Language Teacher Education, Coventry CV4 7AL 01203 523523

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Rea-Dickins, R. Dr; Rixon, S. Ms English language assessment of young learners: a pilot survey Abstract: This project brings together two areas of expertise ‘English language testing’ and ‘language teaching for young learners’ and will critically examine: 1) current assessment procedures (e.g. formal written tests, profiling) for this target group in selected countries/ regions within Europe where there has been considerable expansion in ‘English for Young Learners’; 2) some of the problems faced by young learners in the assessment process; and 3) relationships between national approaches to syllabus and assessment procedures and systems. Status: Sponsored project Source of Grant: Warwick University Date of Research: 1994–1995 KEYWORDS: assessment; comparative education; English—second language 11/1810 Centre for Research in Ethnic Relations, Coventry CV4 7AL 01203 523523 Abbas, T. Mr; Supervisor: Anwar, M. Prof. The processes behind the educational achievements of South Asians in schools and colleges in Biriningham Abstract: This project strives to delineate the principal determinants engendering the processes behind the educational achievements of South Asians in schools and colleges in Birmingham. Qualitative research tools are used to interview individuals in a girls’ independent school, a state boys’ and girls’ grammar school, a local authority comprehensive school, a grant-maintained comprehensive school, a voluntary-aided comprehensive school and two further education colleges. Examination results of General Certificate in Secondary Education (GCSEs), A levels, General National Vocational Qualifications (GNVQs) and Business and Technician Education Council qualifications (BTECs) will be used empirically to compare and contrast across institutions and South Asian ethnicities. Through semi-structured interviews with approximately 150 school pupils and college students across the whole range of South Asian ‘types’, and from the use of extensive statistical techniques based on examinations data, the question as to that which constitutes the more persuasive elements within this paradigm will be answered. To strengthen the analyses, approximately 60 parents (not necessarily of the pupils of students used previously) are to be interviewed alongside around 30 professionals (teachers, lecturers, headteachers, deputies, principals and local education authority (LEA) officials) to determine wider factors. Essentially, the factors which are seen to be notionally instrumental: the National Curriculum, school pedagogy and ethos, teacherpupil relations, antiracist and multicultural education policy, class, gender, ethnicity, culture, religion, parental attitude and experience, motivation, selfesteem and mentoring. Status: Individual research Date of Research: 1995-continuing KEYWORDS: academic achievement; achievement; Asians; ethnic groups

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11/1811 Department of Continuing Education, Continuing Education Research Centre, Coventry CV4 7AL 01203 523523 Duke, C. Prof.; Merrill, B. Ms Comparative European study on the access of adults to universities: policies and practice Abstract: The aim of the project is to compare the adult access policies implemented in British universities with those in Belgian and Swedish universities. The project will include: 1) A description of the universities’ poliries and practices regarding: a) admissions conditions and procedures; b) course schedule; c) course location; d) curriculum; e) pedagogy; and f) student services. 2) An evaluation of the observed policies and practices in these 6 areas and their effects on adult access. 3) An analysis of the organisational dynamics underlying the development of the observed access policies and practices. This is a European comparative study involving at present the Universite Catholique de Louvain, Belgium, and the University of Stockholm, Sweden and future partners to join from Eire, Spain and Germany. A case study approach is used. Stage 1 is completed and is a general description and analysis of the national contexts in a comparative perspective on adult access and education systems. Stage 2, also completed, is a description of the universities’ policies and practices (6 points outlined above) using quantitative approaches and a case study method of Louvain University and Warwick University. Stage 3, in progress, comprises case studies of the institutions involved in the project, and a study of the experiences of adult students, and lecturers, in relation to the access of adults to universities. Qualitative methods were used such as indepth semistructured interviews. Stage 4, in progress, will look at adult access and organisational dynamics. Future partners will employ the same methodology. Published Material: BOURGEOIS, E., DUKE, C, GUYOT, J.L., MERRILL, B. & DE ST GEORGE, R (1994). Comparing access internationally: the context of the Belgian and English higher education systems. Warwick: University of Warwick, Department of Continuing Education, Continuing Education Research Centre. Status: Sponsored project Source of Grant: Higher Education Funding Countil Date of Research: 1992-continuing KEYWORDS: access to education; comparative education; educational policy; higher education; mature students; universities 11/1812 Department of Continuing Education, Continuing Education Research Centre, Coventry CV4 7AL 01203 523523 Blaxter, L. Dr; Hughes, C. Dr; Tight, M. Dr Education, work and adult life: the place of education in adult careers

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Abstract: Case studies of continuing education and human resource development policy and practice in 6 organisations in the West Midlands, combined with biographical interviews with up to 20 members of each organisation. The analysis, which is in process, is using career as a sensitising concept and taking a lifelong learning perspective. The research team has already completed several articles which are available in continuing education journals. Published Material: BLAXTER, L. & HUGHES, C. (1995). ‘Women, class and education: ravelling the threads’. Paper presented at the Towards a Learning Workforce Conference, University of Lancaster, 1995.; TIGHT, M. (1995). ‘Education, work and adult life: a literature review’, Research Papers in Education, Vol 10, No 3, pp.383–400. Status: Sponsored project Source of Grant: Leverhulme Trust £49,850 Date of Research: 1993–1996 KEYWORDS: adult education; careers; continuing education; lifelong learning; staff development; vocational education 11/1813 Institute of Education, Coventry CV4 7AL 01203 523523 Gardner, P. Mr; Pickering, J. Dr Mature students and higher education Abstract: Research into how mature students at university perceive younger undergraduates; how they get on in halls of residence; and how course selectors view mature students. Published Material: GARDNER, P. & PICKERING, J. (1991). ‘Learning with yuppies: or, on counselling mature students’, Pastoral Care in Education, Vol 9, No 1, pp.13–19.; GARDNER, P. & PICKERING, J. (1992). ‘Learning to live with Madonna: or mature students on campus’, Pastoral Care in Education, Vol 10, No 4, pp.3–8.; PICKERING, J. & GARDNER, P. (1992). Access: a selector’s perspective’, Journal of Access Studies, Vol 7, No 2, pp.220–233. Status: Individual research Date of Research: 1992-continuing KEYWORDS: access to education; higher education; mature students; student attitudes; student housing; student recruitment 11/1814 Institute of Education, Coventry CV4 7AL 01203 523523 Sikes, P. Dr Parenthood and teaching: a life history investigation Abstract: This study originally started out focusing on format primary school teachers but has now been expanded to include mother teachers at all career stages and of all age

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phases from nursery through to university. A small number (up to 5) father teachers are also involved. The questions are: how do they perceive their role; how being a parent affects the ways in which they do their job; and how being a teacher affects their parenting. The research uses life history method. Status: Sponsored project Source of Grant: Warwick University: Research and Innovations Fund £400 Date of Research: 1991–1996 KEYWORDS: fathers; mothers; parents; teacher attitudes; teacher background; teacher role; teaching profession; women teachers 11/1815 Institute of Education, Coventry CV4 7AL 01203 523523 Birke, L. Dr; Barr, J. Ms Women and scientific literacy Abstract: The project is mapping the extent of understanding in science and science policy among women (with particular attention to ways in which women may have some scientific knowledge but do not identify it as such); and is identifying those issues within science which are of particular interest, actual and potential, to women who have no previous experience of higher education. Outcomes are oriented towards the development of policy and practice, and will be tested through a number of pilot courses. Status: Sponsored project Source of Grant: Universities Funding Council Date of Research: 1990–1996 KEYWORDS: higher education; science education; scientiflc literacy; women 11/1816 Institute of Education, Coventry CV4 7AL 01203 523523 Sikes, P. Dr Coverage of equal opportunities in school-based initial teacher education Abstract: Research suggests that equal opportunities receive limited coverage on initial teacher education (ITE) courses which are based in institutions of higher education (HEI). There is also considerable evidence to suggest that equal opportunities issues frequently are given marginal attention in schools and are even viewed with hostility by some teachers. This research is seeking to investigate views on equai opportunities held by students following a post graduate certificate in education (PGCE) course. It also looks at the input on equal opportunities they receive in their HEI and teaching practice schools. At present the research involves a cohort of approximately 200 students. At one HEI around 170 of these students are on a school-based secondary PGCE course, the remainder are following a conventional primary PGCE course. Research methods include questionnaire, interview, non-participant observation and documentary analysis.

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Status: Individual research Date of Research: 1993–1996 KEYWORDS: equal education; Postgraduate Certificate in Education; preservice teacher education; school based teacher education; student teacher attitudes 11/1817 Institute of Education, Coventry CV4 7AL 01203 523523 Costley, D. Ms; Supervisor: Lewis, A. Dr Special school curriculum and the National Curriculum Abstract: This research aims to analyse the impact of the National Curriculum on the curriculum offered to, and experienced by, young people in special schools for pupils with moderate learning difficulties (MLD). It will focus specifically on pupils at key stage 4. Data collection will involve: 1) a questionnaire survey of a random sample of MLD schools in England; and 2) case studies of MLD schools (n=3) in one urban local education authority (LEA). Case study information will be collected through interviews with key personnel and pupils, school and classroom observation and documentation analyses. From these data it is hoped to construct a theoretical model of the MLD school curriculum which will illuminate the process of curricular change in special education. Published Material: SINCLAIR-TAYLOR, A. & COSTLEY, D. (1993). ‘Effective schooling for all: the “special educational needs” dimension’. In: BLATCHFORD, J. & BLATCHFORD, I. (Eds). Educating the whole child: cross-curricular skills, themes and dimensions. Buckingham: Open University Press.; COSTLEY, D. (1994). All change: cross curricular themes’, Special Children, No 74, pp.20–22.; COSTLEY, D. (1995). ‘Making pupils fit the framework: research into the implementation of the National Curriculum in schools for pupils with moderate learning difficulties, focusing on key stage 4', School Organisation, Vol 16, No 3, pp.341–354. Status: Individual research Date of Research: 1993–1996 KEYWORDS: learning disabilities; National Curriculum; special educational needs; special schools 11/1818 Institute of Education, Coventry CV4 7AL 01203 523523 English, M. Miss; Supervisor: Lewis, A. Dr, Raban, B. Prof. Yoimg children’s knowledge and application of language Abstract: This is a comparative study of young children (age 4–8) involved in paired cooperative activities in infant school classes in England and Eire. The total sample for each country will comprise thirty-six children, twelve at each of three key age groups— 4,6 and 8 years. Within each age group, six pairs of children will be observed during paired work on tasks routinely found in infant classrooms. Pairings will control for sex

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and friendship. Analyses of interaction will focus on the use of specific cooperative strategies. Findings will be related to the messages about cooperative learning embodied in key primary curriculum documents in England and Eire. Status: Individual research Date of Research: 1992–1996 KEYWORDS: child language; comparative education; group work; infant school pupils; verbal communication 11/1819 Institute of Education, Coventry CV4 7AL 01203 523523 Stirling, M. Mrs; Supervisor: Lloyd-Smith, M. Mr; Lindsay, G. Prof. Policy and provision for pupils excluded from school during the implementation of the Education Reform Act 1988 Abstract: A case study of patterns of exclusion in a single, large, metropolitan education authority. It will include an analysis of the way in which the legislation governing pupil exclusion has been: a) interpreted and b) affected by other legislation including the Education Reform Act 1988 and the Education Act 1993. An important focus of the research will be the alternative provision made for excluded pupils and the fate of those for whom no provision is available. Data will be obtained primarily from interviews with key professionals who are involved in the exclusion process and others who have direct contact with excludees (representatives of mainstream schools, educational psychology services, behaviour support teams, social services departments and local education authority officers. Published Material: STIRLING, M. (1991). ‘Absent with leave’, Special Children, Vol 52, pp.10–13.; STIRLING, M. (1992). ‘How many pupils are being excluded?’, British Journal of Special Education, Vol 19, No 4, pp. 128–130.; STIRLING, M. (1992). A black mark against him’, Multicultural Education Review, No 15, pp.3–6.; STIRLING, M. (1993). ‘Second classes for a second class’, Special Children, Vol 66, pp.15–18. Status: Individual research Date of Research: 1992–1995 KEYWORDS: educational legislation; educational policy; educationally disadvantaged; expulsion; problem children; pupil alienation 11/1820 Institute of Education, Coventry CV4 7AL 01203 523523 Morris, A. Mr; Supervisor: Halpin, D. Dr Pupil performance in Catholic schools Abstract: Using data on examination performance in secondary schools in one West’ Midlands local education authority, as well as detailed case study work in two secondary Catholic schools in the same area, this investigation explores the extent to which the

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philosophy and practice of contrasting kinds of Catholic school contributes either way to academic output. Status: Individual research Date of Research: 1993-continuing KEYWORDS: academic achievement; Catholic schools; school effectiveness 11/1821 Institute of Education, Coventry CV4 7AL 01203 523523 Aitken, T. Mr; Supervisor: Lloyd-Smith, M. Mr School perceptions of the effects of the Education Reform Act 1988 on provision for pupils with emotional and behavioural difficulties Abstract: An investigation into the extent to which provisions in the Education Reform Act 1988 (ERA), including Local Management of Schools (LMS) and league tables, are affecting schools’ policies and practices for dealing with pupils who exhibit emotional and behavioural difficulties. Using existing data collected before the introduction of the ERA, a comparison will be made with current attitudes to disaffected and disruptive pupils and with decisions about whether to improve such pupils inside or outside the school. Quantitative and factual data will be collected from a sample of West Midlands secondary schools, and qualitative data obtained through interviews in a smaller sample involving headteachers, governors, pastoral heads, coordinators of special educational needs and newlyqualified teachers. It is intended to draw out the applications of this evidence for school policy and for the development of local education authority support services. Status: Individual research Date of Research: 1992–1995 KEYWORDS: disruptive pupils; Education Reform Act 1988; educational policy; emotional and behavioural difficulties; perfor-mance tables; problem children; school policy; special educational needs 11/1822 Institute of Education, Coventry CV4 7AL 01203 523523 Daghistani, B. Mrs; Supervisor: Neill, S. Dr Investigate and assess the impact of attendance at preschool education on pupil achievement at primary school level in Saudia Arabia Abstract: The research entails a survey of the early years curriculum in different types of preschool provision in Saudi Arabia, and an analysis of the relationships between these curricula and the primary school curriculum. Status: Individual research Date of Research: 1990–1995 KEYWORDS: preschool education; primary education; Saudi Arabia

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11/1823 Institute of Education, Coventry CV4 7AL 01203 523523 Abbott, I. Mr; Evans, L. Ms; Goodyear, R. Ms; Pritchard, A. Mr A comparative study of two models of ioitital teacher education Abstract: This is a two year, qualitative study which will use selfcompletion questionnaires and semi-structured interviews as data collecting techniques. The main aim of the research is to identify and compare the respective strengths and weaknesses, in relation to their contribution to teachers’ professional development, of a schooladministered model of initial teacher education (being piloted 1993–94) and a higher education administered model, as represented by two specific Postgraduate Certificate in Education (Secondary) courses. Published Material: ABBOTT, I.D., EVANS, L., GOODYEAR, R. & PRITCHARD, A. (1993). ‘A comparative study of two models of initial teacher education’, Mentoring, Vol 1, No 2, pp.37–39. Status: Sponsored project Source of Grant: Association of Teachers and Lecturers £6,308 Date of Research: 1993–1995 KEYWORDS: Postgraduate Certificate in Education; preservice teacher education; school based teacher education; student teachers 11/1824 Institute of Education, Coventry CV4 7AL 01203 523523 Pritchard, A. Mr The extent to which children’s learning may be enhanced by the use of infonnation technology Abstract: The study: 1) examines literature; 2) identifies present information technology curriculum content in two sample schools; and 3) assesses consequences for learning enhancement. Status: Individual research Date of Research: 1993-continuing KEYWORDS: computer uses in education; information technology 11/1825 Institute of Education, Coventry CV4 7AL 01203 523523 Tufnell, R. Prof.; Supervisor: Eggleston, S. Prof. Technology education

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Abstract: A report of the candidates’ role in the national, government funded survey of assessment strategies for technology education for National Curriculum key stage 3 (ages 11–14). It describes test construction, piloting to 10 schools, trial to 50 schools and eventual widespread use, and reports and analyses findings. Status: Individual research Date of Research: 1991–1996 KEYWORDS: assessment; technology education 11/1826 Institute of Education, Coventry CV4 7AL 01203 523523 Solity, J. Mr An investigation into the assessment procedures and criteria adopted by teachers to determine whether chUdren have special educational needs Abstract: The research is investigating the evidence used by teachers to determine whether children have special educational needs. Status: Individual research Date of Research: 1993–1995 KEYWORDS: diagnostic assessment; special educational needs 11/1827 Institute of Education, Coventry CV4 7AL 01203 523523 Vincent, C. Dr; Warren, S. Mr Community and collectivism: the role of parents’ organisations in the education system Abstract: The principal aim of this project is to further theoretical and empirical understanding of parents’ roles in relation to the education system through an analysis of the relationship between parents’ organisations and their client groups. This will shed light on the nature of dominant discourses concerning acceptable forms of lay participation in the education system, and how those discourses are perceived, and subsequently reinforced or subverted by such organisations and their client groups. In broad terms, therefore, the research will focus on the role of parent-centred organisations. Parent-centred organisations (PCOs) are local, community-based organisations. They may include groups run by parents, or groups for parents established by professionals working in local education authorities (LEAs) or the voluntary sector. Such organisations are usually independent of any individual school and offer a range of facilities and services, including advice, information and sometimes advocacy services. More specifically, three particular aspects of their operation will be examined: 1) the interactions between parent-centred organisations and their clients; 2) the relationships between the PCOs and other agencies; and 3) the PCOs’ conceptions of an ‘appropriate’ parental role in relation to state education. The work of Antonio Gramsci is used as a

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starting point with which to examine and conceptualise the formation of relationships between PCO staff and their clients. Much of Gramsci’s writing focused on the interaction of different social groups and the manner in which power relationships are formed and maintained. The case studies include: a general parent-centred organisation answering a range of educational enquiries; specialist PCOs focusing on special education, and the experiences of black parents; and a small, self-help parents’ group. Data will be collected through a range of qualitiative research methods, primarily semistructured interviewing, but also observation and document analysis. The researchers will provide each parents’ organisation with written feedback based on the views gathered, and concerning a range of organisational and managerial issues. Status: Sponsored project Source of Grant: Economic and Social Research Council £30,000 Date of Research: 1996-continuing KEYWORDS: community organisations; organisations—groups; parent organisations; parent participation 11/1828 Institute of Education, Coventry CV4 7AL 01203 523523 Solity, J. Mr Psychological assessment and children’s reading Abstract: The aim of the research is to evaluate the impact of a framework for teaching and assessing reading in reception class-rooms. Five experimental and five control schools will be identified and the intervention will last for two academic years until children reach the end of Year 1. The framework will teach children a range of skills and strategies that draw on recent research, that are generalisable and that can be related to any teaching approaches or philosophies about teaching reading. The framework will address the following areas: 1) an analysis of what children are expected to read; 2) the research on phonological awareness and the strategies which are hypothesised to have the greatest impact on children’s progress; 3) non phonological generalisable skills and strategies; 4) teaching methods; 5) the frequency and duration of teaching; 6) strategies for listening to children read; 7) approaches to the regular assessment of children’s learning. The evaluation will examine: 1) the impact of the reading framework on the reading of 5–6 year old children; 2) how successfully are the issues raised when teachers implement the framework; and 3) the extent to which ‘reading difficulties’ are prevented. Status: Sponsored project Source of Grant: Essex Local Education Authority £53,164 Date of Research: 1995-continuing KEYWORDS: assessment; beginning reading; reading achievement; reading difficulties; reading teaching; young children 11/1829 Institute of Education, Coventry CV4 7AL

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01203 523523 Williams-Masinda, D. Mr; Supervisor: Vincent, C. Dr The status of supplementary education: the relationship between supplementary schools and local education authority schools Abstract: The literature and existing research on ‘race’ and education have not explored the status of supplementary education. We need to know about the relationship between supplementary schools and State schools. For example, how are the children and teachers from those schools viewed by those in the state schools? How do local education authority (LEA) schools view the curricula and the standard of education in supplementary schools? We need to identify the quality factors in supplementary education and its overall purpose and role in culture maintenance, identity and in the overcoming of educational underachievement of the black child. The research will be conducted in 20 schools across 5 cities, 2 State schools and 2 supplementary schools in each city. It is envisaged that 40 teachers and 20 parents will be interviewed using unstructured, open-ended interviews. Status: Individual research Date of Research: 1995-continuing KEYWORDS: Black education; ethnic groups; supplementary education 11/1830 Institute of Education, Coventry CV4 7AL 01203 523523 Harris, B. Mr; Supervisor: Tomlinson, J. Prof.; Husbands, C. Dr GCSE: institutional and individual perspectives Abstract: The project was developed from the researcher’s interest in the pastoral curriculum, partly as a result of previous work on BA and M A degrees and partly because of what seemed a curious lack of research into how individuals and institutions deal with the pressures of examinations. Consequently, the aim of the project is to look at institutional and individual perspectives in the specific context of the General Certificate in Secondary Education (GCSE) examinations, and to attempt to define, using the GCSEs as the example, whether or not institutional and individual interests harmonise or conflict in terms of academic and pastoral strategies for achieving examination success. The sample includes six secondary schools, including three large comprehensives, two grantmaintained single-sex schools and a small independent coeducational grammar school. The basic method is to track Year 11 pupils through the whole academic year 1995–96, including their eventual results and destinations, using questionnaires for all Year 11 pupils, interviews with senior staff and Year 11 tutors, and discussions and diaries with small ‘sample’ groups of four to twelve pupils in each school. The research is still in progress and therefore conclusions cannot yet be reached, but a great deal of data is being collected which sheds light on the pressures on pupils, and suggests that there are pastoral and individual elements to examination pressure and ‘non-academic’ strategies which can be used by institutions to combat the pressures. Status: Individual research

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Date of Research: 1994-continuing KEYWORDS: anxiety; examinations; General Certificate of Secondary Education; pastoral care—education; pupil needs; stress—psychological; test anxiety 11/1831 Institute of Education, Coventry CV4 7AL 01203 523523 Brooks, V. Dr; Swatton, P. Dr; Barker, S. Dr; March, K. Mrs A study of the tangible and intangible costs and benefits of initial teacher education in secondary schools Abstract: This study has been conducted on a national scale and is designed to consider the costs and benefits to secondary schools of involvement in school-based Postgraduate Certificate in Education (PGCE) (Secondary) courses operated in partnership with higher education institutions. Two principal methods of enquiry have been employed: 1) Semistructured interviews with 24 teachers working in partnership with 4 different higher education institutions. The interview sample includes headteachers, professional mentor (or equivalent), subject mentor (or equivalent) and class teachers with an informal involvement in initial teacher education but no designated role. 2) A postal survey based on a sample of 200 schools selected from lists provided by 16 higher education institutions of the schools working in partnership with them for the year 1993–94. The sample covers England and Wales. In each school sampled, a questionnaire was sent to the headteacher, professional mentor (or equivalent), subject mentor (or equivalent) and a class teacher with no designated role in initial teacher education. Overall, questionnaires were despatched to 600 teachers and 200 headteachers. Status: Sponsored project Source of Grant: Association of Teachers and Lecturers £3,560 Date of Research: 1994–1994 KEYWORDS: cost effectiveness; Postgraduate Certificate in Education; preservice teacher education; school based teacher education 11/1832 Institute of Education, Coventry CV4 7AL 01203 523523 Phillips, E. Mrs; Supervisor: Lloyd-Smith, M. Mr; Harwood, D. Mr Meeting the needs of gifted children Abstract: A study to investigate: a) ways in which the needs of ‘gifted’ children are defined; b) strategies and programmes for meeting those needs; and c) methods adopted to monitor and evaluate these strategies. The study will concentrate on pupils in National Curriculum key stages 3 and 4. A comparison will be made, using the existing research evidence, between official policies and guidelines and current practice in schools. Against this background an empirical study is being conducted in which perceptions of pupils’ needs and their special provision will be investigated, using samples of pupils

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identified as ‘gifted’, parents of these pupils and teachers in the schools they attend. Issues to be explored will include: definitions of and assumptions about ‘giftedness’, the adequacy of match between needs and provision, variations in policy and practice according to gender, age and curriculum subject. Status: Individual research Date of Research: 1994-continuing KEYWORDS: gifted; pupil needs; special provision—gifted 11/1833 Institute of Education, Coventry CV4 7AL 01203 523523 Begley, A. Ms; Supervisor: Lewis, A. Dr The aspirations and perceptions of children and adolescents with Down’s syndrome towards schooling Abstract: This research project is conceraed with the self-concept of children and adolescents with Down’s syndrome. The aim is to investigate how children with Down’s syndrome between the ages of 7 and 13 years see themselves (their self-image), and how they evaluate themselves (their self-esteem). The self-image and selfesteem of children with Down’s syndrome will be compared to the self-image and self-esteem of children with typical development, and children with mental retardation. In addition to the differences between different groups of children, the effects of age and school type (mainstream or special school) on the self-image and selfesteem of children with Down’s syndrome will also be examined. Status: Sponsored project Source of Grant: Down’s Syndrome Research Association Date of Research: 1995-continuing KEYWORDS: Down’s syndrome; mainstreaming; pupil attitudes; self concept; selfesteem; special educational needs; special schools 11/1834 Institute of Education, Coventry CV4 7AL 01203 523523 Eggleston, S. Prof. Pupil decision-making at the end of compulsory schooling Abstract: Questionnaires and structured interviews with 120 15–16 year old pupils in a satnple of 12 schools, and interviews with teachers and parents, will be used to identify causal factors in decision on the nature and direction of continuing education after compulsory schooling ends. Status: Sponsored project Source of Grant: Leverhulme Foundation £12,000 Date of Research: 1995-continuing

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KEYWORDS: decision making; pupil attitudes; pupil destinations; school leavers; sixteen to nineteen education 11/1835 Institute of Education, Coventry CV4 7AL 01203 523523 Jones, D. Mr; Supervisor: Robinson, K. Prof. Aesthetic justice and communal theatre form Abstract: This study, being concerned with the arts and with education in its broadest sense, seeks to examine the nature and potential of participation in the cultural life of the community. Using Beardsley’s concept of aesthetic justice, it studies the literatures of theatre and empowerment, community arts and outreaeh/education work as a framework for a case study of the community play traditions and methodologies of: a) the Colway Theatre Trust; and b) the Belgrade Theatre, Coventry. A critique of the work of Ann Jellicoe leads to a conclusion which: a) presents a variety of modes of production of communal performance; and b) describes an alternative practice which promotes aesthetic justice. Published Material: JONES, D. (1994/95). ‘Celebration or provocation’, MAILOUT, December 1994/January 1995, p.23.; JONES, D. (1995). ‘Community plays: notes and queries’, MAILOUT, April/ May 1995, pp.12–13. Status: Individual research Date of Research: 1989–1996 KEYWORDS: aesthetic values; community arts; drama; theatre arts 11/1836 Institute of Education, Coventry CV4 7AL 01203 523523 Winston, J. Mr; Supervisor: Robinson, K. Prof. How can classroom drama work with fairy tales for the purposes of moral education? Abstract: Fairy tales have traditionally been adapted to contain suitably moral lessons for children, a tendency which has been remarked upon, normally by those who would revise these moral lessons and replace them with others. In the post-modern age, stories and narrative are perhaps the only way in which we can gain a moral understanding of the world, now that the over-arching, grand narratives of traditional religion, liberal humanism, Marxist communism are under attack from voices hitherto on the margins, each demanding to be heard. In such an age, the stress is on particularity, not universality, hence Kohlberg’s moral stage theory is unsatisfactory, with Carol Gilligan’s ethic of care and the Aristotelian ethical tradition stimulating a lot of interest among moral educationalists. This study looks in detail at narrative theories of moral learning and explores the kind of learning myths and fairy tales are thought to offer. It looks at the particular mode of narrative intrinsic to drama and, in a series of case studies, seeks to illuminate the problematic moral nature of myths and fairy tales and the potential for

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drama to make educational purchase from these problematic elements. Some generalisations are offered in the conclusion, but the case studies are offered primarily as contextually referenced, particular examples which might provoke further thinking and further research. Published Material: WINSTON, J. (1994). ‘Giants good and bad: story and drama at the heart of the curriculum at key stage 1’, Education, 3–13, Vol 22, No 1, pp.44–54.; WINSTON, J. (1995). ‘Careful the tale you tell: fairy tales, drama and moral education’, Children and Society, Vol 9, No 4, pp.80–93.; WINSTON, J. ‘Revising the fairy tale through magic: Antonia Barber’s “The Enchanter’s Daughter”’, Children’s Literature in Education. (in press).; WINSTON, J. ‘Re-casting the Phaedra syndrome: myth and morality in Timberlake Wertenbaker’s “The Love of the Night-ingale”’, Modern Drama. (in press). Status: Individual research Date of Research: 1993–1996 KEYWORDS: childreris literature; drcana; fairy tales; moral education; mythology 11/1837 Institute of Education, Coventry CV4 7AL 01203 523523 South Bank University, School of Education, Politics and Social Science, 103 Borough Road, London SE1 0AA 0171 928 8989 Packwood, A. Dr; Weiner, G. Prof. Getting published: a study of writing refereeing and editing practices Abstract: This study is a response to a growing interest in the criteria and means by which writing is judged to be worthy of publication. It seeks to answer such questions as ‘who gets published?’, ‘on what basis?’, ‘for what purposes?’ and ‘for what readership?’. It proposes to explore the roles, mechanisms and purposes of writing for publication with an aim both to elucidate theory and question practice. It will investigate the ways in which the relationship between theory, research, methodologies and practice are reflected in selected education, sociology and psychology journals. It will look at discourse practices and conventions in terms of how they construct experience, by whom and for whom. The research comprises two distinct but interrelated phases involving textual analysis, and an investigation of writing, refereeing and editorial practices. There will be a survey of a maximum of 30 journals taken from education, sociology and psychology. The survey will cover the official journals of each of the learned societies; plus 19 other journals from education; 4 from sociology and 4 from psychology. The survey will review 2 issues per annum for each journal over a 10 year period (1986–1996)—a total of 600 issues. Three questionnaires will be developed and administered: to current editors of the journals surveyed; to a 10% sample of the membership of the 3 learned societies; and to a sample (approximately 300) of authors of papers in the journals surveyed. This research will be a significant means by which the world of publishing can be rendered accessible to the expanded academic community. The research will offer a critical appraisal of publishing and its relation to other areas such as research and the

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development of theory and methodological practices. It will offer important insights into the intersection between text and practice. Status: Sponsored project Source of Grant: Economic and Social Research Council £50,180 Date of Research: 1996-continuing KEYWORDS: publications; publishing industry; writing for publication 11/1838 Interaational Centre for Education in Development, Coventry CV4 7AL 01203 523523 Arthur, L. Ms; Supervisor: Preston, R. Dr The changing nature of consultancy in educational and social development Abstract: The study aims to ensure the continued competitiveness of UK-based providers of consultancy services in international social and educational development. It will analyse the implications of change in the expectations of cross-national consultancy in social and educational development and identify models of good practice and the dissemination of information about them. An analysis will be undertaken of the kinds of consultancy undertaken by UK consultants with reference to location and scale, sources of funding, purpose, categories of client and provider. It will be to assess the implications of change in practice at all stages of the consultancy process, in respect of clients, brokers and providers of consultancy services. Case studies of a small number of consultancies which have UK stakeholders will exemplify practice. Using holistic, interdisciplinary techniques, they will draw on documentary information and direct communication with participants at different stages of the chosen projects. Participants will include representatives of all stakeholding groups, including beneflciaries, in Britain and overseas. The case studies account for the influences of local, national and interaational environments on the chosen projects and the ways in which they impinge on the use of substantive and transferable skills in the execution of the work, so as to meet criteria of good practice. Status: Sponsored project Source of Grant: British Council £24,500 Date of Research: 1994–1995 KEYWORDS: consultancy; educational development; international educational exchange; social development 11/1839 International Centre for Education in Development, Coventry CV4 7AL 01203 523523 Fordham, P. Prof.; Fox, J. Mr; Muzaale, P. Prof. College of Social Studies, Kikuyu, Kenya: former mature students’ career paths— 1960s to 1990s.

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Abstract: During the 1960s, between 100 and 150 mature age students of the College of Social Studies entered the University of East Africa as ‘second chance’ students. More than 100 of these students have been traced and their careers have been recorded. A selection have been interviewed, both collectively and individually. A book is in preparation (Education for Responsibility) which analyses this experience in terms of: a) the antecedents and founding mission of the College; 2) the curriculum and teaching style; 3) the College in international perspective; 4) the College as education for citizenship and leadership; and 5) relevance for future educational/social development. Published Material: FORDHAM, P. ‘Reclaiming citizenship’, Adults Learning. (in press).; FORDHAM, P. ‘New reflections on an old crisis: a case study from the 1980s’, Studies in the Education of Adults. (in press). Status: Sponsored project Source of Grant: Dulverton Trust £10,000; Leverhulme Trust £14,000 Date of Research: 1995–1996 KEYWORDS: careers; developing countries; followup studies; graduate surveys; higher education; Kenya; mature students

Westminster University 11/1840 309 Regent Street, London W1R 8AL 0171 911 5000 Openshaw, S. Mr; Supervisor: Billing, D. Dr; Roweth, B. Mrs The transferability of core skills Abstract: The background to this project is partly the Enterprise in Higher Education Initiative (EHEI) which promotes curriculum and staff development, and aims to develop general skills by integrating them into discipline based degree courses. Also, surveys show that employers claim to prize general abilities of graduates more highly than subject specific knowledge and skills. This research is, therefore, exploring the extent to which core abilities are transferable. The assumption of transferable skills is not established, and this project aims, through the design and application of tests, to generate more reliable data. The study hopes to look at undergraduates from this and other universities. It is also hoped that by revealing the differences and similarities in subject methodologies as applied, for example, to analysis and problem-solving, there will be implications for a firmer basis of interdistiplinary courses and enterprises. Status: Individual research Date of Research: 1994-continuing KEYWORDS: higher education; skill development; skills; students; transfer of learning; universities

Wolverhampton University

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11/1841 Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Delbridge, J. Mr; Supervisor: Birley, G. Dr; Dudley, J. Mr; Cleland, G. Mrs The relationship between public education and industry Abstract: This project examines both historical and current aspects of the schoolsindustry movement. Initially an examination using archive and published material is being undertaken of the interrelationship between secondary schools and industry. Survey methods and case study methods are then being deployed to look at two initiatives in particular. These are the Schools Council Industry Project and the Teacher Placement Initiative. Respondents from both industry and education will be included in the survey. Status: Sponsored project Source of Grant: Wolverhampton University Date of Research: 1993–1996 KEYWORDS: industrial secondments; industry education relationship 11/1842 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Jeavons, M. Mrs; Supervisor: Birley, G. Dr; Bentley, M. Mr Academic underachievement of gifted children Abstract: This is a qualitative study of the achievement of gifted children within mainstream primary education. The research will pinpoint perceptions of ‘on-task behaviour’ between gifted and non-gifted children, and relates this to child to child and child to teacher interaction using a non-participant observation method. Status: Individual research Date of Research: 1991–1995 KEYWORDS: ability; gifted; pupil behaviour; underachievement 11/1843 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Birley, G. Dr Nineteenth century science examinations in universities Abstract: A study is being conducted of the content of examinations of the Universities of London, Oxford and Cambridge. An attempt is being made to identify how individual examiners were able to influence the scientific education of science (physical science) undergraduates by means of the examination system. It is intended that the results of this work will be fed into those of a previous study conducted by the author, into examinations in science carried out by the Science and Art Department.

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Status: Sponsored project Source of Grant: The Royal Society Date of Research: 1991 -1995 KEYWORDS: educational history; examinations; science education; universities 11/1844 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Kehoe, M. Mrs; Supervisor: Birley, G. Dr; Preston, J. Dr Evaluation of the training needs of primary science teachers Abstract: A survey is being undertaken in one large local education authority in order to establish the training needs of primary science teachers at key stage one of the National Curriculum. Programmes of training will then be arranged and implemented in response to the needs analysis; the effects of this training will be evaluated. Status: Individual research Date of Research: 1991–1995 KEYWORDS: inservice teacher education; primary school teachers; science education; teacher development 11/1845 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Tam, C. Mrs; Supervisor: Birley, G. Dr; Moreland, N. Dr; Pearl, L. Dr An investigation of factors associated with high achievement in degree performance in higher education science students Abstract: Using biographical information and basic information of socio-economic group, age, gender, etc., a study is being conducted of the outcomes of student learning against the inputs in order to determine what factors and study skills are associated with high achievement in science and technology undergraduates. Status: Individual research Date of Research: 1993-continuing KEYWORDS: academic achievement; achievement; background; science education; students 11/1846 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Farley, K. Mr; Supervisor: Birley, G. Dr; Gomez, G. Dr Implementing the National Curriculum History in primary schools

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Abstract: This is an ethnographic study of three primary schools, in one local education authority, which will examine the effects upon the teaching of history following the introduction of the National Curriculum in history. Recent years have seen the development of process-based methods of teaching history in the primary school, and the study aims to discover the extent to which the introduction of new curricula has enabled this process to continue. Status: Individual research Date of Research: 1993-continuing KEYWORDS: history; National Curriculum; primary education 11/1847 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Evans, D. Mrs; Supervisor: Birley, G. Dr; Hyde, B. Miss Professional practice and emotional development in the student nurse Abstract: This research is studying the relationship between professional practice and the emotional development of the student nurse. It aims to test the assumption that psychological congruence will facilitate the integration of psychiatric theory and practice. On the basis of this study, a programme will be developed which, it is intended, will improve theory/practice integration. This programme will be evaluated. Status: Individual research Date of Research: 1993-continuing KEYWORDS: emotional development; nurse education; nurses; professional development; student development 11/1848 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Rotsides, C. Mr; Supervisor: Birley, G. Dr; Prudham, B. Mr Education in Cyprus: comparisons with Greece and the United Kingdom Abstract: Surveys of Education Department personnel and of educationalists are being undertaken in Cyprus in order to examine the structure and mode of operation of their education system. It will then be compared with the systems in Greece and in the United Kingdom in order to establish what traditions have been imported into the educational system of Cyprus, and the compatibility of this educational system with the systems of Greece and the United Kingdom. This will indicate the degrees of adjustment which may be necessary as Cyprus prepares to join the European Union. Status: Individual research Date of Research: 1992–1996 KEYWORDS: comparative education; Cyprus; educational policy; Greece; school systems

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11/1849 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Harrison, S. Mr; Supervisor: Birley, G. Dr; Mathias, J. Dr Open and flexible learning systems in the National Health Service Abstract: Flexible and open learning systems currently being introduced into the public service and National Health Service systems of Britain are being evaluated, against more traditional levels of delivery, in one hospital training school. Status: Individual research Date of Research: 1992-continuing KEYWORDS: flexible learning; medical education; open education; teaching methods 11/1850 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Han, M. Miss; Supervisor: Birley, G. Dr; Elliott, D. Mr A longitudinal study of gifted children in Singapore Abstract: This is an examination of a series of programmes for gifted children in Singapore. It involves the development and validation of selection tests and an evaluation of the effectiveness of the programmes. Status: Individual research Date of Research: 1993-continuing KEYWORDS: gifted; programme evaluation; Singapore 11/1851 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Doherty, M. Mr; Supervisor: Birley, G. Dr; Moreland, N. Dr; Dudley, J. Mr The managerial implications of General National Vocational Qualifications Abstract: This research examines the introduction of the General National Vocational Qualification into the colleges of further and higher education. It looks at the implications for management and for the curriculum of such colleges. Status: Individual research Date of Research: 1992–1996 KEYWORDS: further education; higher education; national vocational qualifications; vocational education 11/1852

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School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Bartlett, S. Mr; Supervisor: Birley, G. Dr; Mathias, J. Dr Teacher appraisal in three case study secondary schools Abstract: Case studies of three secondary schools are being undertaken to examine the operation of appraisal systems. Aspects to be examined include: organisational change; effects on appraisers; and the motivational change of appraisees. Status: Individual research Date of Research: 1992–1996 KEYWORDS: secondary school teachers; teacher development; teacher education; teaching profession 11/1853 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Storey, S. Ms; O’Neill, M. Ms; Supervisor: Birley, G. Dr; Doherty, G. Prof; Moreland, N. Dr Implementation of Total Quality Management in higher education Abstract: This project examines the impact of the introduction of a quality system in one higher education institution. It examines the management strategies employed and the resulting impact upon middle management, academic staff, secretarial staff and technical staff. Status: Individual research Date of Research: 1992–1996 KEYWORDS: educational administration; educational quality; higher education; institutes of higher education; quality assurance; quality control 11/1854 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Jones, M. Mr Teachers’ development project evaluation Abstract: A local initiative in 1990 by a Ciba plant in Manchester saw the development and publication of the ‘Bicycle Pack’: a resource for teaching science to primary school children. Packs were distributed to all U.K. schools, but many remained on teachers’ book shelves even though the pack was widely regarded. During 1993 Ciba approached the Standing Conference on Schools’ Science and Technology about updating and disseminating the pack as a partnership. The pack was rewritten to include resources for teaching technology in primary schools, a planning framework, and teachers’ background information aimed at preventing the transmission of misconceptions. The effectiveness of the pack was also to be evaluated. This more coherent approach, supported by teacher

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training courses in the use of the pack, is now known as the Ciba Teacher Development Programme: Primary Science and Technology. The aims of the programme (forming the basis of the evaluation) are to: 1) make a significant contribution to the teaching of science and technology for the 21st century; 2) stimulate interest in science and technology, industry and the chemical industry in particular; and 3) present Ciba in a positive light, locally and nationally, to a broader audience. Research will include: contextual analysis of teacher needs in planning and teaching science and technology in primary schools; attendance at teachers training courses, and visits to a selection of schools whose staff have attended the training courses. It is planned to disseminate the pack to 6,000 schools in the three years up to 1996. Ten per cent of these schools will be selected for visits. The evaluation methods will include: observation and fieldnotes; questionnaires; critical incidence analyses; and interviews. Status: Sponsored project Source of Grant: Ciba (UK) Limited Date of Research: 1993–1995 KEYWORDS: corporate support; educational materials; primary education; programme evaluation; science education; technology education 11/1855 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Aston, S. Ms; Supervisor: Moreland, N. Dr, Brown, C. Dr; Birley, G. Dr Student pathways: a longitudinal study of a cohort of students following a variety of full-time awards within one university Abstract: This study is concerned with the experiences which students moving through a variety of university courses receive. This will involve the experiences both inside and outside university and how these affect their ability to cope with the exigencies of university life. The aims of the study therefore are: 1) To conduct a longitudinal study of students within the School of Education at Wolverhampton University by collecting quantitative and qualitative data of their experiences. 2) To identify, document and research the students’ understandings of the variety of coping strategies and colonisation activities used by the students to navigate their way through academic and non-academic aspects of university life. 3) To extend the theoretical understanding of the context and experiences of the university for student behaviour and learning experiences. Status: Sponsored project Source of Grant: University of Wolverhampton Date of Research: 1995-continuing KEYWORDS: higher education; student experience; students; universities 11/1856 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Wragg, C. Mrs; Supervisor: Birley, G. Dr; Thomas, N. Mrs

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A case study of the statement/review procedure for primary school children in mainstream education Abstract: The purpose of this research is to examine the statementing procedure used within one local education authority (LEA). An attempt will be made to ascertain who are the important actors in the process and to examine the extent to which the procedure conforms to official guidelines. LEA guidelines will be produced and evaluated. Status: Individual research Date of Research: 1993–1996 KEYWORDS: mainstreaming; special educational needs; statements—special educational needs 11/1857 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Allan, J. Ms; Supervisor: Birley, G. Dr; McKay, J. Miss An action research study of learning outcomes in higher education Abstract: This research investigates the implications for curriculum design in higher education of a ‘learning outcomes’ model of curriculum development. It looks at both the students’ and the lecturers’ perceptions of learning outcomes and the implications for modularity of this development. Status: Sponsored project Source of Grant: University of Wolverhampton Date of Research: 1993-continuing KEYWORDS: curriculum development; higher education; learner educational objectives; learning modules; modular courses; outcomes of education 11/1858 School of Education, Walsall Campus, Gorway Road, Walsall WS1 3BD 01902 321000 Abell, B. Mr; Supervisor: Pomeroy, R. Mr; Birley, G. Dr; McKay, J. Miss Managing reflection: a study of the development of mentoring in the implementation of Department for Education Circular 9/92—Initial Teacher Training (Secondary Phase) Abstract: The research is conducted in two parts. First of all, the range and type of mentoring arrangements currently used in schools will be examined. There will then be an identification and analysis of the reflection practices of individual students. Status: Sponsored project Source of Grant: University of Wolverhampton Date of Research: 1993-continuing KEYWORDS: mentors; preservice teacher education; reflection; school based teacher education; student teachers

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11/1859 Wolverhampton Business School, Compton Park, Wolverhampton WV3 9DX 01902 321000 Williams, S. Ms; Supervisor: Birley, G. Dr; Davies, G. Dr Assessment of action learning type sets as a management strategy Abstract: This research examines the varied learning experiences of Master of Business Administration (MBA) students in relation to self-directed learning. It relates their learaing experience to their progress and dilemmas on a personal development module which makes use of action learning type sets as a learning strategy. Status: Individual research Date of Research: 1993-continuing KEYWORDS: business administration education; learning activities; learning strategies; management studies

Worcester College of Higher Education 11/1860 Henwick Grove, Worcester WR2 6AJ 01905 855000 Pascal, C. Prof.; Bertram, A. Mr; Ramsden, F. Mrs; Bingham, J. Miss; Saunders, M. Mrs; Kelly, S. Mrs Effective early learning: an action plan for change Abstract: The effective early learning (EEL) project is a three year, three phase national research and development project. The project has three aims: 1) To develop procedures for systematically and rigorously evaluating the quality and effectiveness of early learning in a range of education and care settings for 3 and 5 year olds in the UK. 2) To improve the quality of early learning in a range of settings. 3) To document and compare the differences in the quality of early learning provided in a variety of pre-school settings. The project methodology is largely qualitative in approach but utilises certain quantitative methods of data collection and analysis. It is also an example of illuminative evaluation and action research, in which the research team work closely with those involved in the early childhood settings. The project team are implementing a model of evaluation and improvement in over 250 settings across the UK. The data generated by this evaluative process will be analysed by the Worcester team for comparative purposes. The settings include a wide range from the education, private and voluntary sectors. The project is currently in phase 3, in which the data from phase 2 is being analysed and the results published by the end of 1996. In addition, the EEL research team have trained a further 800 support workers, who will in turn help in 625 early childhood settings, incorporating 2,400 practitioners and 15,000 children and their families, to use the project materials to audit and develop the quality of their practice.

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Published Material: PASCAL, C. (1993). ‘Capturing the quality of education provision for young children: a story of developing professionals and developing methodology’, European Early Childhood Education Research Journal, Vol 1, No 1, pp.69–80.; PASCAL, C. (1993). ‘Defining the quality of educational provision for young children’. In: HAMBER, H. (Ed). Early childhood education. Consortium of Institutions for Development and Research in Education in Europe (CIDREE): Vol 5. Dundee: Scottish Consultation Council on the Curriculum.; PASCAL, C. (1994). The effective early learning project: interim project. Worcester: Worcester College of Higher Education.; PASCAL, C., BERTRAM, A.D. & RAMSDEN, F. (1994). The effective early learning project: the quality evaluation and development process. Worcester: Amber Publications.; PASCAL, C., & BERTRAM, T. (1996). Effective early learning. London: Hodder & Stoughton. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £340,000; The Baring Foundation £30,000; Worcester College of Higher Education £340,000; Date of Research: 1993–1996 KEYWORDS: early childhood education; educational development; educational quality; preschool education; quality control 11/1861 Henwick Grove, Worcester WR2 6AJ 01905 855000 Pascal, C. Prof.; Bertram, A. Mr; Heaslip, P. Mr A comparative directory of initital training for early years teachers Abstract: This project was undertaken by the Association of Teacher Education in Europe (ATEE) Early Years Working Group based at Worcester. It aims to document the range, quality and characteristics of initial training for early years teachers in Europe. At a time of rapid change in Europe, it was felt there was a need for a comparative evidential base on teacher training for early years (defined as 0–8 years of age). Field workers have been appointed, with each contributing country presenting information on: 1) Structure of the educational system. 2) Terminology. 3) Current trends. 4) Names and addresses of universities with responsibility for training. 5) Names and addresses of bodies authorising courses. 6) Criteria used for authorising and approving training. 7) The different routes into teaching. 8) The status and level of such training. 9) Description of course requirements. 10) Content of courses. Entries for 11 European countries are now being updated, with 13 additional entries to include Eastern Europe. This is an essential data base from which others can draw conclusions. Published Material: PASCAL, C., BERTRAM, A.D. & HEASLIP, P. (1991). ATEE comparative directory of initial training for early years teachers. Worcester: Association of Teacher Education in Europe, Early Years Working Group.; PASCAL, C., BERTRAM, A.D. & HEASLIP, P. (1992). ‘The changing context of teacher education for the early years in Europe’, Early Years, Vol 12, No 2, pp.7–12.; PASCAL, C., & BERTRAM, A.D. (1993). ‘The education of young children and their teachers in Europe’, European Early Childhood Education Research Journal, Vol 1, No 2, pp.27–38.

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Status: Sponsored project Source of Grant: European Commission £285 Date of Research: 1990–1995 KEYWORDS: comparative education; directories; early childhood education; preservice teacher education 11/1862 Henwick Grove, Worcester WR2 6AJ 01905 855000 Pascal, C. Prof. Evaluating and improving the quality of educational provision for 3 and 4 year olds Abstract: This three year research project aims to develop a model of evaluation and improvement for a variety of early childhood educational settings, including primary schools and classes, playgroups, private nurseries, family centres and childminders. Qualitative research instruments for evaluating quality will be developed and employed in constructing democratically illuminative case studies of the quality of educational provision in each setting. These case studies will be used to develop and implement an action plan for the improvement of quality. Research techniques employed include interviews, observations, diaries and documentary analysis. Published Material: PASCAL, C. (1993). ‘Capturing the quality of educational provision for young children: a story of developing professionals and developing methodology’, European Early Child-hood Education Research Journal, Vol 1, No 1, pp.5–11. Status: Sponsored project Source of Grant: Worcester College of Higher Education £45,000 Date of Research: 1992–1995 KEYWORDS: early childhood education; educational development; educational quality; nursery schools; play groups; preschool education; quality control 11/1863 Henwick Grove, Worcester WR2 6AJ 01905 855000 O’Sullivan, F. Mr; McEwen, S. Ms; Olds, H. Ms; Owen, D. Mr; Russel, V. Mr; Supervisor: Ghaye, A. Dr Evaluation of the impact of the development of school-based management using the MEDALS materials Abstract: This evaluation is conducted in the context of the increasing autonomy of schools resulting from the Education Reform Act 1988 and in the light of a focus on management development in the Grants for Education and Training (GEST) programmes 1989–1992. Hereford and Worcester Local Education Authority (H & W LEA) is committed to a strategy for management development which suppports increasingly selfdeveloping schools and which incorporates the following principles: 1) Participation in

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management development by all teachers. 2) The notion of continuous development. 3) The vital importance of school-based learning. 4) Action orientated development. 5) Continuous check on the quality of provision. The evaluation is being conducted by Worcester College of Higher Education (WCHE) in collaboration with H & W LEA and is at the implementation stage of a pilot Management Development Programme using the MEDALS (Hall, V. and Oldroyd, D. (1990). Management self-development—secondary. Bristol: National Development Centre for Educational Management and Policy) materials. The two main aims are: 1) to support individuals in the development of selfmanaging schools; and 2) to design and develop a process of training and support for implementation and evaluation. Twelve staff from ten schools are involved in the actionresearch and will receive training and support, including work on evaluation methodology. Data thus generated will result in feedback conferences and reports of progress in the individual schools plus overview reports which will incorporate additional data from the wider pilot group. The research asks: How far is the MEDALS process facilitating improvements in school-based management at the levels of the individual, the school and groups of schools in terms of thinking about management development, the practice of management development, and the context of supported self-managing schools? Status: Sponsored project Source of Grant: Hereford and Worcester Local Education Authority; Worcester College of Higher Education Date of Research: 1993–1995 KEYWORDS: educational administration; Local Management of Schools; management in education; programme evaluation; school based management; teacher development 11/1864 Henwick Grove, Worcester WR2 6AJ 01905 855000 Mould, C. Mrs; Supervisor: Pascal, C. Prof. The influence of teachers’ learning stance on the effectiveness of the early learning of four year olds in schools in England Abstract: The aim of this research is to critically analyse and evaluate the relationship between four year old children and teachers in effective early learning throughout a diverse range of schools in England. The research study stems from the belief that interactions between the adult and the child are critically significant in determining the effective nature of the learning experience. A methodological triangulation approach has bee n adopted, producing both qualitative and quantitative data. To further refine validity a democratic approach to quality evaluation is respected throughout. The research framework divides into two separate yet interdependent studies. 1) Empirical research: investigating, documenting and assessing attitudinal qualities teachers demonstrate and the significance these have on teaching effectiveness. The study focused on ten Birmingham local education authority (LEA) schools with four year olds in iheir reception classes. (Fieldwork period February -April 1995). 2) Collaborative action

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research: data obtained from four of the experimental groups that participated in the original fieldwork. The researcher is working collaboratively with the class teacher. (Fieldwork period October 1995-May 1996). Assessment focused on two significant factors in the quality of learning facilitation: a) child’s level of involvement during the process; b) form of attitudinal qualities demonstrated by the teacher to support and facilitate learning. The rigorous analysis of this original research provided the foundation of the collaborative action research study. The empirical observations proved to be a critical stage in establishing a firm grounding for collaborative extension. A growing awareness of the role of the pedagogue flavoured the approach. This initiated the concept of extending the research focus with known participants. During eighteen months the researeher and the teacher will be developing in unison, the outcome being one of professional development for both. This consequently leads to an enhanced effectiveness of the early learning for young children. It is proposed that the role of the researcher in the classroom could be extended as a form of inservice training. It is intended that this research will be used as a form of development that maximises the unique potential of the person behind the professional. Practitioners could utilise this approach as part of their professional development and inservice training. Published Material: MOULD, C. (1995). ‘The influence of teachers’ learning stance on the effectiveness of the early learning of four year olds in schools in England’. Paper presented at the Annual European Conference on the Quality of Early Childhood Education, Paris, 7–9 September 1995. Status: Individual research Date of Research: 1994-continuing KEYWORDS: early childhood education; educational quality; primary education; teacher effectiveness; yottng children 11/1865 Henwick Grove, Worcester WR2 6AJ 01905 855000 Pascal, C. Prof.; Bertram, A. Mr; Mould, C. Mrs A longitudinal study of children’s involvement levels and their link to educational outcomes Abstract: This project arises out of the effective early learning (EEL) project, directed by Professor Christine Pascal. The EEL project aimed to evaluate and improve the quality of early learning in a range of early childhood settings. Within this project the researchers utilised the Leuven Involvement Scale for Yonng Children, as a measure of educational quality. This aims to assess the process of learning within a setting. Following this, the aim was to establish the validity of this instrument as a measure of quality by undertaking a longitudinal follow-up study of a cohort of children (200+) who had displayed low and high levels of involvement at age 3. The researchers are tracking these children through to admission to school and National Curriculum key stage 1 using baseline assessment and standard assessment task data to establish the relationship between involvement levels and subsequent educational achievements, i.e. outcome measures.

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Published Material: PASCAL, C., BERTRAM, A.D., RAMSDEN, F., MOULD, C, GEORGESON, J. & SAUNDERS, M. (1995). Effective early learning: a professional development programme. Worcester: Amber Publications. Status: Sponsored project Source of Grant: Esmee Fairbairn Charitable Trust £10,000 Date of Research: 1995–1996 KEYWORDS: academic achievement; achievement; assessment; early childhood education; followup studies; outcomes of education; preschool education; young children 11/1866 Henwick Grove, Worcester WR2 6AJ 01905 855000 Pascal, C. Prof.; Bertram, A. Mr Four year olds in reception classes in Birmingham Abstract: The project is an 18 month study of the quality of educational provision for four year old children in Birmingham primary schools. This authority has had a policy of annual admission to primary schools for over 10 years. The aim of this project is to document systematically the quality of provision and practice offered to the four year olds in all Birmingham primary schools, as a basis for a programme of quality improvement across the Authority. Evidence will be gathered in the first phase (January 1996-June 1996) on a cohort of 200+ primary schools using qualitative and quantitative methods, including structured observations, interviews and questionnaires. In the second phase a sample of these schools (20%) will be followed up in more depth to provde detailed material to guide the development of policy and practice in the Authority. Published Material: PASCAL, C. (1990). Under-fives in the infant classroom. Stokeon-Trent: Trentham Books. Status: Sponsored project Source of Grant: Birmingham Local Education Authority £60,000 Date of Research: 1996-continuing KEYWORDS: early admission; early childhood education; primary schools; reception classes; school entrance age; young children 11/1867 Henwick Grove, Worcester WR2 6AJ 01905 855000 Elliott, G. Dr Preparation for higher education: the context of effective student learning Abstract: This is a case study of the context of effective student learning, which focuses upon courses and programmes designed to prepare students for higher education (HE). Many argue that incorporation has encouraged a flourishing ‘market’ in post-compulsory education, which has driven both competitive and collaborative relationships within and between the further education and higher education sectors. Critical analysis of the

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present further/ higher education context, including the extent to which modular and credit-based structures are manifestations of consumerism in education, informs the work. Access and Foundation courses are increasingly characterised by modules and credits with the majority now assimilated within the Open College Network. This research questions whether such schemes presage an increase in schemedriven bureaucracy, and asks whether segmentation of qualification structures serves the needs of learners. The role of learner support is a particular focus of this study, which is based upon the expectations and experiences of a group of 12 Access and Foundation full-time students as they proceed through their one year programme. The data is drawn from direct observations, reflective accounts, and semistructured open-ended interviews. A qualitative data computer software package is employed in data analysis. A theoretical framework is being developed, based upon the model of critical student-centred pedagogy developed by Paulo Freire. This approach is particularly appropriate to an analysis of educational structures and processes which takes adequate account of the characteristics and needs of adult learners, as well as a pervasive and interrelated range of social and political factors. Published Material: ELLIOTT, G. (1995). ‘Managing Access: preparing mature students for higher education’, Innovation and Learning in Education, Vol 1, No 2, pp.10–16.; ELLIOTT, G. (1996). Crisis and change in vocational education and training. Higher Education Policy Series Vol 36. London: Jessica Kingsley. Status: Individual research Date of Research: 1995-continuing KEYWORDS: Access programmes; access to education; further education; higher education; introductory courses; mature students; nontraditional students; students 11/1868 Henwick Grove, Worcester WR2 6AJ 01905 855000 Vaughan, G. Mrs An investigation into young children’s understanding of two dimensional shape Abstract: An investigation into the two dimensional geometric knowledge of four children in their first term of formal schooling. Using a Vygotskian framework, their actual and potential geometrical understanding was explored. It was found that their initial classification of known two dimensional shapes was based predominantly upon a Gestalt perception but that a more analytical classification based on properties could be developed through experience. The data suggests that young children are capable of discriminating between a wide range of two dimensional shapes using both Gestalt and analytical classification criteria. The implications of this are discussed with regard to the syllabus traditionally presented to early years children. Status: Individual research Date of Research: 1994–1995 KEYWORDS: geometry; mathematics education; primary education; shape; young children

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11/1869 Henwick Grove, Worcester WR2 6AJ 01905 855000 Hudson, G. Dr; Richmond, J. Dr A case study: the research culture of a higher education college Abstract: The aim of the research is to establish the amount and type of research carried out by a college of higher education. All full-time academic staff were surveyed by a questionnaire to provide quantitative data about their research activities, sources of funding and research reference groups. There was a 70% response to the questionnaire. A statistical analysis of the survey data has been completed which indicates that the schools within the College have different types of research sub-cultures. Follow-up interviews of a selected sample of members of the schools have been carried out and the data from these is now being undertaken. It is hoped that these data will illuminate the major elements and differences of the research sub-cultures. The findings of the research should provide some understanding as to the natnre of research cultures and how they can be developed. An internal report will be written and it is hoped this will provide the basis for a published paper. Status: Sponsored project Source of Grant: Worcester College of Higher Education Date of Research: 1994–1995 KEYWORDS: colleges of higher education; higher education; research 11/1870 Henwick Grove, Worcester WR2 6AJ 01905 855000 Stratta, E. Dr; Macdonald, C. Dr Experience of non-standard entrants in higher education Abstract: The research was prompted by the changing emphasis to mass and diverse recruitment in higher education. The project was set up, therefore, to explore the experience of non-standard entry students who are becoming an increasing proportion of those entering higher education. The project is based on qualitative data collected at Worcester College of Higher Education. Group interviews were carried out between September 1992 and June 1994 with non-standard entry students and teaching staff. The analysis of data has been broadly based on notions of discourse. Initial analysis would suggest that non-standard entry students have constructed their own identity. This has had an impact both on the students’ expectations of themselves and on their experience of the teaching and learning situation. Interviews with tutors, however, suggest an initial reluctance to recognise a distinct identity for non-standard entrants which is subsequently modified when they are asked to consider specific learning situations. The data has relevance to developing learning and teaching approaches in mass higher education. Status: Sponsored project Source of Grant: Worcester College of Higher Education

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Date of Research: 1992–1996 KEYWORDS: access to education; higher education; mature students; nontraditional students; student experience; students 11/1871 Henwick Grove, Worcester WR2 6AJ 01905 855000 Bertram, A. Mr; Pascal, C. Prof. A directory of early years teacher education in Europe Abstract: The original directory published in 1991 focused on the status, extent, form and quality of the training of early years teachers in 11 European countries. This new volume will update that information and cover 23 countries in all. Information is collected by coordinators in each of the participating countries on the following: 1) The structure of the education system. 2) Terminology. 3) Current trends and changes. 4) Names and address of ministries with the responsibility for initial/basic training of early years teachers. 5) Names and addresses of bodies which authorise courses. 6) Criteria used in authorising and approving training. 7) The different routes into early years teaching. 8) The status or level of such training. 9) Descriptions of course requirements. 10) The content of courses. Published Material: PASCAL, C., BERTRAM, A. & HEASLIP, P. (1991). Comparative directory of initial training for early years teachers. Worcester: Association of Teacher Education in Europe, Early Years Working Group. Status: Team research Date of Research: 1993–1995 KEYWORDS: comparative education; directories; early childhood education; Europe; preservice teacher education 11/1872 Henwick Grove, Worcester WR2 6AJ 01903 855000 Brighton University, Faculty of Education, Sport and Leisure, Falmer, Brighton BNl 9PH 01273 600900 Sheffield Hallam University, Mathematics Education Centre, 25 Broomgrove Road, Sheffield S10 2NA 01142 720911 Perkins, M. Mrs; Supervisor: Ghaye, A. Dr; Dombey, H. Prof.; Cashdan, A. Prof. The preparation of student teachers to be teachers of reading Abstract: The overall aim is to explore the nature of the knowledge required to be an effective teacher of reading. Within the above aim it is expected that the following objectives will also be addressed: 1) To analyse the primary professional English initial teacher education (ITE) courses at Worcester College of Higher Education; 2) To explore

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the extent to which the courses satisfy the perceived needs of college, students, schools and other external demands; 3) To identify effective teaching and learning strategies, to improve the quality of primary professional work in reading at the College. One of the main concerns in primary initial teacher education is the preparation of students to be teachers of reading and this concern is emphasised in the Department for Education Circular 14/93: The Initial Training of Primary School Teachers—New Criteria for Courses. Her Majesty’s Inspectorate (HMI) reports in 1989 and 1993 on the teaching of reading in primary schools indicate that the quality of teaching is the key factor in pupils’ success or otherwise, and that ‘practice was not underpinned by sufficiently clear, coherent and comprehensive reading policies’. This has implications for the training of teachers as is identified in Circular 14/93 which sperifies time to be spent on reading by student but not the specific content of that time. This study aims to explore that area by looking in depth at work in one institution. This case study will generate a knowledge base of the pre-requisites for a teacher of reading. Principally the study will use an action research approach, supported by a phenomenographic perspective in which teaching will be reflected on and analysed in order to improve practice. The model to be used is called ‘emancipatory action research’, which critically examines values underpinning behaviours. The starting point for the research is: ‘What do I need to know in order to be an effective teacher of reading?’ and ‘How can I best communicate this knowledge to others?’. The focus of the research, therefore, is the knowledge, beliefs and experiences necessary for the teacher of reading and how these are transmitted to intending teachers. It is expected that the knowledge thus gained will impinge on both ITE and inservice teacher education (INSET) courses and that the research will be a key feature in both staff and course development. Data will be collected and triangulated through: a) reflective journals kept by the researcher and another member of the course team; b) video recordings of selected teaching sessions; c) interviews with approximately 36 students on the primary BA Qualified Teacher Status (QTS) course, 12 teachers, a local education authority (LEA) adviser and 3 College tutors; d) formal and public documentation—course outlines, student handouts, assignments, government documentation and documentation from at least one other institution. Analysis of the perceptions of the participants, including the researcher, will be within the phenomenographic paradigm, creating ‘categories of description’ about the teaching of reading. From these a knowledge base will be formed which will be used in planning future student experiences to prepare them as teachers of reading. Status: Individual research Date of Research: 1994-continuing KEYWORDS: preservice teacher education; primary school teachers; reading teachers; reading teaching; student teachers 11/1873 Henwick Grove, Worcester WR2 6AJ 01905 855000 Nottingham University, School of Education, University Park, Nottingham NG7 2RD 01159 515151 Bertram, A. Mr; Supervisor: Gammage, P. Prof.

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Men as early childhood educators Abstract: This project aims to explore the issues which encourage or prevent men from becoming early childhood educators. It will also explore the perceived benefits and limitations of men’s involvement in children’s early education. Case studies, questionnaires plus interviews will be used in this qualitative project. Status: Individual research Date of Research: 1992–1996 KEYWORDS: early childhood education; men; sex differences 11/1874 Henwick Grove, Worcester WR2 6AJ 01905 855000 Police Training Centre, West Mercia Police Force, Hindlip Hall, Hindlip, Worcester WR3 8SP 01905 723000 Lillyman, S.Miss; Taylor, M.Mrs; Burnham, D.Mr; NewtonSmith, S. Mr; Hirons, R. Mr; Hudson, G. Dr; Supervisor: Ghaye, A. Dr Improving the impact of education and training in the workplace Abstract: The qualitative research is a multidisciplinary, multiagency, longitudinal, follow-through study which seeks to determine how the impact of specific education and training programmes can be improved in order to enhance the quality of student actions in their workplaces. Three central beliefs motivate the research. First that every citizen has the right to acquire and participate in high quality education and training throughout their lives. Second that this provision must respond flexibly and appropriately to changing organisational and societal demands and expectations. Third that we know very little about the impact of education and training in the workplace. The sample includes school teachers, health care workers and police trainers. Programmes are diverse including site based management, teaching and assessing clinical practice and tape summary induction. Data is being gathered on student choice of course and their intentions, tutor purposes and pedagogic processes and student learning and impact in the workplace. The study will look for impact in three domains, the adoption, adaptation and communication of knowledge, skills and sensitivities. The research is characterised by a multi-method approach with interviews and phenomenographic analysis being central. Anticipated outputs include the development of a tool for assessing the influence of the culture of the workplace on the quality of student actions and a set of principles and procedures for improving the impact of education and training in the workplace. Status: Sponsored project Source of Grant: Worcester College of Higher Education £5,000; West Mercia Police Constabulary £5,000; The Hospitals Trust £5,000 Date of Research: 1994–1996 KEYWORDS: continuing education; lifelong learning; on the job training; skill development; training; work based learning; work education relationship

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York University 11/1875 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Adams, J. Mrs; Supervisor: Campbell, R. Dr; Ramsden, J. Dr Learning styles of children with special educational needs Abstract: This study explores the idea of learning styles and is attempting to develop a learning styles inventory for children with special educational needs. The aim is to be able to tailor learning activities to the preferred learning styles of pupils. Status: Individual research Date of Research: 1991–1996 KEYWORDS: learning strategies; special educational needs 11/1876 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Peck, A. Mr Modern languages in the National Curriculum Abstract: Data will be collected via video-recording of language lessons, and questionnaire. The method of investigation is the case study, revealing unique features of individual teachers’ methodology. The analysis of language teaching methodology will help teachers through inservice teacher education (INSET) to make principled changes to their own teaching methods in a search for greater effectiveness. The intention is to develop language-based INSET courses for teams of teachers working within a school. It is expected that the programmes will be subject specific, school specific, arising out of the needs of particular teachers in the classroom, i.e. ‘demandled’. The same work is to be done in continental schools, so that British language teachers have the opportunity of further enriching their professional expertise by studying how teachers on the Continent tackle similar problems. Published Material: PECK, A. (1988). Language teachers at work. Hemel Hempstead: Prentice-Hall.; PECK, A. (1990). Autonomous experimentation in language teaching: a case study of question and answer’, The Language Teacher, Vol 3, No 1, pp.9–20.; PECK, A. & WESTGATE, D. (Eds). (1994). Language teaching in the mirror. Reflections on Practice Series No 1. London: Centre for Information on Language Teaching. Status: Sponsored project Source of Grant: Higher Education Funding Council Date of Research: 1992–1996 KEYWORDS: comparative education; language teachers; modern language studies; National Curriculum

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11/1877 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Ramsden, J. Dr; Lazonby, J. Mr; Allsop, T. Mr; Raffan, J. Mr; Lubben, F. Mr The nature and purpose of investigative work in A-level chemistry courses Abstract: The aim of the study is to establish the nature and perceptions of the value of individual investigational work undertaken by students following the two current A-level courses which include this component. These courses are the Salters’ Advanced Chemistry Course and the Cambridge Modular Course. Data are being gathered via semistructured interviews carried out with teachers in a range of schools and with key people involved in the examination process. Areas being explored include the following: 1) teachers’ perceptions of the purpose and value of investigations; 2) management issues; 3) assessment issues; 4) teachers’ perceptions of student reactions. Status: Sponsored project Source of Grant: Universities of York, Cambridge and Oxford Date of Research: 1994–1995 KEYWORDS: A level examinations; chemistry; experiments; investigations; practical science; science education 11/1878 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Key, M. Ms; Supervisor: Waddington, D. Prof.; Lazonby, J. Mr How do A-level chemistry students perceive the chemical industry and how might their perceptions and views be influenced by their A-level chemistry course and its teaching? Abstract: The perceptions and views of a sample of A-level chemistry students have been monitored during their A-level course. Teachers and students have completed questionnaires at 3 different points during the 2 years. Schools and colleges using Northern Examining Board syllabuses, Nuffield syllabus and Salters’ syllabus were included in the sample of about 100 institutions. Status: Individual research Date of Research: 1992-continuing KEYWORDS: A level examinations; chemical industry; chemistry; industry education relationship; pupil attitudes; science education 11/1879 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Vulliamy, G. Dr; Webb, R. Dr; Horbury, A. Dr

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A comparative study of curriculum change in primary education in England and Finland Abstract: The research incorporates the English component of a comparative study of curriculum change in primary education in England and Finland. While England revised its detailed and prescriptive National Curriculum, in September 1994 Finland discontinued its long-standing statutory national curriculum in order to encourage schools to be more responsive to community and pupils’ needs. An examination of the ways in which change is brought about by a combination of national legislation and reactions and responses at local authority and school level will contribute to the understanding of the nature of educational change in the current market-orientated climate. The research involves qualitative case studies of 6 schools in England, conducted by 3 English researchers, and 6 schools in Finland, conducted by 4 Finnish researchers (funded by Finnish organisations). Status: Sponsored project Source of Grant: University of York £3,827 Date of Research: 1994-continuing KEYWORDS: comparative education; curriculum development; educational change; Finland; National Curriculum; primary education 11/1880 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Sudworth, S. Ms; Supervisor: Webb, R. Dr Teachers’ personal and professional change at National Curriculum key stage 1 Abstract: This research is a longitudinal study of the introduction of the National Curriculum and its associated assessment at key stage 1. It aims to explore the relationship between imposed change at national and local level and teachers’ responses to change influenced by their values and past experience. The research involves qualitative data collection in 6 case-study schools including the shadowing of a primary classteacher and a headteacher. Status: Individual research Date of Research: 1988-continuing KEYWORDS: educational change; National Curriculum; primary school teachers; teacher attitudes; teaching profession 11/1881 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Downham, D. Mr; Supervisor: Campbell, R. Dr; Ramsden, J. Dr Aspects of the use of information technology in secondary schools Abstract: This project will focus on the use of information technology (IT) in secondary schools. Data will be gathered from both staff and pupils on their perceptions of the value

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of IT related skills, and their proficiency with their use. The aim of the research will be to identify aspects of good practice. Status: Individual research Date of Research: 1994–1996 KEYWORDS: computer uses in education; information technology; secondary schools 11/1882 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Lubben, F. Mr Scientific and traditional Swazi perceptions of lightning as a context for science teaching Abstract: Literature emphasises the need to make the science curriculum content and the teaching methods relevant to the learners. Lightning is a frequently occurring natural phenomenon in Swaziland and could therefore be relevantly used to introduce the topic of static electricity included in the science curriculum. Lightning has important cosmological meaning in Swazi traditional thinking. This research project aims to describe the variety of ideas Swazi secondary students have access to in order to explain the nature and occurrence of lightning, and the ways they suggest to avoid being struck by lightning in science learning. In preparation for an introductory ‘lightning’ lesson, students are asked to collect information at home from (grand) parents about what lightning is, what action to take when lightning occurs, and why lightning strikes a particular home or person. These ‘home stories’ are used in the lesson to introduce lightning as a form of static electricity. Written data in the form of these ‘home stories’ from around 200 students in 6 classes in peri-urban and rural Swazi schools have been collected, together with observational data from 3 ‘lightning’ lessons. Interviews with an additional 9 teachers who have taught the ‘lightning’ lesson were undertaken. The analysis will report the various scientifically or traditionally based alternative concepts related to lightning. It will also document the effect of the contentious nature of the lesson topic on the teacher-centred classroom culture. Implications for curriculum development and teacher inservice will be discussed. Status: Individual research Date of Research: 1994–1995 KEYWORDS: Africa; electricity; lightning; science education; Swaziland 11/1883 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Borgford, C. Mrs; Supervisor: Waddington, D. Prof.; Lazonby, J. Mr Defining priorities in school science: a study of the Salters’ science course in use Abstract: Qualitative research methods used to investigate teachers’ perceptions of what the change process has meant for them and their students while implementing Salters’

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science course in their schools. An initial sample of 12 schools was reduced to 6 for more longitudinal study. One of these schools was the subject of a more extended case study. Status: Individual research Date of Research: 1989–1995 KEYWORDS: curriculum development; science curriculum; science education; teacher attitudes 11/1884 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Bousted, M. Ms; Davies, I. Dr Models of political learning Abstract: The aim of the research is to explore the meaning that teachers attach to 4 models of political learning. The models that have been developed by earlier researchers are: education for citizenship; global education; cultural studies; and political literacy. The research will be undertaken by means of detailed questionnaires and indepth interviews with teachers of history, sociology and English. Analysis of data will relate to the conceptual understanding that teachers have of the different models of political learning, and how they seek to give expression in their professional work with students to those or other models. It is intended that the research should be regarded as a pilot project which may lead to an application to a research council for further funding. Published Material: DAVIES, I. & BOUSTED, M. (1996). ‘Teachers’ perceptions of models of political learning’, Curriculum, Vol 17, No 1, pp. 12–23. Status: Sponsored project Source of Grant: Standing Conference on Studies in Education £688 Date of Research: 1994–1995 KEYWORDS: citizenship education; cultural education; English; global approach; history; political issues; sociology 11/1885 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 Seedhouse, P. Mr; Supervisor: Peck, A. Mr The analysis of communication in the second language classroom Abstract: Current approaches to English language teaching (ELT) see the fostering of communication in the classroom as a prime aim. Failure to recognise the complex and elusive nature of communication has led to a problem at the heart of communicative methodology: that of evaluating the richness or value or authenticity of classroom interaction. A framework for analysing and evaluating classroom interaction is proposed, which links the social and psychological purposes underlying the communication with the resultant discourse in terms of patterns of interaction. It is suggested that classroom interaction can best be analysed and evaluated if it is seen as operating in 4 basic

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classroom modes, in each of which typical purposes and patterns of interaction can be seen to converge. Textual analysis of published classroom data is undertaken in support of this contention. The data used will be transcripts of 7 English lessons recorded in Norway plus a wide variety of transcripts of fragments of lessons in several different languages. Published Material: SEEDHOUSE, P. (1994). ‘Linking the pedagogical purposes to linguistic patterns of interaction: the analysis of communication in the language classroom’, IRAL, Vol 32, No 4, pp.303–320. Status: Individual research Date of Research: 1994–1996 KEYWORDS: classroom communication; English—second language; Norway; second language teaching 11/1886 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 University of Swaziland, Faculty of Education, P/Bag 4, Kwaluseni, Swaziland, Southern Africa 00 268 54435 Lubben, F. Mr; Waddington, D. Prof.; Campbell, R.Dr; Dlamini, B. Mrs; Millar, R. Dr Inservice support for a technological approach in science education Abstract: The research explored the effectiveness of three approaches for increasing the relevance of the science curriculum in Swaziland (Southern Africa): 1) The inclusion of technological content in science; 2) An application-led lesson structure using instances from the students’ own experience; 3) An emphasis on problem-solving tasks. Effective innovation in classroom practice depends on teacher ownership of the innovation and an increase in teacher confidence through well-planned inservice support. This project has: 1) developed and trialled two units of teaching and learning science materials for early secondary school classes through practising teachers; 2) developed a package of inservice materials to support teacher induction; 3) evaluated the effectiveness of the induction process in terms of a change in teaching approach; and 4) during three separate workshops, teachers drafted two units of twelve lessons each, which were edited in readiness for a third (induction) workshop for all the participant teachers. Feedback on the class usage of the materials was collected through interviews and class observations. An induction course (including in-class support) was conducted for a new cohort of twenty teachers using an inservice teacher education (INSET) package, and the lesson materials. The effectiveness of the format and the content of the induction process was evaluated through questionnaires, interviews and observations. The impact on classroom practice has been documented, establishing a change in teachers’ ‘concerns’ related to specific characteristics of the INSET package. Student conceptual understanding and attitude to science teaching was also evaluated through written probes and interviews. The fieldwork for the project is now complete but further publications are expected. Published Material: CAMPBELL, B. (1994). UYSEG in Southern Africa. Science Education Research Paper 94301. York: University of York, Science Education Group.;

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1110

LUBBEN, F., CAMPBELL, B. & DLAMINI, B. (1995). In-service support for science education with a technological approach. ODA Education Research Papers, Serial No 16. London: Overseas Development Administration.; CAMPBELL, B. & LUBBEN, F. (1996). ‘Working with teachers to contextualise the curriculum’, British Council Science Education Newsletter, No 128, pp.7–8.; DLAMINI, B., LUBBEN, F. & CAMPBELL, B. (1996). ‘Liked and disliked learning activities: responses of Swazi students to science materials with a technological approach’, Research in Science and Technological Education, Vol 14, No 2, pp.221–235. Status: Sponsored project Source of Grant: Overseas Development Administration £29,000 Date of Research: 1992–1995 KEYWORDS: educational materials; inservice teacher education; science education; Swaziland 11/1887 Department of Educational Studies, Heslington, York YO1 5DD 01904 430000 University of Toronto, Faculty of Education, 371 Bloor Street West, Toronto, Ontario, Canada M55 2R7 Pike, G. Mr; Supervisor: Vulliamy, G. Dr Global education: international dimensions Abstract: The research seeks to identify the theoretical frameworks and ideologies underlying approaches to global education in different continents with special reference to Britain, Canada, and the USA. Global education policies in these continents are being researched with a combination of document analysis, questionnaires and telephone interviews from leading exponents in the field. The research also seeks to explore the variety of meanings attached to global education by practising teachers who use such approaches. Data collection for this involves qualitative interviews with teachers in England and case studies of schools in Canada and the USA. Status: Individual research Date of Research: 1991-continuing KEYWORDS: Canada; comparative education; global approach; teaching methods; United States of America 11/1888 Department of Language and Linguistic Science, Heslington, York YO1 5DD 01904 430000 Universite Louis Pasteur, LADISIS, URA 668-CNRS, Section Psycholinguistique, 12 rue Goethe, 67000 Strasbourg, France 00 33 88 35 82 04 Russell, J. Dr; Verma, M. Mr; Supervisor: Warner, A. Dr; Le Page, R. Prof.; Tabouret-Keller, A. Prof.

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International group for the study of language standardisation and the vernacularisation of literacy Abstract: Biennial workshops in 1986, 1988, 1990 and 1992 have brought together a group of people each actively concerned with vernacular education, especially in the former colonies of Britain and France, but also in Europe and the Americas. The results of this work are now being put into a book, Vernacular Literacy Revisited, to be published in 1997. Status: Sponsored project Source of Grant: ESRC £3,000; Nuffield Foundation £2,000; York University £600; CNRS—Paris £2,000; British Academy £2,000; British Council £1,500 Date of Research: 1986-continuing KEYWORDS: developing countries; language policy; language standardisation; literacy; mother tongue 11/1889 Department of Psychology, Heslington, York YO1 5DD 01904 430000 Mercer, R. Miss; Supervisor: Snowling, M. Prof.; Hulme, C. Prof. The reading and phonological skills of children with Down’s syndrome Abstract: In order to determine the underlying nature of reading ability, psychologists have examined the specific skills involved in learning to read. Research in this area has tended to concentrate upon the way in which children learn letter-sound correspondences. That is, how children link phonemes with the single letters of a word. It is fair to suggest that evidence leaves us with the knowledge that reading is influenced and can be predicted by phonological skills. However, with this great deal of knowledge regarding ‘normal’ reading ability, very little is known about the reading skills of children with Down’s syndrome. In a cross-sectional design, a comparison of control subjects and children with Down’s syndrome was undertaken. Differences in reading and phonological awareness skills, as well as memory span and speech rate ability have been uncovered. It appears that, despite a discrepancy in performance on rhyme recognition tasks, the two groups learn to read in a similar fashion. That is, the better the child’s phonological skills, the better he/she is in reading. However, the two groups’ ability in recall and speech production are significantly different. Status: Individual research Date of Research: 1994–1996 KEYWORDS: Down’s syndrome; phonics; reading ability; reading skills; special educational needs 11/1890 Department of Psychology, Heslington, York YO1 5DD 01904 430000 Nation, K. Dr; Supervisor: Snowling, M. Prof.

Register of educational research in the United Kingdom

1112

Single-word and sentence processing in children with reading difficulties Abstract: A series of experiments investigate the relationship between linguistic skills and reading ability in children with specific decoding (i.e. dyslexic) difficulties, specific comprehension difficulties and matched control children with normally developing skills. The project has the following aims and objectives: 1) To extend our theoretical understanding of individual differences in reading by specifying how basic skills in decoding interact with other linguistic abilities, e.g. vocabulary and syntactic knowledge, when reading aloud single words. 2) To provide insight into the nature and causes of different forms of reading difficulty. 3) To contribute to knowledge of the assessment of different forms of reading disability. 4) To investigate differences in the extent to which poor comprehenders, dyslexics and normal readers use context to facilitate decoding skill. 5) To assess the extent to which dyslexic children can compensate for the decoding problems by developing their use of intact abilities, e.g. semantic skills. Status: Sponsored project Source of Grant: Economic and Social Research Council £29,493 Date of Research: 1994–1996 KEYWORDS: decoding—reading; dyslexia; language skills; reading ability; reading comprehension; reading skills 11/1891 Department of Psychology, Heslington, York YO1 5DD 01904 430000 Plant, T. Dr; Supervisor: Cox, M. Dr The development of pictorial depth perception and depiction Abstract: In Western perspective drawing an object’s height on the page and its size relative to other depicted objects provides information to an adult observer of how near, or far away, the object is supposed to be in relation to the other objects. This research project investigated the development of the use of the relative height and size pictorial depth cues to perceive and depict pictorial depth in a Western sample of children and adults. Experimental studies of pictorial depth perception found that in pictures of 2 objects with no supporting contextual information, very young children and adults tend to identify a larger object as being nearer to them than a smaller object, regardless of their relative height on the page. However, evidence of a developmental shift was found between 4 and 5 years of age in response to pictures in which the 2 objects were depicted within a surrounding context. Adults and children as young as 5 years of age tend to identify a lower object as the nearer, even when it is smaller than an upper object, whereas 4 year olds are equally likely to identify the upper and the lower as the nearer. In contrast, experimental studies investigating the use of the height and size cues to depict depth found the provision of a pre-drawn surrounding context not to affect the way any age group used the cues. In pictures of near/far depth relationships drawn from imagination, all age groups depicted the farther object higher up the page than the nearer, with a tendency to depict the farther object smaller than the nearer developing from 8 and a half years of age onwards. Status: Individual research

The register

1113

Date of Research: 1992–1995 KEYWORDS: arts; depth perception; drawing; pictures; visual perception 11/1892 Department of Psychology, Heslington, York YO1 5DD 01904 430000 Chinese Academy of Sciences, Institute of Psychology, Beijing, China Plant, T. Dr; Fan, X. Prof.; Supervisor: Cox, M. Dr Teaching methods and children’s drawing skills in the UK and China Abstract: The purpose of the present investiagtion is to compare children’s development of drawing in 2 cultures—the UK and China—and to examine and compare the teaching methods employed in schools in these 2 cultures. The teaching of formal techniques of drawing is discouraged in UK schools, mainly on the grounds that it stifles children’s creativity. The consequence is that the standard of drawing is low and, in fact, rather few children display much creativity. In contrast, the standard of drawing and painting in China is remarkably high; Chinese children routinely collect interaational awards and an exhibition of their work is currently on tour in the UK.We assume that the Chinese children are no more innately gifted than are UK children, but that their talent has been fostered in their culture, in particular through the relatively formal approach of teaching right from the kindergarten. However, in the West little is known about these teaching methods, so one of the aims of this research project is to video-record a sample of art lessons for 6–13 year olds in China and to compare them with art lessons for children in the UK.A second aim is to collect data from both Chinese and UK children (480 Chinese and 480 UK children in normal classes, and 240 Chinese children in special art classes) in order to compare the standard of drawing in the 2 cultures. There will be 3 topics drawn from imagination and 5 from models; these will be compared on overall artistic merit (i.e. ratings by art educators) and on a number of technical measures. Of interest will be whether Chinese children go through the same stages of representation and encounter the same kinds of problems as do UK children (albeit perhaps at a younger age) or whether their instruction helps them avoid or overcome these difficulties. Status: Sponsored project Source of Grant: Royal Society £6,140; Economic and Social Research Council £60,790 Date of Research: 1995-continuing KEYWORDS: art education; China; comparative education; drawing; teaching methods 11/1893 Language Teaching Centre, Heslington, York YO1 5DD 01904 430000 Low, G. Mr; Supervisor: Kyriacou, C. Dr Questionnaire design project

Register of educational research in the United Kingdom

1114

Abstract: The object of the study is to explore the reactions of university students to linguistic aspects of the wording of Likert-type questionnaire items. Items of particular interest are those with ‘AGREE/DISAGREE’ as rating verbs and ‘STRONGLY’ or ‘COMPLETELY’ as adverbs. Three tests have been designed, involving closer and closer approximations to the task of actually completing a questionnaire. They involve an acceptability test, an editing task and a think aloud protocol. In addition a test has been devised to establish empirically the levels of certain types of salience attached by subjects to sentences in a questionnaire-type environment. Published Material: LOW, G.D. (1988). ‘The semantics of questionnaire rating scales’, Evaluation and Research in Education, Vol 2, No 2, pp.69–79.; LOW, G.D. (1991). ‘Talking to questionnaires: pragmatic models in questionnaire design’. In: ADAMS, P, HEATON, B. & HOWARTH, P. (Eds). (1991). Review of English Language Teaching 1(2): Socio-Cultural Issues in English for Academic Purposes, pp. 118–143. Modera English Publications in association with the British CounciL; LOW, G, TASKER, I. & LU, H. (1991). ‘The wording of bipolar attitude scales in Chinese’, Educational Research, Vol 33, No 2, pp.141–150.; LOW, G. (1994). Verbal invisibility? The perception of intensifiers and hedges in questionnaire items. Applied Language Research Papers No 94/01. York: University of York, Department of Educational Studies. Status: Individual research Date of Research: 1986–1995 KEYWORDS: Likert scales; linguistics; opinions; questionnaires; rating scales; semantics

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Author index

Abbas, S. Mrs 11/1341 Abbas, T. Mr 11/1810 Abbott, I. Mr 11/1823 Abbott, L. Mrs 11/1667 11/1670 Abbott, L. Ms 11/0879 11/0890 Abbs, P. Dr 11/1577 11/1593 11/1608 11/1618 11/1624 Abdullah, S. Mr 11/0822 Abell, B. Mr 11/1858 Abuodha, C. Mr 11/0267 Ackerman, J. Ms 11/0087 Ackers, J. Ms 11/0879 11/0890 Adamczyk, P. Mr 11/1594 11/1617 Adams, E. Miss 11/1470 Adams, E. Ms 11/1489 Adams, J. Mrs 11/1875 Adams, K. Ms 11/1529 Adams, R. Dr 11/0856 Adams, R. Mr 11/1739 Adams, S. Ms 11/1778 Addison, S. Mr 11/1547 Adelman, C. Prof. 11/0479 11/1282 Adeyemi, T. Mr 11/0431 Adhami, M. Mr 11/0793 Adkins, L. Dr 11/0670 Ager, D. Prof. 11/0028 Ager, R. Mr 11/1706 Aggleton, P. Prof. 11/0782 11/0790 11/0791 11/0792 Ahn, H. Prof. 11/1399 Aiello, M. Mr 11/0629 Ainley, P. Dr 11/0372 11/0745 11/1747 11/1748 11/1749 Ainscow, M. Prof. 11/0135 11/0142 11/0148 Ainsworth, L. Ms 11/0997 Aitken, T. Mr 11/1821 Al-Ansari, E. Mr 11/1570 Al-Jamal, M. Mrs 11/0429 Al-Seaidy, H. Mr 11/0281 Al-Shehri, A. Dr 11/0639 Alansari, I. Mr 11/1474 Albanese, M. Ms 11/1297 Alcindor, L. Ms 11/0155 Alderson, P. Dr 11/0764 Alderton, J. Ms 11/1626 11/1627 Aldrich, R. Dr 11/0713

Author index

1117

Alfrey, M. Mrs 11/0152 Ali, A. Mr 11/1580 Alican, M. Dr 11/1714 Allan, J. Ms 11/1505 11/1511 11/1857 Allen, F. Mrs 11/0121 Allison, B. Prof. 11/0209 11/0210 11/0211 11/0212 11/1403 Allsop, L. Ms 11/0091 Allsop, T. Mr 11/1877 Almeida, D. Mr 11/0288 Almond, L. Mr 11/0838 Alred, G. Dr 11/0250 Alsford, V. Mrs 11/0123 Alsop, S. Mr 11/1377 11/1387 Alston, P. Dr 11/1685 11/1687 Altun, E. Mr 11/0304 Ambrozik, E. Prof. 11/1679 Amiri, F. Mr 11/0931 11/0933 Amos, S. Ms 11/1338 Amyes, D. Mrs 11/0262 Anamuah-Mensah, J. Dr 11/0589 Anderson, C. Mr 11/0261 Anderson, C. Ms 11/1355 Anderson, D. Mr 11/1351 Anderson, P. Mr 11/1354 Andrews, D. Mr 11/1095 Andrews, P. Mr 11/0881 11/0895 Andrews, R. Dr 11/0421 Anghileri, J. Dr 11/0137 Anning, A. Ms 11/0557 Anwar, M. Prof. 11/1810 ApThomas, J. Mr 11/0877 11/0897 Aplin, D. Dr 11/0913 Aplin, R. Mr 11/0599 Appleton, M. Miss 11/1265 Apraiz, E. Ms 11/1300 Arazi, A. Ms 11/0465 Arbi, A. Ms 11/1581 Arbon, M. Mrs 11/1582 Armstrong, J. Prof. 11/1641 Armstrong, N. Prof. 11/0303 Arnot, M. Dr 11/0144 11/1473 Arshad, R. Ms 11/0340 Arslan, R. Mr 11/0099 Arthur, C. Ms 11/0870 Arthur, L. Ms 11/1838 Artigues, A. Dr 11/1494 Ashby, J. Mr 11/0961 11/1017 11/1023 11/1047 11/1084 11/1085 Ashby, P. Mrs 11/1045 Asher, C. Dr 11/0550 Ashton, E. Miss 11/0243 Ashworth, A. Mr 11/0847 Ashworth, M. Ms 11/1093

Author index

1118

Askew, M. Mr 11/0800 11/0801 11/1406 Asoko, H. Ms 11/0557 Assiter, A. Dr 11/0842 Aston, S. Ms 11/1855 Atkins, M. Dr 11/1121 11/1124 11/1125 11/1129 Atkins, S. Mr 11/0628 Atkinson, E. Ms 11/1543 Attwood, G. Ms 11/1752 Aubrey, C. Ms 11/0253 Austin, R. Dr 11/1662 11/1663 11/1664 11/1665 11/1666 11/1669 Austin, R. Mr 11/0383 Austin, S. Mr 11/0081 Avis, P. Dr 11/0956 Awbery, G. Dr 11/1775 Ayles, R. Ms 11/1322 Azizi, N. Mr 11/0043 Azzopardi, A. Mr 11/1630 Bacova, V. Dr 11/0843 Bacsich, P. Dr 11/1186 Badger, D. Mr 11/1289 11/1292 Baez, M. Miss 11/0120 Bagley, A. Mr 11/0074 Bagnall, G. Dr 11/0256 Bailey, G. Dr 11/1366 11/1398 11/1399 11/1400 11/1402 Bailey, W. Mr 11/0372 Bainbridge, K. Ms 11/1259 Baird, A. Dr 11/1780 Baird, J. Ms 11/0025 Baker, C. Dr 11/1768 Baker, C. Prof. 11/0319 11/1770 Baker, K. Ms 11/0663 Ball, D. Mr 11/0518 Ball, G. Dr 11/1781 Ball, S. Prof. 11/0174 11/0175 11/0796 11/0797 11/0798 11/0804 11/1405 Ballantyne, H. Mrs 11/0268 11/0269 Bancroft, D. Dr 11/1202 Band, S. Ms 11/1803 Banerjee, R. Mr 11/1635 Bangs, J. Mr 11/0663 Banks, F. Mr 11/1205 Barbor, M. Mr 11/1377 Barford, J. Ms 11/1349 11/1350 11/1353 Bargh, C. Ms 11/0558 Barker, J. Mr 11/0812 Barker, S. Dr 11/1831 Barlow, C. Ms 11/0655 Barnes, A. Mr 11/1095 11/1097 Barnes, E. Mrs 11/0864 Barnes, R. Mr 11/1723 Barnes, S. Mr 11/1575

Author index Barnet, R. Prof. 11/1678 Barnett, M. Prof. 11/0741 11/0742 11/0743 Barr, A. Dr 11/0338 Barr, A. Ms 11/1278 Barr, J. Ms 11/1815 Barrett, E. Dr 11/0760 Barry, C. Ms 11/0795 Bartlett, S. Mr 11/1852 Barton, L. Prof. 11/0760 Barton, R. Mr 11/1724 Bash, L. Dr 11/0019 Basit, T. Mrs 11/0145 Bassey, M. Dr 11/1149 Bastiani, J. Dr 11/1410 Bates, E. Mr 11/0426 Batho, R. Mr 11/0164 Baumeister, H-P. Mr 11/1192 Bauress, W. Mr 11/1608 Bax, S. Mr 11/0154 Baxter, D. Mr 11/0021 Baxter, J. Dr 11/0297 Beattie, N. Dr 11/0632 Beatty, C. Dr 11/1730 Becher, T. Prof. 11/1578 11/1587 11/1595 11/1596 Beck, J. Ms 11/0955 11/0959 Bedford, D. Mrs 11/1397 Bedford, D. Ms 11/1398 Bedford, H. Ms 11/1732 Beggs, W. Dr 11/1161 Begley, A. Ms 11/1833 Bell, L. Prof. 11/0620 11/0624 11/0630 Bell, M. Ms 11/0012 Bellin, W. Dr 11/0316 11/1779 Bendelow, G. Dr 11/0731 Benefield, P. Ms 11/1078 Benham, K. Ms 11/0896 Benmouldi, R. Ms 11/1121 Benn, C. Dr 11/0060 Benna, I. Mrs 11/0245 Bennet, Y. Dr 11/0409 Bennett, A. Mr 11/0088 Bennett, C. Ms 11/1452 Bennett, H. Mr 11/0517 Bennett, N. Dr 11/1204 Bennett, N. Prof 11/0276 11/0289 11/0302 Bennett, R. Prof. 11/0125 Bennett, S. Mr 11/1164 Bennett, S. Prof. 11/0280 11/0291 Benson, C. Mr 11/0272 Bentley, M. Mr 11/1842 Benton, M. Dr 11/0164 11/1477 11/1478 Berdousi, E. Ms 11/0062

1119

Author index

1120

Beresford, J. Mr 11/0142 Bergen, C. Ms 11/0959 Berridge, D. Prof. 11/0849 Berry, J. Mr 11/0057 Berry, J. Prof. 11/1237 11/1238 11/1239 Berryman, J. Dr 11/0594 11/0595 Bertram, A. Mr 11/1860 11/1861 11/1865 11/1866 11/1871 11/1873 Best, R. Prof. 11/1368 11/1383 Bettinelli, B. Mrs 11/0827 Betts, S. Ms 11/1774 Beveridge, M. Prof. 11/0093 11/0097 Beveridge, R. Mr 11/1353 Beveridge, S. Dr 11/0547 11/0560 Beverton, S. Dr 11/1118 Bezzina, C. Mr 11/0117 Bibby, N. Mr 11/1167 Bibby, T. Ms 11/0800 Bichard, A. Dr 11/1411 Biddle, S. Dr 11/0292 Biggs, M. Mr 11/0420 Bill, A. Mr 11/1696 Billing, D. Dr 11/1840 Billingham, S. Dr 11/1712 11/1714 Billinton, J. Mr 11/0014 Bilton, R. Prof. 11/0625 Bines, H. Dr 11/1213 Bingham, J. Miss 11/1860 Binnie, V. Mrs 11/0238 Binns, B. Ms 11/0881 Birbeck, N. Mr 11/0301 Birch, R. Dr 11/1269 Birchenough, A. Prof. 11/1778 Bird, G. Mrs 11/1264 11/1266 Birke, L. Dr 11/1815 Birley, G. Dr 11/1841 11/1842 11/1843 11/1844 11/1845 11/1846 11/1847 11/1848 11/1849 11/1850 11/1851 11/1852 11/1853 11/1855 11/1856 11/1857 11/1858 11/1859 Birtle, M. Mr 11/1640 Bishop, D. Mrs 11/0623 Bishop, P. Mr 11/0007 Black, H. Mr 11/1416 11/1438 11/1439 11/1443 Black, M.Dr 11/0262 Black, M. Ms 11/0871 Black, P. Ms 11/0153 Black, T. Dr 11/1299 11/1557 Blackburn, R. Dr 11/0126 Blair, C. Ms 11/0485 Blake, D. Mr 11/0165 Blake, M. Mrs 11/0080 Blamires, M. Mr 11/0159 Blanc, P. Mr 11/0478 Blandford, S. Dr 11/0097 Blatchford, P. Dr 11/0703

Author index

1121

Blatherwick, M. Ms 11/1400 Blaxter, L. Dr 11/1812 Blease, D. Mr 11/0829 11/0832 Blenkin, G. Ms 11/0654 Blenkinsop, S. Miss 11/1045 Blenkinsopp, A. Dr 11/0055 Blicharski, J. Dr 11/0220 11/0225 Bliss, J. Dr 11/0771 Bloomfield, A. Dr 11/1148 11/1151 Bloor, A. Ms 11/1806 11/1807 Blum, W. Prof. 11/0306 Blunden, G. Dr 11/1752 11/1753 Bocock, J. Ms 11/0559 11/0886 Boddington, G. Mr 11/0010 Boice, M. Mr 11/1613 Bolam, R. Prof. 11/1786 Bolwell, L. Dr 11/0080 Bone, J. Mrs 11/1752 Bonnett, A. Dr 11/1136 Boohan, D. Mr 11/0767 Boorman, J. Dr 11/1283 Booth, A. Mr 11/0063 Booth, M. Dr 11/0151 Borges, T. Mr 11/1337 Borgford, C. Mrs 11/1883 Borrows, P. Dr 11/0026 Bostock, S. Dr 11/0461 Botha, N. Dr 11/1321 Bottery, M. Dr 11/0426 Botting, N. Ms 11/0927 Boulter, C. Dr 11/1337 Boulton, M. Dr 11/0465 11/0466 11/0470 Bourne, R. Mr 11/0667 Bousted, M. Ms 11/1884 Bowe, R. Mr 11/0796 Bowell, B. Mr 11/0957 Bowen, J. Ms 11/0527 Bowen, R. Mr 11/1156 Bowker, J. Mr 11/1597 Bowker, S. Ms 11/0389 Bowman, M. Mr 11/1230 11/1233 Bowness, C. Mrs 11/0286 Boxall, V. Mrs 11/1685 Boyce-Tillman, J. Dr 11/0473 Boyd, S. Mrs 11/1050 Boylan, A. Mr 11/1627 Boyle, B. Mr 11/0940 11/0941 11/0942 Boyne, G. Dr 11/0319 Bradley, H. Mr 11/0147 11/0151 Bradley, J. Dr 11/0964 11/0965 11/0972 11/0978 11/0979 11/0983 11/0984 11/0986 11/0987 11/0988 11/0989 11/0993 11/0994 11/0995 11/1004 11/1006 11/1010 11/1068 11/1086 Brady, D. Dr 11/0408

Author index

1122

Brady, M. Mrs 11/0178 Brake, J. Ms 11/0876 Bramwell, A. Mrs 11/0517 Branch, J. Ms 11/1352 Brand, J. Ms 11/1127 Brannen, J. Dr 11/0789 Brannigan, C. Prof. 11/1778 Branson, J. Ms 11/0682 Brauti, J. Mr 11/0091 Bray, R. Mr 11/0494 Breckin, M. Dr 11/0405 11/0406 Breese, N. Mrs 11/1001 Brehony, K. Dr 11/1303 11/1304 11/1308 11/1309 Bricheno, P. Ms 11/0383 Bridge, C. Mr 11/0160 Bridges, D. Prof. 11/1719 11/1728 Brimblecombe, N. Ms 11/1212 Briscoe, G. Mr 11/0214 Broadfoot, P. Prof. 11/0032 11/0106 Broadhead, P. Dr 11/0548 11/0557 Brodie, I. Ms 11/0849 Bron, A. Prof. 11/1679 Brook, D. Mr 11/0378 11/0379 11/0380 11/0381 Brook, L. Mr 11/1460 Brookes, K. Mr 11/0431 Brooks, G. Dr 11/0978 11/0979 11/0980 11/1024 11/1049 11/1051 11/1052 11/1053 11/1054 11/1091 Brooks, R. Ms 11/1034 11/1040 11/1699 Brooks, V. Dr 11/1831 Brophy, J. Dr 11/0785 Brotherton, C. Prof. 11/1684 Broughton, M. Mr 11/1637 BrownS. Prof. 11/1504 Brown, A. Dr 11/0891 11/0953 11/1357 11/1559 Brown, A. Mr 11/1717 Brown, C. Dr 11/1855 Brown, C. Mrs 11/1715 11/1725 Brown, E. Prof. 11/0129 11/0132 Brown, G. Prof. 11/0128 11/0129 11/0133 11/1724 Brown, K. Mr 11/1702 Brown, M. Prof. 11/0689 11/0794 11/0800 11/0801 11/1406 Brown, S. Dr 11/0896 Brown, S. Prof. 11/1199 11/1506 11/1507 11/1509 11/1511 11/1512 Brown, W. Mr 11/0477 Browne, G. Mr 11/0381 Brownhill, R. Dr 11/1286 11/1552 11/1553 11/1562 Brumfit, C. Prof. 11/0172 11/1474 11/1479 11/1486 Brumfitt, S. Ms 11/1449 Bruntlett, S. Mr 11/0209 11/1362 Bryan, K. Ms 11/0894 Bryant, A. Miss 11/1483 Bryant, B. Prof. 11/0675

Author index

1123

Bryce, T. Prof. 11/1534 Bryson, M. Mr 11/0497 Buchan, A. Ms 11/0536 11/0565 Buchanan, J. Mr 11/0642 Buckingham, D. Mr 11/0708 Buckley, S. Prof. 11/1264 11/1265 11/1266 11/1267 11/1268 Bude, U. Dr 11/1622 Buffton, J. Ms 11/1101 Bull, R. Prof. 11/1265 Bullock, A. Dr 11/0065 Bunch, A. Ms 11/1354 Bunyan, P. Mr 11/0026 Burgess, R. Prof. 11/1117 11/1801 11/1802 11/1803 11/1804 Burgess, T. Prof. 11/1738 Burghes, D. Prof. 11/0281 11/0306 11/0307 Burke, C. Mr 11/0866 Burke, J. Dr 11/1569 Burley, J. Ms 11/1017 11/1055 11/1085 Burnham, D. Mr 11/1874 Burrell, D. Mr 11/1584 11/1588 Burton, D. Ms 11/0862 Burton, J. Mrs 11/1097 Burton, L. Prof. 11/1172 Bush, T. Prof. 11/0600 11/0601 11/0603 11/0604 11/0605 Busher, H. Dr 11/0821 11/0826 11/0830 11/0832 11/0834 Butcher, V. Mrs 11/0526 Butler, G. Mr 11/0108 Byard, M. Mr 11/0592 Bynner, J. Prof. 11/0187 11/0188 Byram, M. Prof. 11/0245 11/0251 11/0252 Byrne, A. Ms 11/1266 11/1268 Byrne, C. Mrs 11/1222 Cabral, B. Ms 11/1700 Caillods, F. Mr 11/1623 Cairns, J. Ms 11/0714 Calder, J. Dr 11/1198 Calderhead, J. Prof. 11/0608 Callaway, A. Dr 11/0082 Callender, C. Ms 11/1342 Calvert, M. Mr 11/1456 Cameron, L. Ms 11/0593 Campanelli, P. Ms 11/1457 11/1459 Campbell, A. Ms 11/0883 Campbell, D. Dr 11/0001 Campbell, P. Mr 11/0353 Campbell, R. Dr 11/1875 11/1881 11/1886 Campbell, R. Prof. 11/0399 11/0402 Canen, A. Mrs 11/0351 Cann, J. Prof. 11/0580 Cant, R. Mr 11/0155

Author index

1124

Capizzi, E. Ms 11/0184 11/0185 Carleton, J. Mr 11/0026 Carr, W. Prof. 11/1455 Carr-Hill, R. Prof. 11/0693 11/0694 11/0722 Carre, C. Dr 11/0276 Carrington, L. Mr 11/1123 11/1127 11/1136 Carroll, R. Dr 11/0945 11/0949 11/0950 Carson, E. Mrs 11/0591 Carter, C. Ms 11/0959 Carter, K. Ms 11/0885 11/0886 Casey, B. Dr 11/1262 Cashdan, A. Prof. 11/1446 11/1872 Cason, S. Ms 11/0177 Caspall, L. Ms 11/1038 Cato, V. Ms 11/0972 Caul, L. Dr 11/1517 Cavalcante, P. Ms 11/1134 Cavanagh, J. Mr 11/0348 Cavanagh, S. Prof. 11/1109 Cavendish, M. Mr 11/1698 Cavendish, S. Dr 11/0956 Chadwick, A. Dr 11/0275 Challis, K. Mrs 11/1450 Chamberlain, R. Dr 11/0287 Chambers, E. Ms 11/1176 11/1183 11/1192 11/1195 11/1196 Chambers, F. Mr 11/0170 Chambers, G. Mr 11/0531 11/0550 Chan, Y. Mr 11/0934 11/0935 Chana, U. Ms 11/1344 Chandler, W. Mr 11/0422 Channell, J. Dr 11/1457 11/1459 Chapman, A. Mr 11/1452 Chapman, P. Mr 11/1612 Chapple, M. Miss 11/1174 Charles, D. Dr 11/0024 Charles, L. Mrs 11/0015 Charlton, A. Dr 11/0065 Chedzoy, S. Ms 11/0283 Cheesmer, J. Mrs 11/0018 Cheng, Y. Dr 11/1262 Cherrington, D. Prof. 11/1700 11/1701 Cheshire, J. Prof. 11/1280 Chiltern, E. Dr 11/1376 Chitty, C. Dr 11/0060 Chivers,B. Ms 11/1697 Chivers,T. Dr 11/1577 Christie, D. Mr 11/1523 Christie, T. Prof. 11/0863 11/0938 11/0939 11/0940 11/0941 11/0942 Christophers, U. Mrs 11/0967 11/0982 11/1009 11/1028 11/103211/1035 Chung, L. Mr 11/0902 Churcher, J. Mr 11/0853 Chyriwsky, M. Mr 11/1545

Author index Cinemre, Y. Mr 11/0098 Clark, J. Mr 11/0237 Clark, U. Ms 11/1103 Clark, V. Dr 11/1258 Clarke, D. Mr 11/1535 Clarke, J. Mr 11/0629 Clarke, P. Mr 11/0692 Clarke, S. Dr 11/1512 Clarke, S. Mr 11/0570 11/0571 Clarke, S. Ms 11/0682 11/0687 Clarkson, J. Mrs 11/0609 Clausen, T. Dr 11/0981 Clayton, A. Dr 11/0108 Clayton, P. Dr 11/0335 11/0336 11/0339 Cleaver, H. Mrs 11/0204 Clegg, C. Dr 11/0383 Cleland, G. Mrs 11/1841 Cleminson, A. Dr 11/0114 11/0115 11/0122 Clibbens, J. Dr 11/1243 Cliff, D. Mr 11/1452 Clifford, J. Ms 11/0423 Clift, S. Dr 11/0153 Cloke, C. Dr 11/0038 11/0041 Closs, A. Mrs 11/0391 Clowes, P. Mr 11/0821 Coare, P. Ms 11/1611 11/1613 Coben, D. Dr 11/0659 Cockett, H. Ms 11/0489 Cockett, M. Mr 11/0885 11/0888 Coe, B. Mr 11/0211 Coe, J. Mr 11/0152 Coe, T. Mr 11/1195 Coffey, M. Mr 11/1064 11/1065 Colclough, P. Mr 11/0445 Cole, A. Miss 11/1528 Cole, G. Mr 11/1626 Cole, T. Mr 11/0848 Coleman, M. Ms 11/0601 11/0602 11/0603 Coleman, P. Mr 11/0546 Coles, J. Mrs 11/0561 Coles, M.Dr 11/1171 Coles, M. Mr 11/0679 Colgan, M.Mrs 11/0108 Collins, F. Ms 11/1370 11/1374 11/1390 11/1393 Collison, J. Dr 11/1694 Connor, H. Mrs 11/0433 11/0434 Constable, H. Prof. 11/1541 11/1548 11/1549 11/1550 Conti-Ramsden, G. Dr 11/0927 11/0928 11/0930 Cook, D. Ms 11/0215 Cook, G. Dr 11/0593 Cook, P. Mr 11/0242 Cooke, L. Mrs 11/0574

1125

Author index

1126

Cooper, B. Dr 11/1576 11/1580 11/1582 11/1610 11/1628 Cooper, C. Dr 11/0897 Cooper, M.Dr 11/0222 Cope, P. Dr 11/1510 Copeland, I. Dr 11/1303 11/1322 Copley, T. Mr 11/0279 11/0286 Corbett, J. Dr 11/1745 Corbett, P. Mr 11/0162 Corcoran, S. Mr 11/0171 Corney, G. Mr 11/1228 11/1229 Cortesao, L. Dr 11/1116 Costello, P. Dr 11/1145 Costley, A. Mr 11/0387 Costley, D. Ms 11/1817 Cotterell, S. Dr 11/1745 Cotton, A. Mr 11/1172 Cotton, P. Ms 11/0244 Court, G. Dr 11/0433 Courtenay, D. Ms 11/0962 11/1007 Courtenay, G. Ms 11/1458 Courtenay, M. Mrs 11/1293 Cousins, J. Ms 11/0300 Coutts, G. Mr 11/1524 Cowan, B. Dr 11/1312 11/1318 11/1319 11/1321 11/1331 Cowan, J. Dr 11/1147 Cowan, R. Dr 11/0673 11/0674 11/1115 Cowley, K. Ms 11/0177 Cox, M. Dr 11/1891 11/1892 Cox, T. Prof. 11/1162 Coyle, D. Mrs 11/1773 Coyle, P. Mr 11/0038 Craft, M. Prof. 11/0371 11/0384 Craig, B. Ms 11/0883 Craske, P. Mr 11/0177 Crawford, E. Dr 11/0396 Creechan, G. Mr 11/0365 Cremin, P. Mr 11/0474 Cresswell, M. Mr 11/0025 Crete, N. Mme. 11/0336 Crighton, S. Mrs 11/0269 Croll, P. Prof. 11/1306 11/1322 11/1323 11/1325 11/133011/1752 Cronin, C. Ms 11/0222 Crosby, J. Mrs 11/0235 Cross, A. Mr 11/0898 11/0901 Cross, B. Ms 11/0471 Cross, V. Mrs 11/0056 Crossley, M. Dr 11/0088 11/0107 Crouch, C. Mr 11/1671 Crowley, C. Miss 11/0611 Crowley, K. Mr 11/0809 Crowther, K. Mrs 11/0407 Crozier-Smith, D. Mr 11/0017

Author index

1127

Crutchley, A. Ms 11/0927 Crystal, L. Dr 11/0842 11/0852 CuUen, C. Prof. 11/0463 11/0464 11/0471 Cullen, M.Mrs 11/1086 Cullingford, C. Prof. 11/0407 11/0410 11/0411 11/041211/0413 Cunningham, M. Mrs 11/1525 Cunningham, P. Dr 11/0141 Curragh, E. Dr 11/1274 Curran, C. Mr 11/0019 Curry, C. Dr 11/1279 Curtice, J. Dr 11/1460 Curtis, K. Ms 11/1776 Cushion, N. Mr 11/0183 D’Arcy, J. Mr 11/1141 Dabney, J. Ms 11/1111 Daghistani, B. Mrs 11/1822 Dallat, J. Dr 11/1670 11/1674 Daly, P Dr 11/1279 Daniels, H. Prof. 11/0669 Daniels, M. Dr 11/0626 Daniels, S. Mrs 11/0553 11/0565 Darby, D. Mr 11/0934 Dare, A. Mr 11/0432 Dart, L. Ms 11/159611/1599 Davenport, A. Mr 11/1140 David, M. Prof. 11/0803 11/1472 11/1473 David, T. Prof. 11/0158 Davidson, J. Dr 11/0472 Davies, B. Mr 11/0179 11/0181 Davies, C. Dr 11/0245 11/1222 11/1226 Davies, C. Mr 11/0320 11/0321 Davies, G. Dr 11/1859 Davies, H. Ms 11/0509 Davies, I. Dr 11/1447 11/1884 Davies, J. Dr 11/0918 Davies, J. Prof. 11/0008 Davies, L. Mrs 11/1781 Davies, P. Mr 11/1088 11/1500 11/1501 Davies, P. Ms 11/0184 11/0185 11/0186 Davies, R. Dr 11/0163 Davies, T. Mr 11/1340 Davis, C. Ms 11/1059 Davis, D. Mr 11/1700 Davis, J. Mr 11/0259 Davis, M. Dr 11/0225 11/0231 11/0235 11/0237 Davis, M. Mr 11/0909 11/0911 Davis, N. Dr 11/0958 Davis, N. Prof. 11/0282 11/0298 11/0299 11/0301 11/0302 11/0304 11/0314 Deakin, R. Ms 11/0094 Dean, D. Mr 11/0940 11/0941 11/0942

Author index

1128

Dean, J. Mrs 11/0315 Dearmun, A. Ms 11/1301 Deem, R. Prof. 11/0488 11/0514 de Elejabeitia, C. Dr 11/0336 Delbridge, J. Mr 11/1841 Demaine, J. Dr 11/0815 11/0816 11/0817 11/0823 11/0824 Denicolo, P. Dr 11/0487 11/0953 11/1284 11/1285 11/1286 11/1287 11/1288 11/1291 11/1295 11/1296 11/1297 11/1298 11/1299 11/1300 11/1301 Dennison, W. Dr 11/0848 Derby, J. Mrs 11/1685 Derbyshire, G. Mr 11/1001 Derricott, R. Mr 11/0639 Derrington, C. Ms 11/1006 Desforges, C. Prof. 11/0300 11/0308 11/0309 11/0310 11/0313 11/1140 Desombre, T. Mr 11/1284 Devine, M. Mrs 11/1412 11/1416 11/1426 11/1437 11/1443 Devine, M. Ms 11/1414 deVries, H. Dr 11/0065 Dewsbury, D. Mr 11/0005 Dibble, D. Mr 11/1516 Dibbo, J. Mr 11/1248 Dickie, S. Ms 11/0266 Dickins, T. Mr 11/0612 11/0613 11/0616 Dickinson, A. Mr 11/0711 Dickson, P. Mr 11/0998 11/1025 11/1026 11/1480 Dillon, M.Dr 11/1494 Dillon, M. Mr 11/0846 Dillon, P. Dr 11/0314 11/1340 Disney, A. Ms 11/1148 Dixon, M. Ms 11/0645 Dlamini, B. Mrs 11/1886 Dobson, B. Mr 11/1643 11/1644 11/1645 Dobson, N. Mr 11/0599 Docherty, G. Ms 11/1411 Dock, G. Mr 11/1377 Dockerty, A. Dr 11/1544 11/1549 Docking, J. Dr 11/1392 Dockrell, J. Dr 11/0677 Doctor, E. Dr 11/0648 Dodds, A. Dr 11/1161 Doherty, G. Prof 11/1853 Doherty, M. Mr 11/1851 Dombey, H. Prof. 11/1872 Donald, A. Dr 11/1776 Donn, G. Dr 11/0259 11/0261 11/0262 11/0263 Donnelly, C. Miss 11/1674 Donnelly, J. Dr 11/0535 11/0536 11/0551 11/0564 11/0565 11/0584 11/0585 11/0591 Donnelly, P. Mr 11/1525 Dordi, R. Ms 11/0366 Dorn, L. Dr 11/0068 Dossor, D. Ms 11/0626 Doughty, J. Ms 11/0600

Author index

1129

Dowling, S. Ms 11/0956 Down, B. Dr 11/0113 11/0117 Downey, G. Ms 11/0177 Downham, D. Mr 11/1881 Doxford, P. Ms 11/0776 Doyle, A. Dr 11/1161 Drake, P. Ms 11/1596 11/1599 Draper, M. Mr 11/0377 Drennan, L. Ms 11/0363 Drever, E. Dr 11/1510 Driver, R. Prof. 11/0580 11/0581 11/0584 11/0585 11/0586 11/059 du Boulay, A. Ms 11/1589 11/1590 du Boulay, B. Prof. 11/1631 11/1634 11/1636 du Boulay, G. Prof. 11/1636 Dubowitz, L. Dr 11/0705 Ducklin, A. Mr 11/0395 Duckmanton, S. Miss 11/0613 Duckworth, R. Ms 11/1699 Dudley, J. Mr 11/1841 11/1851 Duffield, J. Mrs 11/0222 11/1506 Duke, C. Prof. 11/1811 Duncan, D. Ms 11/1117 Dundas,K. Mr 11/1537 Dunford, J. Dr 11/0548 11/0572 Dunkley, P. Dr 11/0233 Dunne, E. Mrs 11/0276 Dunne, J. Mr 11/0111 Dunne, M. Dr 11/1610 Durojaiye, S. Dr 11/1782 Durrant, C. Mr 11/1385 Durrell, J. Mr 11/0376 Duveen, G. Dr 11/0149 Dyer, A. Mr 11/1245 Dyer, C. Dr 11/0260 Dyson, A. Prof. 11/1120 11/1125 11/1128 Dyson, J. Mr 11/0953 Eade, F. Mr 11/0881 Eaglen, A. Mr 11/0527 Eagleton, M. Ms 11/1693 Easen, P. Dr 11/1130 Eason, S. Mr 11/0025 Ebbutt, D. Mr 11/1717 Ecclestone, K. Ms 11/1542 Edgar, B. Ms 11/0873 Edirisingha, E. Mr 11/1193 Edwards, A. Mr 11/0314 Edwards, A. Prof. 11/0755 11/1131 11/1133 11/1694 Edwards, D. Dr 11/1105 Edwards, G. Miss 11/1145 Edwards, J. Mr 11/0486 11/1477

Author index

1130

Edwards, L. Ms 11/1432 Edwards, R. Dr 11/0322 11/0323 11/0326 Edwards, S. Mrs 11/1746 Edwards, V. Prof. 11/1342 11/1343 11/1344 11/1345 11/1346 Eggleston, J. Prof. 11/1703 Eggleston, S. Prof. 11/1825 11/1834 Eley, V. Ms 11/1740 11/1742 Elias, P. Mr 11/0192 Elkin, J. Prof. 11/1696 11/1697 Ellington, H. Prof. 11/1347 Elliott, D. Mr 11/1850 Elliott, G. Dr 11/0107 11/1867 Elliott, J. Dr 11/1546 Elliott, J. Prof. 11/1719 11/1723 11/1726 11/1728 11/1729 Elliott, K. Mr 11/0190 11/0194 Ellis, M. Mrs 11/1159 Ellis, P. Dr 11/0843 Ellis, S. Mr 11/0863 Ellis, S. Mrs 11/1529 Ellis, S. Ms 11/1112 Ellis, V. Mrs 11/1685 Elmer, R. Mr 11/0479 Elsdon, K. Prof. 11/1158 Elsmore, P. Dr 11/0016 Elton, A. Mr 11/0573 Elwood, J. Ms 11/0684 Emerson, E. Dr 11/0471 English, M. Miss 11/1818 Eno, R. Mr 11/0047 Entwistle, D. Dr 11/0264 Entwistle, N. Prof. 11/0264 11/0265 11/0266 Eraut, M. Prof. 11/1579 11/1583 11/1591 11/1600 11/1601 11/1612 11/1614 11/1615 11/1616 11/1617 11/1626 11/1627 Erben, M. Mr 11/0374 11/1762 Erens, R. Mr 11/1465 Ernest, P. Dr 11/0278 11/0288 Eslea, M. Mr 11/1710 Esp, D. Mr 11/0732 Evans, C. Ms 11/0994 11/1006 11/1033 Evans, D. Mr 11/0009 11/0011 11/0014 Evans, D. Mrs 11/1847 Evans, J. Prof. 11/0837 Evans, K. Dr 11/1558 11/1560 11/1563 Evans, L. Ms 11/1823 Evans, M. Ms 11/0486 Evans, M. Prof. 11/0836 Evans, R. Dr 11/1364 11/1365 11/1366 11/1369 11/1371 11/1375 11/1380 11/1381 Evans, R. Mr 11/0013 Evans, R. Ms 11/0222 Evans, S. Dr 11/0981 Evans, T. Rev. 11/1650 11/1658 Evans, W. Mr 11/0057

Author index Everitt, J. Mrs 11/1766 Ewens, E. Mrs 11/1292 11/1294 Eyles, J. Mrs 11/1703 Faber, D. Dr 11/0616 Fabian, H. Ms 11/0865 Fairley, J. Prof. 11/1356 11/1357 Fallows, S. Dr 11/0845 11/0846 11/0847 Fan, X. Prof. 11/1892 Fang, X. Ms 11/1454 Farah, R. Ms 11/0656 Farley, K. Mr 11/1846 Farmer, G. Mr 11/0377 Farmer, M. Dr 11/1706 Farrell, C. Miss 11/0319 Farrell, P. Dr 11/0925 11/0926 Farrow, S. Dr 11/1540 11/1551 Faupel, A. Mr 11/1272 Fawcett, B. Mr 11/1336 Fay, R. Mr 11/0932 Feiler, A. Mr 11/0031 Feiman-Nemser, S. Dr 11/1229 Felix-Corral, M. Miss 11/1453 Fellows, B. Dr 11/1265 11/1268 Fenley, S. Ms 11/1188 Fenton, M. Mr 11/0011 Fenwick, G. Mr 11/0621 Fenwick, N. Ms 11/1412 11/1417 Ferguson, J. Ms 11/0163 Fernandes, C. Mr 11/0978 11/0980 Fernandes, M. Ms 11/1739 11/1743 Ferreira, M. Dr 11/1205 Ferrie, A. Mr 11/1513 Fiddy, R. Dr 11/0178 11/0181 11/0182 Fidler, B. Dr 11/1328 Field, D. Dr 11/1114 Field, J. Prof. 11/1675 11/1679 11/1680 Fielder, A. Prof. 11/0068 Fielding, M. Mr 11/0139 11/0142 Fielding, S. Mr 11/0064 Fields, J. Miss 11/0424 Figueroa, P. Dr 11/1483 11/1485 Filer, A. Dr 11/1757 Filippatou, D. Miss 11/0922 Finch, J. Prof. 11/0488 Finegan, W. Dr 11/0230 Finegold, D. Dr 11/1797 Finlayson, H. Dr 11/0215 Finlow-Bates, K. Mr 11/1468 Finnigan, J. Ms 11/1434 Firth, R. Mr 11/1155

1131

Author index

1132

Fisher, E. Dr 11/1105 11/1107 Fisher, G. Mr 11/0375 Fisher, J. Ms 11/1332 Fisher, K. Dr 11/0073 Fisher, R. Dr 11/0257 11/1243 11/1253 Fitz, J. Dr 11/1763 Fitz-Gibbon, C. Prof. 11/1090 11/1131 Fitzgerald, M. Ms 11/0022 Flannigan, H. Ms 11/1161 Flatten, K. Dr 11/1696 11/1697 Flavell, R. Dr 11/0709 11/0710 Fleming, S. Dr 11/0077 Fletcher-Campbell, F. Dr 11/0964 11/0965 11/0966 11/1004 11/1006 11/1086 Flintoff, A. Dr 11/0518 Florian, L. Dr 11/0136 Floyd, M. Mr 11/0476 Fluck, M. Dr 11/1264 Flynn, S. Mrs 11/0203 Foden, L. Mr 11/1322 Fogelman, K. Prof. 11/1113 Foong, A. Mr 11/1536 11/1538 Foot, H. Prof. 11/1521 Ford, M. Mr 11/0500 Ford, R. Mrs 11/1402 Fordham, P. Prof. 11/1839 Foreman, K. Mr 11/0826 Foreman, N. Dr 11/0596 11/0597 Forrest, L. Ms 11/1693 Forrest, S. Mr 11/0153 Forrester, K. Dr 11/0524 Forrester, R. Mrs 11/0269 11/0270 Forth, I. Mr 11/0176 Foskett, N. Dr 11/1481 11/1482 Foskett, R. Ms 11/0841 Foster, E. Dr 11/0549 11/0562 Foulkes, P. Mrs 11/0854 Fox, C. Dr 11/0081 Fox, D. Mr 11/1208 Fox, J. Mr 11/1839 Fox, K. Dr 11/0292 11/0293 Fox-Lee, L. Ms 11/0776 11/1304 11/1308 Francis, H. Prof. 11/0700 Francis, L. Prof. 11/1647 11/1648 11/1649 11/1650 11/1651 11/1652 11/1653 11/1654 11/1655 11/1656 11/1657 11/1658 Francis, M. Mrs 11/1000 Frank, F. Ms 11/0495 Frankel, A. Dr 11/1696 Frankham, J. Dr 11/1718 Frankland, J. Ms 11/0388 Franklin, W. Dr 11/1705 Franklyn-Stokes, A. Dr 11/0617 11/1240

Author index

1133

Fraser, D. Mrs 11/1175 Fraser, L. Ms 11/0520 Fraser, V. Ms 11/1171 Frazer, G. Mrs 11/1670 Frederickson, N. Dr 11/0811 Friese, M. Dr 11/0336 Frith, U. Prof. 11/0811 Fry, C. Dr 11/1688 Fuller, M. Dr 11/1216 Fullerton, D. Ms 11/0761 11/0762 Fulton, O. Prof. 11/0494 11/0508 11/1713 Fung, A. Dr 11/0833 Fung, P. Dr 11/1194 11/1197 11/1198 Funston, T. Ms 11/0795 Furlong, A. Dr 11/1519 11/1520 Furlong, J. Prof. 11/0138 11/0760 11/1788 11/1789 Furlong, L. Mrs 11/0514 Fyfe, W. Mr 11/1147 Gain, M. Ms 11/0959 Gaine,C. Mr 11/0174 Galbraith, J. Mrs 11/1089 Gallacher, S. Dr 11/0971 11/0975 11/1009 11/1040 11/1041 11/1042 11/1043 11/1056 Gallagher, A. Dr 11/0811 11/1277 Gallaway, C. Dr 11/0914 11/0915 Galloway, D. Prof. 11/0247 Galvin, C. Mr 11/0138 Gammage, P. Prof. 11/0865 11/1873 Gan, E. Ms 11/1624 Garber, J. Mrs 11/0582 Garcha, C. Mrs 11/1486 Gardiner, J. Ms 11/0523 Gardner, J. Ms 11/0168 Gardner, J. Prof. 11/1142 11/1143 11/1275 Gardner, P. Dr 11/0141 Gardner, P. Mr 11/1813 Garforth, C. Dr 11/1319 Garland, P. Ms 11/1774 Garner, P. Dr 11/0120 Garnham, A. Dr 11/1632 Garrick, R. Mrs 11/0539 Garside, M. Mr 11/1452 Garvey, B. Dr 11/0568 Gaston, K. Miss 11/0327 Gates, B. Dr 11/1695 Gatt, W. Mr 11/0828 Gayford, C. Dr 11/1302 Geale, J. Mr 11/0489 Geddes, H. Ms 11/1368 George, N. Miss 11/0425 Geoige, R. Ms 11/0167 Gerlach, J. Dr 11/1260 Gerver, E. Prof. 11/0221

Author index Gewirtz, S. Ms 11/0796 11/0797 Ghaye, A. Dr 11/1863 11/1872 11/1874 Gibb, A. Prof. 11/0241 Gibbs, W. Mr 11/0533 11/0538 11/0556 11/0582 Gibson, D. Mr 11/1490 11/1491 Gibson, G. Mr 11/1234 Gibson, H. Prof. 11/1653 Gibson, M. Dr 11/0481 Gifford, S. Ms 11/1372 11/1406 Gilbert, J. Ms 11/0636 11/0637 Gilbert, J. Prof 11/0479 11/1293 11/1337 11/1340 Gilbert, S. Ms 11/0168 Gilborn, D. Dr 11/0744 Gilchrist, D. Ms 11/0518 Gilding, D. Dr 11/0076 Giles Jones, M. Dr 11/1769 11/1773 Gill, J. Mrs 11/1247 Gillborn, D. Dr 11/0759 Gillespie, N. Mr 11/1673 Gillies, J. Dr 11/1522 Gilliland, J. Mr 11/0241 11/0242 11/0244 Gilpin, A. Ms 11/0098 11/0099 Gilroy, R. Ms 11/1136 Gipps, C. Prof. 11/0681 11/0688 11/0689 11/0759 Givens, N. Mr 11/0283 Gleeson, D. Prof. 11/0439 11/0440 11/0453 11/0455 Glissov, P. Dr 11/1423 11/1424 11/1433 11/1441 Glover, D. Dr 11/0444 11/0449 11/0453 11/0455 Goddard, W. Mr 11/0376 Godwin, S. Mr 11/0180 Golby, M. Dr 11/1690 Golden, S. Ms 11/1015 11/1016 11/1079 11/1080 Goldson, B. Mr 11/0642 Gomez, G. Dr 11/1846 Goodey, C. Mr 11/0764 Goodlad, S. Dr 11/0664 Goodman, R. Dr 11/0437 Goodson, I. Prof. 11/1726 Goodwin, A. Mr 11/0872 11/0882 11/0885 Goody, J. Mr 11/1163 Goodyear, P. Dr 11/0496 11/0497 Goodyear, R. Ms 11/1823 Gordon, F. Mrs 11/0002 Gordon, M. Mrs 11/1609 Gorman, T. Dr 11/0979 11/1024 Gornal, L. Ms 11/0325 Goswami, U. Dr 11/0124 Gottelmann-Duret, G Mr 11/1623 Gough, G. Dr 11/0444 11/0453 11/0455 Goulden, D. Mr 11/0088 11/0727 Grace, G. Prof. 11/0246 11/0249 Graham,A. Mr 11/1201

1134

Author index

1135

Graham, E. Dr 11/1238 Graham, J. Mr 11/1242 11/1734 Graham, T. Mr 11/1431 11/1440 Grainger, N. Mr 11/1447 Grant, N. Prof. 11/0342 11/0343 11/0344 11/0351 11/0353 Grant-Mullins, N. Ms 11/0890 Gravelle, M. Ms 11/0385 Gray, D. Mr 11/1299 Greaney, J. Dr 11/0069 Greatorex, J. Miss 11/0217 Green, A. Dr 11/0663 11/0745 Green, E. Dr 11/1283 Green, J. Ms 11/0885 Green, K. Ms 11/1157 Green, L. Ms 11/0283 Green, M. Dr 11/0356 Green, S. Dr 11/1639 Greener, J. Miss 11/0387 Greenhough, P. Ms 11/0305 Greer, B. Dr 11/1279 Greer, J. RevDr 11/1647 Gregory, E. Dr 11/0660 Gregory, G. Dr 11/0114 11/0122 Greig, A. Dr 11/1539 Grenfell, M. Mr 11/0176 11/1474 Grieves, K. Dr 11/0484 Griffin, B. Ms 11/0879 11/0890 Griffin, C. Dr 11/1561 Griffiths, A. Dr 11/1162 Griffiths, T. Mr 11/0618 11/0619 Griffiths, V. Dr 11/1586 11/1598 11/1603 Griffiths, Y. Ms 11/1146 Grimes, J. Dr 11/1216 11/1226 Gronow, S.. Prof. 11/0324 Grozier, G. Dr 11/0034 Grugeon, E. Mrs 11/0205 Grundy, L. Ms 11/0202 Guest, K. Mr 11/0846 Gulliver, J. Mr 11/1256 Gundara, J. Dr 11/0666 11/0667 Gunn, D. Ms 11/1673 Gunter, B. Prof. 11/1353 Gunter, H. Mrs 11/0454 Gura, P. Ms 11/1365 11/1372 Gutteridge, K. Dr 11/0873 Guy, G. Mrs 11/1552 Gwinnett, A. Dr 11/1692 Gyamerhah, S. Mr 11/1315 Hacker, G. Mr 11/0382 Haddock, B. Mr 11/1795 Hagell, A. Dr 11/1261 Haggarty, L. Dr 11/1335 11/1338

Author index

1136

Hagues, N. Mr 11/0962 11/1007 11/1046 Hailes, J. Mrs 11/0156 Haines, C. Dr 11/0696 Haines, T. Mrs 11/1557 Hall, A. Dr 11/0515 Hall, C. Ms 11/1165 11/1171 Hall, E. Dr 11/1165 Hall, E. Miss 11/1698 Hall, J. Dr 11/1417 11/1437 11/1439 Hall, J. Mr 11/1282 Hall, N. Mr 11/0869 11/0870 11/0887 Hall, S. Mr 11/1423 11/1430 Hallam, S. Dr 11/0701 Hallan, V. Mr 11/1701 Halpin, D. Dr 11/0034 11/0630 11/1820 Halsall, R. Mr 11/0885 11/0886 Halstead, J. Dr 11/1092 11/1247 11/1248 11/1258 11/1259 Hamilton, D. Prof. 11/0609 11/0633 Hamilton, K. Mrs 11/0968 11/0970 11/1030 Hamilton, M. Dr 11/0495 11/0503 11/0507 Hamilton, R. Dr 11/0338 Hamilton, S. Mrs 11/0827 Hammersley, P. Rev. 11/0067 Hampson, L. Mrs 11/0498 Hampton, W. Prof. 11/1452 11/1453 11/1454 Han, M. Miss 11/1850 Hanley, V. Dr 11/0165 11/0168 Hannan, A. Dr 11/1241 11/1243 11/1244 11/1246 11/1247 11/1248 11/1249 11/1251 11/125411/1257 11/1258 Hannon, D. Ms 11/0482 Hanson, S. Mr 11/0051 Hantrais, L. Prof. 11/0835 Hara, Y. Mrs 11/1805 Harden, R. Prof. 11/0223 11/0224 11/0225 11/0227 11/0228 11/0229 11/0230 11/0231 11/0232 11/0233 11/0234 11/0235 11/0236 11/0237 11/0238 11/1442 11/1443 Hardman, K. Mr 11/0947 Hardman, V. Ms 11/1236 Hardwick, R. Mr 11/1452 Hardy, C. Dr 11/0839 Hargreaves, D. Dr 11/0598 Hargreaves, D. Prof. 11/0151 Hargreaves, E. Ms 11/0961 11/1085 Hargreaves, M. Mrs 11/0554 Harkin, J. Dr 11/1210 Harland, J. Dr 11/0986 11/0987 11/0988 11/0989 11/1018 11/1067 11/1068 11/1069 11/1093 Harland, L. Ms 11/0688 Harlen, W. Prof. 11/1413 11/1414 11/1418 11/1420 11/1429 11/1432 11/1438 11/1445 Harley, K. Prof. 11/0480 Harman, J. Mr 11/1052 Harnor, M. Mr 11/0868 11/0884 11/0896 Harper-Jones, G. Mrs 11/1787 Harries, D. Mr 11/1339

Author index

1137

Harries, T. Mr 11/0030 11/0033 Harrington, V. Ms 11/0157 Harris, A. Mrs 11/0412 Harris, B. Mr 11/1830 Hams, D. Mr 11/1689 Harris, D. Mrs 11/1145 Harris, G. Dr 11/0408 11/0414 Harris, J. Dr 11/0061 Harris, J. Ms 11/0838 11/1613 Harris, N. Prof. 11/0113 Harris, S. Dr 11/0127 Harris, S. Mrs 11/0973 11/0974 11/0985 11/1027 11/104411/1062 Harris, W. Ms 11/0283 Harrison, A. Mr 11/1642 Harrison, C Dr 11/1168 Harrison, D. Miss 11/0830 Harrison, D. Mrs 11/1702 Harrison, I. Mr 11/0938 11/0939 Harrison, J. Mr 11/1382 Harrison, S. Mr 11/1849 Harrop, S. Dr 11/0634 Hart, D. Mr 11/1524 Hart, N. Dr 11/0626 Hartley, J. Dr 11/0218 Hartley, J. Prof. 11/0458 11/0460 11/0462 11/0468 11/0469 11/0592 Harvard, G. Mr 11/0309 Harvey, L. Prof. 11/0217 Harvey, P. Mr 11/0301 11/1662 Harvey, R. Dr 11/0847 Harvey, T. Dr 11/0035 Harwood, A. Dr 11/1287 11/1298 Harwood, D. Mr 11/1832 Harwood-Richardson, S. Mr 11/0404 Hashem, J. Mr 11/0947 Hashim, A. Prof. 11/1684 Hasluck, C. Mr 11/0214 Hatch, G. Mrs 11/0881 11/0895 Hatcher, R. Mr 11/1698 Hatton, C. Mr 11/0471 Hatzipanagos, S. Mr 11/1200 Haw, K. Ms 11/1173 Hawker, D. Mr 11/0466 Hawker, J. Mrs 11/1034 11/1480 Hawkins, P. Prof. 11/0325 Hawkridge, D. Prof. 11/1193 Hawthorn, R. Ms 11/0746 11/0751 11/1094 11/1096 Hay, A. Prof. 11/0157 Hay, J. Dr 11/1169 Haycock, K. Dr 11/1352 Hayden, C. Ms 11/1272 Hayden, M. Ms 11/0036 Hayes, D. Dr 11/1250 11/1251

Author index Hayes, D. Mr 11/0546 Hayes, M. Ms 11/1149 11/1152 Hayes, N. Ms 11/1340 Haynes, G. Mrs 11/0287 Hayward, G. Dr 11/1220 11/1224 11/1227 Hayward, L. Ms 11/0370 Haywood, R. Dr 11/1131 Head, M. Mr 11/1354 Healy, S. Ms 11/0724 Heaney, S. Ms 11/1690 Heaslip, P. Mr 11/1861 Hedge, P. Ms 11/1805 Hedges, B. Mr 11/1458 Heeks, P. Dr 11/0836 Hegarty, J. Dr 11/0461 11/0467 Hegarty, S. Dr 11/0975 Hellawell, D. Prof. 11/1698 11/1699 11/1704 Helm, P. Mr 11/0076 Henderson, S. Dr 11/0698 11/0699 11/0705 Hendry, L. Prof. 11/0004 11/0005 Henkhuzens, Z. Ms 11/1010 11/1053 11/1061 11/1062 Henworth, A. Mr 11/0430 Heraty, D. Mrs 11/0608 Hesford, L. Mrs 11/0634 Hesketh, A. Dr 11/1481 11/1482 Hesketh, E. Mrs 11/0236 11/0238 Hewitt, D. Dr 11/1057 Hewitt, J. Mr 11/1367 Hextall, I. Mr 11/1396 Heycock, T. Ms 11/0184 Heywood-Everett, G. Dr 11/1714 Hibberd, P. Prof. 11/0324 Hicks, C. Dr 11/0053 11/0054 11/0056 Higgins,G. Mr 11/1452 Higham, J. Mr 11/0563 11/0566 Hill, C. Mr 11/1707 11/1708 Hill, D. Mr 11/0173 Hill, J. Mrs 11/0123 Hill, M. Dr 11/0341 Hill, S. Mrs 11/1317 Hill,T. Mr 11/0094 Hillage, J. Mr 11/0435 Hinchcliffe, V. Dr 11/0119 Hind, A. Ms 11/0680 Hinde, R. Prof. 11/1539 Hinton, J. Dr 11/0397 Hinton, R. Dr 11/0819 Hintz, D. Mr 11/0555 Hirons, R. Mr 11/1874 Hitch, G. Prof. 11/0810 Hobbs, S. Ms 11/1205 Hobrough, J. Dr 11/1556 11/1564

1138

Author index Hodgson, B. Dr 11/1200 11/1207 Hodgson, J. Ms 11/0548 Hodkinson, H. Mrs 11/0860 Hodkinson, P. Mr 11/0860 11/0886 Hodkinson, S. Prof. 11/0118 Hogarth, S. Dr 11/1018 Hogarth, T. Mr 11/0214 Hogg, J. Mr 11/0464 Hohnen, B. Miss 11/0665 Holden, C. Ms 11/0285 Holland, D. Ms 11/1568 Holland, J. Dr 11/0737 11/0761 11/0763 Holliday, A. Dr 11/0154 Holligan, C. Dr 11/1232 Holligan, C. Dr 11/1231 Holmes, F. Mrs 11/1566 Holroyd, C. Mr 11/1413 Holt, M. Dr 11/0911 Hooper, J. Ms 11/1480 Hopkins, D. Dr 11/0142 Horbury, A. Dr 11/1879 Horn, R. Dr 11/0615 Horton, P. Ms 11/0224 Hoskyns, J. Dr 11/1703 Houel, A. Ms 11/0213 Hough, J. Prof. 11/0825 Houghton, N. Mr 11/1397 11/1398 Howard, D. Mr 11/1149 Howard, J. Mrs 11/1499 Howarth, C. Prof. 11/1161 Howe, M. Prof. 11/0472 Howieson, C. Ms 11/0256 11/0258 Howkins, E. Mrs 11/1292 11/1294 Howlett, K. Mr 11/0156 Hoye, L. Ms 11/0104 Hoyle, E. Prof. 11/0092 11/0101 11/0104 11/1307 Hoyles, C. Prof. 11/0716 11/0717 11/0724 11/0726 Hubbard, G. Ms 11/1550 Huckle, J. Mr 11/1154 11/1155 Huddart, D. Prof. 11/0618 11/0619 Huddleston, P. Mrs 11/1798 11/1799 Hudson, A. Ms 11/0314 Hudson, B. Dr 11/1446 Hudson, G. Dr 11/1869 11/1874 Hudson, J. Ms 11/0078 Hudson, W. Ms 11/0464 Hufton, N. Mr 11/1542 Huggins, M. Mr 11/0511 Hughes, A. Mrs 11/1529 Hughes, C. Dr 11/1150 11/1812 Hughes, D. Mrs 11/1305 11/1320 Hughes, G. Mr 11/1116

1139

Author index

1140

Hughes, M. Prof. 11/0300 11/0305 11/1466 Hughes, S. Mrs 11/1532 Hui, S. Mr 11/0381 Hull, J. Prof. 11/0067 11/1139 Hulme, C. Prof. 11/1889 Humes, W. Dr 11/0349 11/0350 Humm, M. Prof. 11/1736 Hunt, C. Mrs 11/1451 Hunt, C. Ms 11/1618 Hunt, P. Ms 11/1374 Hurry, J. Dr 11/0776 11/0778 11/0780 11/0781 11/0786 Hurst, A. Prof. 11/1711 Hurst, J. Rev. 11/1309 Hurst, R. Ms 11/0170 Hurst, V. Ms 11/0654 Husbands, C. Dr 11/1720 11/1830 Hussain, N. Ms 11/0113 Hustler, D. Prof. 11/0882 11/0883 11/0886 11/0893 Hutchin, C. Ms 11/0654 Hutchings, M. Ms 11/1751 Hutchinson, A. Ms 11/0219 Hutchinson, B. Dr 11/1672 Hutchinson, G. Ms 11/1472 Hutchison, D. Mr 11/0979 11/0996 11/1052 11/1054 11/1063 11/1089 11/1090 Hutton, N. Dr 11/1548 Hutton, U. Ms 11/0810 Hutton-Jarvis, C. Ms 11/0528 Hyde, B. Miss 11/1847 Hyde, M. Mr 11/0154 Ingham, A. Dr 11/0375 11/0376 11/0384 Inman, S. Ms 11/0753 Irving, B. Mr 11/0823 11/1173 Isa, P. Mrs 11/0460 Issroff, K. Ms 11/1181 11/1207 Iwano, M. Dr 11/1397 Jacklin, A. Ms 11/1602 Jackman, S. Mrs 11/0271 Jackson, A. Dr 11/0400 Jackson, C. Ms 11/0492 Jackson, P. Dr 11/1364 11/1373 11/1378 11/1386 Jackson, S. Ms 11/1736 Jacques, K. Ms 11/0159 11/0175 Jagger, N. Mr 11/0433 James, A. Mr 11/0320 11/0321 James, C. Dr 11/1408 James, D. Mr 11/1762 James, J. Mr 11/0524 James, M. Dr 11/0146 James, P. Dr 11/0620 11/0626 James, S. Mr 11/0105 James, S. Ms 11/1787 Jamieson, I. Prof. 11/0039 11/0043

Author index

1141

Jamison, J. Mr 11/0970 11/1011 Janecki, L. Mr 11/1748 Jarman, J. Dr 11/0126 Jarman, R. Miss 11/1273 11/1274 Jarvis, C. Mrs 11/0413 Jarvis, P. Prof. 11/1565 Jaworski, B. Dr 11/1218 11/1221 Jeacocke, J. Dr 11/0357 Jeavons, M. Mrs 11/1842 Jefferies, L. Mr 11/0026 Jeffery, N. Mr 11/1636 Jenkins, E. Prof. 11/0534 11/0535 11/0536 11/0540 11/0552 11/0564 11/0573 11/0574 Jenkins, H. Prof. 11/0010 11/0013 11/0014 11/0015 11/0016 11/0017 Jenkins, I. Mrs 11/0570 Jennings, M. Mr 11/0165 Jennings, S. Ms 11/0302 Jepson, M. Ms 11/0627 Jessop, T. Ms 11/0480 Jiang, L. Mr 11/0324 Jiya, M. Mrs 11/0538 Job, D. Mr 11/0691 Jofili, Z. Ms 11/1369 Johannes, G. Mr 11/1324 John, A. Ms 11/0387 John, M. Prof. 11/0279 11/0290 Johnson, A. Mr 11/0340 11/0507 Johnson, D. Prof. 11/0793 11/0801 11/1469 Johnson, F. Ms 11/0969 11/0970 11/0975 Johnson, H. Ms 11/1392 11/1404 Johnson, I. Mr 11/1348 11/1354 Johnson, M. Mr 11/0444 11/0453 11/0455 11/0871 11/0880 11/0892 11/0894 Johnson, P. Dr 11/0867 Johnson, S. Ms 11/1446 Johnston, R. Mrs 11/1450 Johnston, L. Mrs 11/1143 Johnstone, M. Mrs 11/1415 Jones, A. Dr 11/1177 11/1181 11/1187 11/1194 11/1198 Jones, A. Mr 11/0409 Jones, A. Mrs 11/1579 Jones, A. Ms 11/0504 Jones, B. Dr 11/0483 Jones, B. Mr 11/0831 Jones, C. Mrs 11/1209 Jones, C. Ms 11/0486 11/0799 Jones, D. Miss 11/1660 Jones, D. Mr 11/1835 Jones, D. Ms 11/0374 Jones, E. Ms 11/0891 11/0961 Jones, F. Mr 11/1126 Jones, G. Mr 11/0200 Jones, G. Prof. 11/1660 Jones, K. Dr 11/1269

Author index

1142

Jones, K. Mr 11/1129 Jones, L. Ms 11/0384 11/0653 11/0656 11/1611 Jones, M. Mr 11/0177 11/1854 Jones, M. Ms 11/0928 Jones, S. Mrs 11/1790 Jones, S. Ms 11/0109 11/1652 Jordan, E. Mrs 11/0394 Jordan, R. Mr 11/1466 Jordan, R. Ms 11/0403 Jotham, R. Dr 11/1159 Jowell, R. Prof. 11/1460 Jowett, S. Dr 11/0993 11/0994 11/0995 11/1006 Joyce, S. Mr 11/1487 Justi, R. Ms 11/1337 Kalve, P. Mr 11/0428 Kambouri, M. Dr 11/0700 Kane, H-M. Ms 11/0355 Kane, I. Mr 11/0883 Kane, L. Mr 11/0332 11/0334 Kang, B. Mr 11/0496 Karkalas, A. Mrs 11/0330 11/0331 Karkou, V. Ms 11/0948 Karran, T. Dr 11/1199 Kay, W. RevDr 11/1656 11/1659 Kaye, A. Mr 11/1189 Kaykler, M. Mrs 11/0253 Keane, M. Dr 11/1493 11/1494 11/1495 Kearsley, M. Mr 11/1554 Keating, I. Ms 11/0857 11/0859 11/0861 Kehoe, M. Mrs 11/1844 Keith, G. Mr 11/0571 Kelleher, T. Ms 11/1317 Kelly, E. Dr 11/0340 Kelly, M. Mr 11/0877 11/0885 11/0897 Kelly, S. Mrs 11/1860 Kemp, T. Dr 11/1360 Kendall, L. Mrs 11/0997 11/1058 11/1060 11/108911/1093 Kendrick, A. Dr 11/0240 Kennard, R. Mr 11/1545 Kennaway, A. Prof. 11/0211 Kennedy, B. Ms 11/0776 Kennewell, S. Mr 11/1792 Kenny, C. Ms 11/0074 Kent, A. Mr 11/0742 11/0769 Kent, D. Mr 11/0587 11/0588 11/0590 Kentleton, N. Mr 11/0981 Keogh, B. Ms 11/0875 Ker, M. Mrs 11/1489 Kerr, D. Mr 11/1045 11/1075 11/1081 Kerr, T. Mr 11/0356 Kerswill, P. Dr 11/1280 Kessissoglou, S. Ms 11/0925

Author index

1143

Ketabi, S. Mr 11/0129 Key, M. Ms 11/1878 Keys, W. Dr 11/0973 11/0974 11/0985 11/0992 11/1003 11/1027 11/1033 11/1044 11/1059 11/1060 11/1061 11/1063 11/1088 Khan, M. Mr 11/0028 Kharib, S. Mr 11/0501 Khidhayir, M. Ms 11/1590 Kicks, P. Mr 11/0189 11/0191 Kidd, J. Dr 11/0394 11/1094 Kieran, J. Dr 11/1492 Kiger, A. Dr 11/0001 11/0002 KiUeen, J. Mr 11/0398 11/1094 Kilpatrick, R. Dr 11/1278 Kim, J. Mr 11/0446 Kimbell, R. Prof. 11/1156 11/1404 Kimber, D. Mr 11/1754 Kinder, K. Ms 11/0986 11/0987 11/0988 11/0989 11/1018 11/1052 11/1067 11/1068 11/106911/1093 Kindlen, M. Miss 11/0230 King, E. Ms 11/0112 King, K. Prof. 11/0258 11/0263 11/0267 King, L. Miss 11/0327 Kiriakides, G. Mr 11/0946 Kirk, R. Ms 11/0341 Kirkup, C. Ms 11/1047 11/1084 Kirkup, G. Ms 11/1177 Kirkwood, A. Mr 11/1177 Kirkwood, M. Mrs 11/1526 Kirkwood, M. Ms 11/0357 Kispal, A. Ms 11/1024 Kitson, A. Prof. 11/1409 Kleinberg, S. Ms 11/1529 Knight, D. Dr 11/0475 Knight, P. Dr 11/0511 Knight, P. Mrs 11/0578 Knipe, D. Mr 11/1277 Knott, M. Dr 11/1089 Knowles, M. Mr 11/0134 Kogan, M. Prof. 11/0110 11/0111 Kollontai, P. Ms 11/0520 Koutouzis, E. Dr 11/1318 Krespi, A. Ms 11/0095 Kress, G. Prof. 11/0672 11/0768 11/0770 Kruger, C. Mr 11/1223 Kumar, P. Dr 11/1562 Kunje, D. Mr 11/1629 Kurgatt, K. Mr 11/1807 Kurup, P. Mr 11/0583 Kushner, S. Dr 11/1728 11/1729 11/1730 11/1731 Kutnick, P. Dr 11/1368 11/1371 11/1395 11/1397 Kyeleve, J. Mr 11/0943 Kyeyune, R. Mr 11/0154

Author index Kyle, J. Dr 11/0082 11/0087 Kypreou, I. Ms 11/0212 Kyriacou, C. Dr 11/1893 Lacey, C. Prof. 11/0079 11/1573 11/1576 11/1602 Lacey, P. Mrs 11/0058 11/0066 Laidlaw, J. Miss 11/0236 11/0238 Laing, M. Ms 11/1537 Laing, S. Dr 11/0081 Laker, A. Dr 11/0197 11/0198 Lamb, J. Dr 11/0254 Lancey, K. Mr 11/1782 Langrish, J. Dr 11/0872 Lansdell, J. Ms 11/0166 Lansdown, R. Dr 11/1625 Lappas, N. Mr 11/1504 Latham, A-M. Miss 11/0078 Lathey, G. Ms 11/1374 11/1381 11/1388 Lathlean, J. Prof. 11/1301 11/1554 11/1566 Lauchlan, F. Mr 11/1546 Laugharae, J. Ms 11/1779 11/1780 Laurenson, M. Mrs 11/0414 Laurillard, D. Prof. 11/1185 11/1637 Lavender, S. Ms 11/0171 11/0172 Lavin, J. Mr 11/0949 Law, W. Dr 11/1094 11/1095 Lawn, M. Dr 11/0064 Lawrance, R. Mr 11/0045 11/0046 11/0048 Lawrence, B. Dr 11/1270 11/1271 11/1272 Lawrence, J. Mr 11/0026 Laws, G. Dr 11/1266 11/1267 Laws, P. Mr 11/0564 Lawson, A. Mr 11/0956 Lawson, K. Ms 11/1510 Lawton, D. Prof. 11/0679 Lawton, S. Mrs 11/1347 Laycock, E. Ms 11/1390 Lazo, M. Ms 11/0919 Lazonby, J. Mr 11/1877 11/1878 11/1883 LeMetais, J. Dr 11/1050 Le Page, R. Prof. 11/1888 Lea, M. Ms 11/1567 11/1750 Leach, J. Mr 11/0580 11/0581 Leaman, O. Prof. 11/0629 Leamon, J. Ms 11/1732 Leask, M. Ms 11/0206 11/0208 Lee, B. Mr 11/0133 Lee, B. Ms 11/0964 11/1006 11/1010 11/1033 11/1088 Lee, C. Mr 11/1121 11/1246 11/1251 11/1254 Lee, C. Ms 11/1221 Lee, J. Mr 11/1643 11/1644 11/1645 11/1763 Lee, P. Mr 11/0711 11/0712 Lee, S. Ms 11/1391

1144

Author index

1145

Lee, Y. Mr 11/1476 Lefrere, P. Dr 11/1199 Leirman, W. Prof. 11/0221 Leitch, C. Miss 11/1141 Lejk, M. Mr 11/1540 Leman, P. Mr 11/0149 Leming, E. Mrs 11/0019 Lemon, W. Prof. 11/0409 Leo, E. Ms 11/0247 Leonard, A. Ms 11/0944 Leonard, D. Dr 11/0668 11/0669 11/0670 Lerman, S. Dr 11/0373 11/1467 11/1468 11/1469 Lever, D. Mr 11/0829 Lever, M. Mr 11/1244 Levesque, D. Mr 11/1310 Levy, R. Mr 11/0382 Lewin, C. Ms 11/1194 Lewin, K. Prof. 11/1574 11/1581 11/1604 11/1605 11/1606 11/1619 11/1620 11/1621 11/162211/1623 Lewis, A. Dr 11/1817 11/1818 11/1833 Lewis, A. Mr 11/1734 Lewis, C. Dr 11/0506 Lewis, G. Dr 11/1355 Lewis, G. Mr 11/0967 11/0990 11/0991 11/1028 11/1070 11/1071 11/1072 11/1073 11/1074 11/1082 11/1083 11/1764 Lewis, J. Dr 11/0581 Lewis, R. Dr 11/1760 Lewis, T. Mr 11/1001 Lewis, T. Ms 11/1119 Leyden, G. Mr 11/1162 Lillyman, S. Miss 11/1874 Lima Cruz, M. Prof. 11/1401 Limond, D. Mr 11/0354 Lindsay, G. Prof. 11/1819 Lindsay, J. Mrs 11/1529 Lines, A. Mrs 11/0967 11/1013 11/1032 11/1035 11/1066 11/1077 11/1079 Lines, D. Mr 11/0690 Lings, P. Ms 11/0308 Linney, J. Mr 11/1190 Linter, R. Mr 11/0486 Linton-Beresford, J. Ms 11/1452 Lister, C. Dr 11/1137 Littlewood, S. Dr 11/0407 Liu, J. Miss 11/1808 Livingston, R. Dr 11/1670 Lloyd, C. Ms 11/0377 Lloyd, G. Ms 11/0393 Lloyd-Smith, M. Mr 11/1819 11/1821 11/1832 Loane, M. Miss 11/1144 Lock, N. Mr 11/1311 11/1334 Locke, M. Mr 11/1733 11/1736 11/1738 11/1739 11/1742 11/1743 Lockley, P. Mr 11/0895

Author index

1146

Lockyer, M. Dr 11/1640 Loder, C. Ms 11/0740 Lodge, J. Mr 11/1375 Lofthouse, M. Dr 11/1150 Lofthouse, M. Mr 11/0193 Lomax, P. Prof. 11/0481 11/0486 11/0487 Long, J. Mr 11/0519 Long, S. Ms 11/1611 Longman, D. Mr 11/1573 Lonsdale, R. Mr 11/1765 11/1766 Loots, C. Ms 11/1514 Lopez, M. Prof. 11/0065 Lovett, T. Prof. 11/1673 11/1675 11/1676 Low, G. Mr 11/1893 Lowden, K. Mr 11/1430 Lowe, D. Mr 11/1709 Lowis, A. Prof. 11/1347 Loxley, A. Mr 11/0039 11/1211 Lubben, F. Mr 11/1877 11/1882 11/1886 Lucas, D. Mr 11/0213 Luccock, R. Dr 11/1408 Luckin, R. Ms 11/1634 Luckley, P. Mr 11/0881 Lucock, R. Dr 11/1555 Luke, I. Mr 11/0839 Luker, K. Ms 11/1471 Lumby, J. Ms 11/0603 Lung, M. Mr 11/0009 Lunt, I. Ms 11/0704 Lupetti, S. Mrs 11/1021 Lupton, C. Dr 11/1270 11/1272 Lynas, W. Dr 11/0912 11/0929 Lynch, J. Prof. 11/0558 Lynch, P. Mr 11/1302 Lynn, P. Mr 11/1464 Lyon, D. Ms 11/0050 Lyons, G. Mr 11/1746 Lyons, T. Mr 11/0121 Ma, S. Miss 11/0241 MaClaren, S. Mrs 11/1556 Maagero, E. Ms 11/1780 Mac An Ghaill, M. Dr 11/0064 MacBeath, J. Prof. 11/0774 11/1445 11/1518 MacBeth, A. Dr 11/0369 MacDonald, A. Ms 11/0991 11/1012 11/1029 11/1077 11/1078 MacDonald, B. Prof. 11/1728 MacDonald, C. Ms 11/0330 MacDonald, J. Dr 11/1267 11/1268 MacGabhann, D. Mr 11/1670 MacKay, L. Dr 11/0558 MacKay, R. Prof. 11/1432 MacKenzie, M. Mr 11/0345 11/0348 11/0353 11/0355 11/0358 11/0360 11/0363 11/0364

Author index MacKinnon, A. Dr 11/0333 MacLeod, A. Ms 11/1512 MacLeod, M. Mr 11/0618 MacLure, M. Dr 11/1726 11/1727 MacPherson, K. Ms 11/0035 Macadam, M. Ms 11/1102 Macbeth, A. Dr 11/0856 Macdonald, C. Dr 11/1870 Mace, J. Ms 11/0660 Mackenzie, A. Ms 11/0330 11/0331 11/0333 Mackenzie, R. Mr 11/1241 11/1256 Macrae, S. Dr 11/0798 Macrory, G. Ms 11/0874 Maden, M. Prof. 11/0444 Madsen, K. Ms 11/0649 11/1448 Maguire, B. Dr 11/1771 Maguire, M. Dr 11/0798 11/0799 Mahmood, Z. Dr 11/0329 Mahony, P. Prof. 11/1392 11/1395 11/1396 11/1404 Majid, M. Mrs 11/0516 Makinde, S. Mr 11/0249 Malcolm, H. Ms 11/1420 11/1429 Malcolm, J. Ms 11/0523 Male, T. Mr 11/0117 11/0121 Malek, M. Ms 11/0954 Malewski, M. Prof. 11/1679 Mallett, M. Dr 11/0658 Mallon, P. Mr 11/1661 Malmkjaer, K. Dr 11/0130 11/0131 11/0134 Maloney, J. Ms 11/0483 Malvern, D. Mr 11/1333 11/1336 Mandy, P. Mr 11/1578 Mangen, S. Dr 11/0804 Manley, K. Mrs 11/1408 Mann, C. Ms 11/0144 Mant, J. Mrs 11/1223 Mappin, R. Ms 11/0463 Mapstone, E. Prof. 11/0240 Marangou, A. Mrs 11/0089 March, K. Mrs 11/1831 Mardle, G. Mr 11/0445 11/0449 Mares, C. Ms 11/1646 Marfleet, A. Mr 11/1729 Markey, D. Mrs 11/1697 Marques Cardoso, C. Ms 11/0804 Marques, L. Mr 11/0442 Marriott, S. Mr 11/1667 Marriott, S. Prof. 11/0529 11/0530 11/0561 11/0567 Marris, C. Mr 11/0119 Marsch, C. Ms 11/0879 11/0890 Marsden, E. Dr 11/0006 Marsden, W. Prof. 11/0631

1147

Author index

1148

Marsh, C. Ms 11/1150 Marshall, L. Mrs 11/0110 Marshall, M. Mrs 11/1555 Marshall, P. Mr 11/0806 Martin, A. Mr 11/0367 Martin, D. Mr 11/0619 Martin, J. Dr 11/1106 Martin, J. Mrs 11/0070 Martin, M.Mr 11/0570 Martin, P. Mr 11/0516 11/0519 Martinelli, V. Mr 11/0921 Martland, J. Mr 11/0635 Mashhadi, A. Mr 11/1217 Mason, K. Mr 11/0963 11/0981 11/1055 Mason, R. Dr 11/0212 11/1186 11/1362 Mason, R. Prof. 11/1397 11/1398 11/1399 11/1400 11/1401 11/1402 11/1403 Masters, B. Mr 11/1378 Masterson, J. Dr 11/0645 Mathias, J. Dr 11/1849 11/1852 Mathieson, M. Prof. 11/1112 Matthews, B. Mr 11/0652 Matthews, M. Dr 11/0160 Matthews, S. Mrs 11/0512 Maull,W. Mrs 11/1239 Mauthner, M. Ms 11/0737 Maver, I. Dr 11/0354 Maw, J. Ms 11/0216 Maxwell, S. Dr 11/0625 May, W. Ms 11/1237 Mayall, B. Dr 11/0736 11/0758 11/0766 Maychell, K. Ms 11/0972 11/0992 11/1003 Mayes,G. Dr 11/1522 Maynard, T. Ms 11/1788 11/1789 Mayo, P. Dr 11/0272 McAleer, J. Dr 11/0223 McAleer, S. Dr 11/0227 McAleese, L. Mr 11/1273 McAndrew, L. Ms 11/1518 McAndrew, P. Mr 11/0405 McAuley, J. Mr 11/0532 McAuley, S. Ms 11/1148 McBride, R. Dr 11/1721 11/1722 McCall, J. Prof. 11/1534 McCarney, J. Mr 11/1525 McClelland, V. Prof. 11/0416 11/0418 11/0423 11/0428 11/0429 McClements, R. Mr 11/0076 McConachie, H. Dr 11/0436 11/0437 McConnell, B. Miss 11/1273 McCormick, R. Dr 11/1203 McCreery, E. Ms 11/1380 McCulloch, G. Prof. 11/0491 11/0493 McCulloch, K. Mr 11/0395

Author index

1149

McCulloch, K. Ms 11/1017 11/1036 11/1039 11/1085 McCulloch, M. Dr 11/1307 11/1311 11/1328 11/1334 McCune, V. Miss 11/0265 McDaid, C. Ms 11/1507 McDougall, S. Dr 11/1796 McEntee, L. Dr 11/0087 McEwen, A. Dr 11/1277 McEwen, S. Ms 11/1863 McFall, L. Ms 11/1425 11/1442 McFarlan, E. Miss 11/1536 11/1538 McGarvey, B. Prof. 11/1661 11/1667 McGillion, P. Ms 11/1141 11/1144 11/1279 McGinty, J. Dr 11/1745 McGivney, V. Dr 11/1098 11/1099 11/1100 11/1101 McGlone, C. Ms 11/0368 McGonigal, J. Dr 11/0360 McGrath, S. Mr 11/0263 McGuiness, J. Mr 11/0244 McGuiness, P. Mr 11/0625 McGuinn, N. Dr 11/0427 McGuinness, C. Dr 11/1279 McGuinness, J. Mr 11/0249 McGurk, H. Prof. 11/0775 11/0783 11/0784 McHugh, G. Mrs 11/0495 11/0508 Mclntyre, D. Mr 11/1216 11/1219 11/1226 11/1227 11/1409 Mclvor, S. Ms 11/0664 McKay, J. Miss 11/1857 11/1858 McKee, A. Dr 11/1719 McKendry, E. Dr 11/1496 11/1497 11/1498 McKenna, P. Mr 11/0607 McKenzie, P. Dr 11/1316 McKenzie, P. Mr 11/0406 McKeown, P. Mrs 11/0070 11/1674 11/1677 11/1678 McKernan, G. Mr 11/0360 McLaren, B. Mr 11/1521 McLaughlin Cook, N. Mr 11/0612 McLaughlin, T. Dr 11/0138 McMahon, A. Ms 11/0103 McMahon, J. Ms 11/1141 11/1275 McManus, N. Mr 11/0225 McNally, J. Mr 11/1502 McNamara, O. Ms 11/0891 McNamara, S. Ms 11/0606 McNamee, P. Mr 11/1676 McNay, I. Prof. 11/0012 11/0014 McNeely, S. Mrs 11/1110 McNeill, J. Ms 11/0886 McPake, J. Ms 11/1419 McPhee, A. Mr 11/0358 McPherson, A. Prof. 11/0254 11/0255 McQueen, A. Mr 11/1685 McQueeney, E. Mrs 11/1536 11/1538

Author index McSharry, G. Ms 11/0940 McShea, J. Mr 11/0299 11/0302 Meadows, S. Dr 11/0089 11/0090 Meagher, N. Mr 11/1131 Meara, P. Dr 11/1783 11/1784 11/1785 Measor, L. Dr 11/1209 Medwell, J. Miss 11/0311 Meechan, R. Mr 11/1535 Meekums, B. Ms 11/0905 Meenan-Strain, C. Mrs 11/1142 Meguro, T. Mrs 11/0560 Meng-ching, H. Miss 11/0251 Mennell, D. Ms 11/0620 Menter, I. Mr 11/1756 11/1759 Merali, Z. Ms 11/0958 Mercer, D. Mr 11/1541 Mercer, G. Dr 11/0521 Mercer, R. Miss 11/1889 Meredith, A. Ms 11/0140 Mereku, D. Mr 11/0556 Merrill, B. Ms 11/1811 Merriman, L. Mrs 11/1114 Merry, R. Dr 11/0210 11/0603 Merryfield, A. Mr 11/1244 Meygle, A. Mr 11/1806 Middleton, L. Ms 11/0254 Midgley, C. Ms 11/0201 Mignot, P. Mr 11/1295 Miles, P. Mr 11/0295 Miles, S. Ms 11/0760 Miles, T. Prof. 11/1767 Mill-Ingen, A. Ms 11/0562 Millar, R. Dr 11/1886 Miller, A. Dr 11/0627 Miller, A. Mr 11/1799 Miller, C. Ms 11/0063 11/0199 Miller, D. Mr 11/0448 Miller, J. Mrs 11/1407 Miller, L. Ms 11/0402 Miller, N. Dr 11/0909 Miller, P. Rev. 11/1286 Miller, S. Ms 11/1404 Millham, S. Prof. 11/0204 Millican, J. Ms 11/0273 Milligan-Byrne, G. Dr 11/1677 11/1678 Milloy, N. Dr 11/0596 Mills, S. Mr 11/1339 Millward, A. Mr 11/1120 11/1128 Millwood, R. Mr 11/1772 Milne, P. Mr 11/0432 Milton, J. Dr 11/1785 Mingard, S. Dr 11/1412

1150

Author index

1151

Miranda, K. Ms 11/0654 Mirelman, H. Ms 11/0776 Mitchell, H. Miss 11/0234 Mitchell, P. Mr 11/0145 Mitchell, R. Dr 11/1475 11/1476 11/1480 11/1486 Mitchell, R. Mr 11/0283 Mitchell, S. Ms 11/0421 Mitchell, V. Mrs 11/0084 11/0085 Mittler, P. Prof. 11/0924 Moar, M. Mr 11/1180 Modiba, M. Ms 11/0445 Moffat, J. Miss 11/1535 Mogford-Bevan, K. Dr 11/1691 Mohammed, Z. Mr 11/0592 Mohd Noor, K. Mr 11/0624 Monaghan, F. Mr 11/1346 Mongiello, A. Ms 11/0261 Monk, E. Mrs 11/0329 Montgomery, A. Ms 11/1093 11/1681 Montgomery, D. Prof. 11/0951 11/0952 Moon, R. Prof. 11/1205 Mooney, A. Ms 11/0775 11/0784 Mooney, S. Miss 11/1449 Moor, H. Ms 11/1068 11/1093 Moorcroft-Cuckle, P. Dr 11/0548 Moore, C. Ms 11/1444 Moore, D. Dr 11/0472 Moore, J. Dr 11/0072 11/0415 Moore, L. Dr 11/0388 11/0390 Moore, M. Dr 11/0062 Moots, C. Ms 11/0903 Morahan, M. Ms 11/0250 Moran, A. Mr 11/1795 Moreland, N. Dr 11/1845 11/1851 11/1853 11/1855 Morgan, A. Dr 11/1147 Morgan, C. Dr 11/0040 Morgan, C. Ms 11/1468 Morgan, G. Mr 11/0083 Morgan, K. Mr 11/0610 Morgan, L. Miss 11/0598 Morgan, M. Ms 11/1471 Morgan, S. Mr 11/0015 Morgan, T. Mr 11/1675 11/1676 Morgan, V. Prof. 11/1667 Morgan-Klein, B. Ms 11/1513 Morley, F. Mrs 11/0840 Morley, L. Ms 11/1617 Morris, A. Mr 11/0734 11/1820 Morris, B. Mr 11/1502 11/1503 11/1508 Morris, M. Miss 11/0967 11/0968 11/0990 11/1022 11/1031 11/1032 Morris, R. Ms 11/0404 Morris-Jones, R. Mr 11/1764

Author index

1152

Morrison, D. Mr 11/0346 Morrison, J. Miss 11/0411 Morrison, M. Dr 11/1801 11/1802 11/1803 Mortimore, J. Mrs 11/0772 11/0773 Mortimore, P. Prof. 11/0680 11/0683 11/0772 11/0773 11/0774 Moschovaki, E. Miss 11/0090 Moscovitch Steiner, M. Ms 11/0893 Moses, D. Ms 11/1323 11/1325 11/1330 Mosley, P. Mrs 11/1237 Moss, G. Ms 11/0707 Moss, P. Mr 11/0779 11/0783 Motteram, G. Mr 11/0931 11/0933 Mould, C. Mrs 11/1864 11/1865 Moura Correia, A. Miss 11/1401 Moyles, J. Ms 11/0603 Moylett, H. Ms 11/0883 Mulholland, H. Dr 11/0226 Mulligan, J. Dr 11/1561 Munn, P. Mrs 11/1415 11/1444 Munro, L. Mrs 11/1556 Munton, A. Dr 11/0775 Murao, T. Prof. 11/1360 Murdoch, E. Prof. 11/0078 Murdoch, H. Ms 11/0061 Murdoch, J. Mr 11/1351 Murila, B. Ms 11/0312 Murphy, M. Mr 11/0213 Murphy, P. Ms 11/1203 11/1206 11/1207 Murphy, R. Prof. 11/1174 11/1175 Murray, C. Dr 11/0946 Murray, D. Prof. 11/1683 Murray, L. Dr 11/1270 11/1271 Murray, V. Mr 11/1139 Muschamp, Y. Ms 11/1759 11/1761 Mushi, P. Mr 11/0590 Mutrie, N. Dr 11/0006 Muzaale, P. Prof. 11/1839 Myron-Wilson, R. Ms 11/0650 Nabarro, J. Ms 11/1471 Nade, T. Mr 11/1362 Naftalin, I. Ms 11/0877 Nagata, T. Mr 11/0211 Nakase, A. Prof. 11/1362 Nankivell, C. Ms 11/1696 11/1697 Napuk, A. Mrs 11/0266 Nardi, E. Ms 11/1218 Nation, K. Dr 11/1890 Naughton, C. Mr 11/0283 Naylor, A. Dr 11/1487 Naylor, J. Mrs 11/0899 Naylor, S. Mr 11/0875 Naysmith, J. Mr 11/0170 11/0171 11/0172

Author index

1153

Neal, I. Mr 11/1550 Neal, P. Mr 11/1515 Neasham, A. Dr 11/0941 Neil, P. Dr 11/1276 Neill, S. Dr 11/1822 Nesi, H. Dr 11/1808 Newbold, D. Prof. 11/0409 Newburn, T. Dr 11/1261 Newcombe, L. Mrs 11/1775 Newstead, K. Ms 11/0137 Newstead, S. Prof. 11/0617 11/1240 Newton, D. Dr 11/1134 11/1543 Newton, L. Dr 11/1133 11/1134 Newton, P. Mr 11/0025 Newton-Smith, S. Mr 11/1874 Ng, B. Ms 11/1161 Nias, J. Prof. 11/1246 11/1251 11/1256 Nichol, B. Dr 11/0909 Nicholls, P. Mr 11/0457 11/1759 Niemi, H. Prof. 11/1205 Nightingale, C. Ms 11/0177 Niven, S. Mr 11/1536 11/1538 Nixon, J. Dr 11/0070 Nkosi, L. Ms 11/1765 Noah, M. Mr 11/0582 Noble, R. Dr 11/0074 Nolan, M. Ms 11/0053 Norlida, N. Mrs 11/0118 Norman, N. Mr 11/1773 Normand, B. Mrs 11/0266 Norris, C. Ms 11/0391 Norris, N. Dr 11/1728 Norris, R. Mr 11/1145 North, R. Dr 11/1684 Norton, A. Mr 11/0121 Norton, J. Ms 11/0131 Norton, L. Dr 11/0610 11/0611 11/0612 11/0613 11/061411/0617 Norwich, B. Prof. 11/0697 11/0704 11/0706 Noss, R. Dr 11/0717 11/0725 11/0726 11/1468 Noyes, P. Dr 11/0162 Nunes, T. Dr 11/0675 11/0678 Nunn, J. Ms 11/1367 Nyatanga, L. Mr 11/0217 Nye, J. Ms 11/1264 Nye, R. Ms 11/1169 O’Brien, J. Mr 11/0369 11/1488 O’Brien, R. Mr 11/0502 O’Brien, T. Dr 11/0932 O’Carroll, P. Mr 11/0626 O’Donnell, S. Ms 11/1050 O’Hagan, F. Mr 11/0359 O’Neil, M. Mr 11/1153

Author index

1154

O’Neill, J. Miss 11/0079 O’Neill, J. Mr 11/0606 O’Neill, M. Ms 11/1853 O’Neill, S. Ms 11/0459 11/0470 O’Rawe, D. Mr 11/1276 O’Regan, T. Mr 11/1584 O’Shea, T. Prof. 11/1197 11/1198 O’Sullivan, F. Mr 11/1863 O’Toole, L. Mrs 11/0029 Oakhill, J. Dr 11/1632 Oakley, A. Prof. 11/0733 11/0736 11/0737 11/0761 11/0762 11/0763 11/0765 11/0766 Ogborn, J. Prof. 11/0767 11/0768 11/0770 11/0771 Oglesby, K. Ms 11/0275 Okorocha, E. Mrs 11/1561 Olds, H. Ms 11/1863 Oliver, M. Mr 11/1197 Oliver, P. Dr 11/0412 11/0413 Openshaw, S. Mr 11/1840 Opoku-Asare, N. Mrs 11/1583 Oram, I. Mr 11/1189 Orange, P. Dr 11/1564 Ordidge, I. Ms 11/0955 11/0959 Orme, J. Mrs 11/1335 Ormston, M. Mr 11/1212 Orr, G. Mr 11/1024 Orton, A. Dr 11/0532 11/0533 11/0538 11/0539 11/0556 11/0577 Orton, J. Mrs 11/0582 Osborn, A. Dr 11/0098 11/0105 Osbora, M. Dr 11/0088 11/0095 11/0106 Osborae, M. Dr 11/1513 11/1514 11/1515 Osman, F. Mr 11/0040 Osman, K. Ms 11/0904 Osorio, A. Mr 11/0294 11/0299 11/0301 Oswald, A. Dr 11/1639 Oulton, C. Mr 11/0042 Ovens, P. Dr 11/1154 11/1155 11/1156 Oversby, J. Dr 11/1337 11/1338 Owen, C. Mr 11/0779 11/0783 Owen, D. Mr 11/1863 Owen, G. Mr 11/0213 11/0282 Owen, L. Mr 11/0411 Owen, M. Mr 11/1771 11/1772 Owen, P. Ms 11/1582 11/1603 11/1617 Ozga, J. Prof. 11/0451 11/0454 11/0456 11/0457 11/1759 11/1762 Packer, Rh. Ms 11/0320 Packwood, A. Dr 11/1837 Padfield, P. Ms 11/0393 Paine, L. Dr 11/1229 Palmer, J. Ms 11/0888 Papanoum, Z. Dr 11/1714 Papastergiadis, N. Dr 11/0936 Parffrey, V. Dr 11/0290

Author index

1155

Park, A. Ms 11/1460 11/1461 11/1463 Park, J. Ms 11/1399 Parker, B. Mrs 11/0958 Parker, V. Ms 11/1745 Parker, Z. Ms 11/0487 Parker-Jenkins, M. Dr 11/1166 11/1173 Parkhouse, P. Mr 11/0447 Parkinson, F. Ms 11/0629 Parnell, J. Dr 11/1555 11/1565 11/1566 Parry, G. Mr 11/0671 Parsons, C. Dr 11/0156 Parsons, C. Miss 11/1328 Parsons, M. Mr 11/1283 Parsons, S. Ms 11/0188 Parsons, V. Mr 11/0373 Pascal, C. Prof. 11/0865 11/1860 11/1861 11/1862 11/1864 11/1865 11/1866 11/1871 Pasha, S. Mrs 11/1485 Pastor, C. Prof. 11/0062 Pateman, T. Dr 11/1577 11/1597 11/1608 11/1618 11/1624 Paterson, H. Mr 11/0347 11/0354 11/0356 11/0357 11/0359 11/0361 11/0362 11/0365 11/0367 Pathak, S. Ms 11/0966 11/0972 11/0992 11/1003 Patterson, A. Dr 11/1260 Paulson-Rox, E. Dr 11/0627 Pawson, R. Dr 11/0522 Payne, J. Dr 11/1262 Payne, M. Ms 11/1359 Peace, D. Mr 11/0195 Peacock, A. Dr 11/0312 11/1140 Pearl, L. Dr 11/1845 Pearson, C. Ms 11/1537 Pearson, D. Ms 11/0906 Pearson, E. Mrs 11/1639 Pearson, M. Dr 11/0073 Peek, A. Mr 11/1876 11/1885 Peck, B. Mr 11/1495 Peel, J. Dr 11/0620 11/0626 Peel, R. Dr 11/1260 Pegg, J. Mr 11/0034 Penn, H. Ms 11/0676 Penn, R. Dr 11/0506 Penney, D. Dr 11/0837 Pennington, L. Ms 11/0436 Penny, A. Prof. 11/0477 11/0480 Pepperell, S. Ms 11/1389 Perkins, M. Mrs 11/1872 Perkins, S. Mr 11/0257 Petrie, P. Dr 11/0787 11/0788 Pettigrew, M. Ms 11/1727 Phelps, A. Dr 11/1148 Philip, K. Ms 11/0003 11/0004 Phillips, C. Mrs 11/0078 Phillips, C. Rev 11/0286

Author index

1156

Phillips, E. Mrs 11/1832 Phillips, R. Dr 11/1167 Phillips, R. Ms 11/1795 Phillips, S. Mrs 11/0873 11/0888 11/0892 11/0894 Phillips, T. Mr 11/1732 Phipps, R. Mr 11/0248 Piccoli, M. Mrs 11/1089 Pickard, A. Dr 11/0889 Pickering, J. Dr 11/1813 Pickford, A. Mr 11/1686 Pignatelli, F. Prof. 11/0364 Pike, G. Mr 11/1887 Pilkington, R. Dr 11/0555 Pilsbury, C. Mr 11/1687 Pinsent, P. Ms 11/1358 Piotrowski, J. Ms 11/0917 Pirrie, A. Dr 11/1421 11/1425 11/1428 Plant, M. Mr 11/1154 Plant, T. Dr 11/1891 11/1892 Platt, C. Mrs 11/0108 Playle, R. Ms 11/0388 11/0389 11/0390 Plimmer, F. Mrs 11/0324 Plowman, L. Dr 11/1637 Plowright, D. Dr 11/0182 Plummer, L. Ms 11/0959 Pole, C. Dr 11/1804 Pollard, A. Prof. 11/0106 11/0457 11/1757 11/1758 11/1759 11/1761 11/1762 Pollicina, C. Mr 11/0808 Pomeroy, R. Mr 11/1858 Pont, H. Dr 11/0007 Pope, M. Prof. 11/1289 11/1290 11/1293 11/1294 11/1302 Porter, I. Mr 11/0615 Porter, J. Ms 11/0702 Postlethwaite, K. Dr 11/1322 11/1332 11/1335 11/1338 Poulson, L. Ms 11/0288 11/0311 Pound, L. Ms 11/1365 Powell, A. Mr 11/0483 Powell, G. Mr 11/0450 Powell, R Mr 11/1083 Powell, R. Mr 11/1000 11/1001 11/1082 Powell, S. Dr 11/0402 11/0403 Power, S. Dr 11/0738 11/0755 Powney, J. Dr 11/1415 11/1419 11/1422 11/1423 11/1424 11/1430 11/1434 11/1438 11/1441 Pratt, J. Prof. 11/1734 11/1737 11/1738 11/1740 11/1741 11/1744 Preece, J. Ms 11/0503 Preece, P. Dr 11/0277 11/0284 11/0296 11/0297 11/0305 Prendivffle, F. Mr 11/0512 Prenton, K. Mr 11/0072 Preston, J. Dr 11/1844 Preston, M. Mrs 11/0159 11/0169 Preston, R. Dr 11/1838 Price, A. Mr 11/0321

Author index

1157

Price, G. Dr 11/0900 Price, P. Ms 11/0054 Priest, M. Dr 11/1337 Pring, R. Prof. 11/1224 Prisk, E. Ms 11/0627 Pritchard, A. Mr 11/1823 11/1824 Pritchard, K. Ms 11/0404 Pritchard, R. Dr 11/1668 Procter, P. Mrs 11/0876 Prophet, R. Mr 11/0583 Prout, A. Dr 11/0758 Prudham, B. Mr 11/1848 Pryor, J. Dr 11/1607 Prys Jones, S. Dr 11/1770 Pugh, A. Mr 11/1091 Pumfrey, P. Prof. 11/0864 11/0916 11/0917 11/0919 11/0920 11/0921 11/0922 11/0923 11/0929 11/0930 Puntambekar, S. Dr 11/1631 Punter, A. Mrs 11/0856 Purcell, P. Prof. 11/1684 Purcell, R. Mr 11/0338 Pye, D. Mr 11/0453 11/0455 Quicke, J. Prof. 11/0075 11/1456 Quinlan, P. Dr 11/0645 Quist, D. Mrs 11/1312 Raban, B. Prof. 11/1818 Race, A. Mrs 11/1565 Race, P. Prof. 11/0326 11/0327 Rada, R. Prof. 11/0607 Radford, A. Dr 11/0580 Radnor, H. Dr 11/0316 Rae, G. Prof. 11/1684 Rae, J. Mrs 11/1183 11/1195 11/1196 Rae, S. Mr 11/1196 Raffan, J. Mr 11/1877 Raffe, D. Prof. 11/0254 11/0255 11/0256 Rainer, J. Mr 11/0871 Rainey, N. Mrs 11/1141 Ramsay, A. Mrs 11/1525 11/1532 Ramsay, H. Mr 11/1495 Ramsden, F. Mrs 11/1860 Ramsden, J. Dr 11/1875 11/1877 11/1881 Randall, A. Dr 11/1494 Randell, S. Ms 11/1219 Ranson, S. Prof. 11/0070 Rappert, B. Mr 11/0024 Rashid, N. Ms 11/0660 Rassool, N. Dr 11/1322 Ratcliffe, S. Ms 11/0991 Rath, K. Mr 11/0923 Ravenscroft, L. Mrs 11/0981 Rawlinson, S. Ms 11/0434

Author index

1158

Rayner, M. Mr 11/0534 Rea-Dickins, P. Dr 11/1809 Reader, P Ms 11/0621 Reason, R. Dr 11/0811 Reay, G. Mrs 11/1547 Redfern, E. Dr 11/0553 Reed, M. Mr 11/0093 Reese, R. Mr 11/0415 Reid, A. Mr 11/0042 Reid, B. Mr 11/1697 Reid, D. Prof. 11/0902 11/0903 11/0904 Reid, G. Mr 11/0397 ReiUy, I. Prof. 11/1201 Reilly, T. Prof. 11/0628 Reimann, N. Ms 11/1132 Reis, S. Prof. 11/0475 Reuss, A. Ms 11/0522 Reynolds, J. Dr 11/1158 Reynolds, K. Dr 11/1374 11/1381 Rhodes, V. Mrs 11/0801 Rice, D. Mr 11/0213 11/0214 Rice, J. Mr 11/1730 Richards, C. Dr 11/0203 Richards, N. Mr 11/1737 11/1738 11/1739 11/1743 Richards, P. Dr 11/0038 Richardson, I. Mr 11/0638 Richardson, J. Prof. 11/0112 Richardson, T. Mrs 11/0613 Richardson, W. Dr 11/1797 11/1798 11/1800 Richmond, J. Dr 11/1869 Richmond, M. Mr 11/0417 Riddell, S. Prof. 11/1507 Riddell, S. Prof. 11/1504 11/1505 11/1506 11/150911/1511 11/1512 Riding, R. Dr 11/0862 Ridout, M. Mr 11/0999 Riggs, A. Ms 11/1553 Riley, K. Prof. 11/1392 Rimmershaw, R. Dr 11/0490 11/0498 Riordan, J. Prof. 11/1390 Risager, K. Ms 11/0252 Rist, R. Mrs 11/1151 Rivers, I. Mr 11/0844 Rix, C. Mr 11/0205 Rixon, S. Ms 11/1809 Robbins, D. Dr 11/1748 Roberson, J. Mrs 11/0880 Roberts, A. Ms 11/0309 Roberts, C. Mr 11/0389 11/0390 Roberts, D. Mr 11/0638 Roberts, G. Dr 11/0405 Roberts, I. Mrs 11/0859 11/0861 Roberts, K. Prof. 11/0640 11/0641 11/0642

Author index

1159

Roberts, P. Prof. 11/0186 Robertson, A. Dr 11/0857 11/0901 Robertson, C. Mrs 11/0859 11/0861 Robertson, E. Dr 11/1352 Robertson, I. Mr 11/1533 Robertson, I. Mrs 11/1534 11/1535 Robertson, J. Mr 11/1235 Robertson, J. Mrs 11/0920 Robertson, S. Dr 11/1198 Robertson, S. Mr 11/1537 Robinson, A. Mr 11/1670 Robinson, A. Mrs 11/0869 Robinson, D. Mr 11/1531 Robinson, G. Mr 11/1755 Robinson, J. Mr 11/0866 Robinson, K. Prof. 11/1835 11/1836 Robinson, P. Mr 11/1387 Robinson, S. Ms 11/0161 Robinson-Pant, A. Mrs 11/1585 Robson, M. Ms 11/0242 Robson, S. Ms 11/1128 Rodd, J. Dr 11/1254 11/1255 Roden, M. Mr 11/0882 Rodger, R. Ms 11/0885 Rodrigues, S. Dr 11/0976 11/1002 Rodriguez-Sanchez, I. Mr 11/1784 Roe, J. Mrs 11/0096 Roff, S. Mrs 11/0223 11/0227 11/0228 11/0229 Rogers, A. Prof. 11/0272 11/0273 11/0274 11/0275 11/1324 11/1329 Rogers, C. Dr 11/0492 11/0499 11/0500 11/0501 Rogers, J. Ms 11/1115 Rogers, L. Mr 11/1361 11/1379 Rogers, S. Ms 11/0289 11/0325 Rogerson, E. Mrs 11/0224 Rolfe, L. Ms 11/0283 Rollings, G. Ms 11/0189 Rolph, P. Dr 11/1466 Romney, J. Dr 11/1222 Romney-Alexander, D. Mrs 11/0228 Roper, E. Mr 11/0515 11/0517 11/0519 Roper, T. Mr 11/0551 11/0577 Rose, D. Mr 11/1383 11/1405 Rose, R. Mr 11/0606 Ross, A. Prof. 11/1751 Ross, K. Dr 11/0050 Ross, S. Dr 11/0068 Rothera, M. Mr 11/1153 Rotsides, C. Mr 11/1848 Rouse, M. Mr 11/0136 Rousham, L. Mr 11/0150 Rovira-Garza, N. Miss 11/0819 Row, G. Mr 11/1684

Author index

1160

Rowe, G. Dr 11/0239 Roweth, B. Mrs 11/1840 Rowland, L. Ms 11/0775 Rowland, S. Mr 11/1263 Rowlands, M. Mr 11/1777 Rowlands, S. Mr 11/1157 11/1238 Rowles, D. Mr 11/1392 Rowley, C. Mr 11/0513 Rowley, D. Mr 11/0207 Rowley, K. Prof. 11/1701 Royle, J. Mrs 11/1484 Rubienska, A. Ms 11/0052 Rudd, P. Mr 11/1563 Ruddock, G. Dr 11/0981 11/0999 Ruddock, R. Mr 11/0909 Rudduck, J. Prof. 11/0127 Russel, V. Mr 11/1863 Russell, A. Ms 11/1696 Russell, J. Dr 11/1888 Russell, O. Dr 11/1102 Russell, S. Ms 11/1586 Russell, T. Prof. 11/0638 Russell, V. Mr 11/0439 11/0440 Ruthven, K. Dr 11/0140 11/0150 Rutter, D. Mr 11/1628 Ryan, C. Dr 11/0474 Ryan, M. Mr 11/0123 Ryan, P. Mr 11/0603 11/0605 Ryder, J. Dr 11/0580 Ryle, M. Mr 11/1572 Sadler-Meazzini, J. Mrs 11/1135 Saeedi, N. Mrs 11/0808 Sainsbury, M. Dr 11/0960 11/0961 11/1009 11/1017 11/1019 11/1020 11/1021 11/1036 11/1037 11/1038 11/1039 11/1048 11/1055 11/1085 Salters, M. Mr 11/1279 Sammons, P. Dr 11/0680 11/0802 Sampson, A. Ms 11/1735 Sampson, J. Mr 11/0205 Sandbrook, I. Mr 11/1587 Sanders, S. Ms 11/1789 Sanderson, P. Dr 11/0905 11/0906 11/0907 11/0908 11/0948 Sandow, S. Dr 11/0119 11/0120 Sanger, J. Prof. 11/0177 11/0178 11/0179 11/0180 11/0181 11/0182 11/0183 11/1087 Sangster, M. Ms 11/1361 Sankey, K. Ms 11/1516 Sapsford, R. Dr 11/0215 11/0373 Saran, R. Dr 11/0732 11/0834 Sarkar, R. Mrs 11/0352 Sarland, C. Dr 11/1726 Saunders, D. Mr 11/0326 11/0327 Saunders, L. Ms 11/0970 11/0971 11/1077 11/1078 Saunders, M. Dr 11/0502 11/0508 11/0509 11/1713

Author index

1161

Saunders, M. Mrs 11/1860 Savage, J. Ms 11/0313 Sawa, A. Ms 11/0908 Saxton, J. Mr 11/1404 Scanlon, E. Dr 11/1181 11/1184 11/1200 11/1207 Scantlebury, E. Mrs 11/0613 11/0614 Schagen, I. Dr 11/0971 11/1021 11/1031 11/103511/1057 11/1091 Schagen, S. Dr 11/0969 11/1008 11/1012 11/1013 11/1045 Scharf, M. Dr 11/0017 Schilling, M. Dr 11/0638 Schostak, J. Prof. 11/1728 11/1732 Schuller, T. Prof. 11/1680 Scott, J. Ms 11/0392 Scott, M. Mr 11/0848 Scott, M. Ms 11/0672 Scott, P. Mr 11/0584 11/0585 Scott, P. Prof. 11/0558 11/0559 Scott, S. Dr 11/0580 Scott,W. Dr 11/0042 Seagraves, L. Mrs 11/1515 Searl, J. Dr 11/0268 11/0269 11/0270 11/0271 Sebba, J. Ms 11/0148 Sebba, J. Ms 11/0142 Seedhouse, P. Mr 11/1885 Seeley, M. Rev. 11/0049 Seip Tonnossen, E. Ms 11/1780 Selinger, M. Ms 11/0958 Selkirk, K. Dr 11/1163 Sellers, M. Mrs 11/1306 Selway, I. Mrs 11/1263 11/1269 Senker, P. Mr 11/1626 Sergeant, D. Dr 11/1384 11/1385 Sexton, T. Mr 11/1617 Shain, F. Dr 11/0445 Shanahan, P.Mr 11/1676 Sharma, C. Mr 11/0424 Sharma, S. Mr 11/0936 Sharp, A. Dr 11/0515 11/0517 Sharp, C. Ms 11/0983 11/0984 11/1058 11/1059 11/1063 Sharp, G. Ms 11/1206 Sharp, R. Dr 11/0563 11/0566 Sharp, S. Dr 11/0394 Sharples, M. Dr 11/1631 11/1634 11/1636 Shaughnessy, J. Miss 11/1364 Shaw, C. Ms 11/1261 Shaw, K. Dr 11/0281 Shaw, M. Ms 11/1212 Shayer, M. Dr 11/0793 Sheddick, A. Ms 11/0109 Sheehan, J. Dr 11/0405 11/0414 Shenton, L. Mrs 11/0859 11/0861 Shenton, P. Miss 11/0078 11/0623

Author index

1162

Shepherd, D. Mr 11/0086 Shepherd, J. Ms 11/1739 Shepherd, P. Mr 11/0188 Shillor, I. Ms 11/0475 Shipstone, D. Dr 11/1163 11/1164 11/1170 Shockey, L. Dr 11/1281 Shorman, S. Ms 11/1248 Shorrocks, D. Dr 11/0541 Shorrocks-Taylor, D. Dr 11/0545 11/0553 11/0554 Shropshire, J. Miss 11/0950 Shucksmith, J. Mrs 11/0003 11/0005 Siann, G. Dr 11/0328 Sieborger, R. Mr 11/0315 Sikes, P. Dr 11/1814 11/1816 Silcock, P. Dr 11/1104 11/1108 11/1113 Silkstone, B. Dr 11/1208 Silveira, M. Miss 11/1475 Silver, H. Prof. 11/1209 11/1252 Silver, P. Mrs 11/1252 Simco, N. Mr 11/0510 Simkin, C. Ms 11/0967 11/0969 Simmons, C. Mr 11/0818 Simon, S. Dr 11/0794 Simons, H. Prof. 11/0841 Simpson, L. Miss 11/1137 Simpson, M. Mr 11/0240 Simpson, M. Prof. 11/1445 Sims, D. Mr 11/0982 11/1005 11/1014 11/1015 11/1016 11/1022 11/1028 11/1057 11/1079 11/1080 Sims, L. Ms 11/1751 Sinclair, F. Ms 11/1639 Sinclair, I. Prof. 11/0849 Sinclair, N. Miss 11/0349 Sinclair, R. Dr 11/0954 Siora, G. Ms 11/0214 Sizmur, S. Dr 11/0961 11/1009 11/1020 11/1023 11/1047 11/1055 Skehan, P. Prof. 11/1642 Skelding, A. Mrs 11/0512 Skelton, C. Ms 11/1119 Skelton, F. Ms 11/0350 Skidmore, D. Mr 11/1120 11/1124 Skinner, G. Mr 11/0937 Skitmore, R. Prof. 11/1709 Slater, F. Dr 11/0691 11/1228 Sloboda, J. Prof. 11/0459 11/0472 Slowey, M. Prof. 11/0336 11/0339 Sluckin, A. Mrs 11/0596 Small, S. Dr 11/0272 Smart, L. Mr 11/1371 11/1394 Smedley, S. Ms 11/1389 11/1407 Smewing, C. Mr 11/1162 Smith, A. Dr 11/1681 11/1682 11/1683

Author index

1163

Smith, A. Mr 11/0855 Smith, A. Ms 11/1529 Smith, C. Ms 11/0370 Smith, D. Dr 11/0558 11/1692 Smith, D. Prof. 11/1262 Smith, J. Mr 11/0418 Smith, J. Mrs 11/1403 Smith, L. Dr 11/0504 11/0510 Smith, M. Mr 11/0189 Smith, P. Prof. 11/0649 11/0650 11/0651 11/1448 11/1449 11/1710 Smith, R. Mr 11/0243 Smith, S. Mrs 11/0123 Smith, S. Ms 11/0578 Smith, V. Miss 11/0406 Smyth, J. Dr 11/0225 Snape, J. Dr 11/1109 11/1110 11/1111 Snell, C. Mr 11/0213 Snowling, M. Prof. 11/1138 11/1889 11/1890 Sobiechowska, P. Ms 11/0020 Solity, J. Mr 11/182611/1828 Sollars,V. Ms 11/0930 Soloman, Y. Dr 11/0506 Solomon, Y. Dr 11/0505 Somekh, B. Dr 11/1432 11/1433 11/1436 11/1717 11/1731 Somerville, D. Mr 11/1689 Sommerville, I. Prof. 11/1640 Southworth, A. Mrs 11/0542 Southworth, G. Dr 11/0139 11/0142 11/0143 11/0151 Soutter, A. Ms 11/0843 11/0844 Sparkes, A. Dr 11/0282 11/0293 Spear, M. Dr 11/1311 Spedding, P. Mrs 11/1549 Speller, V. Dr 11/1484 Spence, B. Dr 11/0420 Spencer, L. Mr 11/0528 Spours, K. Mr 11/1800 Spurr, S. Ms 11/1208 Squires, D. Dr 11/0795 Squires, G. Dr 11/0430 Stables, A. Dr 11/0037 11/0044 Stacey, H. Ms 11/1113 Stainthorp, R. Dr 11/1305 11/1320 11/1326 11/1327 Stanesby, C. Mrs 11/0991 Stanley, J. Dr 11/1116 Stanley, N. Mr 11/0622 Stanton,W. Mr 11/0283 Statham, J. Dr 11/0777 Steadman, S. Dr 11/1588 11/1600 Stearn, J. Ms 11/0202 Stears, D. Mr 11/0153 Steedman, J. Ms 11/0187 Steeples, C. Mrs 11/0497

Author index

1164

Stefani, R. Mr 11/1236 Steiner, M. Ms 11/0878 Stephen, K. Prof. 11/0238 Stephens, D. Dr 11/1571 11/1609 11/1625 Stephens, P. Dr 11/1068 Stephens, W. Dr 11/0543 11/0544 Stephenson, R. Mr 11/1646 Stepien, D. Mrs 11/1270 Stevely, W. Prof. 11/1538 Stevens, C. Mr 11/0957 Stevenson, J. Dr 11/0665 Stevenson, J. Ms 11/1641 Stevenson, N. Dr 11/0812 Steward, L. Dr 11/0272 Stewart, A. Dr 11/0223 11/0232 Stewart, S. Mrs 11/1158 Stiasny, M. Ms 11/0657 11/0661 11/0662 Stiell, B. Ms 11/0579 Still, M. Mr 11/0298 Stillie,D. Mr 11/1536 11/1538 Stirling, M. Mrs 11/1819 Stitt, S. Dr 11/0627 Stock, A. Prof. 11/0910 Stockel, C. Dr 11/1239 Stoer, S. Dr 11/1116 Stokoe, E. Ms 11/1105 Stone, V. Ms 11/0882 Stoneham, G. Ms 11/0199 Stones, E. Prof. 11/0071 Stoney, S. Dr 11/0967 11/0968 11/0969 11/0975 11/0982 11/0990 11/1005 11/1008 11/1011 11/1012 11/1013 11/1014 11/1015 11/1016 11/1022 11/1066 11/1076 11/1077 11/1078 11/1079 11/1092 Storey, P. Dr 11/0789 Storey, S. Ms 11/1853 Stothard, S. Dr 11/1138 Stradling, R. Dr 11/0970 Strand, S. Dr 11/0643 11/0644 Stratfold, M. Dr 11/1637 Stratta, E. Dr 11/1870 Stratton, G. Mr 11/0628 Street, B. Dr 11/1567 11/1568 11/1585 Street-Porter, R. Ms 11/0382 Stronach, I. Prof. 11/1502 11/1505 11/1508 Stuart, J. Dr 11/1592 11/1609 11/1629 11/1638 Stuart, J. Mrs 11/0210 Stuart, J.Prof. 11/1619 Stuart, M. Dr 11/0645 Sudworth, S. Ms 11/1880 Sugden, D. Prof. 11/0531 11/0547 11/0551 11/0560 11/0569 11/0575 11/0576 Sugimoto, H. Mr 11/1313 Summerfleld, P. Prof. 11/0514 Summers, M. Mr 11/1223

Author index

1165

Sundberg, J. Prof. 11/1376 Sutcliffe, J. Ms 11/1102 Sutherland R. Prof. 11/0478 Sutherland, A. Ms 11/1141 11/1142 11/1143 11/1144 Sutherland, R. Prof. 11/0030 11/0033 11/0102 11/0718 11/0719 Sutton, A. Mrs 11/1355 Sutton, J. Mr 11/0651 Sutton, R. Dr 11/1777 Swan, R. Mr 11/1553 Swann, J. Dr 11/1546 Swannell, M. Dr 11/1149 Swanwick, K. Prof. 11/0476 11/0728 11/0729 11/0730 Swanwick, R. Ms 11/0578 Swatton, P. Dr 11/1831 Swinnerton, B. Dr 11/0552 Sydes, M. Mr 11/0462 Sylva, K. Prof. 11/0776 11/0786 Symonds, G. Mr 11/0047 Tabakopolou, A. Mrs 11/0114 Tabberer, R. Mr 11/0976 11/0977 11/1002 11/1034 11/1040 11/1041 11/1042 11/1043 11/105011/1087 Taber, K. Mr 11/1363 Tabouret-Keller, A. Prof. 11/1888 Taira, M. Ms 11/0130 Tait, H. Dr 11/0265 Tait, K. Mr 11/0555 Talbot, M. Prof. 11/0516 11/0518 Tallack, M. Mrs 11/0021 Tam, C. Mrs 11/1845 Tann, J. Prof. 11/0049 11/0050 11/0051 11/005211/0055 Tanner, H. Mr 11/1790 Tawney, D. Mr 11/0026 Taylor, A. Mr 11/1588 Taylor, C. Dr 11/1400 Taylor, D. Mr 11/1394 Taylor, G. Dr 11/1241 11/1243 11/1256 Taylor, J. Dr 11/1184 11/1188 11/1637 Taylor, M. Miss 11/0967 11/0991 11/1066 11/1076 11/1081 11/1092 11/1695 Taylor, M. Mr 11/0025 Taylor, M. Mrs 11/1182 11/1874 Taylor, P. Mr 11/0100 11/0274 11/0275 11/0897 11/1319 Taylor, R. Mr 11/0154 11/0408 Taylor, R. Prof. 11/0525 11/0526 11/0527 Taylor, S. Mr 11/1462 11/1464 Taylor, W. Dr 11/0290 Tearle, P. Ms 11/0314 Teather, B. Dr 11/1636 Teather, D. Prof. 11/1636 Tennant, J. Ms 11/0216 Thane, P. Prof. 11/1641 Thatcher, A. Prof. 11/0196 Thody, A. Dr 11/0842 11/0848 11/0850 11/0851 11/0852 11/0855 11/0856

Author index

1166

Thomas, A. Mr 11/1462 Thomas, E. Ms 11/0892 Thomas, E. Prof. 11/0084 11/0085 11/0086 Thomas, G. Dr 11/1211 11/1215 Thomas, H. Dr 11/0772 Thomas, H. Prof. 11/0065 Thomas, J. Dr 11/0813 11/0814 11/0820 Thomas, J. Prof. 11/1160 Thomas, M. Dr 11/1778 Thomas, N. Mrs 11/1856 Thomas, P. Mr 11/0157 11/0160 Thomas, R. Ms 11/0318 Thomas, S. Dr 11/0680 11/0683 11/0685 11/0686 Thomas, S. Ms 11/0610 Thomas, W. Mr 11/1692 Thompson, A. Dr 11/1611 Thompson, A. Mrs 11/1343 Thompson, D. Mr 11/0407 11/0441 11/0442 11/0443 Thompson, J. Prof. 11/0036 Thompson, K. Miss 11/1141 Thompson, Q. Mr 11/0213 Thomson, A. Dr 11/1570 11/1613 Thomson, A. Mr 11/1100 11/1491 Thomson, A. Prof. 11/1189 Thomson, G. Dr 11/0258 11/0259 11/1445 Thomson, J. Dr 11/1521 Thorburn, G. Mr 11/0239 Thorne, C. Mr 11/0524 Thornton, C. Mrs 11/1300 Thornton, M. Dr 11/0401 Thornton, P. Mr 11/0314 Thorpe, G. Mr 11/1411 11/1414 11/1420 11/1427 11/1435 Thorpe, M. Ms 11/1191 Thorrell, F. Mrs 11/0317 Threlfall, J. Dr 11/0539 11/0554 11/0557 Thumpston, G Ms 11/0659 Tickle, S. Mrs 11/0805 Tight, M. Dr 11/1812 Timmis, M. Ms 11/0882 Tinklin, T. Ms 11/1432 Titchen, A. Ms 11/1409 Tizard, J. Ms 11/0406 Tobin, M. Dr 11/0068 11/0069 Tod, J. Mrs 11/0159 Todd, C. Ms 11/1123 Todd, E. Ms 11/1130 Todd, F. Dr 11/0521 Todd, R. Dr 11/0521 Toft, M. Ms 11/0756 Tolmie, A. Dr 11/1521 Tomlinson, A. Prof. 11/0077 Tomlinson, D. Mr 11/1591

Author index

1167

Tomlinson, J. Prof. 11/1830 Tomlinson, P. Dr 11/0531 11/0551 Tomlinson, S. Prof. 11/0657 11/0663 Tooke, N. Miss 11/0410 Tooley, J. Dr 11/1224 Torrance, H. Dr 11/1576 11/1585 11/1607 Tosey, P. Dr 11/1554 Towler, L. Ms 11/0032 Townend, J. Mr 11/1336 Townsley, R. Dr 11/1102 Towse, J. Dr 11/0810 Towse, P. Mr 11/0583 11/0587 11/0588 11/0589 Toye, N. Mr 11/0512 11/0513 Trafford, V. Dr 11/0009 11/0010 11/0011 11/0012 11/0013 11/0016 11/0017 Tranter, J. Mr 11/0026 Treadwell, P. Mr 11/0200 Tremlett, N. Mr 11/1462 11/1463 Tresman, S. Dr 11/1208 Trotter, A. Mrs 11/0280 Trowler, P. Mr 11/1713 Trueman, M. Dr 11/0468 11/0469 Tuckett, A. Dr 11/1098 11/1102 Tudor-Smith, C. Mr 11/0388 11/0389 11/0390 Tuffin, R. Ms 11/1735 Tufnell, R. Prof. 11/1825 Turner, C. Mr 11/1786 Turner, E. Mrs 11/1503 11/1509 11/1512 Turner, M. Dr 11/0018 Turner, N. Ms 11/0662 Turner, R. Mr 11/0334 11/0337 Turner, S. Dr 11/0208 11/0769 Turner, S. Mr 11/0190 11/0192 11/0194 Turner, S. Mrs 11/0929 Turner, T. Dr 11/0208 Turvey, A. Ms 11/1407 Twigger, D. Mr 11/0586 Tyler, K. Mr 11/0831 Tyler, W. Mr 11/0273 11/1329 Tyrer, R. Mr 11/1254 Ubuz, B. Miss 11/1167 Udall, N. Mr 11/1366 Underhay, S. Mrs 11/0960 11/1048 Underwood, J. Dr 11/0956 Unterhalter, E. Dr 11/0695 Upton, C. Dr 11/0059 Upton, G. Prof. 11/0058 11/0066 Upward, C. Mr 11/0027 Ursell, S. Mrs 11/0310 Utley, A. Ms 11/0575 11/0576 Valentine, C. Mr 11/1182 Valentine, E. Dr 11/0806 Valli, Y. Miss 11/0516

Author index Van Der Lely, H. Dr 11/0646 11/0647 Van Rooy, W. Ms 11/1227 Van den Brink Budgen, R. Dr 11/0846 Vandijk, H. Dr 11/1494 Vaughan, G. Mrs 11/1868 Veen, W. Dr 11/1205 Verma, G. Prof. 11/0934 11/0935 11/0936 11/0937 Verma, M. Mr 11/1888 Vigneswaren, P. Ms 11/1290 Vile, A. Mr 11/1467 Vincent, A. Prof. 11/1182 Vincent, C. Dr 11/1827 11/1829 Vincent, R. Mr 11/0026 Virk, L. Ms 11/0525 Visscher, A. Dr 11/0833 Vosper, D. Mr 11/0180 Vulliamy, G. Dr 11/1069 11/1879 11/1887 Waddington, D. Prof. 11/1878 11/1883 11/1886 Wade, B. Dr 11/0062 Wakabayashi, S. Mr 11/0132 Wakefield, A. Ms 11/0986 11/0988 Wakelin, M. Mrs 11/0438 Walford, G. Dr 11/0216 11/1225 Walker, A. Dr 11/0404 11/1537 Walker, A. Ms 11/0257 Walker, K. Mr 11/0876 Walker, L. Ms 11/0347 Walker, M. Mr 11/0116 Walker, S. Dr 11/1344 11/1345 Walkling, A. Mr 11/1097 Wall, D. Ms 11/0601 Wall, N. Mrs 11/1575 Wallace, G. Prof. 11/0216 11/0217 Wallace, M. Dr 11/0092 Waller, T. Mr 11/0957 Walls, J. Mr 11/1533 Walsh, S. Ms 11/0635 Walters, N. Rev. 11/1552 11/1562 11/1564 Walton, R. Mr 11/0534 Wanjala, E. Mr 11/0533 Ward, C. Mrs 11/0386 Ward, K. Mr 11/0520 Ward, M. Ms 11/0336 Warden, D. Dr 11/1522 11/1523 Wardle, W. Prof. 11/0477 11/0480 Warin, J. Ms 11/0499 Waring, S. Mrs 11/0577 Warner, A. Dr 11/1888 Warner, M. Mr 11/0419 Warren, S. Mr 11/1827 Warwick, I. Mr 11/0754 11/0757 11/0791 Watkins, A. Dr 11/1281

1168

Author index

1169

Watkinson, B. Mr 11/1548 Watson, A. Mr 11/0213 Watson, G. Mr 11/0101 Watson, J. Dr 11/0392 Watson, K. Prof. 11/1310 11/1313 11/1314 11/1315 11/1316 11/1324 Watson-Broughton, A. Mrs 11/0279 Watt, S. Dr 11/0219 11/0220 11/0222 Watts, A. Mr 11/1094 11/1095 Watts, M. Dr 11/1363 11/1369 11/1375 11/1387 Waymark, P. Dr 11/1791 Weal, R. Mr 11/0183 Weare, K. Ms 11/0161 11/1484 Webb, C. Ms 11/0413 Webb, R. Dr 11/1069 11/1879 11/1880 Webb, S. Dr 11/1453 Webster, A. Dr 11/0023 11/0024 11/0031 11/008911/0093 11/0096 Webster, D. Dr 11/0419 11/0425 Wedell, K. Prof. 11/0697 11/0704 11/0957 Weiner, G. Prof. 11/1470 11/1471 11/1472 11/1473 11/1837 Weiyuan, Z. Mr 11/0258 Welch, G. Prof. 11/1360 11/1376 11/1384 11/1385 Welch, M. Mr 11/0376 Welch, S. Ms 11/0515 Welford, A. Mr 11/0535 11/0551 11/0565 Weller, G. Mr 11/0842 Wells, M. Mrs 11/1122 Wells, P. Mr 11/1112 Wells, R. Dr 11/0141 Welsh, M. Rev. 11/1314 West, A. Dr 11/0802 11/0803 West, L. Mr 11/1750 West, M. Mr 11/0142 West-Burnham, J. Mr 11/0601 Westergaard, J. Ms 11/1095 Westgate, D. Mr 11/1122 11/1126 11/1132 11/1135 Weston, P. Mrs 11/0986 11/0991 11/1029 11/1030 11/1031 11/1032 11/1035 11/1045 11/1056 11/1057 11/1075 11/1078 Weston, R. Mr 11/1533 Whalen, C. Ms 11/1087 Whalley, P. Dr 11/1178 11/1179 11/1180 11/1190 Whelan, K. Ms 11/1521 Whetton, C. Mr 11/0963 11/1007 11/1036 11/1039 11/1046 11/1065 11/1084 Whitby, V. Mrs 11/1395 Whitcombe, D. Mr 11/1411 11/1427 White, D. Mr 11/1289 White, J. Mrs 11/1269 White, P. Ms 11/1376 11/1384 Whitehead, J. Ms 11/1756 Whitehead, M. Dr 11/0417 Whitehead, M. Ms 11/0654 Whitelaw, S. Ms 11/0547 11/0551 Whitelegg, E. Ms 11/1206 11/1207

Author index

1170

Whiteley, A. Mr 11/1466 Whitelock, D. Dr 11/1184 Whiting, C. Dr 11/0760 Whitley, S. Mr 11/1547 Whitney, M. Mr 11/1479 Whittaker, J. Mr 11/0075 Whittaker, R. Mr 11/0179 Whitty, G. Prof. 11/0173 11/0738 11/0753 11/0754 11/0755 11/0756 11/0757 11/0760 11/079211/1383 Whyte, G. Mr 11/1164 Wibberley, C. Dr 11/0074 Wiegand, P. Mr 11/0579 Wierdsma, M. Dr 11/1494 Wigley, D. Mr 11/0427 Wikeley, F. Ms 11/0044 Wilcock, S. Dr 11/1347 Wilcockson, D. Mr 11/0207 Wilcox, C. Mrs 11/1654 Wild, P. Dr 11/0822 11/0828 11/0833 Wilding, J. Dr 11/0805 11/0806 11/0807 11/0808 11/0809 Wiles, N. Mr 11/0115 Wilkes, J. Mrs 11/1391 Wilkin, A. Mrs 11/0979 11/0988 11/1052 11/105411/1068 11/1093 Wilkins, B. Miss 11/1360 Wilkins, N. Ms 11/0361 Wilkinson, D. Mr 11/0186 Wilkinson, H. Miss 11/0488 Wilkinson, J. Dr 11/0341 11/0346 11/0352 11/036611/0368 11/0370 Willcocks, J. Mr 11/0545 Williams, A. Dr 11/0660 11/1280 Williams, C. Dr 11/1151 Williams, C. Prof. 11/0329 Williams, D. Dr 11/1178 11/1349 11/1350 11/135211/1353 11/1355 Williams, D. Mr 11/1594 Williams, F. Mr 11/1691 Williams, G. Prof. 11/0739 11/0740 Williams, J. Dr 11/0943 Williams, L. Mrs 11/0100 Williams, M. Mrs 11/0103 11/1000 Williams, M. Ms 11/0122 Williams, M. Prof. 11/1791 11/1793 11/1794 Williams, R. Mr 11/0537 11/0542 11/0549 11/0555 11/0562 Williams, S. Mr 11/1028 11/1070 11/1071 11/1072 11/1074 11/1083 Williams, S. Ms 11/1859 Williams, W. Mr 11/1530 11/1531 Williams, W. Ms 11/0505 Williams-Masinda, D. Mr 11/1829 Williamson, I. Mr 11/0412 Willis, R. Mr 11/0141 Willis, S. Ms 11/0915 Willson, J. Ms 11/0179 Willson, M. Mr 11/1594

Author index

1171

Wilson, D. Mr 11/1446 Wilson, K. Dr 11/1192 Wilson, K. Mr 11/1152 Wilson, K. Mrs 11/1349 11/1350 Wilson, M. Ms 11/1209 11/1214 Wilson, P. Dr 11/0597 Wilson, P. Mr 11/0191 Wilson, P. Ms 11/1372 Wilson, V. Ms 11/1421 11/1425 11/1428 11/1431 11/1433 11/1440 11/1442 Wilton, P. Mr 11/1373 Wiltsher, C. Mr 11/1455 Winbourne, P. Mr 11/1469 Winch, C. Prof. 11/1112 11/1114 Winch, J. Mr 11/1525 Winck, M. Mrs 11/1192 Windridge, K. Dr 11/0594 11/0595 Winston, J. Mr 11/1836 Winter, R. Prof. 11/0020 Winters, J. Mr 11/0362 Wise, C. Mrs 11/0604 Witherspoon, S. Ms 11/1262 Wolf, A. Prof. 11/0693 11/0715 11/0720 11/0721 11/0722 11/0723 11/0727 Wolfart, E. Mr 11/0257 Wolfendale, S. Prof. 11/1745 Woll, B. Dr 11/0083 Wood, D. Mr 11/0872 Wood, E. Dr 11/0580 Wood, E. Ms 11/0285 11/0289 11/0291 Wood, H. Ms 11/1052 Wood, K. Mr 11/0692 Wood, S. Mrs 11/0077 Wood-Robinson, C. Mr 11/0581 Woodrow, D. Prof. 11/0858 11/0895 Woods, M. Dr 11/0076 Woods, P. Prof. 11/1761 Woodward, G. Ms 11/0526 Woolfson, L. Mrs 11/1527 Woolhouse, J. Prof. 11/1798 11/1799 11/1800 Woolnough, B. Mr 11/1217 Worle, B. Mr 11/1557 Worley, R. Mr 11/0026 Worth-Butler, M. Mrs 11/1175 Wortley, A. Mrs 11/0599 Wragg, C. Dr 11/0287 Wragg, C. Mrs 11/1856 Wragg, E. Prof. 11/0287 Wraight, A. Ms 11/1627 Wray, D. Mr 11/0311 Wray, J. Mr 11/0026 Wright, B. Mr 11/0298 11/0299 Wright, D. Dr 11/0115 Wright, D. Mr 11/1716

Author index

1172

Wright, H. Mrs 11/0569 Wright, L. Mrs 11/1643 11/1644 11/1645 Wright, N. Mr 11/0422 Wright, S. Dr 11/0028 Wright, Y. Miss 11/0941 Wringe, C. Dr 11/0438 11/0446 11/0452 Wyness, M. Dr 11/1108 Wyvill, M. Mr 11/1540 Yates, M. Mr 11/1705 Yates, P. Dr 11/1630 Yau, K. Miss 11/0078 Yeomans, D. Mr 11/0537 11/0563 11/0566 Yiallourides, G. Mr 11/0907 Yiannaki, E. Miss 11/0205 Yildiz, R. Dr 11/1121 Youdell, D. Ms 11/0738 11/0757 Young, A. Dr 11/0625 Young, M. Dr 11/0734 11/0735 11/0741 11/0747 11/0748 11/0749 11/0750 11/0752 11/1800 Youngman, A. Mrs 11/1153 Youngman, M. Dr 11/1171 Yude, C. Ms 11/0437 Yue, N. Dr 11/0654 Yuffl, N. Dr 11/1632 11/1633 11/1635 Yuk-Hang, S. Ms 11/1170 Yuven-Lafen, L. Mr 11/1333 Zeng, J. Ms 11/0519 Zimmermann, E. Ms 11/1337 Zukas, M. Ms 11/0523 11/0528

Subject index

A LEVEL EXAMINATIONS 11/0414 access to education; further education; health services;; higher education; National Vocational Qualifications; social services; university admission 11/0571 assessment; curriculum development; English; examination syllabuses; examinations 11/0663 academic education; curriculum development; National Vocational Qualifications; secondary education; sixteen to nineteen education; teacher attitudes; vocational education 11/0684 academic achievement; examination results; examinations; performance; sex differences; sixteen to nineteen education 11/1277 choice of subjects; girls; science education; women’s education 11/1575 business education; curriculum development; economics education 11/1582 department heads; examination syllabuses; history 11/1877 chemistry; experiments; investigations; practical science; science education 11/1878 chemical industry;

Subject index chemistry; industry education relationship; pupil attitudes; science education ABILITY 11/0755 academic aspiration; access to education; gifted; opportunities; outcomes of education; private education; State schools 11/0976 computer uses in education; gifted; information technology; primary school pupils 11/0991 class organisation; grouping—teaching purposes; mixed ability; pupil placement; streaming; teaching methods 11/1544 gifted; science education 11/1545 gifted; mathematics education; science education 11/1842 gifted; pupil behaviour; underachievement ABSTRACTS 11/0462 information sources; periodicals; writing for publication ACADEMIC ACHIEVEMENT 11/0144 achievement; family influence; girls; home school relationship; women’s education 11/0469 higher education; mature students; performance; students; universities 11/0553 achievement; birth; performance; school entrance age 11/0643 assessment; baseline assessment; infant school pupils;

1174

Subject index pupil development; screening tests; standard assessment tasks 11/0670 adolescents; child labour; employment; family influence; girls 11/0684 A level examinations; examination results; examinations; performance; sex differences; sixteen to nineteen education 11/1041 achievement; computer assisted learning; computer uses in education; educational software; information technology; multimedia approach 11/1057 foundation targets; National Targets for Education and Training; regional variations; vocational education 11/1135 language handicaps; performance; special educational needs; speech handicaps; young children 11/1270 child development; disadvantaged; family problems; home environment; home school relationship; homeless people; housing 11/1411 achievement rating; assessment; educational research 11/1420 attendance; performance; pupil school relationship; truancy 11/1427 achievement rating; assessment; educational research 11/1437 examinations; higher grade examinations; performance; Scottish Certificate of Education 11/1486 bilingualism; English—second language;

1175

Subject index ethnic groups; underachievement 11/1506 achievement; educational practices; pupil improvement; school effectiveness; socioeconomic background; underachievement 11/1513 Access programmes; higher education; mature students; performance 11/1535 mathematics achievement; mathematics education; Scotland 11/1705 colleges of further education; further education; underachievement 11/1810 achievement; Asians; ethnic groups 11/1820 Catholic schools; school effectiveness 11/1845 achievement; background; science education; students 11/1865 achievement; assessment; early childhood education; followup studies; outcomes of education; preschool education; young children ACADEMIC ASPIRATION 11/0145 Asians; aspiration; career choice; girls; Muslims; women’s education 11/0460 locus of control; Malaysia; motivation; student motivation 11/0755 ability; access to education; gifted; opportunities; outcomes of education; private education; State schools

1176

Subject index 11/1216 cultural background; ethnic groups; primary education ACADEMIC EDUCATION 11/0657 comparative education; educational change; examinations; secondary education; vocational education 11/0663 A level examinations; curriculum development; National Vocational Qualifications; secondary education; sixteen to nineteen education; teacher attitudes; vocational education 11/0749 sixteen to nineteen education; vocational education 11/0750 sixteen to nineteen education; vocational education ACADEMIC STAFF 11/1140 higher education; inservice teacher education; preservice teacher education; teacher educators 11/1146 colleges of further education; educational administration; further education; institutional administration; nonteaching duties; teacher workload; teaching load 11/1157 higher education; student research; students; supervision; supervisors; tutorials 11/1287 educational change; further education; teacher development 11/1439 higher education; lecturers; teacher induction 11/1547 cognitive style; higher education; learning strategies; lecturers; teaching methods 11/1548 higher education; lecturers;

1177

Subject index professional development; science teachers; teacher development; teaching profession 11/1788 mentors; school based teacher education; student teacher supervisors; student teachers; teaching practice ACCELERATION—EDUCATION 11/1526 computer programming; computer uses in education; differentiated curriculum; individualised methods; information technology; learning activities; teaching methods ACCESS PROGRAMMES 11/0184 adult education; databases 11/0185 adult education; mature students; student development 11/0186 cost effectiveness; educational quality; quality assurance 11/0220 access to education; followup studies; higher education; mature students; summer schools 11/0330 dropouts; mature students; student wastage 11/0331 access to education; followup studies; higher education; mature students; students 11/0333 access to education; mature students; science education 11/0339 access to education; adult education; adult students; followup studies; higher education; mature students; outcomes of education 11/0523 continuing education; educational objectives; outcomes of education;

1178

Subject index women’s education 11/0528 critical thinking; fiction; learning activities; literature; mature students; women 11/0671 access to education; accreditation—courses; higher education 11/1424 course evaluation; educational quality; higher education; mature students; programme effectiveness; science education; social sciences 11/1441 access to education; adult students; followup studies; higher education; mature students; science education; social sciences 11/1513 academic achievement; higher education; mature students; performance 11/1514 employees; higher education; industry higher education relationship; on the job training; semiskilled workers; unskilled workers; work education relationship 11/1750 access to education; higher education; mature students; nontraditional students; student motivation 11/1867 access to education; further education; higher education; introductory courses; mature students; nontraditional students; students ACCESS TO EDUCATION 11/0011 parent choice; secondary schools; selection 11/0014 Canada natives;

1179

Subject index educational policy; qualifications 11/0113 equal education; higher education; Pakistan; women’s education 11/0219 higher education; student recruitment; university admission 11/0220 Access programmes; followup studies; higher education; mature students; summer schools 11/0255 further education; higher education; programme evaluation 11/0331 Access programmes; followup studies; higher education; mature students; students 11/0333 Access programmes; mature students; science education 11/0335 adult education; adult students; community education; ethnic groups; women’s education 11/0339 Access programmes; adult education; adult students; followup studies; higher education; mature students; outcomes of education 11/0340 ethnic groups; higher education; institutional environment; student health and welfare; student needs; students; universities 11/0347 dropouts; higher education; nontraditional students; summer schools; university admission 11/0394 educationally disadvantaged; gypsies; transient children;

1180

Subject index travellers—itinerants 11/0414 A level examinations; further education; health services; higher education; National Vocational Qualifications; social services; university admission 11/0488 parent choice; special educational needs 11/0497 computer uses in education; distance education; electronic mail; flexible learning; information technology; telecommunications 11/0503 adult education; continuing education; dialogues—language 11/0519 equal education; ethnic groups; higher education; student experience; student recruitment 11/0520 accreditation of prior learning; admission criteria; disadvantaged; higher education; student recruitment; universities 11/0525 Black studies; equal education; ethnic groups; higher education; women’s studies 11/0526 educational guidance; higher education; learning modules; mature students; modular courses; student needs; students 11/0659 career choice; educational experience; mathematical ability; mathematics education; mature students; numeracy 11/0671 Access programmes; accreditation—courses; higher education 11/0755 ability;

1181

Subject index academic aspiration; gifted; opportunities; outcomes of education; private education; State schools 11/0796 admission criteria; competition; Education Reform Act 1988; educational change; parent choice; secondary schools 11/0995 admission criteria; enrolment; parent choice; secondary schools 11/1027 admission criteria; parent choice; pupil mobility; servicemen’s children; transfer pupils 11/1269 further education; higher education; National Vocational Qualifications 11/1290 adolescents; behaviour modification; rehabilitation; sex offenders; sexual abuse; therapy 11/1441 Access programmes; adult students; followup studies; higher education; mature students; science education; social sciences 11/1611 adult education; adults; deafness; financial services; hearing impairments; personal narratives; special educational needs 11/1711 comparative education; disabilities; higher education; special educational needs; students; universities 11/1713 educational change; educational development;

1182

Subject index educational policy; higher education; organisational climate; teacher attitudes; universities 11/1747 higher education; independent study 11/1750 Access programmes; higher education; mature students; nontraditional students; student motivation 11/1798 further education; programme evaluation; sixteen to nineteen education 11/1811 comparative education; educational policy; higher education; mature students; universities 11/1813 higher education; mature students; student attitudes; student housing; student recruitment 11/1867 Access programmes; further education; higher education; introductory courses; mature students; nontraditional students; students 11/1870 higher education; mature students; nontraditional students; student experience; students ACCIDENT PREVENTION 11/0029 driver education; injuries; neurological impairments; traffic safety 11/1423 acting; drama; safety; safety education; theatre arts; traffic safety ACCIDENTS 11/0384 danger; home environment; laboratory safety;

1183

Subject index pupil attitudes; risk; safety; science education 11/0766 children; home environment; parents; risk; safety 11/0903 child welfare; home environment; injuries; safety; safety education; young children 11/1521 child development; traffic safety; visual perception ACCOUNTABILITY 11/0034 parent attitudes; parent choice; parent participation; parent school relationship ACCOUNTANCY EDUCATION 11/0953 business education; research; teaching methods 11/1731 business education; computer software; computer uses in education; educational materials; information technology; material development ACCREDITATION—COURSES 11/0671 Access programmes; access to education; higher education ACCREDITATION OF PRIOR LEARNING 11/0508 experiential learning; higher education; industry higher education relationship; prior learning; work based learning; work experience 11/0520 access to education; admission criteria; disadvantaged; higher education; student recruitment; universities 11/1536 assessment; clinical experience;

1184

Subject index experiential learning; nurse education; nurses 11/1717 experiential learning; higher education ACHIEVEMENT 11/0144 academic achievement; family influence; girls; home school relationship; women’s education 11/0207 behaviour; low achievement; middle schools; sex differences; underachievement 11/0217 experiential learning; higher education; knowledge level; learning 11/0327 profiles; Records of Achievement; student development; student experience; student records 11/0459 motivation; music; musical instruments 11/0553 academic achievement; birth; performance; school entrance age 11/0668 boys; sex differences; underachievement 11/0700 adult education; dropouts; English—second language; second language learning 11/0744 ethnic groups; ethnicity; General Certificate of Secondary Education 11/0759 ethnic groups; ethnicity 11/0918 mathematics education; National Curriculum; primary education; reading achievement 11/0978 comparative testing; reading ability; reading achievement; reading tests

1185

Subject index 11/0983 birth; local education authorities; school entrance age 11/0985 assessment; attainment tests; comparative education; mathematics education; science education 11/0996 classroom environment; performance factors; statistical analysis 11/0997 educational quality; examination results; outcomes of education; performance factors; performance indicators; school effectiveness 11/1041 academic achievement; computer assisted learning; computer uses in education; educational software; information technology; multimedia approach 11/1043 class size; early childhood education; educational finance; educational improvement; primary schools; reading achievement 11/1046 assessment; literacy; primary education; reading ability; reading achievement; reading tests 11/1091 comparative education; reading; reading ability; reading achievement 11/1342 Black pupils; Black teachers; teacher behaviour; teacher pupil relationship; teaching methods; underachievement 11/1365 assessment; early childhood education; Records of Achievement; self evaluation—individuals; young children 11/1506 academic achievement; educational practices;

1186

Subject index pupil improvement; school effectiveness; socioeconomic background; underachievement 11/1660 bilingualism; immersion programmes; linguistic competence; second language learning; Welsh; Welsh medium education 11/1761 assessment; primary school pupils; profiles; Records of Achievement; self evaluation—individuals 11/1810 academic achievement; Asians; ethnic groups 11/1845 academic achievement; background; science education; students 11/1865 academic achievement; assessment; early childhood education; followup studies; outcomes of education; preschool education; young children ACHIEVEMENT RATING 11/1411 academic achievement; assessment; educational research 11/1427 academic achievement; assessment; educational research ACHIEVEMENT TESTS 11/0729 assessment; curriculum development; educational materials; material development; music; music activities ACQUIRED IMMUNE DEFICIENCY SYNDROME 11/0003 health education; parent participation; peer teaching; sex education 11/0153 health education; health promotion; sexuality; sexually transmitted diseases;

1187

Subject index tourism; travel 11/0754 drug education; health education; sex education; training; youth leaders 11/0757 adolescent attitudes; health education; sex education; sexuality; sexually transmitted diseases; youth 11/0761 health education; prevention; sexually transmitted diseases; youth 11/0790 health education; health promotion; sex education; sexually transmitted diseases 11/1718 homosexuality; sex education; sexually transmitted diseases ACTING 11/0946 anxiety; coping; student attitudes; student behaviour; theatre arts 11/1423 accident prevention; drama; safety; safety education; theatre arts; traffic safety ACTION RESEARCH 11/0885 educational improvement; educational quality; school effectiveness 11/1726 degrees—academic; researchers; teacher researchers; teachers ACTIVISM 11/1252 higher education; student behaviour; student interests; student organisations; student participation; student unions; students

1188

Subject index ACTIVITIES 11/0599 comparative education; France; outdoor pursuits; physical education ADMINISTRATOR ROLE 11/0600 educational change; head teachers; management in education; role conflict; secondary schools; teacher role ADMINISTRATORS 11/0451 educational administration; further education; higher education; management in education; women; women’s employment 11/0877 educational administration; head teachers; management development; management in education 11/1284 health personnel; health services; nursing 11/1404 decision making; design; educational administration; management in education; management teams ADMISSION CRITERIA 11/0520 access to education; accreditation of prior learning; disadvantaged; higher education; student recruitment; universities 11/0796 access to education; competition; Education Reform Act 1988; educational change; parent choice; secondary schools 11/0995 access to education; enrolment; parent choice; secondary schools 11/1027 access to education; parent choice; pupil mobility; servicemens children;

1189

Subject index transfer pupils ADOLESCENT ATTITUDES 11/0361 adolescents; behaviour modification; cognitive restructuring; curriculum development; further education; youth problems 11/0390 adolescents; health; life style; pupil attitudes; pupil behaviour; secondary school pupils; Wales 11/0757 acquired immune deficiency syndrome; health education; sex education; sexuality; sexually transmitted diseases; youth 11/0780 drug education; followup studies; health education; life skills; 11/0792 childhood attitudes; health; health education; health personnel; health promotion 11/0916 adolescents; attitudes; interests; personality; social development; vocational guidance 11/1259 adolescents; sex education; values 11/1302 adolescents; health education; pupil attitudes; smoking ADOLESCENTS 11/0361 adolescent attitudes; behaviour modification; cognitive restructuring; curriculum development; further education; youth problems 11/0390 adolescent attitudes; health;

1190

Subject index life style; pupil attitudes; pupil behaviour; secondary school pupils; Wales 11/0506 attitudes; employment; family life; fathers; parents 11/0670 academic achievement; child labour; employment; family influence; girls 11/0818 aspiration; attitudes; cross cultural studies; pupil attitudes; Saudi Arabia; United States of America; values 11/0916 adolescent attitudes; attitudes; interests; personality; social development; vocational guidance 11/0934 Chinese; cultural background; ethnic groups; ethnicity; Hong Kong; migrants 11/1139 Catholics; identity; religious attitudes; religious cultural groups; Sikhs 11/1259 adolescent attitudes; sex education; values 11/1280 dialect studies; English; language variation; sociolinguistics; speech communication 11/1290 access to education; behaviour modification; rehabilitation; sex offenders; sexual abuse;

1191

Subject index therapy 11/1302 adolescent attitudes; health education; pupil attitudes; smoking 11/1586 children as writers; diaries; girls; letters—correspondence; personal narratives; writing—composition 11/1598 friendship; girls; peer relationship 11/1671 children; television ADULT BASIC EDUCATION 11/0722 adult literacy; assessment; literacy education; tests 11/1102 adults; educational change; educational legislation; further education; learning disabilities; special educational needs 11/1562 dropouts; Singapore 11/1696 basic skills; colleges of further education; educational quality; further education; programme evaluation 11/1776 learning disabilities; neurological impairments; special educational needs; speech handicaps ADULT COUNSELLING 11/1070 adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1071 adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils;

1192

Subject index vocational guidance 11/1072 adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance ADULT DAY CENTRES 11/0463 emotional and behavioural difficulties; learning disabilities; special educational needs; teaching methods ADULT DEVELOPMENT 11/1553 adult education; religion and education; religious education ADULT EDUCATION 11/0184 Access programmes; databases 11/0185 Access programmes; mature students; student development 11/0221 comparative education; Europe 11/0272 comparative education; continuing education; developing countries 11/0273 independent study; Malta; older adults 11/0275 developing countries; people’s universities; Tanzania 11/0332 community education; comparative education; Latin America; Scotland 11/0334 mature students; modern language studies; teaching methods 11/0335 access to education; adult students; community education; ethnic groups; women’s education 11/0337 adult students; continuing education; credits; mature students; part time students 11/0339 Access programmes;

1193

Subject index access to education; adult students; followup studies; higher education; mature students; outcomes of education 11/0353 comparative education; lifelong learning; mature students; people’s universities; Scandinavia 11/0503 access to education; continuing education; dialogues—language 11/0507 adult literacy; adult students; learning disabilities; literacy education; special educational needs 11/0529 biographies; educational history; extension education; universities; working class 11/0530 educational history; educational policy; extension education; working class 11/0561 educational history 11/0567 educational history; Germany 11/0693 adult literacy; English—second language; ethnic groups; second language learning 11/0700 achievement; dropouts; English—second language; second language learning 11/0910 comparative education; continuing education; cultural differences; Europe; lifelong learning 11/0911 community; electronic mail; telecommunications; teleconferencing 11/0982 adult learning; guidance; lifelong learning 11/1014 lifelong leaning;

1194

Subject index local education authorities 11/1025 comparative education; languages; modern language studies; vocational education 11/1101 outcomes of education 11/1158 community; individual development; social change; voluntary agencies 11/1159 computer uses in education; educational practices; higher education; information technology; physical sciences; science education 11/1324 adult literacy; educational change; educational development; educational policy; South Africa 11/1329 comparative education; Malta; older adults 11/1451 community education 11/1452 continuing education; group dynamics; mature students 11/1454 China; comparative education; Hong Kong 11/1455 continuing education; educational history; extension education; higher education; universities 11/1461 attitudes; continuing education; further education; lifelong learning; training; vocational education 11/1462 attitudes; continuing education; further education; lifelong learning; training; vocational education 11/1463 attitudes; continuing education; further education; lifelong learning;

1195

Subject index training; vocational education 11/1553 adult development; religion and education; religious education 11/1568 adult literacy; developing countries; literacy 11/1570 andragogy; continuing education; Kuwait 11/1572 cultural education; curriculum development; humanities 11/1611 access to education; adults; deafness; financial services; hearing impairments; personal narratives; special educational needs 11/1673 community development; community relations; Northern Ireland 11/1676 community development; Northern Ireland; rural areas; rural development 11/1775 adult students; second language learning; Welsh 11/1802 adult residential colleges; college effectiveness; colleges of adult education; educational quality; further education; performance indicators 11/1812 careers; continuing education; lifelong learning; staff development; vocational education ADULT EDUCATORS 11/1679 comparative education; Europe; European studies; European Union; international educational exchange; teacher development ADULT LEARNING 11/0982 adult education; guidance;

1196

Subject index lifelong learning 11/1013 budgeting; family financial resources; financial services; money management 11/1499 mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers; teaching practice ADULT LITERACY 11/0187 basic skills; cohort analysis; numeracy 11/0188 basic skills; cohort analysis; numeracy 11/0507 adult education; adult students; learning disabilities; literacy education; special educational needs 11/0660 disadvantaged environment; ethnic groups; home school relationship; literacy; parent participation; reading ability; reading teaching 11/0693 adult education; English—second language; ethnic groups; second language learning 11/0722 adult basic education; assessment; literacy education; tests 11/1324 adult education; educational change; educational development; educational policy; South Africa 11/1568 adult education; developing countries; literacy ADULT RESIDENTIAL COLLEGES 11/1802 adult education; college effectiveness; colleges of adult education; educational quality; further education;

1197

Subject index performance indicators ADULT STUDENTS 11/0321 error analysis—language; second language learning; Welsh 11/0335 access to education; adult education; community education; ethnic groups; women’s education 11/0337 adult education; continuing education; credits; mature students; part time students 11/0339 Access programmes; access to education; adult education; followup studies; higher education; mature students; outcomes of education 11/0373 mathematics education; problem solving; sex differences; small group teaching 11/0507 adult education; adult literacy; learning disabilities; literacy education; special educational needs 11/1176 distance education; humanities; mature students; open universities; student attitudes 11/1441 Access programmes; access to education; followup studies; higher education; mature students; science education; social sciences 11/1775 adult education second language learning; Welsh ADULTS 11/0177 health education; learning disabilities; sex education; special educational needs 11/0465 bullying;

1198

Subject index mental health; well being 11/1070 adult counselling; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1071 adult counselling; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1072 adult counselling; career counselling; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1102 adult basic education; educational change; educational legislation; further education; learning disabilities; special educational needs 11/1300 art therapy; learning disabilities; pictorial stimuli; pictures; special educational needs; verbal communication 11/1421 health education; sex education; sexuality 11/1611 access to education; adult education; deafness; financial services; hearing impairments; personal narratives; special educational needs 11/1613 inservice teacher education; learning disabilities; professional development; special education teachers; special educational needs; training ADVISERS

1199

Subject index 11/0193 head teachers; inspection; inspectors—of schools; local education authorities; scheduling; teacher evaluation ADVISORY SUPPORT 11/1075 City Technology Colleges; curriculum development; grant maintained schools; inservice teacher education AESTHETIC EDUCATION 11/1359 art activities; art appreciation; art education; arts; nursery schools 11/1593 art education; arts; dance; drama; film study; literature; music AESTHETIC VALUES 11/0421 literary criticism; literature 11/1835 community arts; drama; theatre arts AFRICA 11/1571 cultural influences; developing countries; educational policy; Nigeria 11/1604 developing countries; educational development; educational finance; secondary schools 11/1622 agricultural education; developing countries; examinations; primary education; science education 11/1882 electricity; lightning; science education; Swaziland AGE DIFFERENCES 11/0284 cognitive development; developmental stages; mathematical models

1200

Subject index 11/1693 feminism; women’s studies AGENCY COOPERATION 11/0240 children at risk; community health services; community services; family problems; local government; social services 11/0929 deafness; health services; hearing impairments; local education authorities; social services; young children 11/1006 diagnostic assessment; educational policy; individual needs; mainstreaming; pupil needs; special educational needs; statements—special educational needs 11/1702 mainstreaming; special educational needs AGGRESSION 11/0250 antisocial behaviour; behaviour problems; bullying; nursery schools; preschool children; young children AGRICULTURAL COLLEGES 11/1319 agricultural education; Botswana; developing countries; inservice teacher education; staff development AGRICULTURAL EDUCATION 11/0274 curriculum development; developing countries 11/0387 credit transfer, higher education; lifelong learning; professional development; qualifications; transfer of learning 11/0430 educational quality; further education; land use; quality assurance; vocational education 11/1193 computer uses in education; distance education;

1201

Subject index farmers; information technology; interactive video; telecommunications; teleconferencing 11/1319 agricultural colleges; Botswana; developing countries; inservice teacher education; staff development 11/1622 Africa; developing countries; examinations; primary education; science education AIR POLLUTION 11/0691 environmental education; field studies; geography; pollution AIR QUALITY 11/1060 asthma; pupil health and welfare; school policy; secondary school pupils ALGEBRA 11/0030 computer uses in education; information technology; logo; low achievement; mathematics education 11/0033 logo; low achievement; mathematics education 11/0533 Kenya; mathematics education; pupil problems 11/0724 computer uses in education; geometry; information technology; mathematics education; proof—mathematics 11/0944 language patterns; mathematical linguistics; semiotics; symbolic language; symbols—mathematics 11/1469 mathematical models; mathematics education ALIENATION 11/0412 cultural background; culture;

1202

Subject index ethnic groups; pupil alienation; pupil behaviour; social behaviour; truancy ANDRAGOGY 11/1570 adult education; continuing education; Kuwait ANMATION 11/1180 computer uses in education; information technology; pupil projects ANNOTATED BIBLIOGRAPHIES 11/1388 bibliographies; books; children’s literature; European literature; fiction; literature ANTENATAL EDUCATION 11/0053 birth; parent education; parenting skills; pregnancy ANTIRACISM EDUCATION 11/0174 newly qualified teachers; racial attitudes; student teacher attitudes; student teachers; teacher education 11/0817 ethnic groups; multicultural education 11/0936 cultural differences; multicultural education 11/1136 Canada; comparative education; training 11/1358 children’s literature; fiction; racial attitudes ANTISOCIAL BEHAVIOUR 11/0204 behaviour problems; delinquency prevention; emotional and behavioural difficulties; longitudinal studies; problem children; secondary school pupils; transfer pupils 11/0250 aggression; behaviour problems; bullying;

1203

Subject index nursery schools preschool children; young children 11/0413 behaviour problems; behaviour standards; bullying; childhood attitudes; moral values; pupil attitudes 11/0649 behaviour problems; bullying; discipline problems; educational materials 11/0650 attitudes; behaviour problems; bullying; family influence; parent attitudes; parent influence; pupil attitudes 11/0651 behaviour problems; bullying; cognitive processes; pupil attitudes; social behaviour, social cognition 11/0782 depression—psychology; emotional and behavioural difficulties; mental health; self mutilation; suicide; youth 11/1246 behaviour problems; bullying; discipline policy; discipline problems; teacher attitudes 11/1448 attitudes; behaviour problems; bullying; parent attitudes; pupil attitudes; teacher attitudes 11/1523 behaviour; behaviour problems; parent attitudes; pupil attitudes; social behaviour; special educational needs; teacher attitudes 11/1652 behaviour problems; bullying; personality;

1204

Subject index secondary school pupils; values 11/1710 attitudes; behaviour modification; behaviour problems; bullying; discipline policy; parent attitudes; pupil attitudes; teacher attitudes ANXIETY 11/0304 computer assisted learning; computer uses in education; human computer interaction; information technology; interactive video; multimedia approach; student attitudes 11/0466 behaviour problems; bullying; depression—psychology; peer acceptance; peer relationship; self esteem 11/0500 cognitive style; learning processes; pupil behaviour 11/0616 computer uses in education; computers; information technology 11/0946 acting; coping; student attitudes; student behaviour; theatre arts 11/1830 examinations; General Certificate of Secondary Education; pastoral care—education; pupil needs; stress—psychological; test anxiety APPRENTICESHIPS 11/1077 on the job training; school leavers; school to work transition; sixteen to nineteen education; training; vocational education; work based learning APTITUDE 11/0846 assessment; critical thinking;

1205

Subject index higher education; mature students; prediction; selection; students 11/1065 aptitude tests; City Technology Colleges; General Certificate of Secondary Education; selection; selective admission; technology colleges; technology education APTITUDE TESTS 11/1065 aptitude; City Technology Colleges; General Certificate of Secondary Education; selection; selective admission; technology colleges; technology education 11/1785 attainment tests; language tests; modern language studies; tests ARAB STATES 11/0041 computer uses in education; information technology; pupil attitudes; secondary schools 11/0420 developing countries; development education; educational policy 11/1580 mathematics education ARGUMENT 11/1145 critical thinking; higher education; management studies; nurse education; persuasive discourse; preservice teacher education; professional education ARITHMETIC 11/0253 comparative education; curriculum development; mathematics education; Slovenia 11/0673 cognitive development; numbers; numeracy; primary education 11/1790 calculators; mathematics education

1206

Subject index ARMED FORCES 11/1588 employers; National Vocational Qualifications; small businesses; training ARMENIA 11/0641 Eastern Europe; Georgia; political issues; social change; Ukraine; youth ART ACTIVITIES 11/0021 art education; arts; criticism; cross curricular approach 11/0636 art appreciation; art education 11/0905 art therapy; child abuse; child sexual abuse; sexual abuse; therapy; women 11/0908 artists; Cyprus 11/1018 arts 11/1359 aesthetic education; art appreciation; art education; arts; nursery schools ART APPRECIATION 11/0636 art activities; art education 11/1359 aesthetic education; art activities; art education; arts; nursery schools 11/1624 art education; arts; criticism; curriculum development; National Curriculum; primary education ART EDUCATION 11/0021 art activities; arts; criticism; cross curricular approach

1207

Subject index 11/0209 computer assisted design; computer uses in education; design; information technology 11/0210 criticism; intellectual development; reasoning 11/0212 arts; assessment; comparative education; degrees—academic; Greece 11/0283 arts; dance; design and technology; music; preservice teacher education; school based teacher education 11/0427 arts; dance; drama; educational policy; local education authorities; music; politics education relationship 11/0636 art activities; art appreciation 11/0867 books; children as writers; children’s art; children’s literature; literacy; picture books 11/0876 photography; visual arts 11/1067 arts; dance; drama; educational quality; music; school effectiveness 11/1148 arts; cultural education; dance; drama; history; music; primary education 11/1282 design; newly qualified teachers; Postgraduate Certificate in Education; preservice teacher education;

1208

Subject index programme effectiveness; student teachers 11/1359 aesthetic education; art activities; art appreciation; arts; nursery schools 11/1362 arts; computer uses in education; cultural education; handicrafts; international educational exchange; Japan; museums 11/1397 craft work education; design and technology; handicrafts; secondary education; teacher attitudes 11/1398 craft work education; design and technology; handicrafts; pupil attitudes; secondary education 11/1399 curriculum development; Korea; multicultural education 11/1402 art teachers; preservice teacher education; primary school teachers; student teachers 11/1403 art teachers; artists; educational history 11/1478 art history; arts; cross curricular approach; literary history; literature; secondary education 11/1524 computer uses in education; design; educational materials; educational software; information technology; optical data discs 11/1593 aesthetic education; arts; dance; drama; film study; literature;

1209

Subject index music 11/1608 arts; self expression 11/1624 art appreciation; arts; criticism; curriculum development; National Curriculum; primary education 11/1892 China; comparative education; drawing; teaching methods ART HISTORY 11/1478 art education; arts; cross curricular approach; literary history; literature; secondary education ART TEACHERS 11/1402 art education; preservice teacher education; primary school teachers; student teachers 11/1403 art education; artists; educational history ART THERAPY 11/0905 art activities; child abuse; child sexual abuse; sexual abuse; therapy; women 11/0948 arts; special educational needs; therapy 11/1300 adults; learning disabilities; pictorial stimuli; pictures; special educational needs; verbal communication ARTICULATION—SPEECH 11/0545 classroom communication; primary school teachers; teacher behaviour; teacher pupil relationship; verbal communication ARTISTS 11/0908 art activities;

1210

Subject index Cyprus 11/1403 art education; art teachers; educational history ARTS 11/0021 art activities; art education; criticism; cross curricular approach 11/0212 art education; assessment; comparative education; degrees—academic; Greece 11/0283 art education; dance; design and technology; music; preservice teacher education; school based teacher education 11/0427 art education; dance; drama; educational policy; local education authorities; music; politics education relationship 11/0662 placement; secondments; teacher development 11/0734 dance; music; sixteen to nineteen education; theatre arts 11/0948 art therapy; special educational needs; therapy 11/0987 attitudes; culture; leisure time; participation; youth 11/1018 art activities 11/1058 dance; discretionary awards; drama; educational finance; grants; local education authorities; student financial aid 11/1067 art education; dance;

1211

Subject index drama; educational quality; music; school effectiveness 11/1148 art education; cultural education; dance; drama; history; music; primary education 11/1359 aesthetic education; art activities; art appreciation; art education; nursery schools 11/1362 art education; computer uses in education; cultural education; handicrafts; international educational exchange; Japan; museums 11/1400 Canada; criticism; cultural education; intercultural communication; multicultural education 11/1401 cultural education; Portugal 11/1478 art education; art history; cross curricular approach; literary history; literature; secondary education 11/1593 aesthetic education; art education; dance; drama; film study; literature; music 11/1608 art education; self expression 11/1624 art appreciation; art education; criticism; curriculum development; National Curriculum; primary education 11/1739 arts centres;

1212

Subject index community involvement; visual arts 11/1794 community education; primary schools; school community relationship 11/1891 depth perception; drawing; pictures; visual perception ARTS CENTRES 11/1739 arts; community involvement; visual arts ASIA 11/1621 comparative education; developing countries; educational development ASIANS 11/0145 academic aspiration; aspiration; career choice; girls; Muslims; women’s education 11/0352 bilingualism; ethnic groups; language maintenance; language policy; mother tongue 11/0516 ethnic groups; parent participation; parent school relationship 11/1485 ethnic groups; parent attitudes; special education teachers; special educational needs; special schools; teacher attitudes 11/1810 academic achievement; achievement; ethnic groups ASPIRATION 11/0145 academic aspiration; Asians; career choice; girls; Muslims; women’s education 11/0410 attitudes; career awareness; employment; industry;

1213

Subject index pupil attitudes; unemployment; work education relationship 11/0818 adolescents; attitudes; cross cultural studies; pupil attitudes; Saudi Arabia; United States of America; values ASSERTIVENESS 11/1001 attainment tests; National Curriculum; standard assessment tasks; Welsh ASSESSMENT 11/0025 bias; evaluation; examinations; General Certificate of Education; General Certificate of Secondary Education; moderation—marking 11/0032 primary schools; profiles; pupil responsibility; Records of Achievement; school reports; self evaluation—individuals 11/0212 art education; arts; comparative education; degrees—academic; Greece 11/0239 computer assisted testing; computer uses in education; information technology 11/0266 attainment tests; English; language tests; Scotland 11/0313 assessment by teachers; informal assessment; teacher behaviour; teacher pupil relationship 11/0316 attainment tests; evaluation; National Curriculum; standard assessment tasks; teacher attitudes; tests 11/0323 higher education; learner centred methods;

1214

Subject index self evaluation—individuals; teaching methods 11/0326 higher education; learner centred methods; open education; self evaluation—individuals; teaching methods 11/0386 computer assisted testing; computer uses in education; information technology; National Vocational Qualifications 11/0498 dissertations; higher education; learning activities; student projects 11/0535 National Curriculum; school based assessment; science education 11/0536 General Certificate of Secondary Education; practical science; science activities; science education 11/0541 mathematics education; National Curriculum; school based assessment 11/0565 National Curriculum; practical science; school based assessment; science education 11/0571 A level examinations; curriculum development; English; examination syllabuses; examinations 11/0612 essays; higher education; learning strategies; students; study skills; writing—composition 11/0638 science education; science tests; standard assessment tasks 11/0643 academic achievement; baseline assessment; infant school pupils; pupil development; screening tests; standard assessment tasks 11/0682 assessment by teachers; moderation—marking; school based assessment

1215

Subject index 11/0687 National Curriculum; standard assessment tasks; teacher attitudes 11/0689 National Curriculum; primary schools; standard assessment tasks 11/0722 adult basic education; adult literacy; literacy education; tests 11/0727 National Vocational Qualifications; vocational education 11/0729 achievement tests; curriculum development; educational materials; material development; music; music activities 11/0786 attainment tests; literacy; reading ability; spelling; tests 11/0802 infant school education; learning strategies; National Curriculum; primary schools; teaching methods; urban schools 11/0822 data processing; expert systems 11/0846 aptitude; critical thinking; higher education; mature students; prediction; selection; students 11/0863 National Curriculum 11/0894 diagnostic assessment; dyslexia; reading difficulties; special educational needs 11/0939 electrical engineering 11/0940 mathematics education; National Curriculum—Northern Ireland; science education; standard assessment tasks; tests 11/0941 evaluation; National Curriculum; school based assessment;

1216

Subject index tests 11/0942 comparative analysis; evaluation; mathematics education; mathematics tests; National Curriculum; tests 11/0945 examinations; physical education 11/0960 English; National Curriculum; reading achievement; standard assessment tasks; tests; writing skills 11/0961 chemistry; mathematics achievement; National Curriculum; primary education; science education; standard assessment tasks 11/0962 item banks; screening tests; test construction; test items; tests 11/0963 mathematics education; National Curriculum 11/0964 learning disabilities; low achievement; National Curriculum; special educational needs 11/0980 programme evaluation; reading ability; reading achievement 11/0981 attainment tests; mathematics achievement; mathematics education; National Curriculum 11/0985 achievement; attainment tests; comparative education; mathematics education; science education 11/1000 attainment tests; National Curriculum; standard assessment tasks; Welsh 11/1007 computer assisted testing; item banks; multiple choice tests; test construction;

1217

Subject index test items; tests 11/1009 National Curriculum; reading; reading comprehension; reading tests; tests 11/1017 National Curriculum; standardised tests; test construction; tests 11/1019 inspection; inspectors—of schools; reading; reading ability; reading teaching; school effectiveness 11/1020 criterion referenced tests; National Curriculum; tests 11/1021 mathematics education; mathematics tests; National Curriculum; reading ability; tests 11/1036 reading ability; reading achievement; tests 11/1037 baseline assessment; early childhood education; reception classes; school entrance age; young children 11/1038 baseline assessment; early childhood education; reception classes; school entrance age; young children 11/1039 English; National Curriculum; reading achievement; spelling; standard assessment tasks; tests; writing skills 11/1046 achievement; literacy; primary education; reading ability; reading achievement; reading tests 11/1047 assessment by teachers;

1218

Subject index National Curriculum; science education; tests 11/1048 English; National Curriculum; reading achievement; standard assessment tasks; tests; writing skills 11/1050 comparative education; curriculum; curriculum development 11/1055 National Curriculum; primary education; standard assessment tasks; tests 11/1056 institutional evaluation; primary schools 11/1082 assessment by teachers; English; mathematics education; National Curriculum; Wales; Welsh 11/1084 English; reading skills; spelling; standardised tests; test construction; tests; writing skills 11/1085 National Curriculum; primary education; standard assessment tasks; standardised tests; test construction; tests 11/1130 cooperation; diagnostic assessment; educational psychologists; parent participation; pupil attitudes; special educational needs; statements—special educational needs 11/1153 learning strategies; learning theories; teaching methods 11/1161 blindness; mobility aids; partial vision; special educational needs; travel;

1219

Subject index visual impairments; visually handicapped mobility 11/1168 reading ability; reading achievement; seminars 11/1191 distance education; feedback 11/1242 educational materials; mathematics achievement; mathematics education; National Curriculum 11/1256 assessment by teachers; classroom research; primary education; primary school teachers 11/1365 achievement; early childhood education; Records of Achievement; self evaluation—individuals; young children 11/1411 academic achievement; achievement rating; educational research 11/1418 curriculum development; Five to Fourteen Curriculum; primary education; Scotland 11/1427 academic achievement; achievement rating; educational research 11/1429 curriculum development; Five to Fourteen Curriculum; primary education; Scotland; teaching methods 11/1445 curriculum development; Five to Fourteen Curriculum; primary education; Scotland; secondary education 11/1501 assessment by teachers; geography; National Curriculum 11/1518 parent pupil relationship; profiles; school reports 11/1533 practical science; science activities; science education 11/1536 accreditation of prior learning; clinical experience; experiential learning;

1220

Subject index nurse education; nurses 11/1537 environmental education; pupil attitudes 11/1538 experiential learning; nurse education; nurses 11/1540 computer science; group work; higher education 11/1546 intervention; learning disabilities; special educational needs 11/1590 English—second language; English for academic purposes; oracy; overseas students; second language learning 11/1600 competence; competency based education; National Vocational Qualifications; vocational education 11/1607 assessment by teachers; National Curriculum; primary education 11/1610 mathematics achievement; mathematics education; mathematics tests; National Curriculum 11/1640 computer science; computer software; group work; higher education 11/1642 computer uses in education; English—second language; information technology; second language learning; textbooks 11/1687 music; musical composition 11/1700 audience response; drama; theatre arts 11/1752 competency based education 11/1754 geography 11/1757 longitudinal studies; primary education; primary school pupils; pupil school relationship; school based assessment; standard assessment tasks 11/1761 achievement;

1221

Subject index primary school pupils; profiles; Records of Achievement; self evaluation—individuals 11/1809 comparative education; English—second language 11/1825 technology education 11/1828 beginning reading; reading achievement; reading difficulties; reading teaching; young children 11/1865 academic achievement; achievement; early childhood education; followup studies; outcomes of education; preschool education; young children ASSESSMENT BY TEACHERS 11/0313 assessment; informal assessment; teacher behaviour; teacher pupil relationship 11/0682 assessment; moderation—marking; school based assessment 11/1047 assessment; National Curriculum; science education; tests 11/1082 assessment; English; mathematics education; National Curriculum; Wales; Welsh 11/1256 assessment; classroom research; primary education; primary school teachers 11/1501 assessment; geography; National Curriculum 11/1607 assessment; National Curriculum; primary education ASTHMA 11/1060 air quality; pupil health and welfare; school policy; secondary school pupils

1222

Subject index ATHLETICS 11/0079 physical education; pupil attitudes; teaching methods ATTAINMENT TESTS 11/0266 assessment; English; language tests; Scotland 11/0316 assessment; evaluation; National Curriculum; standard assessment tasks; teacher attitudes; tests 11/0786 assessment; literacy; reading ability; spelling;; tests 11/0981 assessment; mathematics achievement; mathematics education; National Curriculum 11/0985 achievement; assessment; comparative education; mathematics education; science education 11/1000 assessment; National Curriculum; standard assessment tasks; Welsh 11/1001 assertiveness; National Curriculum; standard assessment tasks; Welsh 11/1435 improvement programmes; learning activities; life skills; literacy; managed effective learning; numeracy; secondary education 11/1785 aptitude tests; language tests; modern language studies; tests ATTENDANCE 11/0701 local education authorities; truancy 11/0888 truancy

1223

Subject index 11/0988 disaffection; discipline problems; disruptive pupils; dropouts; expulsion; pupil alienation; truancy 11/1420 academic achievement; performance; pupil school relationship; truancy ATTENTION 11/0807 attention deficit disorders; concentration; hyperactivity ATTENTION DEFICIT DISORDERS 11/0807 attention; concentration; hyperactivity ATTITUDE FORMATION 11/0620 bereavement; childhood attitudes; death 11/1751 childhood attitudes; primary school pupils; work attitudes ATTITUDE MEASURES 11/1656 pupil attitudes; religion; religious attitudes; secondary school pupils; values 11/1658 attitudes; Christianity; religious attitudes; Welsh ATTITUDES 11/0005 health; health education; youth 11/0409 engineering; industry education relationship; pupil attitudes; science based occupations; science technology and society; technology; work education relationship 11/0410 aspiration; career awareness; employment; industry; pupil attitudes;

1224

Subject index unemployment; work education relationship 11/0411 bullying; criminals; home environment; peer acceptance; truancy; youth problems 11/0453 training; youth; youth employment; youth programmes 11/0455 colleges of further education; employer attitudes; employers; trainers; Training and Enterprise Councils; youth employment; youth programmes 11/0506 adolescents; employment; family life; fathers; parents 11/0650 antisocial behaviour; behaviour problems; bullying; family influence; parent attitudes; parent influence; pupil attitudes 11/0818 adolescents; aspiration; cross cultural studies; pupil attitudes; Saudi Arabia; United States of America; values 11/0907 Cyprus; physical education; pupil attitudes 11/0916 adolescent attitudes; adolescents; interests; personality; social development; vocational guidance 11/0987 arts; culture; leisnre time; participation; youth

1225

Subject index 11/1028 school to work transition; training; training credits; vocational education; work based learning; youth employment 11/1092 individual development; moral development; moral values; personal qualities; pupil attitudes; values; values education 11/1108 inspectors—of schools; opinions; parent attitudes; primary education; pupil attitudes; school governors; teacher attitudes 11/1155 conservation—environment; environmental education; social change 11/1215 public opinion; scientific literacy 11/1387 public opinion; radiation; risk; scientific literacy 11/1448 antisocial behaviour; behaviour problems; bullying; parent attitudes; pupil attitudes; teacher attitudes 11/1460 educational finance; educational quality; opinions; public opinion; surveys 11/1461 adult education; continuing education; further education; lifelong learning; training; vocational education 11/1462 adult education; continuing education; further education; lifelong leaming; training; vocational education

1226

Subject index 11/1463 adult education; continuing education; further education; lifelong learning; training; vocational education 11/1554 distributive trades education; salesmanship 11/1609 nurse education; occupational safety and health; safety; Zambia 11/1658 attitude measures; Christianity; religious attitudes; Welsh 11/1659 child development; religious attitudes 11/1710 antisocial behaviour; behaviour modification; behaviour problems; bullying; discipline policy; parent attitudes; pupil attitudes; teacher attitudes ATTRIBUTION THEORY 11/0378 classroom research; motivation; self concept AUDIENCE RESPONSE 11/1700 assessment; drama; theatre arts AUDIOVISUAL AIDS 11/0874 educational media; language acquisition; second language teaching; teaching methods; videotape recordings AUDIOVISUAL EDUCATION 11/0268 calculators; equipment; mathematics education; students AUSTRALIA 11/1260 comparative education; English; English studies teachers; United States of America AUSTRIA 11/1744 binary system;

1227

Subject index higher education; polytechnics AUTHORITY 11/0149 moral development; social behaviour; social development AUTISM 11/0119 representation 11/0403 cognitive ability; social cognition AUTOBIOGRAPHIES 11/1381 children’s literature; war 11/1577 group behaviour; self evaluation—individuals 11/1618 creative writing; fiction; self concept; self evaluation—individuals; writing—composition B ED DEGREES 11/0481 comparative education; higher education; Hong Kong; preservice teacher education BACKGROUND 11/1845 academic achievement; achievement; science education; students BAHRAIN 11/0429 English—second language; second language teaching BANGLADESH 11/0223 medical education BANKING 11/0717 mathematical applications BASELINE ASSESSMENT 11/0643 academic achievement; assessment; infant school pupils; pupil development; screening tests; standard assessment tasks 11/1037 assessment; early childhood education; reception classes; school entrance age; young children 11/1038 assessment;

1228

Subject index early childhood education; reception classes; school entrance age; young children BASIC SKILLS 11/0187 adult literacy; cohort analysis; numeracy 11/0188 adult literacy; cohort analysis; numeracy 11/0276 graduate employment; higher education; skill development; skills; transfer of learning 11/1035 pupil development; self esteem; skill development; vocational education; work education relationship; work experience 11/1078 career awareness; industry education relationship; motivation; school to work transition; vocational education; vocational guidance; work education relationship 11/1696 adult basic education; colleges of further education; educational quality; further education; programme evaluation BEGINNING READING 11/0124 reading skills 11/0399 early reading; oral reading; reading skills; teacher pupil relationship 11/0919 child development; child language; literacy; reading difficulties; reading readiness; spelling 11/0921 literacy; Malta; Maltese 11/1243 infant school education; reading teaching; teacher pupil relationship;

1229

Subject index teaching methods 11/1828 assessment; reading achievement; reading difficulties; reading teaching; young children BEHAVIOUR 11/0061 deaf blind; disabilities; motor development; multiple disabilities; sensory deprivation 11/0207 achievement; low achievement; middle schools; sex differences; underachievement 11/1523 antisocial behaviour; behaviour problems; parent attitudes; pupil attitudes; social behaviour; special educational needs; teacher attitudes BEHAVIOUR MANAGEMENT 11/1068 behaviour problems; discipline; disruptive pupils; emotional and behavioural difficulties; local education authorities; pupil behaviour; support services BEHAVIOUR MODIFICATION 11/0361 adolescent attitudes; adolescents; cognitive restructuring; curriculum development; further education; youth problems 11/0366 delinquency; delinquent rehabilitation; intermediate treatment; intervention; probation; programme evaluation; youth problems 11/0368 disruptive pupils; emotional and behavioural difficulties; problem children; special educational needs; support services; support teachers;

1230

Subject index therapy 11/1113 bullying; discipline problems; intervention; peer acceptance; peer relationship; peer teaching; pupil behaviour 11/1290 access to education; adolescents; rehabilitation; sex offenders; sexual abuse; therapy 11/1710 antisocial behaviour; attitudes; behaviour problems; bullying; discipline policy; parent attitudes; pupil attitudes; teacher attitudes BEHAVIOUR PROBLEMS 11/0048 discipline problems; disruptive pupils; emotional and behavioural difficulties; infant school pupils; primary school pupils; problem children; surveys 11/0204 antisocial behaviour; delinquency prevention; emotional and behavioural difficulties; longitudinal studies; problem children; secondary school pupils; transfer pupils 11/0250 aggression; antisocial behaviour; bullying; nursery schools; preschool children; young children 11/0413 antisocial behaviour; behaviour standards; bullying; childhood attitudes; moral values; pupil attitudes 11/0466 anxiety; bullying; depression—psychology;

1231

Subject index peer acceptance; peer relationship; self esteem 11/0649 antisocial behaviour; bullying; discipline problems; educational materials 11/0650 antisocial behaviour; attitudes; bullying; family influence; parent attitudes; parent influence; pupil attitudes 11/0651 antisocial behaviour; bullying; cognitive processes; pupil attitudes; social behaviour; social cognition 11/0831 classroom discipline; classroom management; pupil problems 11/1068 behavionr management; discipline; disruptive pupils; emotional and behavioural difficulties; local education authorities; pupil behaviour; support services 11/1246 antisocial behaviour; bullying; discipline policy; discipline problems; teacher attitudes 11/1448 antisocial behaviour; attitudes; bullying; parent attitudes; pupil attitudes; teacher attitudes 11/1523 antisocial behaviour, behaviour; parent attitudes; pupil attitudes; social behaviour; special educational needs; teacher attitudes 11/1652 antisocial behaviour; bullying; personality; secondary school pupils; values

1232

Subject index 11/1710 antisocial behaviour; attitudes; behaviour modification; bullying; discipline policy; parcnt attitudes; pupil attitudes; teacher attitudes BEHAVIOUR STANDARDS 11/0380 discipline policy; primary school teachers; school policy; teacher attitudes 11/0413 antisocial behaviour; behaviour problems; bullying; childhood attitudes; moral values; pupil attitudes BELIEFS 11/0419 Christianity; religious education; special educational needs BELIZE 11/0088 developing countries; development education; educational quality; primary education BEREAVEMENT 11/0620 attitude formation; childhood attitudes; death 11/1258 child development; death; individual development; moral development; youth BIAS 11/0025 assessment; evaluation; examinations; General Certificate of Education; General Certificate of Secondary Education; moderation—marking BIBLICAL LITERATURE 11/0286 religion and education; religious education BIBLIOGRAPHIC DATABASES 11/1393 bibliographies; books; children’s literature; fiction;

1233

Subject index historical novels; history; literature BIBLIOGRAPHIES 11/1388 annotated bibliographies; books; children’s literature; European literature; fiction; literature 11/1393 bibliographic databases; books; children’s literature; fiction; historical novels; history; literature BILINGUAL EDUCATION 11/0344 ethnic groups; multicultural education; multiculturalism 11/1768 bilingualism; educational policy; language policy; school effectiveness; Welsh; Welsh medium education 11/1770 bilingualism; encyclopaedias; material development; reference materials; second language learning 11/1773 bilingual teachers; bilingualism; language of instruction; student teacher attitudes; student teachers BILINGUAL TEACHERS 11/0827 comparative education; English—second language; Italy; second language teaching; teacher education 11/1343 bilingualism; English—second language; secondary schools; support teachers 11/1773 bilingual education; bilingualism; language of instruction; student teacher attitudes; student teachers

1234

Subject index BILINGUALISM 11/0028 cultural background; ethnic groups; language maintenance; mother tongue; Pakistanis 11/0320 Welsh; Welsh medium education; Welsh speaking schools 11/0352 Asians; ethnic groups; language maintenance; language policy; mother tongue 11/1343 bilingual teachers; English—second language; secondary schools; support teachers 11/1344 computer uses in education; educational materials; information technology; multilingual materials; multilingualism; word processors 11/1345 multicultural education; multilingual materials; multilingualism 11/1486 academic achievement; English—second language; ethnic groups; underachievement 11/1660 achievement; immersion programmes; linguistic competence; second language learning; Welsh; Welsh medium education 11/1708 computer uses in education; English—second language; ethnic groups; information technology; intensive language courses; second language teaching 11/1768 bilingual education; educational policy; language policy; school effectiveness; Welsh; Welsh medium education 11/1770 bilingual education; encyclopaedias; material development;

1235

Subject index reference materials; second language learning 11/1773 bilingual education; bilingual teachers; language of instruction; student teacher attitudes; student teachers 11/1779 narration; story telling; Welsh; Welsh medium education; Welsh speaking schools 11/1780 cross cultural studies; literature; narration; reader response BINARY SYSTEM 11/1741 Finland; higher education; polytechnics 11/1744 Austria; higher education; polytechnics BIOGRAPHICAL INVENTORIES 11/0472 music; music activities; musical ability BIOGRAPHIES 11/0374 educational history; educational theories; religion and education 11/0529 adult education; educational history; extension education; universities; working class BIOLOGICAL SCIENCES 11/0226 computer assisted learning; medical education BIOLOGY 11/1227 biology teachers; controversial issues—course content; science education; teacher attitudes 11/1534 learning activities; problem solving; science activities; science education; teaching methods BIOLOGY TEACHERS 11/1227 biology; controversial issues—course content;

1236

Subject index science education; teacher attitudes BIRTH 11/0053 antenatal education; parent education; parenting skills; pregnancy 11/0553 academic achievement; achievement; performance; school entrance age 11/0594 late parenthood; mother child relationship; mothers; pregnancy 11/0983 achievement; local education authorities; school entrance age BLACK ACHIEVEMENT 11/0249 Black pupils; equal education; ethnic groups; racial attitudes; supplementary education BLACK EDUCATION 11/1829 ethnic groups; supplementary education BLACK PUPILS 11/0249 Bermuda; equal education; ethnic groups; racial attitudes; supplementary education 11/1342 achievement; Black teachers; teacher behaviour; teacher pupil relationship; teaching methods; underachievement BLACK STUDENTS 11/0799 Black teachers; ethnic groups; mentors; preservice teacher education; school based teacher education; student experience; student teachers BLACK STUDIES 11/0525 access to education; equal education; ethnic groups; higher education;

1237

Subject index women’s studies BLACK TEACHERS 11/0655 mentors; preservice teacher education; teacher employment; teacher recruitment; teaching profession 11/0799 Black students; ethnic groups; mentors; preservice teacher education; school based teacher education; student experience; student teachers 11/1342 achievement; Black pupils; teacher behaviour; teacher pupil relationship; teaching methods; underachievement BLACK YOUTH 11/1765 information dissemination; information needs; libraries; South Africa BLINDNESS 11/0068 child development; infants; visual impairments; young children 11/0069 Braille; reading tests; visual impairments 11/1011 careers; employment opportunities; further education; graduate employment; higher education; students; visual impairments 11/1137 concept formation; numbers; quantity concepts 11/1161 assessment; mobility aids; partial vision; special educational needs; travel; visual impairments; visually handicapped mobility 11/1182 computer uses in education; information technology;

1238

Subject index optical data discs; special educational needs; speech synthesisers; visual impairments BODY COMPOSITION 11/0625 eating habits; girls; health; human body; women 11/0628 children; health; human body; physical activity level BODY IMAGE 11/0161 eating habits; food; health; self concept BOOKS 11/0134 children’s literature; fiction; linguistics 11/0360 children’s literature; ideology; picture books; stereotypes 11/0867 art education; children as writers; children’s art; children’s literature; literacy; picture books 11/0922 children’s literature; dyslexia; illustrations; pictures; reading comprehension; reading difficulties 11/1171 children’s literature; reading habits 11/1370 children’s literature; fiction; geography; history studies 11/1374 children’s literature 11/1388 annotated bibliographies; bibliographies; children’s literature; European literature; fiction; literature

1239

Subject index 11/1393 bibliographic databases; bibliographies; children’s literature; fiction; historical novels; history; literature 11/1551 educational materials; material development; primary school teachers; science education 11/1766 children’s literature; European literature; foreign language books; libraries; modern language studies; publishing industry; translation BOTSWANA 11/0583 language of instruction; languages for specific purposes; science education; scientific vocabulary; second language learning 11/0667 civil rights; human rights; India; moral education; Northern Ireland; values education; Zimbabwe 11/1319 agricultural colleges; agricultural education; developing countries; inservice teacher education; staff development BOYS 11/0668 achievement; sex differences; underachievement BRAILLE 11/0069 blindness; reading tests; visual impairments BRAIN HEMISPHERE FUNCTIONS 11/1297 writing processes BRAZIL 11/0351 comparative education; public opinion; teacher role 11/1369 critical thinking; science teachers;

1240

Subject index teacher development; teaching methods 11/1475 English—second language; second language teaching BRUNEI 11/1581 geography; geography teachers; preservice teacher education; programme evaluation BUDGETING 11/1012 financial services; money management; secondary school pupils; secondments; teacher development 11/1013 adult learning; family financial resources; financial services; money management BULLYING 11/0250 aggression; antisocial behaviour; behaviour problems; nursery schools; preschool children; young children 11/0411 attitudes; criminals; home environment; peer acceptance; truancy; youth problems 11/0413 antisocial behaviour; behaviour problems; behaviour standards; childhood attitudes; moral values; pupil attitudes 11/0465 adults; mental health; well being 11/0466 anxiety; behaviour problems; depression—psychology; peer acceptance; peer relationship; self esteem 11/0470 music; musical instruments; peer acceptance; peer relationship; sex differences;

1241

Subject index stereotypes 11/0649 antisocial behaviour; behaviour problems; discipline problems; educational materials 11/0650 antisocial behaviour; attitudes; behaviour problems; family influence; parent attitudes; parent influence; pupil attitudes 11/0651 antisocial behaviour; behaviour problems; cognitive processes; pupil attitudes; social behaviour; social cognition 11/0844 educational environment; pupil behaviour; pupil school relationship; school organisation; Steiner Waldorf schools 11/1113 behaviour modification; discipline problems; intervention; peer acceptance; peer relationship; peer teaching; pupil behaviour 11/1246 antisocial behaviour; behaviour problems; discipline policy; discipline problems; teacher attitudes 11/1251 discipline problems; primary schools 11/1448 antisocial behaviour; attitudes; behaviour problems; parent attitudes; pupil attitudes; teacher attitudes 11/1449 pupil problems; special educational needs; speech handicaps; stuttering 11/1652 antisocial behaviour; behaviour problems; personality; secondary school pupils; values

1242

Subject index 11/1710 antisocial behaviour; attitudes; behaviour modification; behaviour problems; discipline policy; parent attitudes; pupil attitudes; teacher attitudes BUS TRANSPORT 11/0191 local education authorities; school buses; transport; travel BUSINESS 11/0435 cooperative programmes; corporate education; employers; industry education relationship; work education relationship 11/1224 industry; pupil attitudes BUSINESS ADMINISTRATION EDUCATION 11/1859 learaing activities; learning strategies; management studies BUSINESS EDUCATION 11/0406 liberal education; National Vocational Qualifications; qualifications; vocational education 11/0690 curriculum development; economics education; sixteen to nineteen education 11/0692 distance education; economics education 11/0953 accountancy education; research; teaching methods 11/1500 curriculum development; economics education; teacher attitudes; teacher development 11/1575 A level examinations; curriculum development; economics education 11/1731 accountancy education; computer software; computer uses in education; educational materials; information technology; material development BUSINESS PHILOSOPHY

1243

Subject index 11/0477 educational philosophy; management in education; private education; school based management CALCULATORS 11/0150 cognitive development; mathematics education; numbers; primary education 11/0268 audiovisual education; equipment; mathematics education; students 11/0269 mathematics education 11/1790 arithmetic; mathematics education CALCULUS EDUCATION 11/0270 mathematics education 11/1167 computer uses in education; higher education; information technology; mathematics education; students CAMEROON 11/1333 physics CAMPUSES 11/1489 educational facilities; school space CANADA 11/0521 police; police community relationship 11/1136 antiracism education; comparative education; training 11/1400 arts; criticism; cultural education; intercultural communication; multicultural education 11/1560 colleges of further education; community colleges; comparative education; further education 11/1887 comparative education; global approach; teaching methods; United States of America CANADA NATIVES 11/0014 access to education; educational policy;

1244

Subject index qualifications 11/0017 ethnic groups; indigenous populations; newly qualified teachers; teacher background; teacher induction; teaching profession CANCER EDUCATION 11/0731 health education; pupil attitudes CAREER AWARENESS 11/0410 aspiration; attitudes; employment; industry; pupil attitudes; unemployment; work education relationship 11/1078 basic skills; industry education relationship; motivation; school to work transition; vocational education; vocational guidance; work education relationship 11/1482 higher education; pupil attitudes; vocational guidance CAREER CHOICE 11/0145 academic aspiration; Asians; aspiration; girls; Muslims; women’s education 11/0222 engineering; science based occupations; technology; women’s education; women’s employment 11/0258 career counselling; China; comparative education; school to work transition; Scotland; vocational guidance 11/0659 access to education; educational experience; mathematical ability; mathematics education; mature students; numeracy

1245

Subject index 11/0798 labour market; school leavers; school to work transition; sixteen to nineteen education; training 11/1031 career education; pupil destinations; school leavers; school to work transition; sixteen to nineteen education; vocational guidance 11/1033 decision making; pupil attitudes; pupil destinations; school leavers; sixteen to nineteen education; vocational guidance 11/1088 decision making; further education; pupil destinations; school leavers; sixteen to nineteen education; student attitudes; vocational guidance 11/1096 career education; mass media; mass media effects; vocational guidance 11/1173 careers; ethnic groups; labour market; Muslims; religious cultural groups; women’s education; women’s employment 11/1295 career counselling; discourse analysis; metaphors; vocational guidance 11/1472 home economics; professional education; women’s employment 11/1520 employment opportunities; labour market; learner educational objectives; occupational aspiration; school to work transition; secondary school pupils; work education relationship CAREER COUNSELLING 11/0182 career planning; individual action planning;

1246

Subject index school leavers; school to work transition; transition education; vocational guidance 11/0256 guidance; secondary schools; vocational guidance 11/0258 career choice; China; comparative education; school to work transition; Scotland; vocational guidance 11/0328 ethnic groups; minority groups; secondary school pupils; vocational guidance 11/0336 comparative education; Europe; vocational guidance; women’s education; women’s employment 11/1070 adult counselling; adults; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1071 adult counselling; adults; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1072 adult counselling; adults; careers advisers; guidance; training; Training and Enterprise Councils; vocational guidance 11/1094 career education; vocational guidance 11/1295 career choice; discourse analysis; metaphors; vocational guidance CAREER DEVELOPMENT 11/0318 institutes of higher education; teacher evaluation;

1247

Subject index teaching profession; women teachers; women’s employment 11/1119 middle management; secondary school teachers; teaching profession; women teachers 11/1250 head teachers; primary schools; school size; small schools; teaching profession 11/1512 careers; colleges of further education; further education; management in education; Scotland; women; women’s employment CAREER EDUCATION 11/0494 higher education; vocational guidance 11/0746 careers teachers; pupil attitudes; school to work transition; vocational guidance 11/0748 school to work transition; sixteen to nineteen education 11/0967 careers service; school to work transition; vocational guidance 11/0990 careers service; school to work transition; vocational guidance; Wales 11/1005 careers service; programme evaluation; vocational guidance 11/1022 careers service; guidance; vocational guidance 11/1031 career choice; pupil destinations; school leavers; school to work transition; sixteen to nineteen education; vocational guidance 11/1094 career counselling; vocational guidance 11/1096 career choice; mass media; mass media effects;

1248

Subject index vocational guidance 11/1097 careers teachers; competence; standards; vocational guidance CAREER PLANNING 11/0178 further education; National Vocational Qualifications; pupil attitudes; qualifications; school leavers; school to work transition; vocational education 11/0181 careers service; National Vocational Qualifications; qualifications; secondary school pupils; vocational education; vocational guidance 11/0182 career counselling; individual action planning; school leavers; school to work transition; transition education; vocational guidance CAREERS 11/0395 community education; followup studies; placement 11/1011 blindness; employment opportunities; further education; graduate employment; higher education; students; visual impairments 11/1173 career choice; ethnic groups; labour market; Muslims; religious cultural groups; women’s education; women’s employment 11/1512 career development; colleges of further education; further education; management in education; Scotland; women; women’s employment 11/1812 adult education; continuing education;

1249

Subject index lifelong learning; staff development; vocational education 11/1839 developing countries; followup studies; graduate surveys; higher education; Kenya; mature students CAREERS ADVISERS 11/1032 careers service; careers teachers; professional education; training 11/1070 adult counselling; adults; career counselling; guidance; training; Training and Enterprise Councils; vocational guidance 11/1071 adult counselling; adults; career counselling; guidance; training; Training and Enterprise Councils; vocational guidance 11/1072 adult counselling; adults; career counselling; guidance; training; Training and Enterprise Councils; vocational guidance CAREERS SERVICE 11/0181 career planning; National Vocational Qualifications; qualifications; secondary school pupils; vocational education; vocational guidance 11/0967 career education; school to work transition; vocational guidance 11/0990 career education; school to work transition; vocational guidance; Wales 11/1005 career education; programme evaluation; vocational guidance

1250

Subject index 11/1022 career education; guidance; vocational guidance 11/1032 careers advisers; careers teachers; professional education; training CAREERS TEACHERS 11/0746 career education; pupil attitudes; school to work transition; vocational guidance 11/1032 careers advisers; careers service; professional education; training 11/1095 inservice teacher education; staff development; teacher development; vocational guidance 11/1097 career education; competence; standards; vocational guidance CAREGIVERS 11/0966 child caregivers; residential schools; special schools; training 11/1612 health personnel; health services; National Vocational Qualifications; vocational education CARIBBEAN 11/0100 decentralisation; decision making; educational policy CARTOONS 11/0875 educational materials; science education 11/0906 comics—publications; educational materials; teacher attitudes; visual aids 11/1187 computer uses in education; educational therapy; emotional adjustment; information technology; story telling; therapy CASE STUDIES 11/1189 computer uses in education;

1251

Subject index cooperative learning; distance education; group work; information technology; management studies CATERING EDUCATION 11/0404 educational needs; hotel and catering education; training; vocational education CATHOLIC EDUCATORS 11/0359 Catholic schools; Church and education; educational history; religion and education; Roman Catholic Church CATHOLIC SCHOOLS 11/0359 Catholic educators; Church and education; educational history; religion and education; Roman Catholic Church 11/0416 Church and education; Church state relationship; educational history; educational policy; Roman Catholic Church 11/1820 academic achievement; school effectiveness CATHOLICS 11/0428 religion and education; religious education; secularisation 11/1139 adolescents; identity; religious attitudes; religious cultural groups; Sikhs CENTRALISATION 11/1244 educational practices; international education; multicultural education; National Curriculum CEREBRAL PALSY 11/0437 interpersonal relationship; mainstreaming; peer relationship; pupil adjustment; pupil behaviour; social behaviour; special educational needs 11/0575 neurological impairments;

1252

Subject index psychomotor skills; special educational needs 11/0576 neurological impairments; psychomotor skills; special educational needs 11/1527 clinics; early childhood education; special educational needs CERTIFICATION 11/1728 higher education; police CHANGE 11/0417 comparative education; democracy; development education; politics education relationship 11/1064 educational administration; educational change; institutional environment; organisational change; organisational climate; teacher attitudes; teachers 11/1595 professional continuing education; professional development CHANGE STRATEGIES 11/0101 colleges of further education; educational change; further education; management in education 11/0107 colleges of further education; educational change; educational policy; further education 11/0122 curriculum development; educational change; English; English studies curriculum; English studies teachers; National Curriculum; primary education CHEATING 11/0617 essays; higher education; learning strategies; student attitudes; students; study skills; writing—composition 11/1240 discipline problems; higher education;

1253

Subject index higher education; plagiarism; student behaviour CHEMICAL BONDING 11/1363 chemistry; science education; scientific concepts CHEMICAL INDUSTRY 11/1878 A level examinations; chemistry; industry education relationship; pupil attitudes; science education CHEMISTRY 11/0591 learning; science education; scientific concepts; students 11/0961 assessment; mathematics achievement; National Curriculum; primary education; science education; standard assessment tasks 11/1363 chemical bonding; science education; scientific concepts 11/1877 A level examinations; experiments; investigations; practical science; science education 11/1878 A level examinations; chemical industry; industry education relationship; pupil attitudes; science education CHILD ABUSE 11/0905 art activities; art therapy; child sexual abuse; sexual abuse; therapy; women 11/1522 child psychology; safety; secrets CHILD ADVOCACY 11/0785 child welfare; children’s rights CHILD CAREGIVERS 11/0775 child minding;

1254

Subject index day care; day care centres; preschool children; quality control 11/0783 child development; day care; early experience; family life; parents; young children 11/0784 day care; Hungary 11/0787 clubs; holidays; parent attitudes; play; pupil attitudes; recreation; recreational activities 11/0788 clubs; holidays; parent attitudes; play; pupil attitudes; recreation; recreational activities 11/0879 early childhood education; early experience; educational quality; preschool education; young children 11/0890 early childhood education; early experience; educational quality; preschool education; young children 11/0966 caregiyers; residential schools; special schools; training 11/1004 child welfare; children at risk; disadvantaged; educationally disadvantaged; pupil needs; social services; underachievement CHILD DEVELOPMENT 11/0068 blindness; infants; visual impairments; young children

1255

Subject index 11/0595 late parenthood; mother child relationship 11/0665 child language; genetics; language acquisition; reading ability 11/0783 child caregivers; day care; early experience; family life; parents; young children 11/0919 beginning reading; child language; literacy; reading difficulties; reading readiness; spelling 11/1258 bereavement; death; individual development; moral development; youth 11/1270 academic achievement; disadvantaged; family problems; home environment; home school relationship; homeless people; housing 11/1305 early reading; reading ability; young children 11/1521 accidents; traffic safety; visual perception 11/1635 self expression; social behaviour; social cognition 11/1659 attitudes; religious attitudes CHILD LABOUR 11/0670 academic achievement; adolescents; employment; family influence; girls CHILD LANGUAGE 11/0205 classroom communication; history; language; language of instruction;

1256

Subject index primary school pupils; science education 11/0593 figurative language; metaphors 11/0665 child development; genetics; language acquisition; reading ability 11/0677 language acquisition; language handicaps; vocabulary development 11/0708 children’s television; emotional response; television 11/0919 beginning reading; child development; literacy; reading difficulties; reading readiness; spelling 11/1691 discourse analysis; speech communication; verbal communication 11/1818 comparative education; group work; infant school pupils; verbal communication CHILD MINDING 11/0775 child caregivers; day care; day care centres; preschool children; quality control CHILD PSYCHOLOGY 11/1522 child abuse; safety; secrets CHILD REARING 11/0733 parent education; parenthood education; parenting skills; voluntary agencies CHILD SEXUAL ABUSE 11/0905 art activities; art therapy; child abuse; sexual abuse; therapy; women CHILD WELFARE 11/0291 Children Act 1989 ; community services;

1257

Subject index legislation; local education authorities; local government; preschool children; social services 11/0777 Children Act 1989; day care; legislation; local education authorities; local government; preschool education; social services 11/0779 Children Act 1989; day care; early childhood education; legislation; local government; preschool education; social services 11/0785 child advocacy; children’s rights 11/0849 expulsion; problem children; residential care; social services; supervision; suspension 11/0903 accidents; home environment; injuries; safety; safety education; young children 11/1004 child caregivers; children at risk; disadvantaged; educationally disadvantaged; pupil needs; social services; underachievement CHILDHOOD ATTITUDES 11/0413 antisocial behaviour; behaviour problems; behaviour standards; bullying; moral values; pupil attitudes 11/0620 attitude formation; bereavement; death 11/0792 adolescent attitudes; health;

1258

Subject index health education; health personnel; health promotion 11/1751 attitude formation; primary school pupils; work attitudes CHILDREN 11/0303 health; human body; physical activities; physical activity level; well being 11/0628 body composition; health; human body; physical activity level 11/0758 sociology 11/0766 accidents; home environment; parents; risk; safety 11/1671 adolescents; television CHILDREN ACT 1989 11/0291 child welfare; community services; legislation; local education authorities; local government; preschool children; social services 11/0777 child welfare; day care; legislation; local education authorities; local government; preschool education; social services 11/0779 child welfare; day care; early childhood education; legislation; local government; preschool education; social services CHILDREN AS WRITERS 11/0081 group work; narration; primary school pupils; story telling; writing—composition

1259

Subject index 11/0244 comparative education; creativity; France; handwriting; writing skills 11/0867 art education; books; children’s art; children’s literature; literacy; picture books 11/1230 computer uses in education; group work; infonnation technology; primary school pupils; story telling; word processors; writing—composition 11/1233 computer uses in education; group work; information technology; literary genres; word processors; writing—composition; writing exercises 11/1586 adolescents; diaries; girls; letters—correspondence; personal narratives; writing—composition CHILDREN AT RISK 11/0240 agency cooperation; community health services; community services; family problems; local government; social services 11/0341 community services; day care; family life; family problems 11/1004 child caregivers; child welfare; disadvantaged; educationally disadvantaged; pupil needs; social services; underachievement CHILDREN’S ART 11/0637 drawing; language

1260

Subject index 11/0843 cross cultural studies; drawing 11/0867 art education; books; children as writers; children’s literature; literacy; picture books CHILDREN’S LITERATURE 11/0090 early childhood education; reading aloud to others; story reading; teacher pupil relationship 11/0134 books; fiction; linguistics 11/0360 books; ideology; picture books; stereotypes 11/0867 art education; books; children as writers; children’s art; literacy; picture books 11/0922 books; dyslexia; illustrations; pictures; reading comprehension; reading difficulties 11/1171 books; reading habits 11/1358 antiracism education; fiction; racial attitudes 11/1370 books; fiction; geography; history studies 11/1374 books 11/1381 autobiographies; war 11/1388 annotated bibliographies; bibliographies; books; European literature; fiction; literature 11/1393 bibliographic databases; bibliographies;

1261

Subject index books; fiction; historical novels; history; literature 11/1766 books; European literature; forcign language books; libraries; modern language studies; publishing industry; translation 11/1836 drama; fairy tales; moral education; mythology CHILDREN’S NURSES 11/1301 followup studies; graduate surveys; nurse education; nurses CHILDREN’S RIGHTS 11/0785 child advocacy; child welfare CHILDREN’S TELEVISION 11/0708 child language; emotional response; television 11/1496 cultural education; educational television; folk culture; Irish; literature; Northern Ireland; story telling CHILE 11/0120 Latin America; special educational needs CHINA 11/0082 deafness 11/0258 career choice; career counselling; comparative education; school to work transition; Scotland; vocational guidance 11/0324 computer assisted learning; housing; professional education 11/0603 comparative education; educational administration; international educational exchange;

1262

Subject index management in education 11/0902 cultural influences; Hong Kong; preservice teacher education 11/1229 comparative education; mentors; preservice teacher education; school based teacher education; student teachers; United States of America 11/1454 adult education; comparative education; Hong Kong 11/1574 educational change; educational development; educational policy; primary education 11/1620 educational change; educational development; educational policy 11/1892 art education; comparative education; drawing; teaching methods CHINESE 11/0379 ethnic groups; parent attitudes; supplementary education 11/0381 ethnic groups; ethnicity; identity; parent school relationship; socialisation 11/0934 adolescents; cultural background; ethnic groups; ethnicity; Hong Kong; migrants 11/0935 educational needs; ethnic groups CHIROPODY 11/1578 dentistry; health services; professional development; professional recognition CHOICE OF SUBJECTS 11/0037 pupil attitudes; pupil interests; sex differences 11/0044 pupil attitudes; pupil interests;

1263

Subject index sex differences 11/0858 course selection—students; ethnic groups; higher education; mathematics education; science education; student attitudes 11/1063 mathematics education; science education; sixteen to nineteen education 11/1262 cohort analysis; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth; youth employment 11/1273 National Curriculum—Northern Ireland; pupil attitudes; science education 11/1277 A level examinations; girls; science education; women’s education CHRISTIANITY 11/0419 beliefs; religious education; special educational needs 11/1076 cross curricular approach; curriculum development; educational materials; moral development; moral education; religious education; spiritual development 11/1653 pupil attitudes; religion; religious attitudes; Roman Catholic Church 11/1658 attitude measures; attitudes; religious attitudes; Welsh CHURCH AND EDUCATION 11/0067 religious education; theological education 11/0196 curriculum development; material development; religious education; theological education; voluntary colleges 11/0359 Catholic educators;

1264

Subject index Catholic schools; educational history; religion and education; Roman Catholic Church 11/0416 Catholic schools; Church state relationship; educational history; educational policy; Roman Catholic Church 11/0418 Church state relationship; educational history; educational legislation; nonconformity; religion and education 11/1225 educational legislation; educational policy; grant maintained schools; independent schools; religion and education 11/1309 educational history; governing bodies; school governors; voluntary schools 11/1314 Jamaica; religion and education; religious cultural groups 11/1316 private education; religion and education CHURCH STATE RELATIONSHIP 11/0416 Catholic schools; Church and education; educational history; educational policy; Roman Catholic Church 11/0418 Church and education; educational history; educational legislation; nonconformity; religion and education CITIZENSHIP 11/1447 Europe; higher education; overseas employment; overseas students; student exchange programmes; study abroad 11/1558 life skills; lifelong learning; young adults CITIZENSHIP EDUCATION 11/0317 cuniculum development; educational materials;

1265

Subject index European studies; European Union; material development 11/0878 English; global approach; science education; teacher education 11/0893 civil rights; environmental education; global approach; human rights; mentors; preservtice teacher education; student teachers 11/1066 moral education; primary schools; secondary schools; values; values education 11/1081 comparative education; democracy; global approach; international educational exchange; life skills; national identity; social development; values education 11/1271 individual development; life skills; pastoral care—education; personal and social education; social development 11/1564 global citizenship; international schools; theatre arts 11/1884 cultural education; English; global approach; history; political issues; sociology CITY AND GUILDS QUALIFICATIONS 11/0408 competency based education; employment qualifications; National Vocational Qualifications; scientific literacy; vocational education CITY TECHNOLOGY COLLEGES 11/0772 support staff 11/1065 aptitude; aptitude tests; General Certificate of Secondary Education;

1266

Subject index selection; selective admission; technology colleges; technology education 11/1075 advisory support; curriculum development; grant maintained schools; inservice teacher education CIVIL RIGHTS 11/0667 Botswana; human rights; India; moral education; Northern Ireland; values education; Zimbabwe 11/0893 citizenship education; environmental education; global approach; human rights; mentors; preservice teacher education; student teachers CLASS ORGANISATION 11/0840 curriculum development; National Curriculum; primary education 11/0991 ability; grouping—teaching purposes; mixed ability; pupil placement; streaming; teaching methods 11/1069 classroom management; curriculum development; grouping—teaching purposes; primary schools; teaching methods; teaching process CLASS SIZE 11/1043 achievement; early childhood education; educational finance; educational improvement; primary schools; reading achievement 11/1466 local education authorities; primary schools; school effectiveness; school size; small schools CLASSROOM COMMUNICATION

1267

Subject index 11/0205 child language; history; language; language of instruction; primary school pupils; science education 11/0392 learning disabilities; problem solving; reasoning; reflective teaching; special educational needs; teaching methods 11/0545 articulation—speech; primary school teachers; teacher behaviour; teacher pupil relationship; verbal communication 11/0681 feedback; infant school education; infant school teachers; teacher pupil relationship; teacher response 11/1026 language of instruction; language skills; languages; modern language studies 11/1074 English; language of instruction; Wales; Welsh; Welsh medium education 11/1133 comprehension; primary school teachers; questioning techniques; science education; science teachers; teaching methods 11/1346 language; mathematical linguistics; mathematics education; verbal communication 11/1390 language skills; narration; oracy; primary school pupils; story telling 11/1885 English—second language; Norway; second language teaching CLASSROOM DISCIPLINE 11/0831 behaviour problems; classroom management;

1268

Subject index pupil problems 11/1322 discipline; discipline policy; pupil behaviour 11/1755 discipline CLASSROOM ENVIRONMENT 11/0142 educational improvement; educational quality; school effectiveness 11/0510 preservice teacher education; student teachers; teacher development; teaching practice 11/0871 classroom management; drama; primary schools; pupil behaviour 11/0996 achievement; performance factors; statistical analysis CLASSROOM MANAGEMENT 11/0551 discipline; preservice teacher education; student teachers 11/0831 behaviour problems; classroom discipline; pupil problems 11/0871 classroom environment; drama; primary schools; pupil behaviour 11/1069 class organisation; curriculum development; grouping—teaching purposes; primary schools; teaching methods; teaching process 11/1332 early childhood education; infant school education; infant school teachers; reception classes 11/1550 competency based teacher education; preservice teacher education; school based teacher education; student teachers CLASSROOM OBSERVATION TECHNIQUES 11/0887 punctuation; writing skills; young children 11/1207 group work; learning activities; science activities;

1269

Subject index science education 11/1438 educational research; interviews; material development; questionnaires; research methodology; staff development CLASSROOM RESEARCH 11/0378 attribution theory; motivation; self concept 11/0794 learning activities; mathematics education; primary education; primary school pupils; pupil attitudes; science education; teaching methods 11/1221 mathematics teachers; researchers; teacher development; teachers 11/1256 assessment; assessment by teachers; primary education; primary school teachers CLERGY 11/0049 continuing education; learning processes; professional education; religious education; theological education CLINICAL EXPERIENCE 11/0056 medical education; outcomes of education 11/0103 nurse education; nurse teachers; quality control 11/0116 medical education; medicine; surgery 11/0151 hospital personnel; hospitals; medical education; on the job training; physicians 11/0362 nurse education; nurses; professional continuing education 11/1536 accreditation of prior learning; assessment; experiential learning;

1270

Subject index nurse education; nurses 11/1615 health personnel; hospital personnel; medical education; on the job training; physicians; professional education CLINICS 11/1527 cerebral palsy; early childhood education; special educational needs CLUBS 11/0787 child caregivers; holidays; parent attitudes; play; pupil attitudes; recreation; recreational activities 11/0788 child caregivers; holidays; parent attitudes; play; pupil attitudes; recreation; recreational activities CLUMSY CHILDREN 11/0698 diagnostic tests; Japan; motor coordination; psychomotor skills 11/0699 diagnostic tests; motor coordination; preschool tests; psychomotor skills 11/0705 dyspraxia; motor coordination; psychomotor skills CLUSTER GROUPING 11/0704 cooperation; special educational needs; special schools COGNITIVE ABILITY 11/0403 autism; social cognition 11/0793 intervention; learning strategies; mathematics education; secondary education; teaching methods 11/0806 gifted;

1271

Subject index memory 11/1268 Down’s syndrome; literacy education; mainstreaming; memory; reading ability; reading skills; special educational needs COGNITIVE DEVELOPMENT 11/0150 calculators; mathematics education; numbers; primary education 11/0284 age differences; developmental stages; mathematical models 11/0309 occupational therapists; professional continuing education; professional development; thinking skills 11/0673 arithmetic; numbers; numeracy; primary education 11/0674 comprehension; heat; primary education; science education; temperature 11/0771 Piagetian theory; reasoning; schemata—cognition 11/0810 memory 11/1202 reasoning; temporal integration; time perspective 11/1267 Down’s syndrome; language acquisition; literacy education; memory; special educational needs 11/1279 learning processes; learning strategies; teaching methods; thinking skills 11/1594 concept teaching; learning COGNITIVE PROCESSES 11/0308 intellectual disciplines; learning processes 11/0357 computer programming; computer uses in education;

1272

Subject index information technology; metacognition; problem solving 11/0475 gifted; mathematical ability 11/0532 cognitive style; field dependence independence; learning; mathematics education 11/0597 mainstreaming; spatial ability; special educational needs 11/0651 antisocial behaviour; behaviour problems; bullying; pupil attitudes; social behaviour; social cognition 11/0951 differentiated curriculum; distance education; learning strategies; metacognition; preservice teacher education; teaching methods 11/1320 early reading; handwriting; literacy education; punctuation; spelling; writing skills; young children 11/1631 computer assisted learning; computer uses in education; information technology; learning processes; metacognition 11/1637 computer uses in education; educational software; human computer interaction; information technology; multimedia approach COGNITIVE RESTRUCTURING 11/0361 adolescent attitudes; adolescents; behaviour modification; curriculum development; further education; youth problems COGNITIVE STYLE 11/0055 health personnel; learning strategies; pharmacists;

1273

Subject index pharmacy 11/0500 anxiety; learning processes; pupil behaviour 11/0504 learning processes 11/0532 cognitive processes; field dependence independence; learning; mathematics education 11/0862 personality; sex differences 11/1147 higher education; learning strategies; learning theories 11/1547 academic staff; higher education; learning strategies; lecturers; teaching methods 11/1689 interpersonal competence; learning strategies; peer teaching; students COHORT ANALYSIS 11/0187 adult literacy; basic skills; numeracy 11/0188 adult literacy; basic skills; numeracy 11/0986 curriculum development; National Curriculum—Northern Ireland; Northern Ireland; pupil attitudes 11/1261 school leavers; school to work transition; sixteen to nineteen education; training; youth employment 11/1262 choice of subjects; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth; youth employment 11/1458 further education; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth;

1274

Subject index youth employment 11/1464 further education; school leavers; school to work transition; sixteen to nineteen education; surveys; youth employment COLLEGE ADMINISTRATION 11/0013 colleges of further education; educational administration; further education; institutional administration; organisational change COLLEGE EFFECTIVENESS 11/1090 educational quality; further education; performance factors; performance indicators 11/1802 adult education; adult residential colleges; colleges of adult education; educational quality; further education; performance indicators COLLEGES OF ADULT EDUCATION 11/1802 adult education; adult residential colleges; college effectiveness; educational quality; further education; performance indicators COLLEGES OF EDUCATION 11/1619 preservice teacher education; South Africa COLLEGES OF FURTHER EDUCATION 11/0013 college administration; educational administration; further education;; institutional administration; organisational change 11/0101 change strategies; educational change; further education; management in education 11/0107 change strategies; educational change; educational policy; further education 11/0372 economics education relationship; educational finance; further education; marketing

1275

Subject index 11/0434 cooperative programmes; employers; industry further education relationship; work education relationship 11/0455 attitudes; employer attitudes; employers; trainers; Training and Enterprise Councils; youth employment; youth programmes 11/0495 community colleges; course evaluation; European Union; international programmes 11/0509 educational administration; further education 11/0558 further education; higher education; institutes of higher education; marketing; universities 11/0559 further education; higher education; institutional cooperation; universities 11/0720 further education; teacher development 11/1016 further education; National Vocational Qualifications; Scottish Vocational Qualifications; training; vocational education 11/1079 construction industry; curriculum development; industry education relationship; National Vocational Qualifications; schbol college relationship; vocational education; work education relationship 11/1146 academic staff; educational administration; further education; institutional administration; nonteaching duties; teacher workload; teaching load 11/1512 career development; careers; further education; management in education; Scotland;

1276

Subject index women; women’s employment 11/1560 Canada; community colleges; comparative education; further education 11/1696 adult basic education; basic skills; educational quality; further education; programme evaluation 11/1705 academic achievement; further education; underachievement 11/1712 ethnic groups; further education; racial attitudes; racial attitudes; sixteen to nineteen education; teacher attitudes COLLEGES OF HIGHER EDUCATION 11/1737 educational history; higher education; institutes of higher education; polytechnics; universities 11/1869 higher education; research COMICS—PUBLICATIONS 11/0906 cartoons; educational materials; teacher attitudes; visual aids COMMONWEALTH OF INDEPENDENT STATES 11/0342 Communist education; educational change; ideology; politics education relationship; social change; USSR COMMUNICATION AIDS—FOR DISABLED 11/0913 deafness; hearing aids; hearing impairments; psychological evaluation COMMUNICATION DISORDERS 11/0199 friendship; mainstreaming; preschool children; social development; special educational needs COMMUNICATION RESEARCH

1277

Subject index

1278

11/0130 English; Japanese; language styles; second language learning; sentence structure; translation 11/0131 conversation; English—second language; Japanese people; language styles; second language learning; speech communication 11/0133 letters—correspondence; mutual intelligibility 11/0737 family involvement; health education 11/1210 competency based education; further education; higher education; learning processes; teaching methods 11/1539 friendship; peer relationship; play groups; preschool children COMMUNICATION SKILLS 11/0128 conversation; discourse analysis; group work; inferences; speech communication 11/0436 nonverbal communication; physical disabilities; severe disabilities; special educational needs; speech handicaps COMMUNICATIONS 11/1196 computer uses in education; human computer interaction; information technology; telecommunications; teleconferencing COMMUNICATIVE COMPETENCE—LANGUAGES 11/1476 English—second language; Korea; language tests; second language teaching COMMUNIST EDUCATION 11/0342 Commonwealth of Independent States; educational change; ideology;; politics education relationship;

Subject index social change; USSR COMMUNITY 11/0911 adult education; electronic mail; telecommunications; teleconferencing 11/1100 employers; employment opportunities; labour market; training; unemployment; work education relationship 11/1158 adult education; individual development; social change; voluntary agencies 11/1735 crime; environment; primary school pupils; pupil attitudes; safety COMMUNITY ARTS 11/1835 aesthetic values; drama; theatre arts COMMUNITY BENEFITS 11/0527 continuing education; employees; employers; higher education; industry higher education relationship; universities 11/1625 developing countries; health education; India; peer teaching; Uganda COMMUNITY COLLEGES 11/0495 colleges of further education; course evaluation; European Union; international programmes 11/1560 Canada; colleges of further education; comparative education; further education COMMUNITY DEVELOPMENT 11/0338 community education; Scotland 11/1673 adult education; community relations;

1279

Subject index Northern Ireland 11/1676 adult education; Northern Ireland; rural areas; rural development COMMUNITY EDUCATION 11/0332 adult education; comparative education; Latin America; Scotland 11/0335 access to education; adult education; adult students; ethnic groups; women's education 11/0338 community development; Scotland 11/0395 careers; followup studies; placement 11/0623 cooperation; dance; physical education; sports 11/1451 adult education 11/1675 music; music activities 11/1794 arts; primary schools; school community relationship COMMUNITY HEALTH SERVICES 11/0240 agency cooperation; children at risk; community services; family problems; local government; social services COMMUNITY INVOLVEMENT 11/0756 Europe; health education; health promotion; international educational exchange; parent participation 11/1739 arts; arts centres; visual arts COMMUNITY ORGANISATIONS 11/0322 databases; student projects 11/1601 community services; National Vocational Qualifications; standards;

1280

Subject index youth leaders; youth service 11/1827 organisations—groups; parent organisations; parent participation COMMUNITY RELATIONS 11/1673 adult education; community development; Northern Ireland COMMUNITY SERVICES 11/0240 agency cooperation; children at risk; community health services; family problems; local government; social services 11/0291 child welfare; Children Act 1989; legislation; local education authorities; local government; preschool children; social services 11/0341 children at risk; day care; family life; family problems 11/1294 interprofessional relationship; nurse education; nurses 11/1601 community organisations; National Vocational Qualifications; standards; youth leaders; youth service 11/1733 educational administration; educational change; educational policy; further education; higher education; management in education; voluntary agencies COMPARATIVE ANALYSIS 11/0686 educational quality; performance indicators; school effectiveness; secondary schools 11/0942 assessment; evaluation; mathematics education; mathematics tests; National Curriculum;

1281

Subject index tests COMPARATIVE EDUCATION 11/0062 disabilities; mainstreaming; pupil attitudes; special educational needs; special schools 11/0084 continuing education; educational policy; universities 11/0095 Greece; National Curriculum; primary school teachers; teacher attitudes 11/0106 educational change; France; primary school teachers; teacher attitudes; teaching profession 11/0118 industry further education relationship; Malaysia; office occupations education; secretaries; vocational education; work education relationship 11/0135 educational materials; mainstreaming; special educational needs; teacher education 11/0154 English—second language; international educational exchange; second language teaching 11/0170 English—second language; language teachers; Malaysia; overseas students; preservice teacher education; programme effectiveness; second language teaching 11/0212 art education; arts; assessment; degrees—academic; Greece 11/0221 adult education; Europe 11/0244 children as writers; creativity; France; handwriting; writing skills 11/0252 cultural awareness;

1282

Subject index Denmark; Europe; modern language studies 11/0253 arithmetic; curriculum development; mathematics education; Slovenia 11/0258 career choice; career counselling; China; school to work transition; Scotland; vocational guidance 11/0272 adult education; continuing education; developing countries 11/0306 international educational exchange; mathematics achievement; mathematics education 11/0332 adult education; community education; Latin America; Scotland 11/0336 career counselling; Europe; vocational guidance; women's education; women's employment 11/0343 educational history; educational policy; Scotland 11/0351 Brazil; public opinion; teacher role 11/0353 adult education; lifelong learning; mature students; people's universities; Scandinavia 11/0375 distance education; higher education; international educational exchange; learning activities; Netherlands; teaching methods; telecommunications 11/0417 change; democracy; development education; politics education relationship 11/0474 European studies; preservice teacher education

1283

Subject index 11/0481 B Ed degrees; higher education; Hong Kong; preservice teacher education 11/0599 activities; France; outdoor pursuits; physical education 11/0603 China; educational administration; international educational exchange; management in education 11/0624 Malaysia; management development 11/0627 cookery; food; health; home economics; National Curriculum; nutrition 11/0632 educational history; educational theories; progressive education 11/0657 academic education; educational change; examinations; secondary education; vocational education 11/0804 educational change; educational policy; politics education relationship; Portugal 11/0827 bilingual teachers; English—second language; Italy; second language teaching; teacher education 11/0910 adult education; continuing education; cultural differences; Europe; lifelong learning 11/0973 mathematics education; science education 11/0975 educational research; Europe; international educational exchange 11/0985 achievement; assessment; attainment tests; mathematics education; science education

1284

Subject index 11/0998 language policy; modern language curriculum; modern language studies; second language teaching; secondary education 11/1025 adult education; languages; modern language studies; vocational education 11/1049 cross curricular approach; Europe; pupil attitudes 11/1050 assessment; curriculum; curriculum development 11/1081 citizenship education; democracy; global approach; interaational educational exchange; life skills; national identity; social development; values education 11/1091 achievement; reading; reading ability; reading achievement 11/1127 physical education; Zimbabwe 11/1136 antiracism education; Canada; training 11/1205 distance education; open education; preservice teacher education 11/1211 educational administration; educational policy; Italy; mainstreaming; Scandinavia; special educational needs; support services 11/1229 China; mentors; preservice teacher education; school based teacher education; student teachers; United States of America 11/1260 Australia; English; English studies teachers; United States of America

1285

Subject index 11/1329 adult education; Malta; older adults 11/1414 curriculum development; international educational exchange; mathematics education; science education 11/1454 adult education; China; Hong Kong 11/1495 educational administration; European studies; head teachers; school organisation 11/1504 Greece; learning disabilities; Scotland; special educational needs 11/1528 Germany; modern language studies; Scotland 11/1559 Germany; Holland; skill development; skilled workers; skills; training; young adults 11/1560 Canada; colleges of further education; community colleges; further education 11/1592 developing countries; international educational excharige; Malawi; preservice teacher education; South Africa; Zimbabwe 11/1621 Asia; developing countries; educational development 11/1623 developing countries; educational planning; Malaysia; Morocco; science education; secondary education 11/1643 drug education; health education 11/1644 drug education; health education; international educational exchange

1286

Subject index 11/1645 drug education; health education; international educational exchange 11/1679 adult educators; Europe; European studies; European Union; international educational exchange; teacher development 11/1680 continuing education; further education; higher education; lifelong learning; Northern Ireland; participation rate; Scotland 11/1711 access to education; disabilities; higher education; special educational needs; students; universities 11/1714 ethnic groups; Greece; Netherlands; parent participation; parent school 11/1809 assessment; English—second relationship language 11/1811 access to education; educational policy; higher education; mature students; universities 11/1818 child language; group work; infant school pupils; verbal communication 11/1848 Cyprus; educational policy; Greece; school systems 11/1861 directories; early childhood education; preservice teacher education 11/1871 directories; early childhood education; Europe; preservice teacher education 11/1876 language teachers; modern language studies; National Curriculum

1287

Subject index 11/1879 curriculum development; educational change; Finland; National Curriculum; primary education 11/1887 Canada; global approach; teaching methods; United States of America 11/1892 art education; China; drawing; teaching methods COMPARATIVE TESTING 11/0978 achievement; reading ability; reading achievement; reading tests COMPETENCE 11/0405 nurse education; nurses; profiles; self evaluation—individuals 11/1097 career education; careers teachers; standards; vocational guidance 11/1599 intellectual disciplines; mentors; newly qualified teachers; preservice teacher education; school based teacher education; student teacher supervisors 11/1600 assessment; competency based education; National Vocational Qualifications; vocational education 11/1688 newly qualified teachers; religious education teachers COMPETENCY BASED EDUCATION 11/0015 management development 11/0408 City and Guilds Qualifications; employment qualifications; National Vocational Qualifications scientific literacy; vocational education 11/0502 National Vocational Qualifications; qualifications; vocational education 11/0854 staff development; support staff 11/1210 communication research;

1288

Subject index further education; higher education; learning processes; teaching methods 11/1569 minimum competencies; National Vocational Qualifications; skills 11/1600 assessment; competence; National Vocational Qualifications; vocational education 11/1719 higher education; National Vocational Qualifications; preservice teacher education; professional education; standards 11/1752 assessment COMPETENCY BASED TEACHER EDUCATION 11/1336 inservice teacher education; local education authorities; school based teacher education; staff orientation; teacher development 11/1550 classroom management; preservice teacher education; school based teacher education; student teachers COMPETITION 11/0796 access to education; admission criteria; Education Reform Act 1988; educational change; parent choice; secondary schools COMPREHENSION 11/0264 essays; examination techniques; learning processes; learning strategies; memory; students; study skills 11/0285 history; primary school pupils 11/0442 earth science; oceanography; physical sciences; plate tectonics 11/0447 philosophy of science; science education; scientific concepts; student attitudes

1289

Subject index 11/0579 earth science; geography; maps 11/0674 cognitive development; heat; primary education; science education; temperature 11/0712 explanation; historiography; history; imagination 11/0870 punctuation; writing skills 11/1133 classroom communication; primary school teachers; questioning techniques; science education; science teachers; teaching methods 11/1459 public opinion; surveys; training COMPREHENSIVE SCHOOLS 11/0060 secondary schools COMPUTER ASSISTED DESIGN 11/0209 art education; computer uses in education; design; information technology COMPUTER ASSISTED LANGUAGE LEARNING 11/1121 computer assisted learning; computer uses in education; hypermedia; information technology; multimedia approach COMPUTER ASSISTED LEARNING 11/0203 dyslexia; interactive video; learning disabilities; multimedia approach 11/0206 computer uses in education; information networks; information technology; learning processes; multimedia approach; teaching methods; telecommunications 11/0225 computer uses in education; individualised methods; information technology; medical education

1290

Subject index 11/0226 biological sciences; medical education 11/0257 computer system design; computer uses in education; hypermedia; information technology 11/0301 computer uses in education; distance education; flexible learning; information technology; international educational exchange; telecommunications; telecourses 11/0304 anxiety; computer uses in education; human computer interaction; information technology; interactive video; multimedia approach; student attitudes 11/0324 China; housing; professional education 11/0496 computer system design; computer uses in education; educational software; information technology 11/0555 computer simulation; computer uses in education; educational software; information technology; multimedia approach 11/0607 computer uses in education; hypermedia; information technology 11/0808 computer uses in education; concept keyboards; human computer interaction; information technology; learning disabilities; special educational needs; touch screens 11/0931 computer uses in education; information technology; language teachers; preservice teacher education 11/0956 computer uses in education; educational software; information technology 11/1041 academic achievement; achievement; computer uses in education;

1291

Subject index educational software; information technology; multimedia approach 11/1121 computer assisted language learning; computer uses in education; hypermedia; information technology; multimedia approach 11/1152 computer uses in education; educational software; information technology; questioning techniques 11/1178 earth science; educational equipment; microscopes; simulation; special educational needs 11/1181 computer uses in education; cooperative learning; human computer interaction; information technology; learning processes 11/1184 computer uses in education; cooperation; distance education; group work; information technology; science education 11/1275 computer uses in education; higher education; information technology 11/1416 computer uses in education; information technology; medical education; medicine 11/1631 cognitive processes; computer uses in education; information technology; learning processes; metacognition 11/1634 computer uses in education; educational theories; information technology 11/1636 health personnel; professional development; radiology 11/1684 educational software; multimedia approach; statistics education 11/1706 computer software; computer uses in education; educational materials;

1292

Subject index information technology; material development; primary education COMPUTER ASSISTED READING 11/0295 computer uses in education; dyslexia; information technology intervention; reading difficulties; talking computers 11/1194 computer uses in education; information technology; reading difficulties; reading teaching; talking computers COMPUTER ASSISTED TESTING 11/0239 assessment; computer uses in education; information technology 11/0386 assessment; computer uses in education; information technology; National Vocational Qualifications 11/1007 assessment; item banks; multiple choice tests; test construction; test items; tests COMPUTER GAMES 11/0179 computer uses in education; information technology; interactive video; recreational activities COMPUTER GRAPHICS 11/1197 computer uses in education; educational software; information technology; logic COMPUTER KEYBOARDS 11/1375 computer uses in education; concept keyboards; human computer interaction; information technology COMPUTER LITERACY 11/0367 computer uses in education; higher education; information technology; universities 11/1198 computer uses in education; information technology; microcomputers

1293

Subject index COMPUTER MICROWORLDS 11/1468 computer uses in education; information technology; mathematics education; proof—mathematics COMPUTER NETWORKS 11/0377 computer uses in education; distance education; information technology; multimedia approach; special educational needs special educational needs 11/1199 computer uses in education; industry higher education relationship; information technology; placement; student projects COMPUTER PROGRAMMING 11/0357 cognitive processes; computer uses in education; information technology; metacognition; problem solving 11/0726 mathematical models; mathematics achievement; mathematics education 11/1526 acceleration—education; computer uses in education; differentiated curriculum; individualised methods; information technology; learning activities; teaching methods COMPUTER SCIENCE 11/1540 assessment; group work; higher education 11/1640 assessment; computer software; group work; higher education COMPUTER SIMULATION 11/0555 computer assisted learning; computer uses in education; educational software; information technology; multimedia approach 11/1179 computer uses in education; control technology; logo; models

1294

Subject index 11/1200 computer uses in education; information technology; physics; simulation COMPUTER SOFTWARE 11/0847 computer uses in education; higher education; information technology; performance indicators; quality control 11/1640 assessment; computer science; group work; higher education 11/1706 computer assisted learning; computer uses in education; educational materials; information technology; material development; primary education 11/1731 accountancy education; business education; computer uses in education; educational materials; information technology; material development COMPUTER SYSTEM DESIGN 11/0257 computer assisted learning; computer uses in education; hypermedia; information technology 11/0467 computer uses in education; information technology; learning disabilities; microcomputers; special educational needs 11/0496 computer assisted learning; computer uses in education; educational software; information technology COMPUTER USES IN EDUCATION 11/0030 algebra; information technology; logo; low achievement; mathematics education 11/0038 information networks; information technology; telecommunications 11/0041 Arab states; information technology; pupil attitudes;

1295

Subject index secondary schools 11/0115 electricity; hypermedia; information technology; science education; scientific concepts 11/0179 computer games; information technology; interactive video; recreational activities 11/0206 computer assisted learning; information networks; information technology; learning processes; multimedia approach; teaching methods; telecommunications 11/0209 art education; computer assisted design; design; information technology 11/0225 computer assisted learning; individualised methods; information technology; medical education 11/0239 assessment; computer assisted testing; information technology 11/0257 computer assisted learning; computer system design; hypermedia; information technology 11/0265 educational materials; information technology; learning strategies; material development; students; study skills 11/0281 information technology; interactive video; mathematics education; multimedia approach 11/0282 coordinators; information technology; secondary schools 11/0294 electronic mail; information networks; information technology; inservice teacher education; preservice teacher education; telecommunications; teleconferencing

1296

Subject index 11/0295 computer assisted reading; dyslexia; information technology; intervention; reading difficulties; talking computers 11/0297 information technology; multimedia approach; science education 11/0298 information networks; information technology; inservice teacher education; multimedia approach; preservice teacher education; telecommunications; teleconferencing 11/0301 computer assisted learning; distance education; flexible learning; information technology; international educational exchange; telecommunications; telecourses 11/0302 electronic mail; information technology; preservice teacher education; reflective teaching; student teacher supervisors; student teachers; telecommunications; teleconferencing 11/0304 anxiety; computer assisted learning; human computer interaction; information technology; interactive video; multimedia approach; student attitudes 11/0314 educational materials; information technology; material development; multimedia approach; preservice teacher education 11/0357 cognitive processes; computer programming; information technology; metacognition; problem solving 11/0367 computer literacy; higher education; information technology; universities

1297

Subject index 11/0377 computer networks; distance education; information technology; multimedia approach; special educational needs 11/0386 assessment; computer assisted testing; information technology; National Vocational Qualifications 11/0400 group work; information technology; microcomputers; primary schools; problem solving 11/0415 information technology; research reports; theses 11/0424 English—second language; information technology; second language learning 11/0448 information technology; mathematics education; microcomputers; secondary schools 11/0461 information technology; open education; special educational needs 11/0467 computer system design; information technology; learning disabilities; microcomputers; special educational needs 11/0496 computer assisted learning; computer system design; educational software; information technology 11/0497 access to education; distance education; electronic mail; flexible learning; information technology; telecommunications 11/0555 computer assisted learning; computer simulation; educational software; information technology; multimedia approach 11/0570 cross curricular approach; information technology; microcomputers 11/0607 computer assisted learning; hypermedia;

1298

Subject index information technology 11/0616 anxiety; computers; information technology 11/0622 information technology; optical data discs; primary schools 11/0716 educational software; information technology; mathematics education; symbols—mathematics; visual learning 11/0719 educational software; girls; information technology; mathematics education 11/0724 algebra; geometry; information technology; mathematics education; proof—mathematics 11/0725 information technology; mathematics education 11/0808 computer assisted learning; concept keyboards; human computer interaction; information technology; learning disabilities; special educational needs; touch screens 11/0828 information technology; Malta 11/0833 educational administration; information technology; Local Management of Schools; management information systems; management systems; school based management 11/0847 computer software; higher education; information technology; performance indicators; quality control 11/0880 dyslexia; intervention; learning disabilities; special educational needs; stimulation 11/0895 information technology; mathematics education; preservice teacher education; student teachers;

1299

Subject index teacher attitudes 11/0898 computers; data processing; information technology; National Curriculum; word processors 11/0931 computer assisted learning; information technology; language teachers; preservice teacher education 11/0955 girls; information technology; sex differences; women’s education; women’s employment 11/0956 computer assisted learning; educational software; information technology 11/0957 coordinators; electronic mail; information technology; special educational needs; support services; telecommunications 11/0958 distance education; electronic mail; information technology; preservice teacher education; teacher development; telecommunications 11/0959 information seeking; information technology; learning resources centres; libraries; school libraries 11/0976 ability; gifted; information technology; primary school pupils 11/1002 information technology; literature reviews 11/1034 information technology; preservice teacher education; school based teacher education 11/1040 information technology; local education authorities; special educational needs 11/1041 academic achievement; achievement; computer assisted learning; educational software; information technology;

1300

Subject index multimedia approach 11/1042 educational improvement; information networks; information technology; Internet; telecommunications 11/1118 information technology; National Curriculum; oracy; teacher attitudes 11/1121 computer assisted language learning; computer assisted learning; hypermedia; information technology; multimedia approach 11/1152 computer assisted learning; educational software; information technology; questioning techniques 11/1159 adult education; educational practices; higher education; information technology; physical sciences; science education 11/1167 calculus education; higher education; information technology; mathematics education; students 11/1177 distance education; information technology; microcomputers; open universities 11/1179 computer simulation; control technology; logo; models 11/1180 animation; information technology; pupil projects 11/1181 computer assisted learning; cooperative leaming; human computer interaction; information technology; learning processes 11/1182 blindness; information technology; optical data discs; special educational needs; speech synthesisers; visual impairments

1301

Subject index 11/1184 computer assisted learning; cooperation; distance education; group work; information technology; science education 11/1185 information technology; interactive video; multimedia approach 11/1186 information technology; inservice teacher education; multimedia approach 11/1187 cartoons; educational therapy; emotional adjustment; information technology; story telling; therapy 11/1188 information technology; multimedia approach 11/1189 case studies; cooperative learning; distance education; group work; information technology; management studies 11/1190 information technology; interactive video; multimedia approach 11/1193 agricultural education; distance education; farmers; information technology; interactive video; telecommunications; teleconferencing 11/1194 computer assisted reading; information technology; reading difficulties; reading teaching; talking computers 11/1196 communications; human computer interaction; information technology; telecommunications; teleconferencing 11/1197 computer graphics; educational software; information technology; logic 11/1198 computer literacy; information technology;

1302

Subject index microcomputers 11/1199 computer networks; industry higher education relationship; information technology; placement; student projects 11/1200 computer simulation; information technology; physics; simulation 11/1230 children as writers; group work; information technology; primary school pupils; story telling; word processors; writing—composition 11/1233 children as writers; group work; information technology; literary genres; word processors; writing—composition; writing exercises 11/1235 information technology; preservice teacher education 11/1275 computer assisted learning; higher education; information technology 11/1299 deafness; hearing impairments; information technology; literacy education; multimedia approach; special educational needs; syntax 11/1326 handwriting; information technology; literacy education; spelling; talking computers; writing skills; writing teaching 11/1344 bilingualism; educational materials; information technology; multilingual materials; multilingualism; word processors 11/1351 computers; educational software; higher education;

1303

Subject index information technology; multimedia approach 11/1352 encyclopaedias; information seeking; information technology; library skills; multimedia approach; optical data discs; school libraries 11/1362 art education; arts; cultural education; handicrafts; interaational educational exchange; Japan; museums 11/1375 computer keyboards; concept keyboards; human computer interaction; information technology 11/1379 educational software; geometry; information technology; mathematics education 11/1394 history; information technology; optical data discs; teaching methods 11/1416 computer assisted learning; information technology; medical education; medicine 11/1446 group work; information technology; mathematics education; multimedia approach; teaching methods 11/1468 computer microworlds; information technology; mathematics education; proof—mathematics 11/1490 independent study; information technology; staff development 11/1516 environmental education; higher education; information technology; teleconferencing 11/1524 art education; design; educational materials; educational software;

1304

Subject index information technology; optical data discs 11/1525 Czech Republic; information technology; international educational exchange; teacher education 11/1526 acceleration—education; computer programming; differentiated curriculum; individualised methods; information technology; learning activities; teaching methods 11/1532 information technology; word processors; writing—composition; writing skills 11/1557 higher education; information technology 11/1631 cognitive processes; computer assisted learning; information technology; learning processes; metacognition 11/1634 computer assisted learning; educational theories; information technology 11/1637 cognitive processes; educational software; human computer interaction; information technology; multimedia approach 11/1639 information technology; language handicaps; learning disabilities; special educational needs 11/1642 assessment; English—second language; information technology; second language learning; textbooks 11/1664 history studies; information technology; learning strategies; teaching methods; teleconferencing 11/1666 information technology; preservice teacher education; telecommunications; teleconferencing 11/1686 information technology; preservice teacher education;

1305

Subject index student teachers; teaching practice 11/1706 computer assisted learning; computer software; educational materials; information technology; material development; primary education 11/1708 bilingualism; English—second language; ethnic groups; information technology; intensive language courses; second language teaching 11/1724 data processing; graphs; information technology; practical science; science education 11/1731 accovmtancy education; business education; computer software; educational materials; information technology; material development 11/1760 cross curricular approach; hypertext; information technology; technology education 11/1771 educational materials; information technology; interpersonal competence; material development; multimedia approach; nursery nurses; optical data discs 11/1792 educational software; information technology; mathematical models; mathematics education 11/1824 information technology 11/1881 information technology; secondary schools COMPUTERS 11/0616 anxiety; computer uses in education; information technology 11/0898 computer uses in education; data processing; information technology; National Curriculum; word processors

1306

Subject index 11/1351 computer uses in education; educational software; higher education; information technology; multimedia approach CONCENTRATION 11/0807 attention; attention deficit disorders; hyperactivity CONCEPT FORMATION 11/0585 learning theories; science education; scientific concepts 11/0586 science education; scientiflc concepts 11/1008 curriculum development; development education; global approach; human rights; justice; moral education; values 11/1137 blindness; numbers; quantity concepts 11/1150 ecology; environment; environmental education 11/1239 engineering education; higher education; mathetnatical concepts; mathematics education; students CONCEPT KEYBOARDS 11/0808 computer assisted learning; computer uses in education; human computer interaction; information technology; learning disabilities; special educational needs; touch screens 11/1375 computer keyboards; computer uses in education; human computer interaction; information technology CONCEPT TEACHING 11/1023 primary education; science education; scientific concepts 11/1217 physics; quantum mechanics 11/1218 higher education;

1307

Subject index mathematical concepts; mathematics achievement; mathematics education 11/1238 force; mechanics—physics; physics 11/1413 primary school teachers; science education; scientific concepts; technology education 11/1594 cognitive development; learning CONDITIONS OF SERVICE 11/1087 educational administration; educational quality; school effectiveness; teacher attitudes; teacher effectiveness; teaching conditions; teaching profession CONFERENCES 11/1772 information technology; multimedia approach; optical data discs CONSERVATION—ENVIRONMENT 11/1155 attitudes; environmental education; social change CONSERVATISM 11/0345 politics education relationship; Scotland CONSTRUCTION—PROCESS 11/1715 construction materials; equal facilities; gender equality; primary education; science education; sex differences; technology education CONSTRUCTION INDUSTRY 11/1079 colleges of further education; curriculum development; industry education relationship; National Vocational Qualifications; school college relationship; vocational education; work education relationship 11/1709 experiential learning; learning activities; surveying education CONSTRUCTION MATERIALS 11/1715 construction—process;

1308

Subject index equal facilities; gender equality; primary education; science education; sex differences; technology education CONSULTANCY 11/1838 educational development; international educational exchange; social development CONSUMER ECONOMICS 11/0111 educational administration; educational change; educational finance; educational policy; politics education relationship CONTENT AREA READING 11/1222 content area writing; cross cunicular approach; literacy; reading skills; study skills; writing across the curriculum; writing skills CONTENT AREA WRITING 11/1222 content area reading; cross curricular approach; literacy; reading skills; study skills; writing across the curriculum; writing skills CONTINUING EDUCATION 11/0049 clergy; learning processes; professional education; religious education; theological education 11/0084 comparative education; educational policy; universities 11/0085 educational quality; quality assurance; quality control; universities 11/0086 educational administration; educational finance; educational planning; programme development; universities 11/0272 adult education; comparative education;

1309

Subject index developing countries 11/0337 adult education; adult students; credits; mature students; part time students 11/0489 lifelong learning; professional continuing education; professional development 11/0503 access to education; adult education; dialogues—language 11/0523 Access programmes; educational objectives; outcomes of education; women’s education 11/0527 community beneflts; employees; employers; higher education; industry higher education relationship; universities 11/0910 adult education; comparative education; cultural differences; Europe; lifelong leaming 11/1428 health services; Scotland 11/1452 adult education; group dynamics; mature students 11/1455 adult education; educational history; extension education; higher education; universities 11/1461 adult education; attitudes; further education; lifelong learning; training; vocational education 11/1462 adult education; attitudes; further education; lifelong learning; training; vocational education 11/1463 adult education; attitudes; further education;

1310

Subject index lifelong learning; training; vocational education 11/1570 adult education; andragogy; Kuwait 11/1626 on the job training; skill development; work based learning 11/1680 comparative education; further education; higher education; lifelong learning; Northern Ireland; participation rate; Scotland 11/1812 adult education; careers; lifelong learning; staff development; vocational education 11/1874 lifelong learning; on the job training; skill development; training; work based learning; work education relationship CONTROL TECHNOLOGY 11/1179 computer simulation; computer uses in education; logo; models CONTROVERSIAL ISSUES—COURSE CONTENT 11/1227 biology; biology teachers; science education; teacher attitudes 11/1669 telecommunications; teleconferencing 11/1682 culture; educational broadcasting; educational television; Northern Ireland; values education CONVERSATION 11/0128 communication skills; discourse analysis; group work; inferences; speech communication 11/0131 communication research; English—second language;

1311

Subject index Japanese people; language styles; second language learning; speech communication COOKERY 11/0627 comparative education; food; health; home economics; National Curriculum; nutrition COOPERATION 11/0385 mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers 11/0511 developmental continuity; history; National Curriculum; primary secondary education 11/0623 community education; dance; physical education; sports 11/0661 TVEI 11/0704 cluster grouping; special educational needs; special schools 11/1130 assessment; diagnostic assessment; educational psychologists; parent participation; pupil attitudes; special educational needs; statements—special educational needs 11/1184 computer assisted learning; computer uses in education; distance education; group work; information technology; science education 11/1603 institutes of higher education; preservice teacher education; school based teacher education 11/1683 cooperative programmes; Ireland; Northern Ireland; peace studies COOPERATIVE LEARNING 11/1181 computer assisted learning; computer uses in education;

1312

Subject index human computer interaction; information technology; learning processes 11/1189 case studies; computer uses in education; distance education; group work; information technology; management studies COOPERATIVE PROGRAMMES 11/0434 colleges of further education; employers; industry further education relationship; work education relationship 11/0435 business; corporate education; employers; industry education relationship; work education relationship 11/0825 cost effectiveness; higher education; international educational exchange; universities 11/1683 cooperation; Ireland; Northern Ireland; peace studies 11/1799 industry education relationship COORDINATORS 11/0282 computer uses in education; information technology; secondary schools 11/0957 computer uses in education; electronic mail; information technology; special educational needs; support services; telecommunications 11/1124 mainstreaming; school organisation; secondary schools; special educational needs; whole school approach 11/1125 mainstreaming; secondary schools; special educational needs COPING 11/0946 acting; anxiety; student attitudes; student behaviour; theatre arts

1313

Subject index COPYRIGHT 11/0024 industry higher education relationship; intellectual property; research; science policy; scientific research; small businesses; universities CORPORATE EDUCATION 11/0435 business; cooperative programmes; employers; industry education relationship; work education relationship 11/1797 industry education relationship; staff development CORPORATE SUPPORT 11/0110 employers; enterprise education; industry higher education relationship; transfer of learning 11/1854 educational materials; primary education; programme evaluation; science education; technology education COST EFFECTIVENESS 11/0186 Access programmes; educational quality; quality assurance 11/0825 cooperative programmes; higher education; international educational exchange; universities 11/1831 Postgraduate Certificate in Education; preservice teacher education; school based teacher education COSTS 11/0214 economics education relationship; on the job training; school to work transition; training; youth employment; youth programmes COUNSELLING 11/1503 educational research; evaluation COUNSELLING EFFECTIVENESS 11/1236 counselling services; guidance; higher education; institutes of higher education;

1314

Subject index pastoral care—education; student health and welfare; students COUNSELLING SERVICES 11/1236 counselling effectiveness; guidance; higher education; institutes of higher education; pastoral care—education; student health and welfare; students 11/1561 cultural differences; higher education; overseas students; pastoral care—education; student counselling; student health and welfare; students COUNSELLOR CHARACTERISTICS 11/0626 counsellor training; counsellors; mental health; psychological services COUNSELLOR TRAINING 11/0626 counsellor characteristics; counsellors; mental health; psychological services COUNSELLORS 11/0626 counsellor characteristics; counsellor training; mental health; psychological services COURSE COMPLETION RATE 11/1098 dropouts; further education; higher education; mature students; student wastage COURSE EVALUATION 11/0495 colleges of further education; community colleges; European Union; international programmes 11/1174 nurse education; student attitudes; teaching methods 11/1192 distance education; educational materials; Europe; European studies; international educational exchange;

1315

Subject index material development 11/1424 Access programmes; educational quality; higher education; mature students; programme effectiveness; science education; social sciences COURSE ORGANISATION 11/1748 degrees—academic; followup studies; higher education; modular courses; student attitudes; students; teaching methods COURSE SELECTION—STUDENTS 11/0858 choice of subjects; ethnic groups; higher education; mathematics education; science education; student attitudes COURSES 11/0227 distance education; health personnel; medical education COURSEWORK 11/1589 higher education; students; writing—composition; writing skills CRAFT DESIGN TECHNOLOGY 11/0900 design and technology; dyslexia; reading difficulties. CRAFT WORK EDUCATION 11/1397 art education; design and technology; handicrafts; secondary education; teacher attitudes 11/1398 art education; design and technology; handicrafts; pupil attitudes; secondary education CREATIVE WRITING 11/0057 English; English studies curriculum; literary genres; National Curriculum;

1316

Subject index writing—composition; writing skills 11/1618 autobiographies; fiction; self concept; self evaluation—individuals; writing—composition CREATIVITY 11/0244 children as writers; comparative education; France; handwriting; writing skills 11/1366 design; drawing CREDIT TRANSFER 11/0387 agricultural education; higher education; lifelong learning; professional development; qualifications; transfer of learning CREDITS 11/0213 training; youth employment; youth programmes 11/0337 adult education; adult students; continuing education; mature students; part time students CRIME 11/1735 community; environment; primary school pupils; pupil attitudes; safety CRIMINALS 11/0411 attitudes; bullying; home environment; peer acceptance; truancy; youth problems CRITERION REFERENCED TESTS 11/1020 assessment; National Curriculum; tests CRITICAL READING 11/0490 reading; student development; study skills;

1317

Subject index writing—composition; writing skills CRITICAL THINKING 11/0528 Access programmes; fiction; learning activities; literature; mature students; women 11/0639 experiential learning; medical education; professional continuing education; professional development; reflective teaching 11/0846 aptitude; assessment; higher education; mature students; prediction; selection; students 11/1145 argument; higher education; management studies; nurse education; persuasive discourse; preservice teacher education; professional education 11/1369 Brazil; science teachers; teacher development; teaching methods CRITICISM 11/0021 art activities; art education; arts; cross curricular approach 11/0210 art education; intellectual development; reasoning 11/1400 arts; Canada; cultural education; intercultural communication; multicultural education 11/1624 art appreciation; art education; arts; curriculum development; National Curriculum; primary education CROSS CULTURAL STUDIES

1318

Subject index 11/0818 adolescents; aspiration; attitudes; pupil attitudes; Saudi Arabia; United States of America; values 11/0843 children’s art; drawing 11/1663 electronic mail; European studies; preservice teacher education; telecommunications 11/1665 electronic mail; European studies; international education; social history; telecommunications 11/1780 bilingualism; literature; narration; reader response CROSS CURRICULAR APPROACH 11/0021 art activities; art education; arts; criticism 11/0058 special education teachers; special educational needs; support services; teamwork 11/0570 computer uses in education; information technology; microcomputers 11/1049 comparative education; Europe; pupil attitudes 11/1076 Christianity; curriculum development; educational materials; moral development; moral education; religious education; spiritual development 11/1093 curriculum development; learning experience; National Curriculutn—Northern Ireland; Northern Ireland; pupil attitudes; secondary schools; teaching methods 11/1222 content area reading;

1319

Subject index content area writing; literacy; reading skills; study skills; writing across the curriculum; writing skills 11/1478 art education; art history; arts; literary history; literature; secondary education 11/1760 computer uses in education; hypertext; information technology; technology education CULTURAL ACTIVITIES 11/0476 Kenya; music CULTURAL AWARENESS 11/0252 comparative education; Denmark; Europe; modern language studies CULTURAL BACKGROUND 11/0028 bilingualism; ethnic groups; language maintenance; mother tongue; Pakistanis 11/0412 alienation; culture; ethnic groups; pupil alienation; pupil behaviour, social behaviour; truancy 11/0934 adolescents; Chinese; ethnic groups; ethnicity; Hong Kong; migrants 11/1216 academic aspiration; ethnic groups; primary education CULTURAL DIFFERENCES 11/0172 English—second language; inservice teacher education; language teachers; overseas students; second language teaching 11/0910 adult education;

1320

Subject index comparative education; continuing education; Europe; lifelong learning 11/0936 antiracism education; multicultural education 11/1494 educational materials; Europe; guides; multiculturalism; preservice teacher education 11/1561 counselling services; higher education; overseas students; pastoral care—education; student counselling; student health and welfare; students CULTURAL EDUCATION 11/1148 art education; arts; dance; drama; history; music; primary education 11/1362 art education; arts; computer uses in education; handicrafts; international educational exchange; Japan; museums 11/1400 arts; Canada; criticism; intercultural communication; multicultural education 11/1401 arts; Portugal 11/1496 children’s television; educational television; folk culture; Irish; literature; Northera Ireland; story telling 11/1498 Ireland; languages; literature; Northern Ireland; optical data discs

1321

Subject index 11/1572 adult education; curriculum development; humanities 11/1884 citizenship education; English; global approach; history; political issues; sociology CULTURAL INFLUENCES 11/0902 China; Hong Kong; preservice teacher education 11/1571 Africa; developing countries; educational policy; Nigeria CULTURE 11/0259 physical education; recreational activities; sports 11/0412 alienation; cultural background; ethnic groups; pupil alienation; pupil behaviour; social behaviour; truancy 11/0932 English—second language; language teachers; second language teaching 11/0987 arts; attitudes; leisure time; participation; youth 11/1682 controversial issues—course content; educational broadcasting; educational television; Northern Ireland; values education CURRICULUM 11/0093 literacy education; primary education; reading skills; secondary education; secondary school curriculum; writing skills 11/0969 National Vocational Qualifications; sixteen to nineteen education; sixth form education; vocational education

1322

Subject index 11/1050 assessment; comparative education; curriculum development CURRICULUM DEVELOPMENT 11/0122 change strategies; educational change; English; English studies curriculum; English studies teachers; National Curriculum; primary education 11/0196 Church and education; material development; religious education; theological education; voluntary colleges 11/0253 arithmetic; comparative education; mathematics education; Slovenia 11/0262 environmental education; land use; rural areas; rural studies; Scotland 11/0274 agricultural education; developing countries 11/0307 educational improvement; improvement programmes; mathematics education 11/0315 development education; educational improvement; history; history teachers; preservice teacher education; South Africa 11/0317 citizenship education; educational materials; European studies; European Union; material development 11/0361 adolescent attitudes; adolescents; behaviour modification; cognitive restructuring; further education; youth problems 11/0426 educational philosophy; National Curriculum 11/0482 educational materials; material development; science education;

1323

Subject index special educational needs 11/0538 geometry; mathematics education; secondary education; South Africa 11/0563 National Vocational Qualiflcations; sixteen to nineteen education; vocational education 11/0566 examinations; qualifications; sixteen to nineteen education; sixth form education 11/0571 A level examinations; assessment; English; examination syllabuses; examinations 11/0573 educational history; science curriculum; science education 11/0592 educational materials; material development; science education; technology education 11/0605 National Curriculum; primary schools; urban schools 11/0618 environmental education; higher education 11/0653 developmental continuity; primary secondary education; primary to secondary transition 11/0663 A level examinations; academic education; National Vocational Qualifications; secondary education; sixteen to nineteen education; teacher attitudes; vocational education 11/0690 business education; economics education; sixteen to nineteen education 11/0729 achievement tests; assessment; educational materials; material development; music; music activities 11/0735 sixteen to nineteen education 11/0840 class organisation; National Curriculum; primary education

1324

Subject index 11/0873 learning disabilities; low achievement; special educational needs; underachievement 11/0986 cohort analysis; National Curriculum—Northern Ireland; Northern Ireland; pupil attitudes 11/1008 concept formation; development education; global approach; human rights; justice; moral education; values 11/1050 assessment; comparative education; curriculum 11/1069 class organisation; classroom management; grouping—teaching purposes; primary schools; teaching methods; teaching process 11/1075 advisory support; City Technology Colleges; grant maintained schools; inservice teacher education 11/1076 Christianity; cross curricular approach; educational materials; moral development; moral education; religious education; spiritual development 11/1079 colleges of further education; construction industry; industry education relationship; National Vocational Qualifications; school college relationship; vocational education; work education relationship 11/1093 cross curricular approach; learning experience; National Curriculum—Northern Ireland; Northern Ireland; pupil attitudes; secondary schools; teaching methods 11/1163 design and technology; National Curriculum; technology education

1325

Subject index 11/1172 justice; mathematics education; social change; social values 11/1371 discovery learaing; educational history; primary education; projects—learning activities; pupil projects; teaching methods 11/1399 art education; Korea; multicultural education 11/1405 educational policy; humanism; religious education 11/1414 comparative education; international educational exchange; mathematics education; science education 11/1418 assessment; Five to Fourteen Curriculum; primary education; Scotland 11/1429 assessment; Five to Fourteen Curriculum; primary education; Scotland; teaching methods 11/1445 assessment; Five to Fourteen Curriculum; primary education; Scotland; secondary education 11/1477 educational change; English; English studies curriculum; National Curriculum; secondary education 11/1493 European studies; geography; Ireland; Northern Ireland 11/1500 business education; economics education; teacher attitudes; teacher development 11/1572 adult education; cultural education; humanities 11/1575 A level examinations; business education;

1326

Subject index economics education 11/1597 learning experience; media studies 11/1624 art appreciation; art education; arts; criticism; National Curriculum; primary education 11/1646 environmental education; pollution; waste disposal 11/1662 history; Ireland 11/1730 technology education 11/1857 higher education; learner educational objectives; learning modules; modular courses; outcomes of education 11/1879 comparative education; educational change; Finland; National Curriculum; primary education 11/1883 science curriculum; science education; teacher attitudes CYPRUS 11/0907 attitudes; physical education; pupil attitudes 11/0908 art activities; artists 11/1848 comparative education; educational policy; Greece; school systems CZECH REPUBLIC 11/1525 computer uses in education; information technology; international educational exchange; teacher education DANCE 11/1151 11/0283 art education; arts; design and technology; music; preservice teacher education; school based teacher education 11/0427 art education;

1327

Subject index arts; drama; educational policy; local education authorities; music; politics education relationship 11/0623 community education; cooperation; physical education; sports 11/0734 arts; music; sixteen to nineteen education; theatre arts 11/1058 arts; discretionary awards; drama; educational finance; grants; local education authorities; student fmancial aid 11/1067 art education; arts; drama; educational quality; music; school effectiveness 11/1148 art education; arts; cultural education; drama; history; music; primary education 11/1593 aesthetic education; art education; arts; drama; film study; literature; music DANCER 11/0384 accidents; home environment; laboratory safety; pupil attitudes; risk; safety; science education DATA PROCESSING 11/0822 assessment; expert systems

1328

Subject index 11/0898 computer uses in education; computers; information technology; National Curriculum; word processors 11/1724 computer uses in education; graphs; information technology; practical science; science education DATABASES 11/0184 Access programmes; adult education 11/0322 community organisations; student projects 11/1341 multicultural education; resource materials 11/1434 health education; health promotion; research DAYCARE 11/0341 children at risk; community services; family life; family problems 11/0775 child caregivers; child minding; day care centres; preschool children; quality control 11/0777 child welfare; Children Act 1989; legislation; local education authorities; local government; preschool education; social services 11/0779 child welfare; Children Act 1989; early childhood education; legislation; local government; preschool education; social services 11/0783 child caregivers; child development; early experience; family life; parents; young children 11/0784 child caregivers; Hungary

1329

Subject index DAY CARE CENTERS 11/0676 early childhood education; nursery schools 11/0775 child caregivers; child minding; day care; preschool children; quality control 11/1231 nursery school teachers; nursery schools; teacher attitudes; values 11/1232 nursery school teachers; nursery schools; photography; teacher attitudes; values DEAF BLIND 11/0061 behaviour; disabilities; motor development; multiple disabilities; sensory deprivation 11/0702 learning disabilities; special educational needs; teaching methods DEAFNESS 11/0082 China 11/0083 manual communication; sign language 11/0087 language acquisition; sign language 11/0091 sign language 11/0578 hearing impairments; nursery schools; sign language; special educational needs; special schools 11/0678 manual communication; mathematics achievement; mathematics education; numbers; sign language; special educational needs 11/0912 hearing impairments; special educational needs 11/0913 communication aids—for disabled; hearing aids; hearing impairments; psychological evaluation 11/0914 educational media; hearing impairments;

1330

Subject index language acquisition; special educational needs; teaching methods; videotape recordings 11/0915 hearing aids; hearing impairments; language acquisition; vocabulary development 11/0929 agency cooperation; health services; hearing impairments; local education authorities; social services; young children 11/1299 computer uses in education; hearing impairments; infonnation technology; literacy education; multimedia approach; special educational needs; syntax 11/1471 hearing impairments; higher education; special educational needs; students; support services 11/1611 access to education; adult education; adults; financial services; hearing impairments; personal narratives; special educational needs DEATH 11/0620 attitude formation; bereavement; childhood attitudes 11/1110 nurses; stress—psychological; stress variables 11/1258 bereavement; child development; individual development; moral development; youth DECENTRALISATION 11/0100 Caribbean; decision making; educational policy DECISION MAKING 11/0100 Caribbean; decentralisation;

1331

Subject index educational policy 11/0216 educational administration; educational finance; governance; head teachers; Local Management of Schools; primary schools; school based management 11/0832 laboratory technicians; paraprofessional personnel; science education; science laboratories; science teachers 11/1033 career choice; pupil attitudes; pupil destinations; school leavers; sixteen to nineteen education; vocational guidance 11/1088 career choice; further education; pupil destinations; school leavers; sixteen to nineteen education; student attitudes; vocational guidance 11/1286 problem solving; student attitudes 11/1404 administrators; design; educational administration; management in education; management teams 11/1834 pupil attitudes; pupil destinations; school leavers; sixteen to nineteen education DECODING—READING 11/1890 dyslexia; language skills; reading ability; reading comprehension; reading skills DEGREES—ACADEMIC 11/0212 art education; arts; assessment; comparative education; Greece 11/0407 engineering education; higher education; mathematical ability;

1332

Subject index students 11/1114 medicine; professional education; students 11/1726 action research; researchers; teacher researchers; teachers 11/1729 flexible learning; higher education; learning modules; modular courses; programme evaluation; teaching methods; universities 11/1748 course organisation; followup studies; higher education; modular courses; student attitudes; students; teaching methods 11/1804 Doctoral degrees; followup studies; graduate study; graduate surveys; natural sciences; social sciences; student research DELINQUENCY 11/0366 behaviour modification; delinquent rehabilitation; intermediate treatment; intervention; probation; programme evaluation; youth problems 11/0505 emotional and behavioural difficulties; institutionalised persons; professional development; self mutilation DELINQUENCY PREVENTION 11/0204 antisocial behaviour; behaviour problems; emotional and behavioural difficulties; longitudinal studies; problem children; secondary school pupils; transfer pupils DELINQUENT REHABILITATION 11/0366 behaviour modification; delinquency;

1333

Subject index intermediate treatment; intervention; probation; programme evaluation; youth problems DEMOCRACY 11/0417 change; comparative education; development education; politics education relationship 11/0853 Eastern Europe; Lithuania; politics education relationship; social change 11/1081 citizenship education; comparative education; global approach; international educational exchange; life skills; national identity; social development; values education DEMOTIVATION 11/1543 design and technology; motivation; technology education DENMARK 11/0252 comparative education; cultural awareness; Europe; modern language studies DENTISTRY 11/0237 medical education 11/0238 distance education; medical education; professional continuing education 11/1443 professional education 11/1578 chiropody; health services; professional development; professional recognition DEPARTMENT HEADS 11/0604 educational administration; management in education; middle management; secondary schools 11/1582 A level examinations; examination syllabuses; history 11/1786 school organisation; teacher role; teaching profession

1334

Subject index DEPRESSION—PSYCHOLOGY 11/0466 anxiety; behaviour problems; bullying; peer acceptance; peer relationship; self esteem 11/0782 antisocial behaviour; emotional and behavioural difficulties; mental health; self mutilation; suicide; youth DEPTH PERCEPTION 11/1891 arts; drawing; pictures; visual perception DEPUTY HEAD TEACHERS 11/0121 secondary schools; teacher role; teaching profession DESIGN 11/0209 art education; computer assisted design; computer uses in education; information technology 11/0211 designers; spatial ability 11/1282 art education; newly qualified teachers; Postgraduate Certificate in Education; preservice teacher education; programme effectiveness; student teachers 11/1366 creativity; drawing 11/1404 administrators; decision making; educational administration; management in education; management teams 11/1524 art education; computer uses in education; educational materials; educational software; information technology; optical data discs DESIGN AND TECHNOLOGY 11/0283 art education; arts; dance;

1335

Subject index music; preservice teacher education; school based teacher education 11/0479 learning processes 11/0900 craft design technology; dyslexia; reading difficulties 11/0901 primary education; teaching process 11/1156 learaing activities; teaching methods 11/1163 curriculum development; National Curriculum; technology education 11/1203 learning strategies; problem solving; technology education 11/1397 art education; craft work education; handicrafts; secondary education; teacher attitudes 11/1398 art education; craft work education; handicrafts; pupil attitudes; secondary education 11/1543 demotivation; motivation; technology education DESIGNERS 11/0211 design; spatial ability DEVELOPING COUNTRIES 11/0022 development education; environmental education 11/0052 development aid; organisational theories; training 11/0072 educational improvement; inservice teacher education; Pakistan; primary education; programme evaluation 11/0088 Belize; development education; educational quality; primary education 11/0267 followup studies; Kenya; training; vocational education

1336

Subject index 11/0272 adult education; comparative education; continuing education 11/0274 agricultural education; curriculum development 11/0275 adult education; people’s universities; Tanzania 11/0312 English—second language; language of instruction; science education; textbooks 11/0420 Arab states; development education; educational policy 11/0431 development education; educational development; examination results; Nigeria 11/0432 development education; educational development; Ghana 11/0480 inservice teacher education; South Africa; teacher development 11/1310 development aid; economics education relationship; educational development; educational policy; Pakistan 11/1312 Ghana; inservice teacher education; teacher development 11/1313 economics education relationship; educational policy; international relations; Malaysia; politics education relationship 11/1315 educational policy; Ghana 11/1319 agricultural colleges; agricultural education; Botswana; inservice teacher education; staff development 11/1348 development education; Europe; information science; librarianship education 11/1568 adult education; adult literacy; literacy

1337

Subject index 11/1571 Africa; cultural influences; educational policy; Nigeria 11/1576 development education; India; learning activities; primary education; teaching methods 11/1585 development education; literacy education; Nepal; women; women’s education 11/1592 comparative education; interaational educational exchange; Malawi; preservice teacher education; South Africa; Zimbabwe 11/1604 Africa; educational development; educational finance; secondary schools 11/1621 Asia; comparative education; educational development 11/1622 Africa; agricultural education; examinations; primary education; science education 11/1623 comparative education; educational planning; Malaysia; Morocco; science education; secondary education 11/1625 community benefits; health education; India; peer teaching; Uganda 11/1629 inservice teacher education; Malawi; teacher recruitment 11/1638 development education; Namibia 11/1839 careers; followup studies; graduate surveys; higher education;

1338

Subject index Kenya; mature students 11/1888 language policy; language standardisation; literacy; mother tongue DEVELOPMENT AID 11/0052 developing countries; organisational theories; training 11/1310 developing countries; economics education relationship; educational development; educational policy; Pakistan DEVELOPMENT EDUCATION 11/0022 developing countries; environmental education 11/0088 Belize; developing countries; educational quality; primary education 11/0315 curriculum development; educational improvement; history; history teachers; preservice teacher education; South Africa 11/0417 change; comparative education; democracy; politics education relationship 11/0420 Arab states; developing countries; educational policy 11/0431 developing countries; educational development; examination results; Nigeria 11/0432 developing countries; educational development; Ghana 11/1008 concept formation; curriculum development; global approach; human rights; justice; moral education; values 11/1348 developing countries; Europe; information science;

1339

Subject index librarianship education 11/1576 developing countries; India; learning activities; primary education; teaching methods 11/1585 developing countries; literacy education; Nepal; women; women’s education 11/1638 developing countries; Namibia DEVELOPMENT PLANS 11/0548 educational administration; educational planning; primary schools 11/0774 educational improvement; educational quality; performance indicators; school effectiveness 11/1003 educational planning; educational quality; inspection; school effectiveness DEVELOPMENTAL CONTINUITY 11/0114 Greece; primary secondary education; primary to secondary transition; transfer pupils 11/0511 cooperation; history; National Curriculum; primary secondary education 11/0653 curriculum development; primary secondary education; primary to secondary transition 11/1045 primary secondary education; primary to secondary transition; transfer pupils 11/1143 English; mathematics education; National Curriculuin—Northern Ireland; Northern Ireland; primary secondary education; primary to secondary transition; science education 11/1274 National Curriculum—Northern Ireland; primary secondary education; science education DEVELOPMENTAL STAGES 11/0284 age differences;

1340

Subject index cognitive development; mathematical models DIABETES 11/0006 exercise; physical activities; physical education DIAGNOSTIC ASSESSMENT 11/0894 assessment; dyslexia; reading difficulties; special educational needs 11/1006 agency cooperation; educational policy; individual needs; mainstreaming; pupil needs; special educational needs; statements—special educational needs 11/1130 assessment; cooperation; educational psychologists; parent participation; pupil attitudes; special educational needs; statements—special educational needs 11/1826 special educational needs DIAGNOSTIC TESTS 11/0648 dysgraphia; dyslexia; reading ability; reading tests; South Africa; spelling 11/0698 clumsy children; Japan; motor coordination; psychomotor skills 11/0699 clumsy children; motor coordination; preschool tests; psychomotor skills 11/0811 dyslexia; phonology; reading ability; reading difficulties DIALECT STUDIES 11/1280 adolescents; English; language variation; sociolinguistics; speech communication DIALOGUES—LANGUAGE

1341

Subject index 11/0503 access to education; adult education; continuing education DIARIES 11/1586 adolescents; children as writers; girls; letters—correspondence; personal narratives; writing—composition DIFFERENTIAL PERFORMANCE 11/0680 ethnic groups; examination results; intellectual disciplines; outcomes of education; school effectiveness; secondary schools; sex differences DIFFERENTIATED CURRICULUM 11/0035 Engtish; English studies curriculum; learning disabilities; low achievement; mainstreaming; special educational needs 11/0951 cognitive processes; distance education; learning strategies; metacognition; preservice teacher education; teaching methods 11/1526 acceleration—education; computer programming; computer uses in education; individualised methods; information technology; leaming activities; teaching methods 11/1549 individualised methods; learning strategies; pupil needs; science education; teaching methods DIFFICULTY LEVEL 11/0007 group work; information processing—psychology; learning activities; learning processes DIRECTORIES 11/1861 comparative education; early childhood education; preservice teacher education

1342

Subject index 11/1871 comparative education; early childhood education; Europe; preservice teacher education DISABILITIES 11/0061 behaviour; deaf blind; motor development; multiple disabilities; sensory deprivation 11/0062 comparative education; mainstreaming; pupil attitudes; special educational needs; special schools 11/0560 employment potential; rehabilitation; school leavers; school to work transition; special educational needs; vocational education 11/1128 physical disabilities; special educational needs; young adults; youth 11/1711 access to education; comparative; higher education; special educational needs; students; universities 11/1745 dyslexia; educational policy; higher education; special educational needs; students; support services; universities DISADVANTAGED 11/0190 examination results; General Certificate of Secondary Education; institutional evaluation; performance indicators 11/0520 access to education; accreditation of prior learning; admission criteria; higher education; student recruitment; universities 11/0738 educational needs; family problems; home school relationship;

1343

Subject index homeless people; housing 11/1004 child caregivers; child welfare; children at risk; educationally disadvantaged; pupil needs; social services; underachievement 11/1116 parent participation; parent school relationship; 11/1270 academic achievement; child development; family problems; home relationship environment; home school relationship; homeless people; housing DISADVANTAGED ENVIRONMENT 11/0660 adult literacy; ethnic groups; home school relationship; literacy; parent participation; reading ability; reading teaching DISAFFECTION 11/0988 attendance; discipline problems; disruptive pupils; dropouts; expulsion; pupil alienation; truancy DISCIPLINE 11/0551 classroom management; preservice teacher education; student teachers 11/1068 behaviour management; behaviour problems; disruptive pupils; emotional and behavioural difficulties; local education authorities; pupil behaviour; support services 11/1278 expulsion; Northern Ireland; suspension 11/1322 classroom discipline; discipline policy; pupil behaviour 11/1755 classroom discipline

1344

Subject index DISCIPLINE POLICY 11/0380 behaviour standards; primary school teachers; school policy; teacher attitudes 11/1246 antisocial behaviour; behaviour problems; bullying; discipline problems; teacher attitudes 11/1272 disruptive pupils; educational change; expulsion; primary schools; problem children; special educational needs; suspension 11/1322 classroom discipline; discipline; pupil behaviour 11/1710 antisocial behaviour; attitudes; behaviour modification; behaviour problems; bullying; parent attitudes; pupil attitudes; teacher attitudes DISCIPLINE PROBLEMS 11/0048 behaviour problems; disruptive pupils; emotional and behavioural difficulties; infant school pupils; primary school pupils; problem children; surveys 11/0649 antisocial behaviour; behaviour problems; bullying; educational materials 11/0988 attendance; disaffection; disruptive problems; dropouts; expulsion; pupil alienation; truavcy 11/1113 behaviour modification; bullying; intervention; peer acceptance; peer relationship;

1345

Subject index peer teaching; pupil behaviour 11/1240 cheating; higher education; higher education; plagiarism; student behaviour 11/1246 antisocial behaviour; behaviour problems; bullying; discipline policy; teacher attitudes 11/1251 bullying; primary schools DISCOURSE ANALYSIS 11/0128 communication skills; conversation; group work; inferences; speech communication 11/1105 discussion; group discussion; sex differences; students; verbal communication 11/1107 discussion; group discussion; higher education; learning; seminars; students; verbal communication 11/1295 career choice; career counselling; metaphors; vocational guidance 11/1691 child language; speech communication; verbal communication DISCOVERY LEARNING 11/1371 curriculum development; educational history; primary education; projects—learning activities; pupil projects; teaching methods 11/1529 early childhood education; learning activities; primary education; teaching methods DISCRETIONARY AWARDS 11/1058 arts;

1346

Subject index dance; drama; educational finance; grants; local education authorities; student financial aid DISCUSSION 11/0300 educational theories; teacher attitudes; teaching experience 11/0652 group work; interaction; interpersonal relationship; learning activities 11/1105 discourse analysis; group discussion; sex differences; students; verbal communication 11/1107 discourse analysis; group discussion; higher education; learning; seminars; students; verbal communication DISEASES 11/0391 individual needs; pupil needs; sick children; special educational needs DISRUPTIVE PUPILS 11/0048 behaviour problems; discipline problems; emotional and behavioural difficulties; infant school pupils; primary school pupils; problem children; surveys 11/0368 behaviour modification; emotional and behavioural difficulties; problem children; special educational needs; support services; support teachers; therapy 11/0393 emotional and behavioural difficulties; mainstreaming; problem children; special educational needs; special schools 11/0988 attendance;

1347

Subject index disaffection; discipline problems; dropouts; expulsion; pupil alienation; truancy 11/1068 behaviour management; behaviour problems; discipline; emotional and behavioural difficulties; local education authorities; pupil behaviour; support services 11/1272 discipline policy; educational change; expulsion; primary schools; problem children; special educational needs; suspension 11/1821 Education Reform Act 1988; educational policy; emotional and behavioural difficulties; performance tables; problem children; school policy; special educational needs DISSERTATIONS 11/0498 assessment; higher education; learning activities; student projects DISTANCE EDUCATION 11/0063 language handicaps; special education teachers; special educational needs; speech communication; speech handicaps; teacher development 11/0227 courses; health personnel; medical education 11/0230 health personnel; hospices—terminal care; medical education; nurse education; qualifications 11/0238 dentistry; medical education; professional continuing education 11/0301 computer assisted learning; computer uses in education;

1348

Subject index flexible learning; information technology international educational exchange; telecommunications; telecourses 11/0375 comparative education; higher education; international educational exchange; learning activities; Netherlands; teaching methods; telecommunications 11/0377 computer networks; computer uses in education; information technology; multimedia approach; special educational needs 11/0497 access to education; computer uses in education; electronic mail; flexible learning; information technology; telecommunications 11/0692 business education; economics education 11/0709 Eastern Europe; English—second language; radio; Russia; second language teaching 11/0951 cognitive processes; differentiated curriculum; learning strategies; metacognition; preservice teacher education; teaching methods 11/0958 computer uses in education; electronic mail; information technology; preservice teacher education; teacher development; telecommunications 11/1176 adult students; humanities; mature students; open universities; student attitudes 11/1177 computer uses in education; information technology; microcomputers; open universities 11/1184 computer assisted learning;

1349

Subject index computer uses in education; cooperation; group work; information technology; science education 11/1189 case studies; computer uses in education; cooperative learning; group work; information technology; management studies 11/1191 assessment; feedback 11/1192 course evaluation; educational materials; Europe; European studies; international educational exchange; material development 11/1193 agricultural education; computer uses in education; farmers; information technology; interactive video; telecommunications; teleconferencing 11/1205 comparative education; open education; preservice teacher education 11/1347 health personnel; nurse education; nurses 11/1450 higher education; masters degrees; teaching methods 11/1670 interactive video; teaching methods; teleconferencing DISTRIBUTIVE TRADES EDUCATION 11/0524 National Vocational Qualifications; retailing; salesmanship; training; vocational education 11/1554 attitudes; salesmanship DOCTORAL DEGREES 11/0487 graduate study; student research 11/1291 graduate study; higher education; research;

1350

Subject index student research; supervision; supervisors 11/1804 degrees—academic; followup studies; graduate study; graduate surveys; natural sciences; social sciences; student research DOCUMENTATION 11/0859 policy formation; primary schools; school policy; whole school approach DOWNS SYNDROME 11/0819 mainstreaming; special educational needs 11/1264 mother child relationship; numeracy; parent participation; special educational needs 11/1265 early childhood education; hearing impairments; language acquisition; reading ability; reading skills; special educational needs; young children 11/1266 mainstreaming; special educational needs 11/1267 cognitive development; language acquisition; literacy education; memory; special educational needs 11/1268 cognitive ability; literacy education; mainstreaming; memory; reading ability; reading skills; special educational needs 11/1833 mainstreaming; pupil attitudes; self concept; self esteem; special educational needs; special schools 11/1889 phonics; reading ability; reading skills;

1351

Subject index special educational needs DRAMA 11/0427 art education; arts; dance; educational policy; local education authorities; music; politics education relationship 11/0512 dramatic play; early childhood education; nurse education; play 11/0871 classroom environment; classroom management; primary schools; pupil behaviour 11/1058 arts; dance; discretionary awards; educational finance; grants; local education authorities; student financial aid 11/1067 art education; arts; dance; educational quality; music; school effectiveness 11/1148 art education; arts; cultural education; dance; history; music; primary education 11/1195 television 11/1423 accident prevention; acting; safety; safety education; theatre arts; traffic safety 11/1593 aesthetic education; art education; arts; dance; film study; literature; music 11/1700 assessment;

1352

Subject index audience response; theatre arts 11/1835 aesthetic values; community arts; theatre arts 11/1836 children’s literature; fairy tales; moral education; mythology DRAMATIC PLAY 11/0512 drama; early childhood education; nurse education; play DRAWING 11/0637 children’s art; language 11/0843 children’s art; cross cultural studies 11/1366 creativity; design 11/1891 arts; depth perception; pictures; visual perception 11/1892 art education; China; comparative education; teaching methods DRINKING 11/1651 drug abuse; personality; pupil attitudes; religious attitudes; secondary school pupils; smoking; substance abuse DRIVER EDUCATION 11/0029 accident prevention; injuries; neurological impairments; traffic safety DROPOUT RESEARCH 11/0105 music; music activities; musical instruments; selection DROPOUTS 11/0156 educational policy; expulsion; home schooling; local education authorities;

1353

Subject index nontraditional education; suspension 11/0290 homeless people; runaways; truancy; youth problems 11/0330 Access programmes; mature students; student wastage 11/0347 access to education; higher education; nontraditional students; summer schools; university admission 11/0700 achievement; adult education; English—second language; second language learning 11/0988 attendance; disaffection; discipline problems; disruptive pupils; expulsion; pupil alienation; truancy 11/1098 course completion rate; further education; higher education; mature students; student wastage 11/1132 German; higher education; modern language studies; student wastage 11/1562 adult basic education; Singapore DRUG ABUSE 11/1651 drinking; personality; pupil attitudes; religious attitudes; secondary school pupils; smoking; substance abuse DRUG EDUCATION 11/0754 acquired immune deficiency syndrome; health education; sex education; training; youth leaders 11/0778 health education 11/0780 adolescent attitudes;

1354

Subject index followup studies; health education; life skills 11/1643 comparative education; health education 11/1644 comparative education; health education; international educational exchange 11/1645 comparative education; health education; international educational exchange 11/1793 health education DYSGRAPHIA 11/0648 diagnostic tests; dyslexia; reading ability; reading tests; South Africa; spelling DYSLEXIA 11/0169 higher education; learning disabilities; special educational needs; student needs; students; support services 11/0203 computer assisted learning; interactive video; learning disabilities; multimedia approach 11/0295 computer assisted reading; computer uses in education; information technology; intervention; reading difficulties; talking computers 11/0648 diagnostic tests; dysgraphia; reading ability; reading tests; South Africa; spelling 11/0811 diagnostic tests; phonology; reading ability; reading difficulties 11/0880 computer uses in education; intervention; learning disabilities; special educational needs; stimulation 11/0894 assessment;

1355

Subject index diagnostic assessment; reading difficulties; special educational needs 11/0900 craft design technology; design and technology; reading difficulties 11/0920 learning disabilities; reading difliculties; special educational needs 11/0922 books; children’s literature; illustrations; pictures; reading comprehension; reading difficulties 11/0952 reading difficulties; remedial programmes; spelling; writing difficulties 11/1745 disabilities; educational policy; higher education; special educational needs; students; support services; universities 11/1767 learning disabilities; mathematics education 11/1796 memory; reading; reading difficulties; short term memory 11/1890 decoding—reading; language skills; reading ability; reading comprehension; reading skills DYSPRAXIA 11/0705 clumsy children; motor coordination; psychomotor skills EARLY ADMISSION 11/1866 early childhood education; primary schools; reception classes; school entrance age; young children EARLY CHILDHOOD EDUCATION 11/0031 early experience; early reading;; literacy; prediction;

1356

Subject index prereading experience; reading difficulties; young children 11/0089 Greece; preschool to primary transition; primary school pupils; school readiness 11/0090 children’s literature; reading aloud to others; story reading; teacher pupil relationship 11/0158 educational research; preschool education 11/0215 early experience; mathematics education; play; preschool education 11/0261 educational quality; infant school education; nursery schools; outcomes of education; preschool education; preschool to primary transition; private education 11/0319 nursery schools; preschool education; regional planning; regional variations 11/0402 early reading; literacy education; parent participation; prereading experience; preschool education 11/0512 drama; dramatic play; nurse education; play 11/0539 mathematics education; pattern recognition; play; young children 11/0654 preschool education 11/0656 ethnic groups; home school relationship; mathematics education; numeracy; parent participation 11/0676 day care centres; nursery schools 11/0779 child welfare; Children Act 1989; day care;

1357

Subject index legislation; local govenunent; preschool education; social services 11/0857 mothers; nursery schools; parent participation 11/0865 home school relationship; infant school education; pupil school relationship; reception classes; school entrance age; young children 11/0879 child caregivers; early experience; educational quality; preschool education; young children 11/0890 child caregivers; early experience; educational quality; preschool education; young children 11/1037 assessment; baseline assessment; reception classes; school entrance age; young children 11/1038 assessment; baseline assessment; reception classes; school entrance age; young children 11/1043 achievement; class size; educational finance; educational improvement; primary schools; reading achievement 11/1059 parent attitudes; parent choice; parents; preschool education 11/1226 early experience; home school relationship; intervention; parent teacher cooperation; prereading experience; preschool education; young children 11/1255 leadership; management in education;

1358

Subject index preschool education; teacher development 11/1265 Down’s syndrome; hearing impairments; language acquisition; reading ability; reading skills; special educational needs; young children 11/1306 early experience; hearing impairments; intervention; parent participation; special educational needs 11/1308 individualised methods; intervention; teaching methods 11/1332 classroom management; infant school education; infant school teachers; reception classes 11/1365 achievement; assessment; Records of Achievement; self evaluation—individuals; young children 11/1372 mathematics education; numbers; preschool education; young children 11/1386 Montessori method; Steiner Waldorf schools; teaching methods 11/1406 mathematics education; numbers; preschool education; young children 11/1422 nursery schools; parent attitudes; preschool education; teacher attitudes 11/1527 cerebral palsy; clinics; special educational needs 11/1529 discovery learning; learning activities; primary education; teaching methods 11/1860 educational development; educational quality; preschool education; quality control

1359

Subject index 11/1861 comparative education; directories; preservice teacher education 11/1862 educational development; educational quality; nursery schools; play groups; preschool education; quality control 11/1864 educational quality; primary education; teacher effectiveness; young children 11/1865 academic achievement; achievement; assessment; followup studies; outcomes of education; preschool education; young children 11/1866 early admission; primary schools; reception classes; school entrance age; young children 11/1871 comparative education; directories; Europe; preservice teacher education 11/1873 men; sex differences EARLY EXPERIENCE 11/0031 early childhood education; early reading; literacy; prediction; prereading experience; reading difficulties; young children 11/0215 early childhood education; mathematics education; play; preschool education 11/0783 child caregivers; child development; day care; family life; parents; young children 11/0879 child caregivers; early childhood education; educational quality;

1360

Subject index preschool education; young children 11/0890 child caregivers; early childhood education; educational quality; preschool education; young children 11/1226 early childhood education; home school relationship; intervention; parent teacher cooperation; prereading experience; preschool education; young children 11/1306 early childhood education; hearing impairments; intervention; parent participation; special educational needs EARLY READING 11/0031 early childhood education; early experience; literacy; prediction; prereading experience; reading difficulties; young children 11/0152 home school relationship; reading achievement; reading difficulties 11/0399 beginning reading; oral reading; reading skills; teacher pupil relationship 11/0402 early childhood education; literacy education; parent participation; prereading experience; preschool education 11/1305 child development; reading ability; young children 11/1320 cognitive processes; handwriting; literacy education; punctuation; spelling; writing skills; young children EARTH SCIENCE 11/0441 educational history; geology;

1361

Subject index physical sciences; science education 11/0442 comprehension; oceanography; physical sciences; plate tectonics 11/0443 educational materials; material development; National Curriculum; physical sciences; science education 11/0579 comprehension; geography; maps 11/0619 environmental education; learning activities 11/0742 educational materials; geography; inservice teacher education; material development 11/1178 computer assisted learning; educational equipment; microscopes; simulation; special educational needs EAST GERMANY 11/1668 educational change; Germany EASTERN EUROPE 11/0641 Armenia; Georgia; political issues; social change; Ukraine; youth 11/0709 distance education; English—second language; radio; Russia; second language teaching 11/0853 democracy; Lithuania; politics education relationship; social change EATING HABITS 11/0161 body image; food; health; self concept 11/0625 body composition; girls; health;

1362

Subject index human body; women 11/0789 family life; health; home environment; life style; parents; sex education; smoking 11/1801 food; health education; nutrition ECOLOGY 11/1150 concept formation; environment; environmental education ECONOMIC CHANGE 11/0640 educational needs; educational policy; Poland; social change; youth ECONOMICS EDUCATION 11/0690 business education; curriculum development; sixteen to nineteen education 11/0692 business education; distance education 11/1500 business education; curriculum development; teacher attitudes; teacher development 11/1575 A level examinations; business education; curriculum development ECONOMICS EDUCATION RELATIONSHIP 11/0180 fund raising; further education; higher education; income; industry further education relationship; industry higher education relationship; marketing 11/0214 costs; on the job training; school to work transition; training; youth employment; youth programmes 11/0372 colleges of further education; educational finance; further education;

1363

Subject index marketing 11/0457 educational quality; management in education; marketing; primary schools 11/0739 educational finance; higher education 11/1310 developing countries; development aid; educational development; educational policy; Pakistan 11/1313 developing countries; educational policy; international relations; Malaysia; politics education relationship EDUCATION REFORM ACT 1988 11/0279 religion and education; school worship; spiritual development 11/0796 access to education; admission criteria; competition; educational change; parent choice; secondary schools 11/1483 Local Management of Schools; National Curriculum; physical education; primary schools 11/1552 multiculturalism; primary education; religious education 11/1821 disruptive pupils; educational policy; emotional and behavioural difficulties; performance tables; problem children; school policy; special educational needs EDUCATION VOUCHERS 11/0816 educational change; educational policy; politics education relationship EDUCATIONAL ADMINISTRATION 11/0008 universities; university administration 11/0010 local education authorities 11/0013 college administration; colleges of further education; further education;

1364

Subject index institutional administration; organisational change 11/0039 educational change; educational policy; performance tables; school based management; special educational needs; support services 11/0070 educational change; educational policy; governance; local education authorities; management in education; politics education relationship 11/0086 continuing education; educational fmance; educational planning; programme development; universities 11/0109 educational finance; grant maintained schools; head teachers; school based management 11/0111 consumer economics; educational change; educational fmance; educational policy; politics education relationship 11/0189 educational finance; educational planning; local education authorities; Local Management of Schools; resource allocation 11/0194 educational planning; local education authorities; parent choice; profiles; school effectiveness 11/0216 decision making; educational finance; governance; head teachers; Local Management of Schools; primary schools; school based management 11/0246 head teachers; leadership; management in education 11/0325 head teachers; management in education; sex differences; teaching profession;

1365

Subject index women’s employment 11/0363 higher education; quality control; universities 11/0364 local education authorities; management in education 11/0369 governing bodies; school boards—Scotland; school governors; Scotland 11/0451 administrators; further education; higher education; management in education; women; women’s employment 11/0486 governing bodies; industry education relationship; local education authorities; Local Management of Schools; management in education; school based management; school governors 11/0491 educational history; educational policy; secondary education; State schools; tripartite system 11/0509 colleges of further education; further education 11/0548 development plans; educational planning; primary schools 11/0572 educational finance; grant maintained schools; local education authorities; Local Management of Schools 11/0603 China; comparative education; international educational exchange; management in education 11/0604 department heads; management in education; middle management; secondary schools 11/0630 grant maintained schools; Local Management of Schools; primary schools; school based management 11/0732 governance; governing bodies; head teachers;

1366

Subject index school governors 11/0826 National Curriculum; teacher attitudes; teacher workload; teaching load; teaching profession 11/0830 Local Management of Schools; rural schools; school based management; school size; small schools 11/0833 computer uses in education; information technology; Local Management of Schools; management information systems; management systems; school based management 11/0834 management in education; personnel management; staff school relationship; support staff; teachers 11/0841 head teachers; management in education; primary schools 11/0850 educational history; management in education 11/0851 educational administrators; local education authorities; management in education 11/0856 governing bodies; governing bodies; industry education relationship; school governors 11/0877 administrators; head teachers; management development; management in education 11/0897 governing bodies; primary schools; school governors 11/0965 educational finance; Local Management of Schools; mainstreaming; resource allocation; school based management; special educational needs 11/1064 change; educational change; institutional environment; organisational change; organisational climate;

1367

Subject index teacher attitudes; teachers 11/1087 conditions of service; educational quality; school effectiveness; teacher attitudes; teacher effectiveness; teaching conditions; teaching profession 11/1120 educational policy; government role; local education authorities; special educational needs 11/1146 academic staff; colleges of further education; further education; institutional administration; nonteaching duties; teacher workload; teaching load 11/1211 comparative education; educational policy; Italy; mainstreaming; Scandinavia; special educational needs; support services 11/1213 educational change; educational policy; local education authorities; special educational needs 11/1214 Europe; management in education; teacher employment; teaching profession; women; women’s employment 11/1307 higher education; management in education 11/1321 head teachers; management development; management in education; South Africa 11/1357 educational change; Ireland 11/1392 local education authorities 11/1404 administrators; decision making; design; management in education; management teams 11/1425 Local Management of Schools;

1368

Subject index school based management 11/1488 governing bodies; school boards—Scotland; school governors 11/1495 comparative education; European studies; head teachers; school organisation 11/1584 head teachers; management in education; standards 11/1674 educational change; educational legislation; National Curriculum—Northern Ireland; Northern Ireland; primary schools 11/1678 educational change; Local Management of Schools; school based management 11/1698 educational change; grant maintained schools; management in education; school based management 11/1733 community services; educational change; educational policy; further education; higher education; management in education; voluntary agencies 11/1759 educational policy; Local Management of Schools; management in education; organisational change 11/1853 educational quality; higher education; institutes of higher education; quality assurance; quality control 11/1863 Local Management of Schools; management in education; programme evaluation; school based management; teacher development EDUCATIONAL ADMINISTRATORS 11/0829 head teachers; primary school teachers; primary schools; school organisation; teacher workload; teaching load 11/0851 educational administration;

1369

Subject index local education authorities; management in education EDUCATIONAL BROADCASTING 11/0984 educational radio; educational television; radio; television 11/1350 educational materials; educational television; information dissemination; information sources; television 11/1353 educational materials; educational radio; educational television; information dissemination; information needs; teachers; teaching guides 11/1682 controversial issues—course content; culture; educational television; Northern Ireland; values education EDUCATIONAL CHANGE 11/0039 educational administration; educational policy; performance tables; school based management; special educational needs; support services 11/0064 primary school teachers; teaching profession 11/0070 educational administration; educational policy; governance; local education authorities; management in education; politics education relationship 11/0092 educational policy; mass media effects; press opinion; public opinion 11/0101 change strategies; colleges of further education; further education; management in education 11/0106 comparative education; France; primary school teachers; teacher attitudes; teaching profession

1370

Subject index 11/0107 change strategies; colleges of further education; educational policy; further education 11/0111 consumer economics; educational administration; educational fmance; educational policy; politics education relationship 11/0122 change strategies; curriculum development; English; English studies curriculum; English studies teachers; National Curriculum; primary education 11/0342 Commonwealth of Independent States; Communist education; ideology; politics education relationship; social change; USSR 11/0349 educational history; Scotland 11/0518 educational policy; educationally disadvantaged; equal education; politics education relationship; secondary schools 11/0537 longitudinal studies; TVEI 11/0600 administrator role; head teachers; management in education; role conflict; secondary schools; teacher role 11/0657 academic education; comparative education; examinations; secondary education; vocational education 11/0713 educational history; educational policy 11/0796 access to education; admission criteria; competition; Education Reform Act 1988; parent choice; secondary schools 11/0797 educational enviromnent; management in education;

1371

Subject index organisational climate; school based management; school organisation; secondary schools; values 11/0804 comparative education; educational policy; politics education relationship; Portugal 11/0816 education vouchers; educational policy; politics education relationship 11/0824 governing bodies; Local Management of Schools; school based management; school governors 11/0837 Local Management of Schools; National Curriculum; physical education; sports 11/0866 further and higher education act 1992; sixteen to nineteen education; sixth form colleges; tertiary colleges 11/1064 change; educational administration; institutional environment; organisational change; organisational climate; teacher attitudes; teachers 11/1073 language of instruction; National Curriculum; Wales; Welsh; Welsh medium education; Welsh speaking schools 11/1102 adult basic education; adults; educational legislation; further education; learning disabilities; special educational needs 11/1212 inspection; teacher attitudes 11/1213 educational administration; educational policy; local education authorities; spetial educational needs 11/1249 parent attitudes; preservice teacher education; primary school teachers;

1372

Subject index student teacher attitudes; teacher attitudes; teaching profession 11/1272 discipline policy; disruptive pupils; expulsion; primary schools; problem children; special educational needs; suspension 11/1287 academic staff; further education; teacher development 11/1324 adult education; adult literacy; educational development; educational policy; South Africa 11/1357 educational administration; Ireland 11/1396 educational policy; preservice teacher education; teacher training agency 11/1473 equal education; gender equality; performance tables; school policy; sex differences 11/1477 curriculum development; English; English studies curriculum; National Curriculum; secondary education 11/1509 equal education; gender equality; Scotland; sex differences 11/1574 China; educational development; educational policy; primary education 11/1579 National Curriculum; science education; science teachers; teacher attitudes; teacher motivation; teaching profession 11/1620 China; educational development; educational policy 11/1668 East Germany; Germany

1373

Subject index 11/1674 educational administration; educational legislation; National Curriculum—Northern Ireland; Northern Ireland; primary schools 11/1677 Local Management of Schools; Northern Ireland; school based management 11/1678 educational administration; Local Management of Schools; school based management 11/1698 educational administration; grant maintained schools; management in education; school based management 11/1713 access to education; educational development; educational policy; higher education; organisational climate; teacher attitudes; universities 11/1721 head teachers; teacher role; teaching profession 11/1733 community services; educational administration; educational policy; further education; higher education; management in education; voluntary agencies 11/1879 comparative education; curriculum development; Finland; National Curriculum; primary education 11/1880 National Curriculum; primary school teachers; teacher attitudes; teaching profession EDUCATIONAL DEVELOPMENT 11/0263 educational policy; South Africa; training; vocational education 11/0431 developing countries; development education; examination results; Nigeria 11/0432 developing countries; development education;

1374

Subject index Ghana 11/1310 developing countries; development aid; economics education relationship; educational policy; Pakistan 11/1324 adult education; adult literacy; educational change; educational policy; South Africa 11/1574 China; educational change; educational policy; primary education 11/1604 Africa; developing countries; educational finance; secondary schools 11/1605 educational finance; educational planning; Mauritius 11/1620 China; educational change; educational policy 11/1621 Asia; comparative education; developing countries 11/1713 access to education; educational change; educational policy; higher education; organisational climate; teacher attitudes; universities 11/1749 enterprise education; higher education 11/1838 consultancy; interaational educational exchange; social development 11/1860 early childhood education; educational quality; preschool education; quality control 11/1862 early childhood education; educational quality; nursery schools; play groups; preschool education; quality control EDUCATIONAL ENVIRONMENT 11/0397 institutional environment;

1375

Subject index stress—psychological; stress management; stress variables; teacher morale 11/0797 educational change; management in education; organisational climate; school based management; school organisation; secondary schools; values 11/0844 bullying; pupil behaviour; pupil school relationship; school organisation; Steiner Waldorf schools 11/1162 institutional environment; organisational climate; organisational development; stress—psychological; teaching conditions EDUCATIONAL EQUIPMENT 11/1178 computer assisted learning; earth science; microscopes; simulation; special educational needs EDUCATIONAL EXPERIENCE 11/0659 access to education; career choice; mathematical ability; mathematics education; mature students; numeracy 11/1542 employment qualifications; National Vocational Qualifications; vocational education EDUCATIONAL FACILITIES 11/0195 educational finance; local education authorities; Local Management of Schools; school buildings; school community relationship 11/1489 campuses; school space EDUCATIONAL FINANCE 11/0086 continuing education; educational administration; educational planning; programme development; universities 11/0109 educational administration;

1376

Subject index grant maintained schools; head teachers; school based management 11/0111 consumer economics; educational administration; educational change; educational policy; politics education relationship 11/0189 educational administration; educational planning; local education authorities; Local Management of Schools; resource allocation 11/0195 educational facttities; local education authorities; Local Management of Schools; school buildings; school community relationship 11/0216 decision making; educational administration; governance; head teachers; Local Management of Schools; primary schools; school based management 11/0372 colleges of further education; economics education relationship; further education; marketing 11/0572 educational administration; grant maintained schools; local education authorities; Local Management of Schools 11/0739 economics education relationship; higher education 11/0965 educational administration; Local Management of Schools; mainstreaming; resource allocation; school based management; special educational needs 11/1043 achievement; class size; early childhood education; educational improvement; primary schools; reading achievement 11/1058 arts; dance; discretionary awards; drama; grants;

1377

Subject index local education authorities; student financial aid 11/1460 attitudes; educational quality; opinions; public opinion; surveys 11/1604 Africa; developing countries; educational development; secondary schools 11/1605 educational development; educational planning; Mauritius 11/1803 legal education—professions; professional education EDUCATIONAL GUIDANCE 11/0080 higher education; student counselling 11/0526 access to education; higher education; learning modules; mature students; modular courses; student needs; students EDUCATIONAL HISTORY 11/0425 11/0543 11/0633 11/0059 institutional administration; universities 11/0141 student teachers; teacher education; teaching profession 11/0343 comparative education; educational policy; Scotland 11/0349 educational change; Scotland 11/0350 educational psychology; educational theories 11/0354 girls; Scotland; women’s education 11/0356 Roman history 11/0359 Catholic educators; Catholic schools; Church and education; religion and education; Roman Catholic Church 11/0365 nautical education

1378

Subject index 11/0374 biographies; educational theories; religion and education 11/0416 Catholic schools; Church and education; Church state relationship; educational policy; Roman Catholic Church 11/0418 Church and education; Church state relationship; educational legislation; nonconformity; religion and education 11/0441 earth science; geology; physical sciences; science education 11/0484 history; war 11/0491 educational administration; educational policy; secondary education; State schools; tripartite system 11/0493 educational policy; educational principles; school systems; secondary education; secondary modern schools; tripartite system; working class 11/0514 girls; grammar schools; single sex schools; women’s education 11/0529 adult education; biographies; extension education; universities; working class 11/0530 adult education; educational policy; extension education; working class 11/0540 science education 11/0552 primary education; science education; technology education 11/0561 adult education 11/0567 adult education; Germany 11/0573 curriculum development;

1379

Subject index science curriculum; science education 11/0574 outdoor pursuits 11/0631 headteachers 11/0632 comparative education; educational theories; progressive education 11/0634 higher education; professional education; universities; women’s education; women’s employment 11/0713 educational change; educational policy 11/0813 educational psychology; teacher education 11/0814 preservice teacher education 11/0850 educational administration; management in education 11/1106 politics education relationship; women 11/1303 special educational needs; special schools 11/1304 educational theories; elementary schools; Montessori method 11/1309 Church and education; governing bodies; school governors; voluntary schools 11/1371 curriculum development; discovery learning; primary education; projects—learning activities; pupil projects; teaching methods 11/1403 art education; art teachers; artists 11/1455 adult education; continuing education; extension education; higher education; universities 11/1641 higher education; women’s education 11/1737 colleges of higher education; higher education; institutes of higher education; polytechnics; universities 11/1738 higher education;

1380

Subject index polytechnics; universities 11/1753 educational policy; further education; women’s education 11/1843 examinations; science education; universities EDUCATIONAL IMPROVEMENT 11/0072 developing countries; inservice teacher education; Pakistan; primary education; programme evaluation 11/0142 classroom environment; educational quality; school effectiveness 11/0287 literacy; literacy education; primary schools; reading; reading teaching; school effectiveness 11/0307 curriculum development; improvement programmes; mathematics education 11/0315 curriculum development; development education; history; history teachers; preservice teacher education; South Africa 11/0644 educational quality; performance indicators; school effectiveness 11/0774 development plans; educational quality; performance indicators; school effectiveness 11/0885 action research; educational quality; school effectiveness 11/1042 computer uses in education; information networks; information technology; Internet; telecommunications 11/1043 achievement; class size; early childhood education; educational finance; primary schools;

1381

Subject index reading achievement 11/1129 educational quality; inspection; inspectors—of schools; school effectiveness EDUCATIONAL LEGISLATION 11/0418 Church and education; Church state relationship; educational history; nonconformity; religion and education 11/1102 adult basic education; adults; educational change; further education; learning disabilities; special educational needs 11/1225 Church and education; educational policy; grant maintained schools; independent schools; religion and education 11/1674 educational administration; educational change; National Curriculum—Northern Ireland; Northern Ireland; primary schools 11/1819 educational policy; educationally disadvantaged; expulsion; problem children; pupil alienation EDUCATIONAL MATERIALS 11/0135 comparative education; mainstreaming; special educational needs; teacher education 11/0229 health personnel; material development; radiation; safety 11/0265 computer uses in education; information technology; learning strategies; material development; students; study skills 11/0314 computer uses in education; information technology; material development; multimedia approach; preservice teacher education

1382

Subject index 11/0317 citizenship education; curriculum development; European studies; European Union; material development 11/0443 earth science; material development; National Curriculum; physical sciences; science education 11/0458 educational media; low vision aids; printing; textbooks 11/0482 curriculum development; material development; science education; special educational needs 11/0582 international educational exchange; mathematics education; Sierra Leone 11/0587 industrial secondments; industry higher education relationship; material development; newly qualified teachers; secondments; student teachers; teacher development 11/0592 cuniculum development; material development; science education; technology education 11/0649 antisocial behaviour; behaviour problems; bullying; discipline problems 11/0729 achievement tests; assessment; curriculum development; material development; music; music activities 11/0741 material development; National Vocational Qualifications; science education; vocational education 11/0742 earth science; geography; inservice teacher education; material development 11/0769 environmental education; National Curriculum

1383

Subject index 11/0875 cartoons; science education 11/0906 cartoons; comics—publications; teacher attitudes; visual aids 11/1076 Christianity; cross curricular approach; curriculum development; moral development; moral education; religious education; spiritual development 11/1192 course evaluation; distance education; Europe; European studies; international educational exchange; material development 11/1242 assessment; mathematics achievement; mathematics education; National Curriculum 11/1276 Europe; languages; modern language studies; pupil attitudes; science education 11/1344 bilingualism; computer uses in education; information technology; multilingual materials; multilingualism; word processors 11/1350 educational broadcasting; educational television; information dissemination; information sources; television 11/1353 educational broadcasting; educational radio; educational television; information dissemination; information needs; teachers; teaching guides 11/1491 flexible learning; material development; medical education 11/1494 cultural differences; Europe; guides;

1384

Subject index multiculturalism; preservice teacher education 11/1524 art education; computer uses in education; design; educational software; information technology; optical data discs 11/1551 books; material development; primary school teachers; science education 11/1583 Ghana; primary schools 11/1667 educational resources; learning activities; practical science; primary schools; science education 11/1706 computer assisted learning; computer software; computer uses in education; information technology; material development; primary education 11/1731 accountancy education; business education; computer software; computer uses in education; information technology; material development 11/1771 computer uses in education; information technology; interpersonal competence; material development; multimedia approach; nursery nurses; optical data discs 11/1854 corporate support; primary education; programme evaluation; science education; technology education 11/1886 inservice teacher education; science education; Swaziland EDUCATIONAL MEDIA 11/0076 learner centred methods; learning resources centres; management development; management studies; multimedia approach

1385

Subject index 11/0458 educational materials; low vision aids; printing; textbooks 11/0874 audiovisual aids; language acquisition; second language teaching; teaching methods; videotape recordings 11/0914 deafness; hearing impairments; language acquisition; special educational needs; teaching methods; videotape recordings EDUCATIONAL NEEDS 11/0404 catering education; hotel and catering education; training; vocational education 11/0640 economic change; educational policy; Poland; social change; youth 11/0738 disadvantaged; family problems; home school relationship; homeless people; housing homeless people 11/1270 academic achievement; child development; disadvantaged; family problems; home environment; home school relationship; homeless people 11/1440 life skills; youth HUMAN BODY 11/0303 children; health; physical activities; physical activity level; well being 11/0625 body composition; eating habits; girls; health; women

1386

Subject index 11/0628 body composition; children; health; physical activity level HUMAN COMPUTER INTERACTION 11/0304 anxiety; computer assisted learning; computer uses in education; information technologyc; interactive video; multimedia approach; student attitudes 11/0808 computer assisted learning; computer uses in education; concept keyboards; information technology; learning disabilities; special educational needs; touch screens 11/1181 computer assisted learning; computer uses in education; cooperative learning; information technology; learning processes 11/1196 communications; computer uses in education; information technology; telecommunications; teleconferencing 11/1375 computer keyboards; computer uses in education; concept keyboards; information technology 11/1637 cognitive processes; computer uses in education; educational software; information technology; multimedia approach HUMAN RIGHTS 11/0667 Botswana; civil rights; India; moral education; Northern Ireland; values education; Zimbabwe 11/0893 citizenship education; civil rights; environmental education; global approach; mentors; preservice teacher education;

1387

Subject index student teachers 11/1008 concept formation; curriculum development; development education; global approach; justice; moral education; values HUMANISM 11/1405 curriculum development; educational policy religious education HUMANITIES 11/1176 adult students; distance education; mature students; open universities; student attitudes 11/1572 adult education; cultural education; curriculum development HUNGARY 11/0784 child caregivers; day care HYPERACTIVITY 11/0807 attention; attention deficit disorders; concentration HYPERMEDIA 11/0115 computer uses in education; electricity information technology; science education; scientific concepts 11/0257 computer assisted learning; computer system design; computer uses in education; information technology 11/0607 computer assisted learning; computer uses in education; information technology 11/1121 computer assisted language learning; computer assisted learning; computer uses in education; information technology; multimedia approach HYPERTEXT 11/1760 computer uses in education; cross curricular approach; information technology; technology education IDENTITY

1388

Subject index 11/0381 Chinese; ethnic groups; ethnicity; parent school relationship; socialisation 11/1139 adolescents; Catholics; religious attitudes; religious cultural groups; Sikhs IDEOLOGY 11/0342 Commonwealth of Independent States; Communist education; educational change; politics education relationship; social change; USSR 11/0360 books; children’s literature; picture books; stereotypes ILLUSTRATIONS 11/0922 books; children’s literature; dyslexia; pictures; reading comprehension; reading difficulties IMAGERY 11/0770 science education; visual learning IMAGINATION 11/0712 comprehension; explanation; historiography; history 11/1382 mathematics education; pretend play; simulation IMMERSION PROGRAMMES 11/1660 achievement; bilingualism; linguistic competence; second language learning; Welsh; Welsh medium education IMPROVEMENT PROGRAMMES 11/0307 curriculum development; educational improvement; mathematics education 11/1426 learning activities; life skills;

1389

Subject index literacy; managed effective learning; numeracy; school to work transition; secondary education 11/1435 attainment tests; learning activities; life skills; literacy; managed effective learning; numeracy; secondary education INCIDENTAL LEARNING 11/0707 literacy; mass media; popular culture INCOME 11/0180 economics education relationship; fund raising; further education; higher education; industry further education relationship; industry higher education relationship; marketing INDEPENDENT SCHOOLS 11/1225 Church and education; educational legislation; educational policy; grant maintained schools; religion and education INDEPENDENT STUDY 11/0273 adult education; Malta; older adults 11/0886 guidance; higher education; personal autonomy 11/1126 modern language studies 11/1490 computer uses in education; information technology; staff development 11/1747 access to education; higher education INDIA; 11/0232 health personnel; Nepal; programme development; staff development 11/0260 literacy; migrants; nomads 11/0667 Botswana;

1390

Subject index civil rights; human rights; moral education; Northern Ireland; values education; Zimbabwe 11/1576 developing countries; development education; learning activities; primary education; teaching methods 11/1625 community benefits; developing countries; health education; peer teaching; Uganda INDIGENOUS POPULATIONS 11/0017 Canada natives; ethnic groups; newly qualified teachers; teacher background; teacher induction; teaching profession INDIVIDUAL ACTION PLANNING 11/0182 career counselling; career planning; school leavers; school to work transition; transition education; vocational guidance 11/0747 experiential learning; further education; individual needs; school to work transition; secondary education; vocational guidance; work experience INDIVIDUAL DEVELOPMENT 11/1092 attitudes; moral development; moral values; personal qualities; pupil attitudes; values; values education 11/1158 adult education; community; social change; voluntary agencies 11/1237 mathematics achievement; mathematics education; pupil participation;

1391

Subject index sex differences 11/1258 bereavement; child development; death; moral development; youth 11/1271 citizenship education; life skills; pastoral care—education; personal and social education; social development INDIVIDUAL EDUCATION PLANS 11/0159 individualised methods; mainstreaming; special educational needs 11/0606 individual needs; individualised methods; pupil needs; pupil participation; special educational needs 11/1254 individual needs; learning activities; special educational needs INDIVIDUAL NEEDS 11/0391 diseases; pupil needs; sick children; special educational needs 11/0606 individual education plans; individualised methods; pupil needs; pupil participation; special educational needs 11/0747 experiential learning; further education; individual action planning; school to work transition; secondary education; vocational guidance; work experience 11/1006 agency cooperation; diagnostic assessment; educational policy; mainstreaming; pupil needs; special educational needs; statements—special educational needs 11/1254 individual education plans; learning activities; special educational needs INDIVIDUALISED METHODS 11/0159 individual education plans;

1392

Subject index mainstreaming; special educational needs 11/0225 computer assisted learning; computer uses in education; information technology; medical education 11/0606 individual education plans; individual needs; pupil needs; pupil participation; special educational needs 11/1308 early childhood education; intervention; teaching methods 11/1526 acceleration—education; computer programming; computer uses in education; differentiated curriculum; information technology; learning activities; teaching methods 11/1549 differentiated curriculum; learning strategies; pupil needs; science education; teaching methods INDUSTRIAL SECONDMENTS 11/0549 enterprise education; industry education relationship; placement; preservice teacher education; student teachers 11/0562 industry higher education relationship; preservice teacher education; school based teacher education; student teachers 11/0587 educational materials; industry higher education relationship; material development; newly qualified teachers; secondments; student teachers; teacher development 11/1841 industry education relationship INDUSTRY 11/0410 aspiration; attitudes; career awareness; employment; pupil attitudes; unemployment; work education relationship

1393

Subject index 11/1224 business; pupil attitudes INDUSTRY EDUCATION RELATIONSHIP 11/0125 local education authorities; school to work transition; vocational education 11/0241 enterprise education; learning strategies; motivation; skill development; transfer of learning 11/0409 attitudes; engineering; pupil attitudes; science based occupations; science technology and society; technology; work education relationship 11/0435 business; cooperative programmes; corporate education; employers; work education relationship 11/0486 educational administration; governing bodies; local education authorities; Local Management of Schools; management in education; school based management; school governors 11/0549 enterprise education; industrial secondments; placement; preservice teacher education; student teachers 11/0589 Ghana; science education 11/0852 management development; mentors; work education relationship 11/0856 educational administration; governing bodies; governing bodies; school governors 11/1078 basic skills; career awareness; motivation; school to work transition; vocational education; vocational guidance; work education relationship 11/1079 colleges of further education;

1394

Subject index

1395

construction industry; curriculum development; National Vocational Qualifications; school college relationship; vocational education; work education relationship 11/1080 link courses; mentors; pupil development; underachievement; work education relationship 11/1431 secondments; teacher development 11/1797 corporate education; staff development 11/1799 cooperative programmes 11/1841 industrial secondments 11/1878 A level examinations; chemical industry; chemistry; pupil attitudes; science education INDUSTRY FURTHER EDUCATION RELATIONSHIP 11/0118 comparative education; Malaysia; office occupations education; secretaries; vocational education; work education relationship 11/0180 economics education relationship; fund raising; further education; higher education; income; industry higher education relationship; marketing 11/0434 colleges of further education; cooperative programmes; employers; work education relationship 11/0629 further education; training; vocational education INDUSTRY HIGHER EDUCATION RELATIONSHIP 11/0023 intellectual property; patents; research 11/0024 copyright; intellectual property; research; science policy; scientific research;

Subject index small businesses; universities 11/0110 corporate support; employers; enterprise education; transfer of learning 11/0180 economics education relationship; fund raising; further education; higher education; income; industry further education relationship; marketing 11/0508 accreditation of prior learning; experiential learning; higher education; prior learning; work based learning; work experience 11/0527 community benefits; continuing education; employees; employers; higher education; universities 11/0562 industrial secondments; preservice teacher education; school based teacher education; student teachers 11/0587 educational materials; industrial secondments; material development; newly qualified teachers; secondments; student teachers; teacher development 11/0842 experiential learning; flexible learning; higher education; on the job training; work education relationship 11/1199 computer networks; computer uses in education; information technology; placement; student projects 11/1417 educational quality; further education; higher education; performance contracts; programme evaluation 11/1514 Access programmes;

1396

Subject index employees; higher education; on the job training; semiskilled workers; unskilled workers; work education relationship 11/1515 employees; higher education; motivation; on the job training; small businesses; work education relationship INDUSTRY TRAINING ORGANISATIONS 11/1356 local enterprise companies; Scotland; training INFANT SCHOOL EDUCATION 11/0261 early childhood education; educational quality; nursery schools; outcomes of education; preschool education; preschool to primary transition; private education 11/0289 infant school teachers; nursery schools; play; reception classes; teacher attitudes 11/0681 classroom communication; feedback; infant school teachers; teacher pupil relationship; teacher response 11/0802 assessment; learning strategies; National Curriculum; primary schools; teaching methods; urban schools 11/0865 early childhood education; home school relationship; pupil school relationship; reception classes; school entrance age; young children 11/1243 beginning reading; reading teaching; teacher pupil relationship; teaching methods 11/1332 classroom management; early childhood education;

1397

Subject index infant school teachers; reception classes INFANT SCHOOL PUPILS 11/0048 behaviour problems; discipline problems; disruptive pupils; emotional and behavioural difficulties; primary school pupils; problem children; surveys 11/0499 reception classes; self concept; self esteem; sex differences; sexual identity; young children 11/0643 academic achievement; assessment; baseline assessment; pupil development; screening tests; standard assessment tasks 11/1327 home school relationship; home to school transition; parent participation; pupil school relationship; reception classes; school entrance age; young children 11/1818 child language; comparative education; group work; verbal communication INFANT SCHOOLTEACHERS 11/0289 infant school education; nursery schools; play; reception classes; teacher attitudes 11/0681 classroom communication; feedback; infant school education; teacher pupil relationship; teacher response 11/1253 literacy education; reading; reading teaching; teaching methods 11/1332 classroom management; early childhood education; infant school education; reception classes

1398

Subject index INFANTS 11/0068 blindness; child development; visual impairments; young children INFERENCES 11/0128 communication skills; conversation; discourse analysis; group work; speech communication INFORMAL ASSESSMENT 11/0313 assessment; assessment by teachers; teacher behaviour; teacher pupil relationship INFORMATION DISSEMINATION 11/1350 educational broadcasting; educational materials; educational television; information sources; television 11/1353 educational broadcasting; educational materials; educational radio; educational television; information needs; teachers; teaching guides 11/1765 Black youth; information needs; libraries; South Africa INFORMATION NEEDS 11/0201 educational resources; environmental education; information sources 11/1353 educational broadcasting; educational materials; educational radio; educational television; information dissemination; teachers; teaching guides 11/1765 Black youth; information dissemination; libraries; South Africa INFORMATION NETWORKS 11/0038 computer uses in education; information technology; telecommunications

1399

Subject index 11/0206 computer assisted learning; computer uses in education; information technology; learning processes; multimedia approach; teaching methods; telecommunications 11/0294 computer uses in education; electronic mail; information technology; inservice teacher education; preservice teacher education; telecommunications; teleconferencing 11/0298 computer uses in education; information technology; inservice teacher education; multimedia approach; preservice teacher education; telecommunications; teleconferencing 11/1042 computer uses in education; educational improvement; information technology; Internet; telecommunications INFORMATION PROCESSING—PSYCHOLOGY 11/0007 difficulty level; group work; learning activities; learning processes INFORMATION SCIENCE 11/1348 developing countries; development education; Europe; librarianship education INFORMATION SEEKING 11/0959 computer uses in education; information technology; learning resources centres; libraries; school libraries 11/1352 computer uses in education; encyclopaedias; information technology; library skills; multimedia approach; optical data discs; school libraries 11/1355 primary to secondary transition; projects—learning activities; reading

1400

Subject index INFORMATION SOURCES 11/0201 educational resources; environmental education; information needs 11/0462 abstracts; periodicals; writing for publication 11/0795 information technology; research 11/1350 educational broadcasting; educational materials; educational television; information dissemination; television INFORMATION TECHNOLOGY 11/0030 algebra; computer uses in education; logo; low achievement; mathematics education 11/0038 computer uses in education; information networks; telecommunications 11/0041 Arab states; computer uses in education; pupil attitudes; secondary schools 11/0115 computer uses in education; electricity; hypermedia; science education; scientific concepts 11/0179 computer games; computer uses in education; interactive video; recreational activities 11/0206 computer assisted learning; computer uses in education; information networks; learning processes; multimedia approach; teaching methods; telecommunications 11/0209 art education; computer assisted design; computer uses in education; design 11/0225 computer assisted learning; computer uses in education; individualised methods; medical education 11/0239 assessment;

1401

Subject index computer assisted testing; computer uses in education 11/0257 computer assisted learning; computer system design; computer uses in education; hypermedia 11/0265 computer uses in education; educational materials; learning strategies; material development; students; study skills 11/0281 computer uses in education; interactive video; mathematics education; multimedia approach 11/0282 computer uses in education; coordinators; secondary schools 11/0294 computer uses in education; electronic mail; information networks; inservice teacher education; preservice teacher education; telecommunications; teleconferencing 11/0295 computer assisted reading; computer uses in education; dyslexia; intervention; reading difficulties; talking computers 11/0297 computer uses in education; multimedia approach; science education 11/0298 computer uses in education; information networks; inservice teacher education; multimedia approach; preservice teacher education; telecommunications; teleconferencing 11/0301 computer assisted learning; computer uses in education; distance education; flexible learning; international educational exchange; telecommunications; telecourses 11/0302 computer uses in education; electronic mail; preservice teacher education;

1402

Subject index reflective teaching; student teacher supervisors; student teachers; telecommunications; teleconferencing 11/0304 anxiety; computer assisted learning; computer uses in education; human computer interaction; interactive video; multimedia approach; student attitudes 11/0314 computer uses in education; educational materials; material development; multimedia approach; preservice teacher education 11/0357 cognitive processes; computer programming; computer uses in education; metacognition; problem solving 11/0367 computer literacy; computer uses in education; higher education; universities 11/0377 computer networks; computer uses in education; distance education; multimedia approach; special educational needs 11/0386 assessment; computer assisted testing; computer uses in education; National Vocational Qualifications 11/0400 computer uses in education; group work; microcomputers; primary schools; problem solving 11/0415 computer uses in education; research reports; theses 11/0424 computer uses in education; English—second language; second language leaming 11/0448 computer uses in education; mathematics education; microcomputers; secondary schools 11/0461 computer uses in education; open education;

1403

Subject index special educational needs 11/0467 computer system design; computer uses in education; learning disabilities; microcomputers; special educational needs 11/0496 computer assisted learning; computer system design; computer uses in education; educational software 11/0497 access to education; computer uses in education; distance education; electronic mail; flexible learning; telecommunications 11/0555 computer assisted learning; computer simulation; computer uses in education; educational software; multimedia approach 11/0570 computer uses in education; cross curricular approach; microcomputers 11/0607 computer assisted learning; computer uses in education; hypermedia 11/0616 anxiety; computer uses in education; computers 11/0622 computer uses in education; optical data discs; primary schools 11/0716 computer uses in education; educational software; mathematics education; symbols—mathematics; visual learning 11/0719 computer uses in education; educational software; girls; mathematics education 11/0724 algebra; computer uses in education; geometry; mathematics education; proof—mathematics 11/0725 computer uses in education; mathematics education 11/0795 information sources; research 11/0808 computer assisted learning;

1404

Subject index computer uses in education; concept keyboards; human computer interaction; learning disabilities; special educational needs; touch screens 11/0828 computer uses in education; Malta 11/0833 computer uses in education; educational administration; Local Management of Schools; management information systems; management systems; school based management 11/0847 computer software; computer uses in education; higher education; performance indicators; quality control 11/0895 computer uses in education; mathematics education; preservice teacher education; student teachers; teacher attitudes 11/0898 computer uses in education; computers; data processing; National Curriculum; word processors 11/0931 computer assisted learning; computer uses in education; language teachers; preservice teacher education 11/0955 computer uses in education; girls; sex differences; women’s education; women’s employment 11/0956 computer assisted learning; computer uses in education; educational software 11/0957 computer uses in education; coordinators; electronic mail; special educational needs; support services; telecommunications 11/0958 computer uses in education; distance education; electronic mail; preservice teacher education; teacher development;

1405

Subject index telecommunications 11/0959 computer uses in education; information seeking; learning resources centres; libraries; school libraries 11/0976 ability; computer uses in education; gifted; primary school pupils 11/1002 computer uses in education; literature reviews 11/1034 computer uses in education; preservice teacher education; school based teacher education 11/1040 computer uses in education; local education authorities; special educational needs 11/1041 academic achievement; achievement; computer assisted learning; computer uses in education; educational software; multimedia approach 11/1042 computer uses in education; educational improvement; information networks; Internet; telecommunications 11/1118 computer uses in education; National Cuniculum; oracy; teacher attitudes 11/1121 computer assisted language learning; computer assisted learning; computer uses in education; hypermedia; multimedia approach 11/1152 computer assisted learning; computer uses in education; educational software; questioning techniques 11/1159 adult education; computer uses in education; educational practices; higher education; physical sciences; science education 11/1167 calculus education; computer uses in education; higher education; mathematics education;

1406

Subject index students 11/1177 computer uses in education; distance education; microcomputers; open universities 11/1180 animation; computer uses in education; pupil projects 11/1181 computer assisted learning; computer uses in education; cooperative learning; human computer interaction; learning processes 11/1182 blindness; computer uses in education; optical data discs; special educational needs; speech synthesisers; visual impairments 11/1184 computer assisted learning; computer uses in education; cooperation; distance education; group work; science education 11/1185 computer uses in education; interactive video; multimedia approach 11/1186 computer uses in education; inservice teacher education; multimedia approach 11/1187 cartoons; computer uses in education; educational therapy; emotional adjustment; story telling; therapy 11/1188 computer uses in education; multimedia approach 11/1189 case studies; computer uses in education; cooperative learning; distance education; group work; management studies 11/1190 computer uses in education; interactive video; multimedia approach 11/1193 agricultural education; computer uses in education; distance education; farmers;

1407

Subject index interactive video; telecommunications; teleconferencing 11/1194 computer assisted reading; computer uses in education; reading difficulties; reading teaching; talking computers 11/1196 communications; computer uses in education; human computer interaction; telecommunications; teleconferencing 11/1197 computer graphics; computer uses in education; educational software; logic 11/1198 computer literacy; computer uses in education; microcomputers 11/1199 computer networks; computer uses in education; industry higher education relationship; placement; student projects 11/1200 computer simulation; computer uses in education; physics; simulation 11/1230 children as writers; computer uses in education; group work; primary school pupils; story telling; word processors; writing—composition 11/1233 children as writers; computer uses in education; group work; literary genres; word processors; writing—composition; writing exercises 11/1235 computer uses in education; preservice teacher education 11/1275 computer assisted leaming; computer uses in education; higher education 11/1299 computer uses in education; deafness; hearing impairments; literacy education;

1408

Subject index multimedia approach; special educational needs; syntax 11/1326 computer uses in education; handwriting; literacy education; spelling; talking computers; writing skills; writing teaching 11/1344 bilingualism; computer uses in education; educational materials; multilingual materials; multilingualism; word processors 11/1351 computer uses in education; computers; educational software; higher education; multimedia approach 11/1352 computer uses in education; encyclopaedias; information seeking; library skills; multimedia approach; optical data discs; school libraries 11/1375 computer keyboards; computer uses in education; concept keyboards; human computer interaction 11/1379 computer uses in education; educational software; geometry; mathematics education 11/1394 computer uses in education; history; optical data discs; teaching methods 11/1416 computer assisted learning; computer uses in education; medical education; medicine 11/1446 computer uses in education; group work; mathematics education; multimedia approach; teaching methods 11/1468 computer microworlds; computer uses in education; mathematics education;

1409

Subject index proof—mathematics 11/1490 computer uses in education; independent study; staff development 11/1516 computer uses in education; environmental education; higher education; teleconferencing 11/1524 art education; computer uses in education; design; educational materials; educational software; optical data discs 11/1525 computer uses in education; Czech Republic; international educational exchange; teacher education 11/1526 acceleration—education; computer programming; computer uses in education; differentiated curriculum; individualised methods; learning activities; teaching methods 11/1532 computer uses in education; word processors; writing—composition; writing skills 11/1557 computer uses in education; higher education 11/1631 cognitive processes; computer assisted learning; computer uses in education; learning processes; metacognition 11/1634 computer assisted learning; computer uses in education; educational theories 11/1637 cognitive processes; computer uses in education; educational software; human computer interaction; multimedia approach 11/1639 computer uses in education; language handicaps; learning disabilities; special educational needs 11/1642 assessment; computer uses in education; English—second language; second language learning;

1410

Subject index textbooks 11/1664 computer uses in education; history studies; learning strategies; teaching methods; teleconferencing 11/1666 computer uses in education; preservice teacher education; telecommunications; teleconferencing 11/1686 computer uses in education; preservice teacher education; student teachers; teaching practice 11/1706 computer assisted learning; computer software; computer uses in education; educational materials; material development; primary education 11/1708 bilingualism; computer uses in education; English—second language; ethnic groups; intensive language courses; second language teaching 11/1724 computer uses in education; data processing; graphs; practical science; science education 11/1731 accountancy education; business education; computer software; computer uses in education; educational materials; material development 11/1760 computer uses in education; cross curricular approach; hypertext; technology education 11/1771 computer uses in education; educational materials; interpersonal competence; material development; multimedia approach; nursery nurses; optical data discs 11/1772 conferences; multimedia approach; optical data discs 11/1792 computer uses in education;

1411

Subject index educational software; mathematical models; mathematics education 11/1824 computer uses in education 11/1881 computer uses in education; secondary schools INHIBITION 11/0596 emotional and behavioural difficulties; psychopathology; selective mutism; special educational needs; speech communication INJURIES 11/0029 accident prevention; driver education; neurological impainnents; traffic safety 11/0903 accidents; child welfare; home environment; safety; safety education; young children INNOVATION 11/0881 learning activities; mathematical enrichment; mathematics education; preservice teacher education; student teachers; teaching methods; teaching practice INSERVICE TEACHER EDUCATION 11/0072 developing countries; educational improvement; Pakistan; primary education; programme evaluation 11/0172 cultural differences; English—second language; language teachers; overseas students; second language teaching 11/0218 educational policy; professional development; Scotland; teacher development 11/0294 computer uses in education; electronic mail; information networks; information technology; preservice teacher education; telecommunications;

1412

Subject index teleconferencing 11/0298 computer uses in education; information networks; information technology; multimedia approach; preservice teacher education; telecommunications; teleconferencing 11/0480 developing countries; South Africa; teacher development 11/0546 English—second language; language teachers; second language teaching; Thailand 11/0742 earth science; educational materials; geography; material development 11/0930 English—second language; Malta; second language teaching 11/1075 advisory support; City Technology Colleges; curriculum development; grant maintained schools 11/1095 careers teachers; staff development; teacher development; vocational guidance 11/1140 academic staff; higher education; preservice teacher education; teacher educators 11/1186 computer uses in education; information technology; multimedia approach 11/1208 primary school teachers; science education; teacher attitudes 11/1312 developing countries; Ghana; teacher development 11/1319 agricultural colleges; agricultural education; Botswana; developing countries; staff development 11/1336 competency based teacher education; local education authorities; school based teacher education; staff orientation;

1413

Subject index teacher development 11/1474 English—second language; Saudi Arabia; second language teaching 11/1613 adults; learning disabilities; professional development; special education teachers; special educational needs; training 11/1629 developing countries; Malawi; teacher recruitment 11/1844 primary school teachers; science education; teacher development 11/1886 educational materials; science education; Swaziland INSPECTION 11/0193 advisers; head teachers; inspectors—of schools; local education authorities; scheduling; teacher evaluation 11/0439 inspectors—of schools; local education authorities 11/0568 inspectors—of schools; quality control 11/0882 inspectors—of schools 11/0977 inspectors—of schools; parent attitudes 11/1003 development plans; educational planning; educational quality; school effectiveness 11/1019 assessment; inspectors—of schools; reading; reading ability; reading teaching; school effectiveness 11/1129 educational improvement; educational quality; inspectors—of schools; school effectiveness 11/1212 educational change; teacher attitudes 11/1587 educational quality; inspectors—of schools; primary schools;

1414

Subject index quality control 11/1763 educational policy; inspectors—of schools; quality control INSPECTORS—OF SCHOOLS 11/0193 advisers; head teachers; inspection; local education authorities; scheduling; teacher evaluation 11/0439 inspection; local education authorities 11/0568 inspection; quality control 11/0882 inspection 11/0977 inspection; parent attitudes 11/1019 assessment; inspection; reading; reading ability; reading teaching; school effectiveness 11/1108 attitudes; opinions; parent attitudes; primary education; pupil attitudes; school governors; teacher attitudes 11/1129 educational improvement; educational quality; inspection; school effectiveness 11/1587 educational quality; inspection; primary schools; quality control 11/1763 educational policy; inspection; quality control INSTITUTES OF HIGHER EDUCATION 11/0318 career development; teacher evaluation; teaching profession; women teachers; women’s employment 11/0449 mentors; preservice teacher education; school based teacher education; student teacher supervisors

1415

Subject index 11/0558 colleges of further education; further education; higher education; marketing; universities 11/1236 counselling effectiveness; counselling services; guidance; higher education; pastoral care—education; student health and welfare; students 11/1603 cooperation; preservice teacher education; school based teacher education 11/1737 colleges of higher education; educational history; higher education; polytechnics; universities 11/1853 educational administration; educational quality; higher education; quality assurance; quality control INSTITUTIONAL ADMINISTRATION 11/0013 college administration; colleges of further education; educational administration; further education; organisational change 11/0059 educational history; universities 11/1146 academic staff; colleges of further education; educational administration; further education; nonteaching duties; teacher workload; teaching load INSTITUTIONAL COOPERATION 11/0018 Postgraduate Certificate in Education; preservice teacher education; school based teacher education 11/0078 mentors; physical education teachers; preservice teacher education; school based teacher education; student teachers 11/0382 preservice teacher education; school based teacher education 11/0483 preservice teacher education;

1416

Subject index school based teacher education; teaching practice 11/0559 colleges of further education; further education; higher education; universities 11/1328 higher education; international educational exchange 11/1367 mentors; Postgraduate Certificate in Education; preservice teacher education; school based teacher education 11/1703 head teachers; preservice teacher education; school based teacher education INSTITUTIONAL ENVIRONMENT 11/0340 access to education; ethnic groups; higher education; student health and welfare; student needs; students; universities 11/0355 educational principles; organisational climate; religion and education; values 11/0397 educational environment; stress—psychological; stress management; stress variables; teacher morale 11/1064 change; educational administration; educational change; organisational change; organisational climate; teacher attitudes; teachers 11/1162 educational environment; organisational climate; organisational development; stress—psychological; teaching conditions INSTITUTIONAL EVALUATION 11/0045 examination results; performance indicators 11/0136 mainstreaming; special educational needs; whole school approach 11/0190 disadvantaged; examination results;

1417

Subject index General Certificate of Secondary Education; performance indicators 11/0438 educational objectives; educational quality; performance indicators; school effectiveness 11/0971 educational quality; performance indicators; school effectiveness; value added 11/1056 assessment; primary schools INSTITUTIONALISED PERSONS 11/0505 delinquency; emotional and behavioural difficulties; professional development; self mutilation INTELLECTUAL DEVELOPMENT 11/0074 intuition; nurse education; nurses 11/0210 art education; criticism; reasoning INTELLECTUAL DISCIPLINES 11/0308 cognitive processes; learning processes 11/0557 Postgraduate Certificate in Education; preservice teacher education 11/0680 differential performance; ethnic groups; examination results; outcomes of education; school effectiveness; secondary schools; sex differences 11/1599 competence; mentors; newly qualified teachers; preservice teacher education; school based teacher education; student teacher supervisors INTELLECTUAL PROPERTY 11/0023 industry higher education relationship; patents; research 11/0024 copyright; industry higher education relationship; research; science policy; scientiflc research; small businesses;

1418

Subject index universities INTELLECTUALS 11/1241 newly qualified teachers; preservice teacher education; professional development; teacher role; teaching profession INTENSIVE LANGUAGE COURSES 11/1708 bilingualism; computer uses in education; English—second language; ethnic groups; information technology; second language teaching INTERACTION 11/0305 group work; interpersonal relationship; learning; peer relationship; pupil behaviour; sex differences 11/0652 discussion; group work; interpersonal relationship; learning activities INTERACTIVE VIDEO 11/0179 computer games; computer uses in education; information technology; recreational activities 11/0203 computer assisted learning; dyslexia; learning disabilities; multimedia approach 11/0281 computer uses in education; information technology; mathematics education; multimedia approach 11/0304 anxiety; computer assisted learning; computer uses in education; human computer interaction; information technology; multimedia approach; student attitudes 11/1185 computer uses in education; information technology; multimedia approach 11/1190 computer uses in education; information technology; multimedia approach 11/1193 agricultural education;

1419

Subject index computer uses in education; distance education; farmers; information technology; telecommunications; teleconferencing 11/1670 distance education; teaching methods; teleconferencing INTERCULTURAL COMMUNICATION 11/1400 arts; Canada; criticism; cultural education; multicultural education INTERDISCIPLINARY APPROACH 11/1292 health personnel; health services; interprofessional relationship; professional education; social services; social work INTERESTS 11/0916 adolescent attitudes; adolescents; attitudes; personality; social development; vocational guidance INTERGROUP RELATIONS 11/1699 friendship; interpersonal competence; peer relationship; pupil behaviour; social isolation; social skills INTERMEDIATE TREATMENT 11/0366 behaviour modification; delinquency; delinquent rehabilitation; intervention; probation; programme evaluation; youth problems INTERNATIONAL EDUCATION 11/0036 international programmes; international schools 11/1244 centralisation; educational practices; multicultural education; National Curriculum 11/1665 cross cultural studies;

1420

Subject index electronic mail; European studies; social history; telecommunications INTERNATIONAL EDUCATIONAL EXCHANGE 11/0154 comparative education; English—second language; second language teaching 11/0299 electronic mail; preservice teacher education; telecommunications; teleconferencing 11/0301 computer assisted learning; computer uses in education; distance education; flexible learning; information technology; telecommunications; telecourses 11/0306 comparative education; mathematics achievement; mathematics education 11/0375 comparative education; distance education; higher education; learning activities; Netherlands; teaching methods; telecommunications 11/0452 Europe; language teachers; modern language studies 11/0582 educational materials; mathematics education; Sierra Leone 11/0603 China; comparative education; educational administration; management in education 11/0756 community involvement; Europe; health education; health promotion; parent participation 11/0825 cooperative programmes; cost effectiveness; higher education; universities 11/0975 comparative education; educational research; Europe 11/1081 citizenship education;

1421

Subject index comparative education; democracy; global approach; life skills; national identity; social development; values education 11/1192 course evaluation; distance education; educational materials; Europe; European studies; material development 11/1328 higher education; institutional cooperation 11/1337 models; science education; science technology and society; technology education 11/1362 art education; arts; computer uses in education; cultural education; handicrafts; Japan; museums 11/1414 comparative education; curriculum development; mathematics education; science education 11/1436 educational researchers; European Union; researchers; training 11/1525 computer uses in education; Czech Republic; information technology; teacher education 11/1592 comparative education; developing countries; Malawi; preservice teacher education; South Africa; Zimbabwe 11/1644 comparative education; drug education; health education 11/1645 comparative education; drug education; health education 11/1672 programme development; trainers;

1422

Subject index training; youth employment; youth programmes 11/1679 adult educators; comparative education; Europe; European studies; European Union; teacher development 11/1838 consultancy; educational development; social development INTERNATIONAL PROGRAMMES 11/0036 international education; international schools 11/0495 colleges of further education; community colleges; course evaluation; European Union 11/0924 family life; family programmes; home environment; learning disabilities; special educational needs INTERNATIONAL RELATIONS 11/1313 developing countries; economics education relationship; educational policy; Malaysia; politics education relationship INTERNATIONAL SCHOOLS 11/0036 international education; international programmes 11/1564 citizenship education; global citizenship; theatre arts INTERNET 11/1042 computer uses in education; educational improvement; information networks; information technology; telecommunications INTERPERSONAL COMPETENCE 11/0812 health personnel; pharmacists; programme evaluation 11/1165 experiential learning; locus of control; outcomes of education; stress—psychological; student experience; teacher education

1423

Subject index 11/1689 cognitive style; learning strategies; peer teaching; students 11/1699 friendship; intergroup relations; peer relationship; pupil behaviour; social isolation; social skills 11/1771 computer uses in education; educational materials; information technology; material development; multimedia approach; nursery nurses; optical data discs INTERPERSONAL RELATIONSHIP 11/0305 group work; interaction; learning; peer relationship; pupil behaviour; sex differences 11/0437 cerebral palsy; mainstreaming; peer relationship; pupil adjustment; pupil behaviour; social behaviour; special educational needs 11/0610 family life; higher education; mature students; spouses; students 11/0652 discussion; group work; interaction; learning activities INTERPROFESSIONAL RELATIONSHIP 11/1289 learning disabilities; professional development; residential care 11/1292 health personnel; health services; interdisciplinary approach; professional education; social services; social work 11/1294 community services; nurse education;

1424

Subject index nurses INTERVENTION 11/0295 computer assisted reading; computer uses in education; dyslexia; information technology; reading difficulties; talking computers 11/0366 behaviour modification; delinquency; delinquent rehabilitation; intermediate treatment; probation; programme evaluation; youth problems 11/0793 cognitive ability; learning strategies; mathematics education; secondary education; teaching methods 11/0800 mathematics achievement; mathematics education; numeracy; primary education; pupil improvement; underachievement 11/0880 computer uses in education; dyslexia; learning disabilities; special educational needs; stimulation 11/1053 reading difficulties; reading teaching; remedial programmes; remedial reading 11/1113 behaviour modification; bullying; discipline problems; peer acceptance; peer relationship; peer teaching; pupil behaviour 11/1142 programme evaluation; reading difficulties; reading teaching; remedial programmes; remedial reading 11/1206 srience education; sex differences 11/1226 early childhood education; early experience; home school relationship;

1425

Subject index parent teacher cooperation; prereading experience; preschool education; young children 11/1306 early childhood education; early experience; hearing impairments; parent participation; special educational needs 11/1308 early childhood education; individualised methods; teaching methods 11/1546 assessment; learning disabilities; special educational needs INTERVIEWS 11/1438 classroom observation techniques; educational research; material development; questionnaires; research methodology; staff development INTRODUCTORY COURSES 11/1201 higher education; mathematics education; numbers; numeracy 11/1867 Access programmes; access to education; further education; higher education; mature students; nontraditional students; students INTUITION 11/0074 intellectual development; nurse education; nurses INVESTIGATIONS 11/1877 A level examinations; chemistry; experiments; practical science; science education IRAN 11/0043 school to work transition; work education relationship; youth employment IRELAND 11/1357 educational administration; educational change 11/1493 curriculum development;

1426

Subject index European studies; geography; Northern Ireland 11/1498 cultural education; languages; literature; Northern Ireland; optical data discs 11/1662 curriculum development; history 11/1683 cooperation; cooperative programmes; Northern Ireland; peace studies IRISH 11/1496 children’s television; cultural education; educational television; folk culture; literature; Northern Ireland; story telling 11/1497 language teachers; languages; phonemics; phonetics ISLAMIC EDUCATION 11/1166 Muslims; religion and education; religious cultural groups; women’s education ITALY 11/0827 bilingual teachers; comparative education; English—second language; second language teaching; teacher education 11/1211 comparative education; educational administration; educational policy; mainstreaming; Scandinavia; special educational needs; support services ITEM BANKS 11/0962 assessment; screening tests; test construction; test items; tests 11/1007 assessment; computer assisted testing;

1427

Subject index multiple choice tests; test construction; test items; tests JAMAICA 11/1314 Church and education; religion and education; religious cultural groups JAPAN 11/0698 clumsy children; diagnostic tests; motor coordination; psychomotor skills 11/1360 music 11/1362 art education; arts; computer uses in education; cultural education; handicrafts; international educational exchange; museums JAPANESE 11/0130 communication research; English; language styles; second language learning; sentence structure; translation JAPANESE PEOPLE 11/0131 communication research; conversation; English—second language; language styles; second language learning; speech communication 11/0132 English—second language; grammar; second language learning 11/1419 pupil experience; transfer pupils; transient children JEWISH EDUCATION 11/0714 educational quality; religious education JOB SATISFACTION 11/1541 stress—psychological; teacher attitudes; teaching profession JOB SHARING 11/1507 part time teachers; primary school teachers; teaching profession

1428

Subject index JUSTICE 11/1008 concept formation; curriculum development; development education; global approach; human rights; moral education; values 11/1172 curriculum development; mathematics education; social change; social values KENYA 11/0267 developing countries; followup studies; training; vocational education 11/0476 cultural activities; music 11/0533 algebra; mathematics education; pupil problems 11/1807 English—second language; English for academic purposes; second language learning; writing skills 11/1839 careers; developing countries; followup studies; graduate surveys; higher education; mature students KNOWLEDGE LEVEL 11/0217 achievement; experiential learning; higher education; learning KOREA 11/1399 art education; curriculum development; multicultural education 11/1476 communicative competence—languages; English—second language; language tests; second language teaching KUWAIT 11/0040 English—second language; languages for specific purposes; second language learning 11/0947 physical education; sports 11/1570 adult education;

1429

Subject index andragogy; continuing education LABORATORY SAFETY 11/0026 safety; school safety; science activities; science education; secondary schools 11/0384 accidents; danger; home environment; pupil attitudes; risk; safety; science education LABORATORY TECHNICIANS 11/0832 decision making; paraprofessional personnel; science education; science laboratories; science teachers LABOUR MARKET 11/0433 employment opportunities; graduate employment; graduates; work education relationship 11/0798 career choice; school leavers; school to work transition; sixteen to nineteen education; training 11/1099 retraining; training; vocational education; women’s employment 11/1100 community; employers; employment opportunities; training; unemployment; work education relationship 11/1141 newly qualified teachers; Northern Ireland; teacher employment; teacher recruitment; teaching profession 11/1173 career choice; careers; ethnic groups; Muslims; religious cultural groups; women’s education;

1430

Subject index women’s employment 11/1519 employment opportunities; learner educational objectives; occupational aspiration; opportunities; secondary school pupils; work education relationship 11/1520 career choice; employment opportunities; learner educational objectives; occupational aspiration; school to work transition; secondary school pupils; work education relationship 11/1614 Europe; training; unemployment; vocational education LAND USE 11/0262 curriculum development; environmental education; rural areas; rural studies; Scotland 11/0430 agricultural education; educational quality; further education; quality assurance; vocational education LANGUAGE 11/0205 child language; classroom communication; history; language of instruction; primary school pupils; science education 11/0637 children’s art; drawing 11/0891 mathematical linguistics; mathematics education 11/1346 classroom communication; mathematical linguistics; mathematics education; verbal communication 11/1479 language skills; metalanguage; sixteen to nineteen education; writing—composition; writing skills LANGUAGE ACQUISITION 11/0087 deafness; sign language

1431

Subject index 11/0665 child development; child language; genetics; reading ability 11/0677 child language; language handicaps; vocabulary development 11/0874 audiovisual aids; educational media; second language teaching; teaching methods; videotape recordings 11/0914 deafness; educational media; hearing impairments; special educational needs; teaching methods; videotape recordings 11/0915 deafness; hearing aids; hearing impairments; vocabulary development 11/0928 language handicaps; learning disabilities; special educational needs; speech handicaps; syntax 11/1265 Down’s syndrome; early childhood education; hearing impairments; reading ability; reading skills; special educational needs; young children 11/1267 cognitive development; Down’s syndrome; literacy education; memory; special educational needs LANGUAGE HANDICAPS 11/0063 distance education; special education teachers; special educational needs; speech communication; speech handicaps; teacher development 11/0646 learning disabilities; speech handicaps 11/0647 learning disabilities; speech handicaps 11/0677 child language; language acquisition;

1432

Subject index vocabulary development 11/0927 language units; learning disabilities; mainstreaming; special educational needs; speech handicaps; transfer pupils 11/0928 language acquisition; learning disabilities; special educational needs; speech handicaps; syntax 11/0994 speech handicaps; speech therapy 11/1135 academic achievement; performance; special educational needs; speech handicaps; young children 11/1639 computer uses in education; information technology; learning disabilities; special educational needs LANGUAGE MAINTENANCE 11/0028 bilingualism; cultural background; ethnic groups; mother tongue; Pakistanis 11/0352 Asians; bilingualism; ethnic groups; language policy; mother tongue LANGUAGE OF INSTRUCTION 11/0205 child language; classroom communication; history; language; primary school pupils; science education primary school pupils 11/0248 science teachers; student teacher attitudes; teacher attitudes 11/0296 force; motion; physics; science teachers; scientific literacy 11/0297 computer uses in education;

1433

Subject index information technology; multimedia approach 11/0312 developing countries; English—second language; language of instruction; textbooks 11/0333 Access programmes; access to education; mature students 11/0383 primary to secondary transition; science teachers 11/0384 accidents; danger; home environment; laboratory safety; pupil attitudes; risk; safety 11/0441 earth science; educational history; geology; physical sciences 11/0443 earth science; educational materials; material development; National Curriculum; physical sciences 11/0447 comprehension; philosophy of science; scientific concepts; student attitudes 11/0482 curriculum development; educational materials; material development; special educational needs 11/0534 force; museums; science activities; science teaching centres; scientific concepts 11/0535 assessment; National Curriculum; school based assessment 11/0536 assessment; General Certificate of Secondary Education; practical science; science activities 11/0540 educational history 11/0552 educational history; primary education; technology education 11/0565 assessment;

1434

Subject index National Curriculum; practical science; school based assessment 11/0573 curriculum development; educational history; science curriculum 11/0580 higher education; learning; scientific literacy; students 11/0581 genetics; pupil attitudes 11/0583 Botswana; language of instruction; languages for specific purposes; scientific vocabulary; second language learning 11/0584 scientific concepts; sociology of education; teaching methods 11/0585 concept formation; learning theories; scientific concepts 11/0586 concept formation; scientific concepts 11/0589 Ghana; industry education relationship 11/0591 chemistry; learning; scientific concepts; students 11/0592 curriculum development; educational materials; material development; technology education 11/0638 assessment; science tests; standard assessment tasks 11/0674 cognitive development; comprehension; heat; primary education; temperature 11/0741 educational materials; material development; National Vocational Qualifications; vocational education 11/0767 energy education; physics 11/0768 explanation 11/0770 imagery; visual learning

1435

Subject index 11/0794 classroom research; learning activities; mathematics education; primary education; primary school pupils; pupil attitudes; teaching methods 11/0832 decision making; laboratory technicians; paraprofessional personnel; science laboratories; science teachers 11/0858 choice of subjects; course selection—students; ethnic groups; higher education; mathematics education; student attitudes 11/0872 preservice teacher education; school based teacher education; science teachers; student teachers 11/0875 cartoons; educational materials 11/0878 citizenship education; English; global approach; teacher education 11/0904 learning strategies; Malaysia; preservice teacher education; science teachers; thinking skills 11/0940 assessment; mathematics education; National Curriculum—Northern Ireland; standard assessment tasks; tests 11/0961 assessment; chemistry; mathematics achievement; National Curriculum; primary education; standard assessment tasks 11/0973 comparative education; mathematics education 11/0985 achievement; assessment; attainment tests; comparative education; mathematics education 11/1023 concept teaching;

1436

Subject index primary education; scientific concepts 11/1044 National Curriculum; primary education 11/1047 assessment; assessment by teachers; National Curriculum; tests 11/1061 educational trends; head teachers; mathematics education; primary education; primary schools; resource allocation; surveys 11/1063 choice of subjects; mathematics education; sixteen to nineteen education 11/1133 classroom communication; comprehension; primary school teachers; questioning techniques; science teachers; teaching methods 11/1134 primary school teachers; science teachers; scientific concepts; scientific literacy; teacher attitudes; teaching methods 11/1143 developmental continuity; English; mathematics education; National Curriculum—Northern Ireland; Northern Ireland; primary secondary education; primary to secondary transition 11/1159 adult education; computer uses in education; educational practices; higher education; information technology; physical sciences 11/1170 Hong Kong; science technology and society; technology education 11/1184 computer assisted learning; computer uses in education; cooperation; distance education; group work; information technology

1437

Subject index 11/1206 intervention; sex differences 11/1207 classroom observation techniques; group work; learning activities; science activities 11/1208 inservice teacher education; primary school teachers; teacher attitudes 11/1220 lesson plans; preservice teacher education; student teachers; teaching practice; teaching process 11/1223 electricity; primary education; teaching methods 11/1227 biology; biology teachers; controversial issues—course content; teacher attitudes 11/1273 choice of subjects; National Curriculum—Northern Ireland; pupil attitudes 11/1274 developmental continuity; National Curriculum—Northern Ireland; primary secondary education 11/1276 educational materials; Europe; languages; modern language studies; pupil attitudes 11/1277 A level examinations; choice of subjects; girls; women’s education 11/1337 international educational exchange; models; science technology and society; technology education 11/1338 learning strategies; mathematics education; secondary education; teaching methods 11/1363 chemical bonding; chemistry; scientific concepts 11/1377 preservice teacher education; primary school teachers; science teachers; scientific concepts 11/1395 primary schools

1438

Subject index 11/1413 concept teaching; primary school teachers; scientific concepts; technology education 11/1414 comparative education; curriculum development; international educational exchange; mathematics education 11/1424 Access programmes; course evaluation; educational quality; higher education; mature students; programme effectiveness; social sciences 11/1441 Access programmes; access to education; adult students; followup studies; higher education; mature students; social sciences 11/1533 assessment; practical science; science activities 11/1534 biology; learning activities; problem solving; science activities; teaching methods 11/1544 ability; gifted 11/1545 ability; gifted; mathematics education 11/1549 differentiated curriculum; individualised methods; learning strategies; pupil needs; teaching methods 11/1551 books; educational materials; material development; primary school teachers 11/1579 educational change; National Curriculum; science teachers; teacher attitudes; teacher motivation; teaching profession 11/1606 educational policy; South Africa;

1439

Subject index technology education 11/1622 Africa; agricultural education; developing countries; examinations; primary education 11/1623 comparative education; developing countries; educational planning; Malaysia; Morocco; secondary education 11/1661 Northern Ireland; rural areas; rural schools; school size; science curriculum; small schools 11/1667 educational materials; educational resources; learning activities; practical science; primary schools 11/1715 construction—process; construction materials; equal facilities; gender equality; primary education; sex differences; technology education 11/1724 computer uses in education; data processing; graphs; information technology; practical science 11/1725 parent participation; parent pupil relationship; school visits; science teaching centres 11/1777 philosophy of science; preservice teacher education; scientific literacy; student teachers 11/1815 higher education; scientific literacy; women 11/1843 educational history; examinations; universities 11/1844 inservice teacher education; primary school teachers; teacher development

1440

Subject index 11/1845 academic achievement; achievement; background; students 11/1854 corporate support; educational materials; primary education; programme evaluation; technology education 11/1877 A level examinations; chemistry; experiments; investigations; practical science 11/1878 A level examinations; chemical industry; chemistry; industry education relationship; pupil attitudes 11/1882 Africa; electricity; lightning; Swaziland 11/1883 curriculum development; science curriculum; teacher attitudes 11/1886 educational materials; inservice teacher education; Swaziland SCIENCE EXPERIMENTS 11/1209 primary secondary education; pupil attitudes; sex differences SCIENCE LABORATORIES 11/0832 decision making; laboratory technicians; paraprofessional personnel; science education; science teachers SCIENCE POLICY 11/0024 copyright; industry higher education relationship; intellectual property; research; scientific research; small businesses; universities SCIENCE TEACHERS 11/0208 ethnic groups; teacher education; teacher recruitment 11/0248 science education;

1441

Subject index student teacher attitudes; teacher attitudes 11/0296 force; motion; physics; science education; scientific literacy 11/0383 primary to secondary transition; science education 11/0564 English studies teachers; preservice teacher education; student teachers; teaching methods; teaching practice 11/0832 decision making; laboratory technicians; paraprofessional personnel; science education; science laboratories 11/0872 preservice teacher education; school based teacher education; science education; student teachers 11/0904 learning strategies; Malaysia; preservice teacher education; science education; thinking skills 11/1133 classroom communication; comprehension; primary school teachers; questioning techniques; science education; teaching methods 11/1134 primary school teachers; science education; scientific concepts; scientific literacy; teacher attitudes; teaching methods 11/1369 Brazil; critical thinking; teacher development; teaching methods 11/1377 preservice teacher education; primary school teachers; science education; scientific concepts 11/1548 academic staff; higher education; lecturers; professional development;

1442

Subject index teacher development; teaching profession 11/1579 educational change; National Curriculum; science education; teacher attitudes; teacher motivation; teaching profession SCIENCE TEACHING CENTRES 11/0534 force; museums; science activities; science education; scientific concepts 11/0664 museums; volunteers 11/1725 parent participation; parent pupil relationship; school visits; science education SCIENCE TECHNOLOGY AND SOCIETY 11/0409 attitudes; engineering; industry education relationship; pupil attitudes; science based occupations; technology; work education relationship 11/1170 Hong Kong; science education; technology education 11/1337 international educational exchange; models; science education; technology education SCIENCE TESTS 11/0638 assessment; science education; standard assessment tasks SCIENTIFIC ATTITUDES 11/0588 preservice teacher education; scientific literacy; student teacher attitudes; student teachers; technological literacy; technology 11/1647 Northern Ireland; pupil attitudes; religious education; secondary school pupils SCIENTIFIC CONCEPTS 11/0115 computer uses in education;

1443

Subject index electricity; hypermedia; information technology; science education 11/0447 comprehension; philosophy of science; science education; student attitudes 11/0534 force; museums; science activities; science education; science teaching centres 11/0584 science education; sociology of education; teaching methods 11/0585 concept formation; learning theories; science education 11/0586 concept formation; science education 11/0591 chemistry; learning; science education; students 11/1023 concept teaching; primary education; science education 11/1134 primary school teachers; science education; science teachers; scientific literacy; teacher attitudes; teaching methods 11/1363 chemical bonding; chemistry; science education 11/1377 preservice teacher education; primary school teachers; science education; science teachers 11/1413 concept teaching; primary school teachers; science education; technology education SCIENTIFIC LITERACY 11/0296 force; motion; physics; science education; science teachers 11/0408 City and Guilds Qualifications;

1444

Subject index competency based education; employment qualifications; National Vocational Qualifications; vocational education 11/0580 higher education; learning; science education; students 11/0588 preservice teacher education; scientific attitudes; student teacher attitudes; student teachers; technological literacy; technology 11/1134 primary school teachers; science education; science teachers; scientific concepts; teacher attitudes; teaching methods 11/1215 attitudes; public opinion 11/1387 attitudes; public opinion; radiation; risk 11/1627 nurse education; nurses; obstetrics 11/1777 philosophy of science; preservice teacher education; science education; student teachers 11/1815 higher education; science education; women SCIENTIFIC RESEARCH 11/0024 copyright; industry higher education relationship; intellectual property; research; science policy; small businesses; universities SCIENTIFIC VOCABULARY 11/0583 Botswana; language of instruction; languages for specific purposes; science education; second language learning SCIENTISTS 11/1616 graduate employment;

1445

Subject index health personnel; health services; medical laboratory technicians; professional development; training SCOTLAND 11/0218 educational policy; inservice teacher education; professional development; teacher development 11/0258 career choice; career counselling; China; comparative education; school to work transition; vocational guidance 11/0262 curriculum development; environmental education; land use; rural areas; rural studies 11/0266 assessment; attainment tests; English; language tests 11/0332 adult education; community education; comparative education; Latin America 11/0338 community development; community education 11/0343 comparative education; educational history; educational policy 11/0345 Conservatism; politics education relationship 11/0349 educational change; educational history 11/0354 educational history; girls; women’s education 11/0369 educational administration; governing bodies; school boards—Scotland; school governors 11/1356 industry training organisations; local enterprise companies; training 11/1412 health education; health promotion; pupil needs 11/1418 assessment;

1446

Subject index curriculum development; Five to Fourteen Curriculum; primary education 11/1428 continuing education; health services 11/1429 assessment; curriculum development; Five to Fourteen Cuniculum; primary education; teaching methods 11/1445 assessment; curriculum development; Five to Fourteen Curriculum; primary education; secondary education 11/1504 comparative education; Greece; learning disabilities; special educational needs 11/1509 educational change; equal education; gender equality; sex differences 11/1511 educational policy; special educational needs; special schools 11/1512 career development; careers; colleges of further education; further education; management in education; women; women’s employment 11/1528 comparative education; Germany; modern language studies 11/1535 academic achievement; mathematics achievement; mathematics education 11/1680 comparative education; continuing education; further education; higher education; lifelong learning; Northern Ireland; participation rate SCOTTISH CERTIFICATE OF EDUCATION 11/1437 academic achievement; examinations; higher grade examinations; performance SCOTTISH VOCATIONAL QUALIFICATIONS

1447

Subject index 11/1016 colleges of further education; further education; National Vocational Qualifications; training; vocational education SCREENING TESTS 11/0643 academic achievement; assessment; baseline assessment; infant school pupils; pupil development; standard assessment tasks 11/0962 assessment; item banks; test construction; test items; tests SECOND LANGUAGE LEARNING 11/0040 English—second language; Kuwait; languages for specific purposes 11/0129 English—second language; grammar 11/0130 communication research; English; Japanese; language styles; sentence structure; translation 11/0131 communication research; conversation; English—second language; Japanese people; language styles; speech communication 11/0132 English—second language; grammar; Japanese people 11/0251 English—second language; Taiwan 11/0321 adult students; error analysis—language; Welsh 11/0424 computer uses in education; English—second language; information technology 11/0583 Botswana; language of instruction; languages for specific purposes; science education; scientific vocabulary 11/0693 adult education;

1448

Subject index adult literacy; English—second language; ethnic groups 11/0700 achievement; adult education; dropouts; English—second language 11/1590 assessment; English—second language; English for academic purposes; oracy; overseas students 11/1642 assessment; computer uses in education; English—second language; information technology; textbooks 11/1660 achievement; bilingualism; immersion programmes; linguistic competence; Welsh; Welsh medium education 11/1770 bilingual education; bilingualism; encyclopaedias; material development; reference materials 11/1775 adult education; adult students; Welsh 11/1783 vocabulary development 11/1784 matrices; vocabulary development 11/1805 English—second language; English for academic purposes; overseas students; writing processes 11/1806 English—second language; Syria; writing processes 11/1807 English—second language; English for academic purposes; Kenya; writing skills 11/1808 English—second language; English for academic purposes; overseas students SECOND LANGUAGE TEACHING 11/0154 comparative education; English—second language; international educational exchange

1449

Subject index 11/0170 comparative education; English—second language; language teachers; Malaysia; overseas students; preservice teacher education; programme effectiveness 11/0171 English—second language; overseas students; student needs 11/0172 cultural differences; English—second language; inservice teacher education; language teachers; overseas students 11/0176 English—second language; language skills; language teachers 11/0429 Bahrain; English—second language 11/0546 English—second language; inservice teacher education; language teachers; Thailand 11/0709 distance education; Eastern Europe; English—second language; radio; Russia 11/0827 bilingual teachers; comparative education; English—second language; Italy; teacher education 11/0874 audiovisual aids; educational media; language acquisition; teaching methods; videotape recordings 11/0930 English—second language; inservice teacher education; Malta 11/0932 culture; English—second language; language teachers 11/0998 comparative education; language policy; modern language curriculum; modern language studies; secondary education 11/1281 English—second language; speech communication

1450

Subject index 11/1474 English—second language; inservice teacher education; Saudi Arabia 11/1475 Brazil; English—second language 11/1476 communicative competence—languages; English—second language; Korea; language tests 11/1708 bilingualism; computer uses in education; English—second language; ethnic groups; information technology; intensive language courses 11/1764 teaching methods; Welsh 11/1885 classroom communication; English—second language; Norway SECONDARY EDUCATION 11/0093 curriculum; literacy education; primary education; reading skills; secondary school curriculum; writing skills 11/0127 learning experience; pupil attitudes; pupil school relationship; school effectiveness; secondary school pupils; teaching process 11/0280 mainstreaming; special educational needs; support services 11/0491 educational administration; educational history; educational policy; State schools; tripartite system 11/0493 educational history; educational policy; educational principles; school systems; secondary modern schools; tripartite system; working class 11/0538 curriculum development; geometry; mathematics education; South Africa

1451

Subject index 11/0657 academic education; comparative education; educational change; examinations; vocational education 11/0663 A level examinations; academic education; curriculum development; National Vocational Qualiflcations; sixteen to nineteen education; teacher attitudes; vocational education 11/0747 experiential learning; further education; individual action planning; individual needs; school to work transition; vocational guidance; work experience 11/0793 cognitive ability; intervention; learning strategies; mathematics education; teaching methods 11/0998 comparative education; language policy; modern language curriculum; modern language studies; second language teaching 11/1338 learning strategies; mathematics education; science education; teaching methods 11/1397 art education; craft work education; design and technology; handicrafts; teacher attitudes 11/1398 art education; craft work education; design and technology; handicrafts; pupil attitudes 11/1426 improvement programmes; learning activities; life skills; literacy; managed effective learning; numeracy; school to work transition 11/1435 attainment tests; improvement programmes;

1452

Subject index learning activities; life skills; literacy; managed effective learning; numeracy 11/1445 assessment; curriculum development; Five to Fourteen Curriculum; primary education; Scotland 11/1477 curriculum development; educational change; English; English studies curriculum; National Curriculum 11/1478 art education; art history; arts; cross curricular approach; literary history; literature 11/1617 National Vocational Qualifications; sixteen to nineteen education; vocational education 11/1623 comparative education; developing countries; educational planning; Malaysia; Morocco; science education SECONDARY MODERN SCHOOLS 11/0493 educational history; educational policy; educational principles; school systems; secondary education; tripartite system; working class SECONDARY SCHOOL CURRICULUM 11/0093 curriculum; literacy education; primary education; reading skills; secondary education; writing skills SECONDARY SCHOOL PUPILS 11/0127 learning experience; pupil attitudes; pupil school relationship; school effectiveness; secondary education; teaching process

1453

Subject index 11/0181 career planning; careers service; National Vocational Qualifications; qualifications; vocational education; vocational guidance 11/0204 antisocial behaviour; behaviour problems; delinquency prevention; emotional and behavioural difficulties; longitudinal studies; problem children; transfer pupils 11/0242 stress—psychological; stress management 11/0328 career counselling; ethnic groups; minority groups; vocational guidance 11/0390 adolescent attitudes; adolescents; health; life style; pupil attitudes; pupil behaviour; Wales 11/0950 physical activities; physical activity level; physical education; primary school pupils; pupil attitudes; sports 11/0968 environmental education; pupil attitudes 11/0974 primary school pupils; pupil attitudes 11/1012 budgeting; financial services; money management; secondments; teacher development 11/1060 air quality; asthma; pupil health and welfare; school policy 11/1519 employment opportunities; labour market; learner educational objectives; occupational aspiration; opportunities; work education relationship 11/1520 career choice;

1454

Subject index employment opportunities; labour market; learner educational objectives; occupational aspiration; school to work transition; work education relationship 11/1647 Northern Ireland; pupil attitudes; religious education; scientific attitudes 11/1648 religion; well being 11/1651 drinking; drug abuse; personality; pupil attitudes; religious attitudes; smoking; substance abuse 11/1652 antisocial behaviour; behaviour problems; bullying; personality; values 11/1654 pupil attitudes; religion; religious attitudes; sex differences 11/1655 personality; pupil attitudes; religion; religious attitudes; self concept 11/1656 attitude measures; pupil attitudes; religion; religious attitudes; values 11/1657 personality; personality measures SECONDARY SCHOOL TEACHERS 11/1119 career development; middle management; teaching profession; women teachers 11/1852 teacher development; teacher education; teaching profession SECONDARY SCHOOLS 11/0011 access to education; parent choice; selection

1455

Subject index 11/0026 laboratory safety; safety; school safety; science activities; science education 11/0041 Arab states; computer uses in education; information technology; pupil attitudes 11/0060 comprehensive schools 11/0121 deputy head teachers; teacher role; teaching profession 11/0147 grant maintained schools; parent attitudes; parent choice; parent school relationship; recruitment; selection 11/0148 mainstreaming; special educational needs; whole school approach 11/0254 outcomes of education; performance indicators; school effectiveness; school leavers 11/0256 career counselling; guidance; vocational guidance 11/0282 computer uses in education; coordinators; information technology 11/0346 examination results; school effectiveness 11/0348 educational quality; quality assurance; school effectiveness 11/0389 health education; Wales 11/0448 computer uses in education; information technology; mathematics education; microcomputers 11/0518 educational change; educational policy; educationally disadvantaged; equal education; politics education relationship 11/0600 administrator role; educational change; head teachers; management in education;

1456

Subject index role conflict; teacher role 11/0602 head teachers; management in education; women teachers; women’s employment 11/0604 department heads; educational administration; management in education; middle management 11/0680 differential performance; ethnic groups; examination results; intellectual disciplines; outcomes of education; school effectiveness; sex differences 11/0685 educational quality; examination results; performance indicators; school effectiveness 11/0686 comparative analysis; educational quality; performance indicators; school effectiveness 11/0753 health education; health promotion 11/0773 primary schools; support staff 11/0796 access to education; admission criteria; competition; Education Reform Act 1988; educational change; parent choice 11/0797 educational change; educational environment; management in education; organisational climate; school based management; school organisation; values 11/0838 health; health promotion; National Curriculum; physical activities; physical education 11/0848 marketing; recruitment 11/0993 health education; sex education 11/0995 access to education;

1457

Subject index admission criteria; enrolment; parent choice 11/1066 citizenship education; moral education; primary schools; values; values education 11/1093 cross curricular approach; curriculum development; learning experience; National Curriculum—Northern Ireland; Northern Ireland; pupil attitudes; teaching methods 11/1124 coordinators; mainstreaming; school organisation; special educational needs; whole school approach 11/1125 coordinators; mainstreaming; special educational needs 11/1343 bilingual teachers; bilingualism; English—second language; support teachers 11/1430 health education; sex education 11/1604 Africa; developing countries; educational development; educational finance 11/1746 head teachers; local education authorities; regional variations; sex differences; teaching profession; women teachers; women’s employment 11/1881 computer uses in education; information technology SECONDMENTS 11/0587 educational materials; industrial secondments; industry higher education relationship; material development; newly qualified teachers; student teachers; teacher development 11/0662 arts; placement;

1458

Subject index teacher development 11/1012 budgeting; financial services; money management; secondary school pupils; teacher development 11/1431 industry education relationship; teacher development SECRETARIES 11/0118 comparative education; industry further education relationship; Malaysia; office occupations education; vocational education; work education relationship 11/1791 National Vocational Qualifications; office occupations education SECRETS 11/1522 child abuse; child psychology; safety SECULARISATION 11/0428 Catholics; religion and education; religious education SELECTION 11/0011 access to education0; parent choice; secondary schools 11/0105 dropout research; music; music activities; musical instruments 11/0147 grant maintained schools; parent attitudes; parent choice; parent school relationship; recruitment; secondary schools 11/0846 aptitude; assessment; critical thinking; higher education; mature students; prediction; students 11/1065 aptitude; aptitude tests; City Technology Colleges; General Certificate of Secondary Education selective admission; technology colleges

1459

Subject index technology education SELECTIVE ADMISSION 11/1065 aptitude; aptitude tests; City Technology Colleges General Certificate of Secondary Education selection; technology colleges; technology education; 11/1433 entrance test; personnel selection; police; recmitment SELECTIVE MUTISM 11/0596 emotional and behavioural difiiculties; inhibition; psychopathology; special educational needs; speech communication SELF CONCEPT 11/0161 body image; eating habits; food; health 11/0378 attribution theory; classroom research; motivation 11/0499 infant school pupils; reception classes; self esteem; sex differences; sexual identity; young children 11/1618 autobiographies; creative writing; fiction; self evaluation—individuals; writing—composition 11/1655 personality; pupil attitudes; religion; religious attitudes; secondary school pupils 11/1833 Down’s syndrome; mainstreaming; pupil attitudes; self esteem; special educational needs; special schools SELF ESTEEM 11/0466 anxiety; behaviour problems;

1460

Subject index bullying; depression—psychology; peer acceptance; peer relationship 11/0499 infant school pupils; reception classes; self concept; sex differences; sexual identity; young children 11/0917 learning; locus of control; primary schools; pupil behaviour; pupil responsibility; social behaviour, special educational needs 11/1035 basic skills; pupil development; skill development; vocational education; work education relationship; work experience 11/1833 Down’s syndrome; mainstreaming; pupil attitudes; self concept; special educational needs; special schools SELF EVALUATION—INDIVIDUALS 11/0032 assessment; primary schools; profiles; pupil responsibility; Records of Achievement; school reports 11/0051 peer evaluation; pharmacists; pharmacy 11/0323 assessment; higher education; learner centred methods; teaching methods 11/0326 assessment; higher education; learner centred methods; open education; teaching methods 11/0405 competence; nurse education; nurses; profiles 11/1365 achievement;

1461

Subject index assessment; early childhood education; Records of Achievement; young children 11/1577 autobiographiesx; group behaviour 11/1618 autobiographies; creative writing; fiction; self concept; writing—composition 11/1723 learning strategies; primary school pupils; teaching methods 11/1761 achievement; assessment; primary school pupils; profiles; Records of Achievement SELF EXPRESSION 11/1608 art education; arts 11/1635 child development; social behaviour; social cognition; SELF MUTILATION 11/0505 delinquency; emotional and behavioural difficulties; institutionalised persons; professional development emotional and behavioural difficulties ; hospitals; suicide 11/0782 antisocial behaviour; depression—psychology; emotional and behavioural difficulties; mental health; suicide; youth SEMANTICS 11/0675 grammar; morphology—languages; spelling; syntax 11/1893 Likert scales; linguistics; opinions; questionnaires; rating scales SEMINARS 11/1107 discourse analysis; discussion;

1462

Subject index group discussion; higher education; learning; students; verbal communication 11/1168 assessment; reading ability; reading achievement SEMIOTICS 11/0288 mathematical linguistics; mathematics education; textbooks 11/0944 algebra; language patteras; mathematical linguistics; symbolic language; symbols—mathematics SEMISKILLED WORKERS 11/1514 Access programmes; employees; higher education; industry higher education relationship; on the job training; unskilled workers; work education relationship SENSORY DEPRIVATION 11/0061 behaviour; deaf blind; disabilities; motor development; multiple disabilities SENTENCE STRUCTURE 11/0130 communication research; English; Japanese; language styles; second language learning; translation SERVICEMEN’S CHILDREN 11/1027 access to education; admission criteria; parent choice; pupil mobility; transfer pupils SEVERE DISABILITIES 11/0436 communication skills; nonverbal communication; physical disabilities; special educational needs; speech handicaps SEX DIFFERENCES 11/0037 choice of subjects;

1463

Subject index pupil attitudes; pupil interests 11/0044 choice of subjects; pupil attitudes; pupil interests 11/0207 achievement; behaviour; low achievement; middle schools; underachievement 11/0305 group work; interaction; interpersonal relationship; learning; peer relationship; pupil behaviour 11/0325 educational administration; head teachers; management in education; teaching profession; women’s employment 11/0373 adult students; mathematics education; problem solving; small group teaching 11/0401 men teachers; preservice teacher education; primary school teachers; primary schools; teacher role; teaching profession 11/0470 bullying; music; musical instruments; peer acceptance; peer relationship; stereotypes 11/0473 music; musical composition 11/0492 motivation; sexual identity; teacher pupil relationship 11/0499 infant school pupils; reception classes; self concept; self esteem; sexual identity; young children 11/0668 achievement; boys; underachievement 11/0669 equal education;

1464

Subject index mainstreaming; special educational needs 11/0680 differential performance; ethnic groups; examination results; intellectual disciplines; outcomes of education; school effectiveness; secondary schools 11/0684 A level examinations; academic achievement; examination results; examinations; performance; sixteen to nineteen education 11/0862 cognitive style; personality 11/0955 computer uses in education; girls; information technology; women’s education; women’s employment 11/1105 discourse analysis; discussion; group discussion; students; verbal communication 11/1206 intervention; science education 11/1209 primary secondary education; pupil attitudes; science experiments 11/1234 gender equality; preservice teacher education; student teacher attitudes; student teachers 11/1237 individual development; mathematics achievement; mathematics education; pupil participation 11/1389 men; men teachers; preservice teacher education; primary school teachers; student teachers 11/1407 men; men teachers; preservice teacher education; primary school teachers; student teachers 11/1453 overseas students; researchers;

1465

Subject index student experience; student research; students; women; women’s education 11/1473 educational change; equal education; gender equality; performance tables; school policy 11/1509 educational change; equal education; gender equality; Scotland 11/1654 pupil attitudes; religion; religious attitudes; secondary school pupils 11/1715 construction—process; construction materials; equal facilities; gender equality; primary education; science education; technology education 11/1136 higher education; women; women’s education 11/1746 head teachers; local education authorities; regional variations; secondary schools; teaching profession; women teachers; women’s employment 11/1774 higher education; mature students 11/1782 motor development; primary school pupils 11/1873 early childhood education; men SEX EDUCATION 11/0003 acquired immune deficiency syndrome; health education; parent participation; peer teaching 11/0177 adults; health education; learning disabilities; special educational needs 11/0754 acquired immune deficiency syndrome; drug education;

1466

Subject index health education; training; youth leaders 11/0757 acquired immune deficiency syndrome; adolescent attitudes; health education; sexuality; sexually transmitted diseases; youth 11/0765 health education; peer teaching 11/0789 eating habits; family life; health; home environment; life style; parents; smoking 11/0790 acquired immune deficiency syndrome; health education; health promotion; sexually transmitted diseases 11/0791 family planning; health promotion; sexuality; youth 11/0993 health education; secondary schools 11/1259 adolescent attitudes; adolescents; values 11/1421 adults; health education; sexuality 11/1430 health education; secondary schools 11/1718 acquired immune deficiency syndrome; homosexuality; sexually transmitted diseases SEX OFFENDERS 11/1290 access to education; adolescents; behaviour modification; rehabilitation; sexual abuse; therapy SEXUAL ABUSE 11/0464 health services; learning disabilities; open education; social services; staff development

1467

Subject index 11/0905 art activities; art therapy; child abuse; child sexual abuse therapy; women 11/1290 access to education; adolescents; behaviour modification; rehabilitation; sex offenders; therapy SEXUAL IDENTITY 11/0492 motivation; sex differences; teacher pupil relationship 11/0499 infant school pupils; reception classes; self concept; self esteem; sex differences; young children SEXUALITY 11/0153 acquired immune deficiency syndrome; health education; health promotion; sexually transmitted diseases; tourism; travel 11/0757 acquired immune deficiency syndrome; adolescent attitudes; health education; sex education; sexually transmitted diseases; youth 11/0791 family planning; health promotion; sex education; youth 11/1421 adults; health education; sex education SEXUALLY TRANSMITTED DISEASES 11/0153 acquired immune deficiency syndrome; health education; health promotion; sexuality; tourism; travel 11/0757 acquired immune deficiency syndrome; adolescent attitudes; health education;

1468

Subject index sex education; sexuality; youth 11/0761 acquired immune deficiency syndrome; health education; prevention; youth 11/0790 acquired immune deficiency syndrome; health education; health promotion; sex education 11/1718 acquired immune deficiency syndrome; homosexuality; sex education SHAPE 11/1868 geometry; mathematics education; primary education; young children SHELTERED WORKSHOPS 11/0925 employment opportunities; learning disabilities; special educational needs SHORT TERM MEMORY 11/1796 dyslexia; memory; reading; reading difficulties SICK CHILDREN 11/0391 diseases; individual needs; pupil needs; special educational needs SIERRA LEONE 11/0582 educational materials; international educational exchange; mathematics education SIGN LANGUAGE 11/0083 deafness; manual communication 11/0087 deafness; language acquisition 11/0091 deafness 11/0578 deafness; hearing impairments; nursery schools; special educational needs; special schools 11/0678 deafness; manual communication; mathematics achievement; mathematics education;

1469

Subject index numbers; special educational needs SIKHS 11/1139 adolescents; Catholics; identity; religious attitudes; religious cultural groups SILENT READING 11/0621 primary education; reading teaching; sustained silent reading 11/0861 primary education; reading; sustained silent reading SIMULATION 11/1178 computer assisted learning; earth science; educational equipment; microscopes; special educational needs 11/1200 computer simulation; computer uses in education; information technology; physics 11/1382 imagination; mathematics education; pretend play SINGAPORE 11/0569 motor coordination 11/1562 adult basic education; dropouts 11/1850 gifted; programme evaluation SINGING 11/0728 music; music activities 11/1384 music; music activities; young children SINGLE SEX CLASSES 11/1204 marketing; parent choice; school organisation SINGLE SEX SCHOOLS 11/0514 educational history; girls; grammar schools; women’s education SIXTEEN TO NINETEEN EDUCATION 11/0563 curriculum development; National Vocational Qualifications;

1470

Subject index vocational education 11/0566 curriculum development; examinations; qualifications; sixth form education 11/0663 A level examinations; academic education; curriculum development; National Vocational Qualifications; secondary education; teacher attitudes; vocational education 11/0684 A level examinations; academic achievement; examination results; examinations; performance; sex differences 11/0690 business education; curriculum development; economics education 11/0715 employment qualifications; National Vocational Qualifications; vocational education 11/0723 mathematics education; vocational education 11/0734 arts; dancex; music; theatre arts 11/0735 curriculum development 11/0743 engineering education; mathematics education 11/0748 career education; school to work transition 11/0749 academic education; vocational education 11/0750 academic education; vocational education 11/0751 learning 11/0798 career choice; labour market; school leavers; school to work transition; training 11/0866 educational change; further and higher education act 1992; sixth form colleges; tertiary colleges 11/0969 curriculum; National Vocational Qualifications; sixth form education;

1471

Subject index vocational education 11/1030 followup studies; programme evaluation; school leavers; school to work transition; Training and Enterprise Councils; training credits; vocational education 11/1031 career choice; career education; pupil destinations; school leavers; school to work transition; vocational guidance 11/1033 career choice; decision making; pupil attitudes; pupil destinations; school leavers; vocational guidance 11/1063 choice of subjects; mathematics education; science education 11/1077 apprenticeships; on the job training;; school leavers; school to work transition; training; vocational education; work based learning 11/1088 career choice; decision making; further education; pupil destinations; school leavers; student attitudes; vocational guidance 11/1131 learning processes; learning theories; teaching methods 11/1261 cohort analysis; school leavers; school to work transition; training; youth employment 11/1262 choice of subjects; cohort analysis; school leavers; school to work transition; vocational education; youth; youth employment

1472

Subject index 11/1432 employer attitudes; profiles; pupil attitudes; Records of Achievement; student records; work education relationship 11/1458 cohort analysis; further education; school leavers; school to work transition; vocational education; youth; youth employment 11/1464 cohort analysis; further education; school leavers; school to work transition; surveys; youth employment 11/1479 language; language skills; metalanguage; writing—composition; writing skills 11/1481 further education; marketing; pupil attitudes; school leavers 11/1517 Northern Ireland; school to work transition; training; vocational education; youth employment 11/1563 National Vocational Qualifications; school leavers; school to work transition; skill development; training; vocational education; youth employment 11/1617 National Vocational Qualifications; secondary education; vocational education 11/1628 mathematical applications; mathematics education 11/1712 colleges of further education; ethnic groups; further education; racial attitudes; racial attitudes; teacher attitudes 11/1798 access to education;

1473

Subject index further education; programme evaluation 11/1800 qualifications; training; vocational education 11/1834 decision making; pupil attitudes; pupil destinations; school leavers SIXTH FORM COLLEGES 11/0866 educational change; further and higher education act 1992; sixteen to nineteen education; tertiary colleges SIXTH FORM EDUCATION 11/0566 curriculum development; examinations; qualifications; sixteen to nineteen education 11/0969 curriculum; National Vocational Qualifications; sixteen to nineteen education; vocational education SKILL DEVELOPMENT 11/0241 enterprise education; industry education relationship; learning strategies; motivation; transfer of learning 11/1035 basic skills; graduate employment; higher education; skills; transfer of learning 11/1035 basic skills; pupil development; self esteem; vocational education; work education relationship; work experience 11/1298 employment potential; European Union; graduate employment; higher education; students; transfer of learning; work education relationship 11/1559 comparative education; Germany; Holland; skilled workers; skills;

1474

Subject index training; young adults 11/1563 National Vocational Qualifications; school leavers; school to work transition; sixteen to nineteen education; training; vocational education; youth employment 11/1626 continuing education; on the job training; work based learning 11/1840 higher education; skills; students; transfer of learning; universities 11/1874 continuing education; lifelong learning; on the job training; training; work based learning; work education relationship SKILLED WORKERS 11/0590 Tanzania; training; vocational education 11/1559 comparative education; Germany; Holland; skill development; skills; training; young adults SKILLS 11/0276 basic skills; graduate employment; higher education; skill development transfer of learning 11/1559 comparative education; Germany; Holland; skill development; skilled workers; training; young adults 11/1569 competency based education; minimum competenties; National Vocational Qualifications 11/1840 higher education; skill development;

1475

Subject index students; transfer of learning; universities SLOVENIA 11/0253 arithmetic; comparative education; curriculum development; mathematics education SMALL BUSINESSES 11/0024 copyright; industry higher education relationship; intellectual property; research; science policy; scientific research; universities 11/0183 management development 11/1515 employees; higher education; industry higher education relationship; motivation; on the job training; work education relationship 11/1588 armed forces; employers; National Vocational Qualifications; training SMALL GROUP TEACHING 11/0373 adult students; mathematics education; problem solving; sex differences 11/1707 English; preservice teacher education; student teachers; teaching practice SMALL SCHOOLS 11/0422 history studies; National Curriculum; oral history; school size 11/0830 educational administration; Local Management of Schools; rural schools; school based management; school size 11/1250 career development; head teachers; primary schools; school size; teaching profession 11/1466 class size;

1476

Subject index local education authorities; primary schools; school effectiveness; school size 11/1661 Northern Ireland; rural areas; rural schools; school size; science curriculum; science education SMOKING 11/0065 health education; prevention 11/0762 health education; prevention; youth 11/0763 health education; prevention; youth 11/0789 eating habits; family life; health; home environment; life style; parents; sex education 11/1302 adolescent attitudes; adolescents; health education; pupil attitudes 11/1651 drinking; drug abuse; personality; pupil attitudes; religious attitudes; secondary school pupils; substance abuse SOCIAL BEHAVIOUR 11/0096 mainstreaming; peer relationship; play; pupil behaviour; verbal communication; visual impairments 11/0149 authority; moral development; social development 11/0412 alienation; cultural background; culture; ethnic groups; pupil alienation;

1477

Subject index pupil behaviour; truancy 11/0437 cerebral palsy; interpersonal relationship; mainstreaming; peer relationship; pupil adjustment; pupil behaviour; special educational needs 11/0651 antisocial behaviour; behaviour problems; bullying; cognitive processes; pupil attitudes; social cognition 11/0917 learning; locus of control; primary schools; pupil behaviour; pupil responsibility; self esteem; special educational needs 11/1523 antisocial behaviour; behaviour; behaviour problems; parent attitudes; pupil attitudes; special educational needs; teacher attitudes 11/1635 child development; self expression; social cognition SOCIAL CHANGE 11/0342 Commonwealth of Independent States; Communist education; educational change; ideology; politics education relationship; USSR 11/0640 economic change; educational needs; educational policy; Poland; youth 11/0641 Armenia; Eastern Europe; Georgia; political issues Ukraine; youth 11/0853 democracy; Eastern Europe;

1478

Subject index Lithuania; politics education relationship 11/1155 attitudes; conservation—environment; environmental education 11/1158 adult education; community; individual development; voluntary agencies 11/1172 curriculum development; justice; mathematics education; social values SOCIAL COGNITION 11/0403 autism; cognitive ability 11/0651 antisocial behaviour; behaviour problems; bullying; cognitive processes; pupil attitudes; social behaviour 11/1635 child development; self expression; social behaviour SOCIAL DEVELOPMENT 11/0149 authority; moral development; social behaviour 11/0199 communication disorders; friendship; mainstreaming; preschool children; special educational needs 11/0916 adolescent attitudes; adolescents; attitudes; interests; personality; vocational guidance 11/1081 citizenship education; comparative education; democracy; global approach; international educational exchange; life skills; national identity; values education 11/1271 citizenship education; individual development; life skills; pastoral care—education;

1479

Subject index personal and social education 11/1838 consultancy; educational development; international educational exchange SOCIAL EXPERIENCE 11/1368 emotional and behavioural difficulties; family problems; learning disabilities; problem children; special educational needs SOCIAL HISTORY 11/1665 cross cultural studies; electronic mail; European studies; international education; telecommunications SOCIAL INTEGRATION 11/0923 mainstreaming; primary school pupils; pupil behaviour; pupil school relationship; special educational needs SOCIAL ISOLATION 11/1699 friendship; intergroup relations; interpersonal competence; peer relationship; pupil behaviour; social skills SOCIAL POLICY 11/0835 educational policy; European Union; training; vocational education SOCIAL SCIENCES 11/1424 Access programmes; course evaluation; educational quality; higher education; mature students; programme effectiveness; science education 11/1441 Access programmes; access to education; adult students; followup studies; higher education; mature students; science education 11/1804 degrees—academic; Doctoral degrees; followup studies;

1480

Subject index graduate study; graduate surveys; natural sciences; student research SOCIAL SERVICES 11/0240 agency cooperation; children at risk; community health services; community services; family problems; local government 11/0291 child welfare; Children Act 1989; community services; legislation; local education authorities; local government; preschool children 11/0414 A level examinations; access to education; further education; health services; higher education; National Vocational Qualifications; university admission 11/0464 health services; learning disabilities; open education; sexual abuse; staff development 11/0777 child welfare; Children Act 1989; day care; legislation; local education authorities; local government; preschool education 11/0779 child welfare; Children Act 1989; day care; early childhood education; legislation; local government; preschool education 11/0849 child welfare; expulsion; problem children; residential care; supervision; suspension 11/0929 agency cooperation; deafness;

1481

Subject index health services; hearing impairments; local education authorities; young children 11/1004 child caregivers; child welfare; children at risk; disadvantaged; educationally disadvantaged; pupil needs; underachievement 11/1292 health personnel; health services; interdisciplinary approach; interprofessional relationship; professional education; social work SOCIAL SKILLS 11/1699 friendship; intergroup relations; interpersonal competence; peer relationship; pupil behaviour; social isolation SOCIALVALUES 11/1172 curriculum development; justice; mathematics education; social change SOCIAL WORK 11/1083 language policy; Wales; Welsh 11/1292 health personnel; health services; interdisciplinary approach; interprofessional relationship; professional education; social services SOCIALISATION 11/0077 physical education teachers; preservice teacher education; teacher educators 11/0381 Chinese; ethnic groups; ethnicity; identity; parent school relationship SOCIOECONOMIC BACKGROUND 11/1506 academic achievement; achievement; educational practices;

1482

Subject index pupil improvement; school effectiveness; underachievement 11/1758 environment; home school relationship; learning processes; primary school pupils; pupil school relationship; sociology of education SOCIOLINGUISTICS 11/1280 adolescents; dialect studies; English; language variation; speech communication SOCIOLOGY 11/0758 children 11/1884 citizenship education; cultural education; English; global approach; history; political issues SOCIOLOGY OF EDUCATION 11/0584 science education; scientific concepts; teaching methods 11/1373 educational theories; sociology of knowledge 11/1758 environment; home school relationship; learning processes; primary school pupils; pupil school relationship; socioeconomic background SOCIOLOGY OF KNOWLEDGE 11/1373 educational theories; sociology of education SOUTH AFRICA 11/0263 educational development; educational policy; training; vocational education 11/0315 curriculum development; development education; educational improvement; history; history teachers; preservice teacher education 11/0480 developing countries; inservice teacher education; teacher development

1483

Subject index 11/0538 curriculum development; geometry; mathematics education; secondary education 11/0648 diagnostic tests; dysgraphia; dyslexia; reading ability; reading tests; spelling 11/0695 followup studies; graduate employment; graduate surveys; overseas students 11/1321 educational administration; head teachers; management development; management in education 11/1324 adult education; adult literacy; educational change; educational development; educational policy 11/1592 comparative education; developing countries; international educational exchange; Malawi; preservice teacher education; Zimbabwe 11/1606 educational policy; science education; technology education 11/1619 colleges of education; preservice teacher education 11/1765 Black youth; information dissemination; information needs; libraries SOUTH AMERICA 11/0231 health personnel; medical education; staff development SPATIAL ABILITY 11/0211 design; designers 11/0597 cognitive processes; mainstreaming; special educational needs SPECIAL EDUCATION TEACHERS 11/0058 cross curricular approach; special educational needs; support services;

1484

Subject index teamwork 11/0063 distance education; language handicaps; special educational needs; speech communication; speech handicaps; teacher development 11/1485 Asians; ethnic groups; parent attitudes; special educational needs; special schools; teacher attitudes 11/1613 adults; inservice teacher education; learning disabilities; professional development; special educational needs; training SPECIAL EDUCATIONAL NEEDS 11/0019 parent attitudes; parent participation; statements—special educational needs 11/0035 differentiated curriculum; English; English studies curriculum; learning disabilities; low achievement; mainstreaming 11/0039 educational administration; educational change; educational policy; performance tables; school based management; support services 11/0058 cross curricular approach; special education teachers; support services; teamwork 11/0062 comparative education; disabilities; mainstreaming; pupil attitudes; special schools 11/0063 distance education; language handicaps; special education teachers; speech communication; speech handicaps; teacher development 11/0066 support staff; teamwork;

1485

Subject index training 11/0075 further education; learning disabilities; mainstreaming; support services 11/0120 Chile; Latin America 11/0135 comparative education; educational materials; mainstreaming; teacher education 11/0136 institutional evaluation; mainstreaming; whole school approach 11/0148 mainstreaming; secondary schools; whole school approach 11/0159 individual education plans; individualised methods; mainstreaming 11/0162 language skills; literacy; oracy; reading skills; spelling; writing skills 11/0169 dyslexia; higher education; learning disabilities; student needs; students; support services 11/0177 adults; health education; learning disabilities; sex education 11/0199 communication disorders; friendship; mainstreaming; preschool children; social development 11/0247 emotional and behavioural difficulties; learning disabilities; low achievement; motivation; school effectiveness; teacher influence 11/0280 mainstreaming; secondary education; support services 11/0368 behaviour modification; disruptive pupils;

1486

Subject index emotional and behavioural difficulties; problem children; support services; support teachers; therapy 11/0370 educational quality; hearing impairments; mainstreaming; peripatetic teachers; support teachers; teacher effectiveness 11/0377 computer networks; computer uses in education; distance education; information technology; multimedia approach 11/0391 diseases; individual needs; pupil needs; sick children 11/0392 classroom communication; learning disabilities; problem solving; reasoning; reflective teaching; teaching methods 11/0393 disruptive pupils; emotional and behavioural difficulties; mainstreaming; problem children; special schools 11/0419 beliefs; Christianity; religious education 11/0436 communication skills; nonverbal communication; physical disabilities; severe disabilities; speech handicaps 11/0437 cerebral palsy; interpersonal relationship; mainstreaming; peer relationship; pupil adjustment; pupil behaviour; social behaviour 11/0461 computer uses in education; information technology; open education 11/0463 adult day centres; emotional and behavioural difficulties; learning disabilities;

1487

Subject index teaching methods 11/0467 computer system design; computer uses in education; information technology; learning disabilitiesx; microcomputers 11/0482 curriculum development; educational materials; material development; science education 11/0488 access to education; parent choice 11/0507 adult education; adult literacy; adult students; learning disabilities; literacy education 11/0547 mainstreaming; pupil needs; school effectiveness 11/0550 modern language studies 11/0560 disabilities; employment potential; rehabilitation; school leavers; school to work transition; vocational education 11/0575 cerebral palsy; neurological impairments; psychomotor skills 11/0576 cerebral palsy; neurological impairments; psychomotor skills 11/0578 deafness; hearing impairments; nursery schools; sign language; special schools 11/0596 emotional and behavioural difficulties; inhibition; psychopathology; selective mutism; speech communication 11/0597 cognitive processes; mainstreaming spatial ability 11/0606 individual education plans; individual needs; individualised methods; pupil needs; pupil participation 11/0669 equal education;

1488

Subject index mainstreaming; sex differences 11/0678 deafness; manual communication mathematics achievement; mathematics education; numbers; sign language 11/0688 support teachers; teachers 11/0697 educational policy 11/0702 deaf blind; learning disabilities; teaching methods 11/0704 cluster grouping; cooperation; special schools 11/0706 educational policy; mainstreaming; support services; support staff 11/0764 emotional and behavioural difficulties; learning disabilities; mainstreaming; physical disabilities 11/0808 computer assisted learning; computer uses in education; concept keyboards; human computer interaction information technology learning disabilities; touch screens 11/0819 Down’s syndrome; mainstreaming 11/0836 school libraries; support services 11/0873 curriculum development; learning disabilities; low achievement; underachievement 11/0880 computer uses in education; dyslexia; intervention; learning disabilities; stimulation 11/0892 epilepsy 11/0894 assessment; diagnostic assessment; dyslexia; reading difficulties 11/0896 epilepsy; special schools;

1489

Subject index statements—special educational needs 11/0912 deafness; hearing impairments 11/0914 deafness; educational media; hearing impairments; language acquisition; teaching methods; videotape recordings 11/0917 learning; locus of control; primary schools; pupil behaviour; pupil responsibility; self esteem; social behaviour 11/0920 dyslexia; learning disabilities; reading difficulties 11/0923 mainstreaming; primary school pupils; pupil behaviour; pupil school relationship; social integration 11/0924 family life; family programmes; home environment; international programmes; learning disabilities 11/0925 employment opportunities; learning disabilities; sheltered workshops 11/0927 language handicaps; language units; learning disabilities; mainstreaming; speech handicaps; transfer pupils 11/0928 language acquisition; language handicaps; learning disabilities; speech handicaps; syntax 11/0948 art therapy; arts; therapy 11/0957 computer uses in education; coordinators; electronic mail; information technology; support services; telecommunications

1490

Subject index 11/0964 assessment; learning disabilities; low achievement; National Curriculum 11/0965 educational administration; educational finance; Local Management of Schools; mainstreaming; resource allocation; school based management 11/1006 agency cooperation; diagnostic assessment; educational policy; individual needs; mainstreaming; pupil needs; statements—special educational needs 11/1010 Local Management of Schools; mainstreaming; parent choice 11/1040 computer uses in education; information technology; local education authorities 11/1086 local education authorities; Local Management of Schools; mainstreaming; support services 11/1102 adult basic education; adults; educational change; educational legislation; further education; learning disabilities 11/1120 educational administration; educational policy; government role; local education authorities 11/1125 coordinators; mainstreaming; school organisation; secondary schools; whole school approach 11/1125 coordinators; mainstreaming; secondary schools 11/1128 disabilities; physical disabilities; young adults; youth 11/1130 assessment; cooperation; diagnostic assessment;

1491

Subject index educational psychologists; parent participation; pupil attitudes; statements—special educational needs 11/1135 academic achievement; language handicaps; performance; speech handicaps; young children 11/1138 learning disabilities; reading comprehension; reading difficulties 11/1161 assessment; blindness; mobility aids; partial vision; travel; visual impairments; visually handicapped mobility 11/1178 computer assisted learning; earth science; educational equipment; microscopes; simulation 11/1182 blindness; computer uses in education; information technology; optical data discs; speech synthesisers; visual impairments 11/1211 comparative education; educational administration; educational policy; Italy; mainstreaming; Scandinavia; support services 11/1213 educational administration; educational change; educational policy; local education authorities 11/1254 individual education plans; individual needs; learning activities 11/1257 head teachers; primary schools; statements—special educational needs 11/1264 Down’s syndrome; mother child relationship; numeracy; parent participation 11/1266 Down’s syndrome;

1492

Subject index early childhood education; hearing impairments; language acquisition; reading ability; reading skills; young children 11/1266 Down’s syndrome; mainstreaming 11/1267 cognitive development; Down’s syndrome; language acquisition; literacy education; memory 11/1268 cognitive ability; Down’s syndrome; literacy education; mainstreaming; memory; reading ability; reading skills 11/1272 discipline policy; disruptive pupils; educational change; expulsion; primary schools; problem children; suspension 11/1299 computer uses in education; deafness; hearing impairments; information technology; literacy education; multimedia approach; syntax 11/1300 adults; art therapy; learning disabilities; pictorial stimuli; pictures; verbal communication 11/1303 educational history; special schools 11/1306 early childhood education; early experience; hearing impairments; intervention; parent participation 11/1323 home school relationship; parent participation 11/1325 local education authorities; special schools; statements—special educational needs;

1493

Subject index statistical analysis 11/1368 emotional and behavioural difficulties; family problems; learning disabilitiesx; problem children; social experience 11/1449 bullying; pupil problems; speech handicaps; stuttering 11/1471 deafness; hearing impairments; higher education; students; support services 11/1485 Asians; ethnic groups; parent attitudes; special education teachers; special schools; teacher attitudes 11/1504 comparative education; Greece; learning disabilities; Scotland 11/1505 mainstreaming; pupil attitudes; pupil experience 11/1511 educational policy; Scotland; special schools 11/1523 antisocial behaviour; behaviour; behaviour problems; parent attitudes; pupil attitudes; social behaviour; teacher attitudes 11/1527 cerebral palsy; clinics; early childhood education 11/1546 assessment; intervention; learning disabilities; 11/1602 mainstreaming; special schools; transfer pupils 11/1611 access to education; adult education; adults; deafness; financial services;

1494

Subject index hearing impairments; personal narratives 11/1613 adults; inservice teacher education; learning disabilities; professional development; special education teachers; training 11/1639 computer uses in education; information technology; language handicaps; learning disabilities 11/1702 agency cooperation; mainstreaming 11/1711 access to education; comparative education; disabilities; higher education; students; universities 11/1745 disabilities; dyslexia; educational policy; higher education; students; support services; universities 11/1776 adult basic education; learning disabilities; neurological impairments; speech handicaps 11/1817 learning disabilities; National Curriculum; special schools 11/1821 disruptive pupils; Education Reform Act 1988; educational policy; emotional and behavioural difficulties; performance tables; problem children; school policy 11/1826 diagnostic assessment 11/1833 Down’s syndrome; mainstreaming; pupil attitudes; self concept; self esteem; special schools 11/1856 mainstreaming; statements—special educational needs 11/1875 learning strategies 11/1889 Down’s syndrome;

1495

Subject index phonics; reading ability; reading skills SPECIAL PROVISION—GIFTED 11/1832 gifted; pupil needs SPECIAL SCHOOLS 11/0062 comparative education; disabilities; mainstreaming; pupil attitudes; special educational needs 11/0393 disruptive pupils; emotional and behavioural difficulties; mainstreaming; problem children; special educational needs 11/0578 deafness; hearing impairments; nursery schools; sign language; special educational needs 11/0704 cluster grouping; cooperation; special educational needs 11/0896 epilepsy; special educational needs; statements—special educational needs 11/0966 caregivers; child caregivers; residential schools; training 11/1303 educational history; special educational needs 11/1325 local education authorities; special educational needs; statements—special educational needs; statistical analysis 11/1485 Asians; ethnic groups; parent attitudes; special education teachers; special educational needs; teacher attitudes 11/1511 educational policy; Scotland; special educational needs 11/1602 mainstreaming; special educational needs; transfer pupils 11/1817 learning disabilities; National Curriculum

1496

Subject index special educational needs 11/1833 Down’s syndrome; mainstreaming; pupil attitudes; self concept; self esteem; special educational needs SPECIALISTS 11/0168 support staff; training SPEECH COMMUNICATION 11/0063 distance education; language handicaps; special education teachers; special educational needs; speech handicaps; teacher development 11/0128 communication skills; conversation; discourse analysis; group work; inferences 11/0131 communication research; conversation; English—second language; Japanese people; language styles; second language learning 11/0596 emotional and behavioural difficulties; inhibition; psychopathology; selective mutism; special educational needs 11/0696 handwriting; motor development; perceptual motor coordination; reading 11/1280 adolescents; dialect studies; English; language variation; sociolinguistics 11/1281 English—second language; second language teaching 11/1376 visible speech 11/1691 child language; discourse analysis; verbal communication SPEECH HANDICAPS 11/0063 distance education; language handicaps; special education teachers;

1497

Subject index special educational needs; speech communication; teacher development 11/0436 communication skills; nonverbal communication; physical disabilities; severe disabilities; special educational needs 11/0646 language handicaps; learning disabilities 11/0647 language handicaps; learning disabilities 11/0927 language handicaps; language units; learning disabilities; mainstreaming; special educational needs; transfer pupils 11/0928 language acquisition; language handicaps; learning disabilities; special educational needs; syntax 11/0994 language handicaps; speech therapy 11/1135 academic achievement; language handicaps; performance; special educational needs; young children 11/1449 bullying; pupil problems; special educational needs; stuttering 11/1776 adult basic education; learning disabilities; neurological impairments; special educational needs SPEECH SYNTHESISERS 11/1182 blindness; computer uses in education; information technology; optical data discs; special educational needs; visual impairments SPEECH THERAPY 11/0994 language handicaps; speech handicaps SPELLING 11/0027 English; literacy; reading

1498

Subject index 11/0162 language skills; literacy; oracy; reading skills; special educational needs; writing skills 11/0645 reading skills; reading teaching; word recognition 11/0648 diagnostic tests; dysgraphia; dyslexia; reading ability; reading tests; South Africa 11/0675 grammar; morphology—languages; semantics; syntax 11/0786 assessment; attainment tests; literacy; reading ability; tests 11/0864 writing skills; writing teaching 11/0919 beginning reading; child development; child language; literacy; reading difficulties; reading readiness 11/0952 dyslexia; reading difficulties; remedial programmes; writing difficulties 11/1039 assessment; English; National Curriculum; reading achievement; standard assessment tasks; tests; writing skills 11/1084 assessment; English; reading skills; standardised tests; test construction; tests; writing skills 11/1320 cognitive processes; early reading;

1499

Subject index handwriting; literacy education; punctuation; writing skills; young children 11/1326 computer uses in education; handwriting; information technology; literacy education; talking computers; writing skills; writing teaching SPIRITUAL DEVELOPMENT 11/0279 Education Reform Act 1988; religion and education; school worship 11/1076 Christianity; cross curricular approach; curriculum development; educational materials; moral development; moral education; religious education 11/1380 religious education; young children SPORTS 11/0259 culture; physical education; recreational activities 11/0292 motivation; objectives; physical education 11/0623 community education; cooperation; dance; physical education 11/0635 navigation; orientation; orienteering; outdoor pursuits 11/0837 educational change; Local Management of Schools; National Curriculum; physical education 11/0947 Kuwait; physical education 11/0950 physical activities; physical activity level; physical education; primary school pupils; pupil attitudes; secondary school pupils

1500

Subject index SPOUSES 11/0610 family life; higher education; interpersonal relationship; mature students; students SPREADSHEETS 11/0102 mathematics education; science education STAFF DEVELOPMENT 11/0231 health personnel; medical education; South America 11/0232 health personnel; India; Nepal; programme development 11/0464 health services; learning disabilities; open education; sexual abuse; social services 11/0854 competency based education; support staff 11/1095 careers teachers; inservice teacher education; teacher development; vocational guidance 11/1319 agricultural colleges; agricultural education; Botswana; developing countries; inservice teacher education 11/1438 classroom observation techniques; educational research; interviews; material development; questionnaires; research methodology 11/1490 computer uses in education; independent study; information technology 11/1692 leisure industry; management development; training 11/1743 training; voluntary agencies; volunteers 11/1797 corporate education; industry education relationship 11/1812 adult education; careers;

1501

Subject index continuing education; lifelong learning; vocational education STAFF ORIETATION 11/1336 competency based teacher education; inservice teacher education; local education authorities; school based teacher education; teacher development STAFF SCHOOL RELATIONSHIP 11/0834 educational administration; management in education; personnel management; support staff; teachers STANDARD ASSESSMENT TASKS 11/0316 assessment; attainment tests; evaluation; National Curriculum; teacher attitudes; tests 11/0638 assessment; science education; science tests 11/0643 academic achievement; assessment; baseline assessment; infant school pupils; pupil development; screening tests 11/0687 assessment; National Curriculum; teacher attitudes 11/0689 assessment; National Curriculum; primary schools 11/0940 assessment; mathematics education; National Curriculum—Northern Ireland; science education; tests 11/0960 assessment; English; National Curriculum; reading achievement; tests; writing skills 11/0961 assessment; chemistry; mathematics achievement; National Curriculum;

1502

Subject index primary education; science education 11/1000 assessment; attainment tests; National Curriculum; Welsh 11/1001 assertiveness; attainment tests; National Curriculum; Welsh 11/1039 assessment; English; National Curriculum; reading achievement; spelling; tests; writing skills 11/1048 assessment; English; National Curriculum; reading achievement; tests; writing skills 11/1055 assessment; National Curriculum; primary education; tests 11/1085 assessment; National Curriculum; primary education; standardised tests; test construction; tests 11/1757 assessment; longitudinal studies; primary education; primary school pupils; pupil school relationship; school based assessment STANDARDISED TESTS 11/1017 assessment; National Curriculum; test construction; tests 11/1084 assessment; English; reading skills; spelling; test construction; tests; writing skills 11/1085 assessment;

1503

Subject index National Curriculum; primary education; standard assessment tasks; test construction; tests STANDARDS 11/1097 career education; careers teachers; competence; vocational guidance 11/1584 educational administration; head teachers; management in education 11/1601 community organisations; community services; National Vocational Qualifications; youth leaders; youth service 11/1719 competency based education; higher education; National Vocational Qualifications; preservice teacher education; professional education STATE SCHOOLS 11/0491 educational administration; educational history; educational policy; secondary education; tripartite system 11/0755 ability; academic aspiration; access to education; gifted; opportunities; outcomes of education; private education TATEMENTS—SPECIAL EDUCATIONAL NEEDS 11/0019 parent attitudes; parent participation; special educational needs 11/0896 epilepsy; special educational needs; special schools 11/1006 agency cooperation; diagnostic assessment; educational policy; individual needs; mainstreaming; pupil needs; special educational needs 11/1130 assessment; cooperation;

1504

Subject index diagnostic assessment; educational psychologists; parent participation; pupil attitudes; special educational needs 11/1257 head teachers; primary schools; special educational needs 11/1325 local education authorities; special educational needs; special schools; statistical analysis 11/1856 mainstreaming; special educational needs STATISTICAL ANALYSIS 11/0996 achievement; classroom environment; performance factors 11/1089 educational research; performance 11/1325 local education authorities; special educational needs; special schools; statements—special educational needs STATISTICS EDUCATION 11/1684 computer assisted learning; educational software; multimedia approach STEINER WALDORF SCHOOLS 11/1378 11/0844 bullying; educational environment; pupil behaviour; pupil school relationship; school organisation 11/1386 early childhood education; Montessori method; teaching methods STEREOTYPES 11/0360 books; children’s literature; ideology; picture books 11/0470 bullying; music; musical instruments; peer acceptance; peer relationship; sex differences STIMULATION 11/0880 computer uses in education;

1505

Subject index dyslexia; intervention; learning disabilities; special educational needs STORY READING 11/0090 children’s literature; early childhood education; reading aloud to others; teacher pupil relationship STORY TELLING 11/0081 children as writers; group work; narration; primary school pupils; writing—composition 11/1187 cartoons; computer uses in education; educational therapy; emotional adjustment; information technology; therapy 11/1230 children as writers; computer uses in education; group work; information technology; primary school pupils; word processors; writing—composition 11/1245 environmental education; field studies; geographic location; local studies 11/1390 classroom communication; language skills; narration; oracy; primary school pupils 11/1496 children’s television; cultural education; educational television; folk culture; Irish; literature; Northern Ireland 11/1779 bilingualism; narration; Welsh; Welsh medium education; Welsh speaking schools STREAMING 11/0991 ability; class organisation;

1506

Subject index grouping—teaching purposes; mixed ability; pupil placement; teaching methods STRESS—PSYCHOLOGICAL 11/0242 secondary school pupils; stress management 11/0329 higher education; stress management; stress variables; student health and welfare 11/0397 educational environment; institutional environment; stress management; stress variables; teacher morale 11/1109 learning; nurse education; nurses; stress variables; student problems 11/1110 death; nurses; stress variables 11/1111 higher education; learning; stress variables; student problems; students 11/1162 educational environment; institutional environment; organisational climate; organisational development; teaching conditions 11/1165 experiential learning; interpersonal competence; locus of control; outcomes of education; student experience; teacher education 11/1541 job satisfaction; teacher attitudes; teaching profession 11/1830 anxiety; examinations; General Certificate of Secondary Education; pastoral care—education; pupil needs; test anxiety STRESS MANAGEMENT 11/0242 secondary school pupils; stress—psychological

1507

Subject index 11/0329 higher education; stress—psychological; stress variables; student health and welfare 11/0397 educational environment; institutional environment; stress—psychological; stress variables; teacher morale STRESS VARIABLES 11/0329 higher education; stress—psychological; stress management; student health and welfare 11/0397 educational environment; institutional environment; stress—psychological; stress management; teacher morale 11/1109 learning; nurse education; nurses; stress—psychological; student problems 11/1110 death; nurses; stress—psychological 11/1111 higher education; learning; stress—psychological; student problems; students STUDEISTT ATTITUDES 11/0155 higher education; mature students; student needs 11/0277 Postgraduate Certificate in Education; preservice teacher education; student teacher evaluation; teacher behaviour; teacher practice 11/0304 anxiety; computer assisted learaing; computer uses in education; human computer interaction; information technology; interactive video; multimedia approach 11/0447 comprehension; philosophy of science; science education; scientific concepts

1508

Subject index 11/0617 cheating; essays; higher education; learning strategies; students; study skills; writing—composition 11/0858 choice of subjects; course selection—students; ethnic groups; higher education; mathematics education; science education 11/0868 epilepsy; higher education; student health and welfare 11/0946 acting; anxiety; coping; student behaviour; theatre arts 11/1088 career choice; decision making; further education; pupil destinations; school leavers; sixteen to nineteen education; vocational guidance 11/1174 course evaluation; nurse education; teaching methods 11/1176 adult students; distance education; humanities; mature students; open universities 11/1286 decision making; problem solving 11/1734 educational quality; feedback; higer education; quality control; students 11/1748 course organisation; degrees—academic; followup studies; higher education; modular courses; students; teaching methods 11/1778 higher education; student experience

1509

Subject index 11/1813 access to education; higher education; mature students; student housing; student recruitment STUDENT BEHAVIOUR 11/0946 acting; anxiety; coping; student attitudes; theatre arts 11/1117 mature students; preservice teacher education; student teacher attitudes; student teachers; women’s education 11/1240 cheating; discipline problems; higher education; higher education; plagiarism 11/1252 activism; higher education; student interests; student organisations; student participation; student unions; students STUDENT COUNSELLING 11/0080 educational guidance; higher education 11/1561 counselling services; cultural differences; higher education; overseas students; pastoral care—education; student health and welfare; students STUDENT DEVELOPMENT 11/0185 Access programmes; adult education; mature students 11/0327 achievement; profiles; Records of Achievement; student experience; student records 11/0490 critical reading; reading; study skills; writing—composition; writing skills

1510

Subject index 11/1847 emotional development; nurse education; nurses; professional development STUDENT EXCHANGE PROGRAMMES 11/1447 citizenship; Europe; higher education; overseas employment; overseas students; study abroad STUDENT EXPERIENCE 11/0327 achievement; profiles; Records of Achievement; student development; student records 11/0519 access to education; equal education; ethnic groups; higher education; student recruitment 11/0799 Black students; Black teachers; ethnic groups; mentors; preservice teacher education; school based teacher education; student teachers 11/1165 experiential learning; interpersonal competence; locus of control; outcomes of education; stress—psychological; teacher education 11/1453 overseas students; researchers; sex differences; student research; students; women; women’s education 11/1762 higher education; learning experience; mature students 11/1778 higher education; student attitudes 11/1855 higher education; students; universities 11/1870 access to education; higher education;

1511

Subject index mature students; nontraditional students; students STUDENT FINANCIAL AID 11/1058 arts; dance; discretionary awards; drama; educational finance; grants; local education authorities STUDENT HEALTH AND WELFARE 11/0329 higher education; stress—psychological; stress management; stress variables 11/0340 access to education; ethnic groups; higher education; institutional environment; student needs; students; universities 11/0868 epilepsy; higher education; student attitudes 11/1236 counselling effectiveness; counselling services; guidance; higher education; institutes of higher education; pastoral care—education; students 11/1561 counselling services; cultural differences; higher education; overseas students; pastoral care—education; student counselling; students STUDENT HOUSING 11/1813 access to education; higher education; mature students; student attitudes; student recruitment STUDENT INTERESTS 11/1252 activism; higher education; student behaviour; student organisations; student participation;

1512

Subject index student unions; students STUDENT MOTIVATION 11/0460 academic aspiration; locus of control; Malaysia; motivation 11/1750 Access programmes; access to education; higher education; mature students; nontraditional students STUDENT NEEDS 11/0155 higher education; mature students; student attitudes 11/0169 dyslexia; higher education; learning disabilities; special educational needs; students; support services 11/0171 English—second language; overseas students; second language teaching 11/0340 access to education; ethnic groups; higher education; institutional environment; student health and welfare; students; universities 11/0526 access to education; educational guidance; higher education; learning modules; mature students; modular courses; students STUDENT ORGANISATIONS 11/1252 activism; higher education; student behaviour; student interests; student participation; student unions; students STUDENT PARTICIPATION 11/1252 activism; higher education; student behaviour; student interests;

1513

Subject index student organisations; student unions; students STUDENT PROBLEMS 11/1109 learning; nurse education; nurses; stress—psychological; stress variables 11/1111 higher education; learning; stress—psychological; stress variables; students STUDENT PROJECTS 11/0322 community organisations; databases 11/0498 assessment; dissertations; higher education; 11/1199 computer networks; computer uses in education; industry higher education relationship; information technology; placement STUDENT RECORDS 11/0327 achievement; profiles; Records of Achievement; student development; student experience 11/1432 employer attitudes; profiles; pupil attitudes; Records of Achievement; sixteen to nineteen education; work education relationship STUDENT RECRUITMENT 11/0012 educational planning; higher education; university administration; university choice 11/0219 access to education; higher education; university admission 11/0519 access to education; equal education; ethnic groups; higher education; student experience 11/0520 access to education; accreditation of prior learning;

1514

Subject index admission criteria; disadvantaged; higher education; universities 11/1813 access to education; higher education; mature students; student attitudes; student housing STUDENT RESEARCH 11/0487 Doctoral degrees; graduate study 11/0615 higher education; professional tutors; supervision; supervisors 11/1157 academic staff; higher education; students; supervision; supervisors; tutorials 11/1288 graduate study; mature students; part time students 11/1291 Doctoral degrees; graduate study; higher education; research; supervision; supervisors 11/1453 overseas students; researchers; sex differences; student experience; students; women; women’s education 11/1804 degrees—academic; Doctoral degrees; followup studies; graduate study; graduate surveys; natural sciences; social sciences STUDENT TEACHER ATTITUDES 11/0104 newly qualified teachers; student teachers; teacher development; teaching profession 11/0140 mathematics education; mentors;

1515

Subject index preservice teacher education; school based teacher education; student teachers 11/0165 mentors; Postgraduate Certificate in Education; preservice teacher education; school based teacher education; teacher attitudes 11/0174 antiracism education; newly qualified teachers; racial attitudes; student teachers; teacher education 11/0248 science education; science teachers; teacher attitudes 11/0588 preservice teacher education; scientific attitudes; scientific literacy; student teachers; technological literacy; technology 11/1117 mature students; preservice teacher education; student behaviour, student teachers; women’s education 11/1228 environmental education; geography; preservice teacher education; student teachers; values 11/1234 gender equality; preservice teacher education; sex differences; student teachers 11/1249 educational change; parent attitudes; preservice teacher education; primary school teachers; teacher attitudes; teaching profession 11/1773 bilingual education; bilingual teachers; bilingualism; language of instruction student teachers 11/1816 equal education; Postgraduate Certificate in Education; preservice teacher education; school based teacher education STUDENT TEACHER EVALUATION 11/0277 Postgraduate Certificate in Education;

1516

Subject index preservice teacher education; student attitudes; teacher behaviour; teaching practice STUDENT TEACHER SUPERVISORS 11/0302 computer uses in education; electronic mail; information technology; preservice teacher education; reflective teaching; student teachers; telecommunications; teleconferencing 11/0385 cooperation; mentors; preservice teacher education; school based teacher education; student teachers 11/0449 institutes of higher education; mentors; preservice teacher education; school based teacher education 11/0608 mentors; preservice teacher education; school based teacher education; student teachers; teaching practice 11/0883 mentors; preservice teacher education; school based teacher education 11/1311 mentors; preservice teacher education; school based teacher education; teaching practice 11/1334 mentors; preservice teacher education; school based teacher education 11/1391 preservice teacher education; school based teacher education; supervisors; teaching practice 11/1499 adult learning; mentors; preservice teacher education; school based teacher education; student teachers; teaching practice 11/1596 mentors; preservice teacher education; school based teacher education 11/1599 competence; intellectual disciplines;

1517

Subject index mentors; newly qualified teachers; preservice teacher education; school based teacher education 11/1788 academic staff; mentors; school based teacher education; student teachers; teaching practice STUDENT TEACHERS 11/0078 institutional cooperation; mentors; physical education teachers; preservice teacher education; school based teacher education 11/0104 newly qualified teachers; student teacher attitudes; teacher development; teaching profession 11/0138 licensed teachers; mentors; school based teacher education; teacher education; teaching profession 11/0140 mathematics education; mentors; preservice teacher education; school based teacher education; student teacher attitudes 11/0141 educational history; teacher education; teaching profession 11/0146 mentors; preservice teacher education; school based teacher education; teacher attitudes; teacher development 11/0174 antiracism education; newly qualified teachers; racial attitudes; student teacher attitudes; teacher education 11/0302 computer uses in education; electronic mail; information technology; preservice teacher education; reflective teaching; student teacher supervisors; telecommunications; teleconferencing 11/0385 cooperation; mentors;

1518

Subject index preservice teacher education; school based teacher education; student teacher supervisors 11/0396 preservice teacher education; reflection; teaching experience; teaching practice 11/0478 mathematics education; mathematics teachers; preservice teacher education; problem solving 11/0510 classroom environment; preservice teacher education; teacher development;; teaching practice 11/0515 learning strategies; learning theories; preservice teacher education 11/0549 enterprise education; industrial secondments; industry education relationship; placement; preservice teacher education 11/0551 classroom management; discipline; preservice teacher education 11/0562 industrial secondments; industry higher education relationship; preservice teacher education; school based teacher education 11/0564 English studies teachers; preservice teacher education; science teachers; teaching methods; teaching practice 11/0587 educational materials; industrial secondments; industry higher education relationship; material development newly qualified teachers; secondments; teacher development 11/0588 preservice teacher education; scientific attitudes; scientific literacy; student teacher attitudes; technological literacy; technology 11/0608 mentors; preservice teacher education; school based teacher education; student teacher supervisors;

1519

Subject index teaching practice 11/0799 Black students; Black teachers; ethnic groups; mentors; preservice teacher education; school based teacher education; student experience 11/0860 learning processes; mentors; preservice teacher education; school based teacher education 11/0872 preservice teacher education; school based teacher education; science education; science teachers 11/0881 innovation; learning activities; mathematical enrichment; mathematics education; preservice teacher education; teaching methods; teaching practice 11/0893 citizenship education; civil rights; environmental education; global approach; human rights; mentors; preservice teacher education 11/0895 computer uses in education; information technology; mathematics education; preservice teacher education; teacher attitudes 11/0899 learning; Postgraduate Certificate in Education; preservice teacher education 11/1117 mature students; preservice teacher education; student behaviour; student teacher attitudes; women’s education 11/1220 lesson plans; preservice teacher education; science education; teaching practice; teaching process 11/1228 environmental education; geography; preservice teacher education; student teacher attitudes;

1520

Subject index values 11/1229 China; comparative education; mentors; preservice teacher education; school based teacher education; United States of America 11/1234 gender equality; preservice teacher education; sex differences; student teacher attitudes 11/1282 art education; design; newly qualified teachers; Postgraduate Certificate in Education; preservice teacher education; programme effectiveness 11/1335 learning strategies; mathematics teachers; preservice teacher education; school based teacher education 11/1364 Postgraduate Certificate in Education; preservice teacher education; reflection; reflective teaching; teacher development 11/1389 men; men teachers; preservice teacher education; primary school teachers; sex differences 11/1402 art education; art teachers; preservice teacher education; primary school teachers 11/1407 men; men teachers; preservice teacher education; primary school teachers; sex differences 11/1499 adult learning; mentors; preservice teacher education; school based teacher education; student teacher supervisors; teaching practice 11/1510 microteaching; preservice teacher education; teaching experience; teaching methods 11/1550 classroom management; competency based teacher education;

1521

Subject index preservice teacher education; school based teacher education 11/1686 computer uses in education; information technology; preservice teacher education; teaching practice 11/1690 newly qualified teachers; preservice teacher education; primary school teachers; professional development; teaching profession 11/1694 preservice teacher education; school based teacher education; teaching practice 11/1707 English; preservice teacher education; small group teaching; teaching practice 11/1720 mentors; preservice teacher education; teacher development; teaching practice 11/1773 bilingual education; bilingual teachers; bilingualism; language of instruction; student teacher attitudes 11/1777 philosophy of science; preservice teacher education; science education; scientific literacy 11/1788 academic staff; mentors; school based techer education; student techer supervisors; teaching practice 11/1789 mentors; preservice teacher education; primary schools; school based teacher education 11/1823 Postgraduate Certificate in Education; preservice teacher education; school based teacher education 11/1858 mentors; preservice teacher education; reflection; school based teacher education 11/1872 preservice teacher education; primary school teachers; reading teachers; reading teaching STUDENT UNIONS

1522

Subject index 11/1252 activism; higher education; student behaviour; student interests; student organisations; student participation; students STUDENT WATAGE 11/0330 Access programmes; dropouts; mature students 11/1098 course completion rate; dropouts; further education; higher education; mature students 11/1132 dropouts; German; higher education; modern language studies STUDENTS 11/0169 dyslexia; higher education; learning disabilities; special educational needs; student needs; support services 11/0264 comprehension; essays; examination techniques; learning processes; learning strategies; memory; study skills 11/0265 computer uses in education; educational materials; information technology; learning strategies; material development; study skills 11/0268 audiovisual education; calculators; equipment; mathematics education 11/0331 Access programmes; access to education; followup studies; higher education; mature students 11/0340 access to education; ethnic groups; higher education;

1523

Subject index institutional environment; student health and welfare; student needs; universities 11/0407 degrees—academic; engineering education; higher education; mathematical ability 11/0468 higher education; mature students; time management; universities 11/0469 academic achievement; higher education; mature students; performance; universities 11/0526 access to education; educational guidance; higher education; learning modules; mature students; modular courses; student needs 11/0580 higher education; learning; science education; scientific literacy 11/0591 chemistry; learning; science education; scientific concepts 11/0610 family life; higher education; interpersonal relationship; mature students; spouses 11/0611 learning strategies; learning theories; metacognition; study skills 11/0612 assessment; essays; higher education; learning strategies; study skills; writing—composition 11/0613 learning strategies; learning theories; metacognition; study skills 11/0614 learning strategies;

1524

Subject index learning theories; metacognition; study skill; teaching guides 11/0617 cheating; essays; higher education; learning strategies; student attitudes; study skills; writing—composition 11/0718 engineering education; mathematical ability 11/0846 aptitude; assessment; critical thinking; higher education; mature students; prediction; selection 11/1011 blindness; careers; employment opportunities; further education; graduate employment; higher education; visual impairments 11/1105 discourse analysis; discussion; group discussion; sex differences; verbal communication 11/1107 discourse analysis; discussion; group discussion; higher education; learning; seminars; verbal communication 11/1111 higher education; learning; stress—psychological; stress variables; student problems 11/1112 further education; higher education; literacy; reading skills; writing skills 11/1114 degrees—academic; medicine; professional education

1525

Subject index 11/1157 academic staff; higher education; student research; supervision; supervisors; tutorials 11/1167 calculus education; computer uses in education; higher education; information technology; mathematics education 11/1236 counselling effectiveness; counselling services; guidance; higher education; institutes of higher education; pastoral care—education; student health and welfare 11/1239 concept formation; engineering education; higher education; mathematical concepts; mathematics education 11/1252 activism; higher education; student behaviour; student interests; student organisations; student participation; student unions 11/1298 employment potential; European Union; graduate employment; higher education; skill development; transfer of leaming; work education relationship 11/1349 higher education; learning activities; libraries; library skills; mature studerits; parents; university libraries 11/1453 overseas students; researchers; sex differences; student experience; student research; women; women’s education 11/1471 deafness;

1526

Subject index hearing impairments; higher education; special educational needs; support services 11/1561 counselling services; cultural differences; higher education; overseas students; pastoral care—education; student counselling; student health and welfare 11/1567 higher education; learning activities; literacy; reading; writing—composition 11/1589 coursework; higher education; writing—composition; writing skills 11/1689 cognitive style; interpersonal competence; learning strategies; peer teaching 11/1711 access to education; comparative education; disabilities; higher education; special educational needs; universities 11/1734 educational quality; feedback; higher education; quality control; student attitudes 11/1745 disabilities; dyslexia; educational policy; higher education; special educational needs; support services; universities 11/1748 course organisation; degrees—academic; followup studies; higher education; modular courses; student attitudes; teaching methods 11/1840 higher education; skill development; skills;

1527

Subject index transfer of learning; universities 11/1845 academic achievement; achievement; background; science education 11/1855 higher education; student experience; universities 11/1867 Access programmes; access to education; further education; higher education; introductory courses; mature students; nontraditional students 11/1870 access to education; higher education; mature students; nontraditional students; student experience STUDY ABROAD 11/0371 Hong Kong; overseas students 11/1447 citizenship; Europe; higher education; overseas employment; overseas students; student exchange programmes STUDY SKILLS 11/0264 comprehension; essays; examination techniques; learning processes; learning strategies; memory; students 11/0265 computer uses in education; educational materials; information technology; learning strategies; material development; students 11/0490 critical reading; reading; student development; writing—composition; writing skills 11/0611 learning strategies; learning theories; metacognition;

1528

Subject index students 11/0612 assessment; essays; higher education; learning strategies; students; writing—composition 11/0613 learning strategies; learning theories; metacognition; students 11/0614 learning strategies; learning theories; metacognition; students; teaching guides 11/0617 cheating; essays; higher education; learning strategies; student attitudes; students; writing—composition 11/0805 learning strategies 11/1149 learning activities; learning strategies; nurse education 11/1222 content area reading; content area writing; cross curricular approach; literacy; reading skills; writing across the curriculum; writing skills STUTTERING 11/1449 bullying; pupil problems; special educational needs; speech handicaps SUBSTANCE ABUSE 11/1651 drinking; drug abuse; personality; pupil attitudes; religious attitudes; secondary school pupils; smoking SUICIDE 11/0781 emotional and behavioural difficulties; hospitals; self mutilation 11/0782 antisocial behaviour;

1529

Subject index depression—psychology; emotional and behavioural difficulties; mental health; self mutilation; youth SUMMER SCHOOLS 11/0220 Access programmes; access to education; followup studies; higher education; mature students 11/0347 access to education; dropouts; higher education; nontraditional students; university admission SUPERVISION 11/0615 higher education; professional tutors; student research; supervisors 11/0849 child welfare; expulsion; problem children; residential care; social services; suspension 11/1157 academic staff; higher education; student research; students; supervisors; tutorials 11/1291 Doctoral degrees; graduate study; higher education; research; student research; upervisors SUPERVISORS 11/0615 higher education; professional tutors; student research; supervision 11/1157 academic staff; higher education; student research; students; supervision; tutorials 11/1291 Doctoral degrees; graduate study;

1530

Subject index higher education; research; student research; supervision 11/1391 preservice teacher education; school based teacher education; student teacher supervisors; teaching practice SUPPLEMENTARY EDUCATION 11/0249 Bermuda; Black pupils; equal education; ethnic groups; racial attitudes 11/0379 Chinese; ethnic groups; parent attitudes 11/1829 Black education; ethnic groups SUPPORT SERVICES 11/0039 educational administration; educational change; educational policy; performance tables; school based management; special educational needs 11/0058 cross curricular approach; special education teachers; special educational needs; teamwork 11/0075 further education; learning disabilities; mainstreaming; special educational needs 11/0169 dyslexia; higher education; learning disabilities; special educational needs; student needs; students 11/0280 mainstreaming; secondary education; special educational needs 11/0368 behaviour modification; disruptive pupils; emotional and behavioural difficulties; problem children; special educational needs; support teachers; therapy 11/0706 educational policy; mainstreaming;

1531

Subject index special educational needs; support staff 11/0836 school libraries; special educational needs 11/0957 computer uses in education; coordinators; electronic mail; information technology; special educational needs; telecommunications 11/1068 behaviour management; behaviour problems; discipline; disruptive pupils; emotional and behavioural difficulties; local education authorities; pupil behaviour 11/1086 local education authorities; Local Management of Schools; mainstreaming; special educational needs 11/1211 comparative education; educational administration; educational policy; Italy; mainstreaming; Scandinavia; special educational needs 11/1471 deafness; hearing impairments; higher education; special educational needs; students 11/1745 disabilities; dyslexia; educational policy; higher education; special educational needs; students; universities SUPPORT STAFF 11/0066 special educational needs; teamwork; training 11/0168 specialists; training 11/0706 educational policy; mainstreaming; special educational needs; support services 11/0772 City Technology Colleges 11/0773 primary schools;

1532

Subject index secondary schools 11/0834 educational administration; management in education; personnel management; staff school relationship; teachers 11/0854 competency based education; staff development SUPPORT TEACHERS 11/0368 behaviour modification; disruptive pupils; emotional and behavioural difficulties; problem children; special educational needs; support services; therapy 11/0370 educational quality; hearing impairments; mainstreaming; peripatetic teachers; special educational needs; teacher effectiveness 11/0688 special educational needs; teachers 11/1343 bilingual teachers; bilingualism; English—second language; secondary schools SURGERY 11/0116 clinical experience; medical education; medicine 11/0233 medical education; medicine SURVEYING EDUCATION 11/1709 construction industry; experiential learning; learning activities SURVEYS 11/0047 ethnic groups; mother tongue; pupils; religion 11/0048 behaviour problems; discipline problems; disruptive pupils; emotional and behavioural difficulties; infant school pupils; primary school pupils; problem children 11/1061 educational trends; head teachers;

1533

Subject index mathematics education; primary education; primary schools; resource allocation; science education 11/1457 National Vocational Qualifications; qualifications 11/1459 comprehension; public opinion; training 11/1460 attitudes; educational finance; educational quality; opinions; public opinion 11/1464 cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; youth employment SUSPENSION 11/0156 dropouts; educational policy; expulsion; home schooling; local education authorities; nontraditional education 11/0849 child welfare; expulsion; problem children; residential care; social services; supervision 11/1272 discipline policy; disruptive pupils; educational change; expulsion; primary schools; problem children; special educational needs 11/1278 discipline; expulsion; Northern Ireland SUSTAINED SILENT READING 11/0621 primary education; reading teaching; silent reading 11/0861 primary education; reading; silent reading SWAZILAND

1534

Subject index 11/1882 Africa; electricity; lightning; science education 11/1886 educational materials; inservice teacher education; science education SYMBOLIC LANGUAGE 11/0944 algebra; language patterns; mathematical linguistics; semiotics; symbols—mathematics SYMBOLS—MATHEMATICS 11/0716 computer uses in education; educational software; information technology; mathematics education; visual learning 11/0944 algebra; language patterns; mathematical linguistics; semiotics; symbolic language 11/1115 mathematical linguistics; mathematics education; primary school pupils SYNTAX 11/0675 grammar; morphology—languages; semantics; spelling 11/0928 language acquisition; language handicaps; learning disabilities; special educational needs; speech handicaps 11/1299 computer uses in education; deafness; hearing impairments; information technology; literacy education; multimedia approach; special educational needs SYRIA 11/1806 English—second language; second language learning; writing processes TAIWAN 11/0251 English—second language; second language learning TALKING COMPUTERS

1535

Subject index 11/0295 computer assisted reading; computer uses in education; dyslexia; information technology; intervention; reading difficulties 11/1194 computer assisted reading; computer uses in education; information technology; reading difficulties; reading teaching 11/1326 computer uses in education; handwriting; information technology; literacy education; spelling; writing skills; writing teaching TANZANIA 11/0275 adult education; developing countries; people’s universities 11/0590 skilled workers; training; vocational education TEACHER ASSOCIATIONS 11/1123 equal opportunities—jobs; professional associations; teacher employment; teaching profession; unions; United States of America TEACHER ATTITUDES 11/0095 comparative education; Greece; National Curriculum; primary school teachers 11/0097 educational research; educational theories; Preservice teacher education; teaching methods; theory practice relationship 11/0106 comparative education; educational change; France; primary school teachers; teaching profession 11/0146 mentors; preservice teacher education; school based teacher education; student teachers; teacher development

1536

Subject index 11/0163 preservice teacher education; professional development; teacher development; teaching profession 11/0165 mentors; Postgraduate Certificate in Education; preservice teacher education; school based teacher education; student teacher attitudes 11/0175 preservice teacher education; school based teacher education 11/0248 science education; science teachers; student teacher attitudes 11/0289 infant school education; infant school teachers; nursery schools; play; reception classes 11/0300 discussion; educational theories; teaching experience 11/0316 assessment; attainment tests; evaluation; National Curriculum; standard assessment tasks; tests 11/0380 behaviour standards; discipline policy; primary school teachers; school policy 11/0663 A level examinations; academic education; curriculum development; National Vocational Qualifications; secondary education; sixteen to nineteen education; vocational education 11/0687 assessment; National Curriculum; standard assessment tasks 11/0826 educational administration; National Curriculum; teacher workload; teaching load; teaching profession 11/0895 computer uses in education; information technology; mathematics education; preservice teacher education; student teachers

1537

Subject index 11/0906 cartoons; comics—publications; educational materials; visual aids 11/1064 change; educational administration; educational change; institutional environment; organisational change; organisational climate; teachers 11/1087 conditions of service; educational administration; educational quality; school effectiveness; teacher effectiveness; teaching conditions; teaching profession 11/1108 attitudes; inspectors—of schools; opinions; parent attitudes; primary education; pupil attitudes; school governors 11/1118 computer uses in education; information technology; National Curriculum; oracy 11/1134 primary school teachers; science education; science teachers; scientific concepts; scientific literacy; teaching methods 11/1208 inservice teacher education; primary school teachers; science education 11/1212 educational change; inspection 11/1227 biology; biology teachers; controversial issues—course content science education 11/1231 day care centres; nursery school teachers; nursery schools; values 11/1232 day care centres; nursery school teachers; nursery schools; photography;

1538

Subject index values 11/1246 antisocial behaviour; behaviour problems; bullying; discipline policy; discipline problems 11/1249 educational change; parent attitudes; preservice teacher education; primary school teachers; student teacher attitudes; teaching profession 11/1397 art education; craft work education; design and technology; handicrafts; secondary education 11/1415 primary education; pupil attitudes; values education 11/1422 early childhood education; nursery schools; parent attitudes; preschool education 11/1448 antisocial behaviour; attitudes; behaviour problems; bullying; parent attitudes; pupil attitudes 11/1485 Asians; ethnic groups; parent attitudes; special education teachers; special educational needs; special schools 11/1500 business education; curriculum development; economics education; teacher development 11/1523 antisocial behaviour; behaviour; behaviour problems; parent attitudes; pupil attitudes; social behaviour; special educational needs 11/1541 job satisfaction; stress—psychological; teaching profession 11/1579 educational change; National Curriculum;

1539

Subject index science education; science teachers; teacher motivation; teaching profession 11/1710 antisocial behaviour; attitudes; behaviour modification; behaviour problems; bullying; discipline policy; parent attitudes; pupil attitudes 11/1712 colleges of further education; ethnic groups; further education; racial attitudes; racial attitudes; sixteen to nineteen education 11/1713 access to education; educational change; educational development; educational policy; higher education; organisational climate; universities 11/1814 fathers; mothers; parents; teacher background; teacher role; teaching profession; women teachers 11/1880 educational change; National Curriculum; primary school teachers; teaching profession 11/1883 curriculum development; science curriculum; science education TEACHER BACKGROUND 11/0017 Canada natives; ethnic groups; indigenous populations; newly qualified teachers; teacher induction; teaching profession 11/1814 fathers; mothers; parents; teacher attitudes; teacher role; teaching profession;

1540

Subject index women teachers TEACHER BEHAVIOUR 11/0277 Postgraduate Certificate in Education; preservice teacher education; student attitudes; student teacher evaluation; teaching practice 11/0313 assessment; assessment by teachers; informal assessment; teacher pupil relationship 11/0545 articulation—speech; classroom communication; primary school teachers; teacher pupil relationship; verbal communication 11/1342 achievement; Black pupils; Black teachers; teacher pupil relationship; teaching methods; underachievement TEACHER DEVELOPMENT 11/0063 distance education; language handicaps; special education teachers; special educational needs; speech communication; speech handicaps 11/0104 newly qualified teachers; student teacher attitudes; student teachers; teaching profession 11/0146 mentors; preservice teacher education; school based teacher education; student teachers; teacher attitudes 11/0163 preservice teacher education; professional development; teacher attitudes; teaching profession 11/0218 educational policy; inservice teacher education; professional development; Scotland 11/0311 literacy education; reading teaching; teacher effectiveness; writing teaching 11/0480 developing countries; inservice teacher education;

1541

Subject index South Africa 11/0510 classroom environment; preservice teacher education; student teachers; teaching practice 11/0517 teacher effectiveness; teacher evaluation; teaching profession 11/0587 educational materials; industrial secondments; industry higher education relationship; material development; newly qualified teachers; secondments; student teachers 11/0601 head teachers; mentors; middle management; professional continuing education; teaching profession 11/0609 equal opportunities—jobs; teacher evaluation; teaching profession; women teachers; women’s employment 11/0662 arts; placement; secondments 11/0720 colleges of further education; further education 11/0958 computer uses in education; distance education; electronic mail; information technology; preservice teacher education; telecommunications 11/1012 budgeting; financial services; money management; secondary school pupils; secondments 11/1095 careers teachers; inservice teacher education; staff development; vocational guidance 11/1221 classroom research; mathematics teachers; researchers; teachers 11/1255 early childhood education; leadership; management in education;

1542

Subject index preschool education 11/1287 academic staff; educational change; further education 11/1312 developing countries; Ghana; inservice teacher education 11/1331 head teachers; professional development 11/1336 competency based teacher education; inservice teacher education; local education authorities; school based teacher education; staff orientation 11/1364 Postgraduate Certificate in Education; preservice teacher education; reflection; reflective teaching; student teachers 11/1369 Brazil; critical thinking; science teachers; teaching methods 11/1431 industry education relationship; secondments 11/1456 pastoral care—education; personal and social education 11/1500 business education; curriculum development; economics education; teacher attitudes 11/1502 programme evaluation; teacher evaluation; teaching profession 11/1548 academic staff; higher education; lecturers; professional development science teachers; teaching profession 11/1679 adult educators; comparative education; Europe; European studies; European Union; international educational exchange 11/1695 moral education; moral values; preservice teacher education; values education 11/1720 mentors; preservice teacher education;

1543

Subject index student teachers; teaching practice 11/1844 inservice teacher education; primary school teachers; science education 11/1852 secondary school teachers; teacher education; teaching profession 11/1863 educational administration; Local Management of Schools; management in education; programme evaluation; school based management TEACHER EDUCATION 11/0071 educational theories; learning theories; psychology; teaching experience; teaching practice; teaching process 11/0135 comparative education; educational materials; mainstreaming; special educational needs 11/0138 licensed teachers; mentors; school based teacher education; student teachers; teaching profession 11/0139 mentors; newly qualified teachers; teaching profession 11/0141 educational history; student teachers; teaching profession 11/0173 politics education relationship 11/0174 antiracism education; newly qualified teachers; racial attitudes; student teacher attitudes; student teachers 11/0198 objectives; physical education 11/0208 ethnic groups; stience teachers; teacher recruitment 11/0813 educational history; educational psychology 11/0820 universities 11/0827 bilingual teachers; comparative education; English—second language;

1544

Subject index Italy; second language teaching 11/0878 citizenship education; English; global approach; science education 11/0889 organisational change; organisational climate; universities 11/1165 experiential learning; interpersonal competence; locus of control; outcomes of education; stress—psychological; student experience 11/1318 Greece; teacher supply and demand 11/1525 computer uses in education; Czech Republic; information technology; international educational exchange 11/1852 secondary school teachers; teacher development; teaching profession TEACHER EDUCATORS 11/0077 physical education teachers; preservice teacher education; socialisation 11/0450 preservice teacher education 11/1140 academic staff; higher education; inservice teacher education; preservice teacher education 11/1296 educational researchers; problems; teachers TEACHER EFFECTIVENESS 11/0311 literacy education; reading teaching; teacher development; writing teaching 11/0370 educational quality; hearing impairments; mainstreaming; peripatetic teachers; special educational needs; support teachers 11/0517 teacher development; teacher evaluation; teaching profession 11/0801 mathematics education; numeracy;

1545

Subject index primary school teachers 11/1087 conditions of service; educational administration; educational quality; school effectiveness; teacher attitudes; teaching conditions; teaching profession 11/1704 head teachers; performance indicators; primary schools; teacher evaluation 11/1864 early childhood education; educational quality; primary education; young children TEACHER EMPLOYMENT 11/0655 Black teachers; mentors; preservice teacher education; teacher recruitment; teaching profession 11/1123 equal opportunities—jobs; professional associations; teacher associations; teaching profession; unions; United States of America 11/1141 labour market; newly qualified teachers; Northern Ireland; teacher recruitment; teaching profession 11/1144 followup studies; newly qualified teachers; Northern Ireland; teacher recruitment; teacher supply and demand; teaching profession 11/1214 educational administration; Europe; management in education; teaching profession; women; women’s employment TEACHER EVALUATION 11/0193 advisers; head teachers; inspection; inspectors—of schools; local education authorities; scheduling

1546

Subject index 11/0318 career development; institutes of higher education; teaching profession; women teachers; women’s employment 11/0517 teacher development; teacher effectiveness; teaching profession 11/0609 equal opportunities—jobs; teacher development; teaching profession; women teachers; women’s employment 11/1502 prograxnme evaluation; teacher development; teaching profession 11/1704 head teachers; perfonnance indicators; primary schools; teacher effectiveness TEACHER INDUCTION 11/0017 Canada natives; ethnic groups; indigenous populations; newly qualified teachers; teacher background; teaching profession 11/1439 academic staff; higher education; lecturers TEACHER INFLUENCE 11/0247 emotional and behavioural difficulties; learning disabilities; low achievement; motivation; school effectiveness; special educational needs TEACHER MORALE 11/0397 educational environment; institutional environment; stress—psychological; stress management; stress variables TEACHER MOTIVATION 11/1579 educational change; National Curriculum; science education; science teachers; teacher attitudes; teaching profession TEACHER PUPIL RELATIONSHIP 11/0090 children’s literature;

1547

Subject index early childhood education; reading aloud to others; story reading 11/0313 assessment; assessment by teachers; informal assessment; teacher behaviour 11/0399 beginning reading; early reading; oral reading; reading skills 11/0492 motivation; sex differences; sexual identity 11/0545 articulation—speech; classroom communication; primary school teachers; teacher behaviour; verbal communication 11/0681 classroom communication; feedback; infant school education; infant school teachers; teacher response 11/1243 beginning reading; infant school education; reading teaching; teaching methods 11/1342 achievement; Black pupils; Black teachers; teacher behaviour; teaching methods; underachievement TEACHER RECRUITMENT 11/0208 ethnic groups; science teachers; teacher education 11/0655 Black teachers; mentors; preservice teacher education; teacher employment; teaching profession 11/1141 labour market; newly qualified teachers; Northern Ireland; teacher employment; teaching profession 11/1144 followup studies; newly qualified teachers; Northern Ireland; teacher employment;

1548

Subject index teacher supply and demand; teaching profession 11/1629 developing countries; inservice teacher education; Malawi TEACHER RESEARCHERS 11/1726 action research; degrees—academic; researchers; teachers TEACHER RESPONSE 11/0681 classroom communication; feedback; infant school education; infant school teachers; teacher pupil relationship TECHER ROLE 11/0121 deputy head teachers; secondary schools; teaching profession 11/0351 Brazil; comparative education; public opinion 11/0401 men teachers; preservice teacher education; primary school teachers; primary schools; sex differences; teaching profession 11/0600 administrator role; educational change; head teachers; management in education; role conflict; secondary schools 11/0855 further education; teacher workload; teachers; teaching load; time management 11/1241 intellectuals; newly qualified teachers; preservice teacher education; professional development; teaching profession 11/1721 educational change; head teachers; teaching profession 11/1786 department heads; school organisation; teaching profession 11/1814 fathers;

1549

Subject index mothers; parents; teacher attitudes; teacher background; teaching profession; women teachers TEACHER SUPPLY AND DEMAND 11/1144 followup studies; newly qualified teachers; Northern Ireland; teacher employment; teacher recruitment; teaching profession 11/1318 Greece; teacher education TEACHER TRAINING AGENCY 11/1396 educational change; educational policy; preservice teacher education TEACHER WORKLOAD 11/0826 educational administration; National Curriculum; teacher attitudes; teaching load; teaching profession 11/0829 educational administrators; head teachers; primary school teachers; primary schools; school organisation; teaching load 11/0855 further education; teacher role; teachers; teaching load; time management 11/1146 academic staff; colleges of further education; educational administration; further education; institutional administration; nonteaching duties; teaching load TEACHERS 11/0293 physical education; teaching profession 11/0688 special educational needs; support teachers 11/0834 educational administration; management in education; personnel management; staff school relationship;

1550

Subject index support staff 11/0855 further education; teacher role; teacher workload; teaching load; time management 11/0884 epilepsy; health 11/1064 change; educational administration; educational change; institutional environment; organisational change; organisational climate; teacher attitudes 11/1221 classroom research; mathematics teachers; researchers; teacher development 11/1296 educational researchers; problems; teacher educators 11/1353 educational broadcasting; educational materials; educational radio; educational television; information dissemination; information needs; teaching guides 11/1722 Egypt 11/1726 action research; degrees—academic; researchers; teacher researchers TEACHING CONDITIONS 11/1087 conditions of service; educational administration; educational quality; school effectiveness; teacher attitudes; teacher effectiveness; teaching profession 11/1162 educational environment; institutional environment; organisational climate; organisational development; stress—psychological TEACHING EXPERIENCE 11/0071 educational theories; learning theories; psychology; teacher education;

1551

Subject index teaching practice; teaching process 11/0300 discussion; educational theories; teacher attitudes 11/0396 preservice teacher education; reflection; student teachers; teaching practice 11/0926 educational psychologists; professional education 11/1510 microteaching; preservice teacher education; student teachers; teaching methods TEACHING GUIDES 11/0614 learning strategies; learning theories; metacognition; students; study skills 11/1353 educational broadcasting; educational materials; educational radio; educational television; information dissemination; information needs; teachers TEACHING LOAD 11/0826 educational administration; National Curriculum; teacher attitudes; teacher workload; teaching profession 11/0829 educational administrators; head teachers primary school teachers; primary schools; school organisation; teacher workload 11/0855 further education; teacher role; teacher workload; teachers; time management 11/1146 academic staff; colleges of further education; educational administration; further education; institutional administration; nonteaching duties; teacher workload

1552

Subject index TEACHING METHODS 11/0079 athletics; physical education; pupil attitudes 11/0097 educational research; educational theories; preservice teacher education; teacher attitudes; theory practice relationship 11/0137 mathematics anxiety; mathematics education 11/0206 computer assisted learning; computer uses in education; information networks; information technology; learning processes; multimedia approach; telecommunications 11/0310 mathematics education; mathematics teachers; teaching process 11/0323 assessment; higher education; learner centred methods; self evaluation—individuals 11/0326 assessment; higher education; learner centred methods; open education; self evaluation—individuals 11/0334 adult education; mature students; modern language studies 11/0375 comparative education; distance education; higher education; international educational exchange; learning activities; Netherlands; telecommunications 11/0392 classroom communication; learning disabilities; problem solving; reasoning; reflective teaching; special educational needs 11/0463 adult day centres; emotional and behavioural difficulties; learning disabilities; special educational needs 11/0485 group work; preservice teacher education

1553

Subject index 11/0564 English studies teachers; preservice teacher education; science teachers; student teachers; teaching practice 11/0584 science education; scientific concepts; sociology of education 11/0702 deaf blind; learning disabilities; special educational needs 11/0711 history; history studies; National Curriculum 11/0793 cognitive ability; intervention; learning strategies; mathematics education; secondary education 11/0794 classroom research; learning activities; mathematics education; primary education; primary school pupils; pupil attitudes; science education 11/0802 assessment; infant school education; leaming strategies; National Curriculum; primary schools; urban schools 11/0874 audiovisual aids; educational media; language acquisition; second language teaching; videotape recordings 11/0881 innovation; learning activities; mathematical enrichment; mathematics education; preservice teacher education; student teachers; teaching practice 11/0914 deafness; educational media; hearing impairments; language acquisition; special educational needs; videotape recordings 11/0951 cognitive processes; differentiated curriculum;

1554

Subject index distance education; learning strategies; metacognition; preservice teacher education 11/0953 accountancy education; business education; research 11/0991 ability; class organisation; grouping—teaching purposes; mixed ability; pupil placement; streaming 11/1015 learning strategies; National Vocational Qualifications; training; training methods; vocational education 11/1069 class organisation; classroom management; curriculum development; grouping—teaching purposes; primary schools; teaching process 11/1093 cross curricular approach; curriculum development; learning experience; National Curriculum—Northern Ireland; Northern Ireland; pupil attitudes; secondary schools 11/1131 leaming processes; learning theories; sixteen to nineteen education 11/1133 classroom communication; comprehension; primary school teachers; questioning techniques; science education; science teachers 11/1134 primary school teachers; science education; science teachers; scientific concepts; scientific literacy; teacher attitudes 11/1153 assessment; learning strategies; learning theories 11/1156 design and technology; learning activities 11/1174 course evaluation;

1555

Subject index nurse education; student attitudes 11/1210 communication research; competency based education; further education; higher education; learning processes 11/1223 electricity; primary education; science education 11/1243 beginning reading; infant school education; reading teaching; teacher pupil relationship 11/1253 infant school teachers; literacy education; reading; reading teaching 11/1279 cognitive development; learning processes; learning strategies; thinking skills 11/1285 learning strategies; learning theories 11/1308 early childhood education; individuaHsed methods; intervention 11/1338 learning strategies; mathematics education; science education; secondary education 11/1339 flexible learning; mathematics education; preservice teacher education 11/1342 achievement; Black pupils; Black teachers; teacher behaviour; teacher pupil relationship; underachievement 11/1369 Brazil; critical thinking; science teachers; teacher development 11/1371 cuniculum development; discovery learning; educational history; primary education; projects—learning activities; pupil projects 11/1386 early childhood education; Montessori method;

1556

Subject index Steiner Waldorf schools 11/1394 computer uses in education; history; information technology; optical data discs 11/1429 assessment; curriculum development; Five to Fourteen Curriculum; primary education; Scotland 11/1446 computer uses in education; group work; information technology; mathematics education; multimedia approach 11/1450 distance education; higher education; masters degrees 11/1510 microteaching; preservice teacher education; student teachers; teaching experience 11/1526 acceleration—education; computer programming computer uses in education; differentiated curriculum individualised methods; information technology; learning activities 11/1529 discovery learning; early childhood education; learning activities; primary education 11/1534 biology; learning activities; problem solving; science activities; science education 11/1547 academic staff; cognitive style; higher education; learning strategies; lecturers 11/1549 differentiated curriculum; individualised methods; learning strategies; pupil needs; science education 11/1576 developing countries; development education; India; learning activities;

1557

Subject index primary education 11/1664 computer uses in education; history studies; information technology; learning strategies; teleconferencing 11/1670 distance education; interactive video; teleconferencing 11/1723 learning strategies; primary school pupils; self evaluation—individuals 11/1729 degrees—academic; flexible learning; higher education; learning modules; modular courses; programme evaluationv universities 11/1748 course organisation; degrees—academic; followup studies; higher education; modular courses; student attitudes; students 11/1764 second language teaching; Welsh 11/1849 flexible learning; medical education; open education 11/1887 Canada; comparative education; global approach; United States of America 11/1892 art education; China; comparative education; drawing TEACHING PRACTICE 11/0071 educational theories; learning theories; psychology; teacher education; teaching experience; teaching process 11/0277 Postgraduate Certificate in Education; preservice teacher education; student attitudes; student teacher evaluation; teacher behaviour 11/0396 preservice teacher education;

1558

Subject index reflection; student teachers; teaching experience 11/0483 institutional cooperation; preservice teacher education; school based teacher education 11/0510 classroom environment; preservice teacher education; student teachers; teacher development 1/0564 English studies teachers; preservice teacher education; science teachers; student teachers; teaching methods 11/0608 mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers 11/0881 innovation; learning activities; mathematical enrichment; mathematics education; preservice teacher education; student teachers; teaching methods 11/1220 lesson plans; preservice teacher education; science education; student teachers; teaching process 11/1311 mentors; preservice teacher education; school based teacher education; student teacher supervisors 11/1391 preservice teacher education; school based teacher education; student teacher supervisors; supervisors 11/1499 adult learning; mentors; preservice teacher education; school based teacher education; student teacher supervisors; student teachers 11/1686 computer uses in education; information technology; preservice teacher education; student teachers 11/1694 preservice teacher education; school based teacher education;

1559

Subject index student teachers 11/1707 English; preservice teacher education; small group teaching; student teachers 11/1720 mentors; preservice teacher education; student teachers; teacher development 11/1788 academic staff; mentors; school based teacher education; student teacher supervisors; student teachers TEACHING PROCESS 11/0071 educational theories; learning theories; psychology; teacher education; teaching experience; teaching practice 11/0127 learning experience; pupil attitudes; pupil school relationship; school effectiveness; secondary education; secondary school pupils 11/0310 mathematics education; mathematics teachers; teaching methods 11/0901 design and technology; primary education 11/1069 class organisation; classroom management; curriculum development; grouping—teaching purposes; primary schools; teaching methods 11/1220 lesson plans; preservice teacher education; science education; student teachers; teaching practice TEACHING PROFESSION 11/0017 Canada natives; ethnic groups; indigenous populations; newly qualified teachers; teacher background; teacher induction 11/0064 educational change; primary school teachers

1560

Subject index 11/0104 newly qualified teachers; student teacher attitudes; student teachers; teacher development 11/0106 comparative education; educational change; France; primary school teachers; teacher attitudes 11/0121 deputy head teachers; secondary schools; teacher role 11/0138 licensed teachers; mentors; school based teacher education; student teachers; teacher education 11/0139 mentors; newly qualified teachers; teacher education 11/0141 educational history; student teachers; teacher education 11/0163 preservice teacher education; professional development; teacher attitudes; teacher development 11/0293 physical education; teachers 11/0318 career development; institutes of higher education; teacher evaluation; women teachers; women’s employment 11/0325 educational administration; head teachers; management in education; sex differences; women’s employment 11/0401 men teachers; preservice teacher education; primary school teachers; primary schools; sex differences; teacher role 11/0517 teacher development; teacher effectiveness; teacher evaluation 11/0601 head teachers; mentors; middle management; professional continuing education;

1561

Subject index teacher development 11/0609 equal opportunities—jobs; teacher development; teacher evaluation; women teachers; women’s employment 11/0655 Black teachers; mentors; preservice teacher education; teacher employment; teacher recruitment 11/0760 preservice teacher education; school based teacher education 11/0826 educational administration; National Curriculum; teacher attitudes; teacher workload; teaching load 11/1087 conditions of service; educational administration; educational quality; school effectiveness; teacher attitudes; teacher effectiveness; teaching conditions 11/1104 educational theories; professional development; reflective teaching 11/1119 career development; middle management; secondary school teachers; women teachers 11/1123 equal opportunities—jobs; professional associations; teacher associations; teacher employment; unions; United States of America 11/1141 labour market; newly qualified teachers; Northern Ireland; teacher employment; teacher recruitment 11/1144 followup studies; newly qualified teachers; Northern Ireland; teacher employment; teacher recruitment; teacher supply and demand 11/1214 educational administration; Europe; management in education;

1562

Subject index teacher employment; women; women’s employment 11/1241 intellectuals; newly qualified teachers; preservice teacher education; professional development; teacher role 11/1249 educational change; parent attitudes; preservice teacher education; primary school teachers; student teacher attitudes; teacher attitudes 11/1250 career development; head teachers; primary schools; school size; small schools 11/1263 higher education; organisational change; organisational climate; professional recognition 11/1502 programme evaluation; teacher development; teacher evaluation 11/1507 job sharing; part time teachers; primary school teachers 11/1541 job satisfaction; stress—psychological; teacher attitudes 11/1548 academic staff; higher education; lecturers; professional development; science teachers; teacher development 11/1579 educational change; National Curriculum; science education; science teachers; teacher attitudes; teacher motivation 11/1690 newly qualified teachers; preservice teacher education; primary school teachers; professional development; student teachers 11/1721 educational change; head teachers; teacher role

1563

Subject index 11/1746 head teachers; local education authorities; regional variations; secondary schools; sex differences; women teachers; women’s employment 11/1756 preservice teacher education; school based teacher education 11/1786 department heads; school organisation; teacher role 11/1814 fathers; mothers; parents; teacher attitudes; teacher background; teacher role; women teachers 11/1852 secondary school teachers; teacher development; teacher education 11/1880 educational change; National Curriculum; primary school teachers; teacher attitudes TEAMWORK 11/0058 cross curricular approach; special education teachers; special educational needs; support services 11/0066 special educational needs; support staff; training TECHNOLOGICAL LITERACY 11/0588 preservice teacher education; scientific attitudes; scientific literacy; student teacher attitudes; student teachers; technology TECHNOLOGY 11/0222 career choice; engineering; science based occupations; women’s education; women’s employment 11/0409 attitudes; engineering; industry education relationship; pupil attitudes; science based occupations;

1564

Subject index science technology and society; work education relationship 11/0588 preservice teacher education; scientific attitudes; scientific literacy; student teacher attitudes; student teachers; technological literacy TECHNOLOGY COLLEGES 11/1065 aptitude; aptitude tests; City Technology Colleges; General Certificate of Secondary Education; selection; selective admission; technology education TECHNOLOGY EDUCATION 11/1340 11/0552 educational history; primary education; science education 11/0592 curriculum development; educational materials; material development; science education 11/1065 aptitude; aptitude tests; City Technology Colleges; General Certificate of Secondary Education; selection; selective admission; technology colleges 11/1163 cuniculum development; design and technology; National Curriculum 11/1170 Hong Kong; science education; science technology and society 11/1203 design and technology; learning strategies; problem solving 11/1337 international educational exchange; models; science education; science technology and society 11/1413 concept teaching; primary school teachers; science education; scientific concepts 11/1543 demotivation; design and technology; motivation

1565

Subject index 11/1606 educational policy; science education; South Africa 11/1715 construction—process; construction materials; equal facilities; gender equality; primary education; science education; sex difFerences 11/1730 curriculum development 11/1760 computer uses in education; cross curricular approach; hypertext; information technology 11/1825 assessment 11/1854 corporate support; educational materials; primary education; programme evaluation; science education TELECOMMUNICATIONS 11/0038 computer uses in education; information networks; information technology 11/0206 computer assisted learning; computer uses in education; information networks; information technology; learning processes; multimedia approach; teaching methods 11/0294 computer uses in education; electronic mail; information networks; information technology; inservice teacher education; preservice teacher education; teleconferencing 11/0298 computer uses in education; information networks; information technology; inservice teacher education; multimedia approach; preservice teacher education; teleconferencing 11/0299 electronic mail; international educational exchange; preservice teacher education; teleconferencing 11/0301 computer assisted learning; computer uses in education;

1566

Subject index distance education; flexible learning; information technology; international educational exchange; telecourses 11/0302 computer uses in education; electronic mail; information technology; preservice teacher education; reflective teaching; student teacher supervisors; student teachers; teleconferencing 11/0375 comparative education; distance education; higher education; international educational exchange; learning activities; Netherlands; teaching methods 11/0497 access to education; computer uses in education; distance education; electronic mail; flexible learning; information technology 11/0911 adult education; community; electronic mail; teleconferencing 11/0957 computer uses in education; coordinators; electronic mail; information technology; special educational needs; support services 11/0958 computer uses in education; distance education; electronic mail; information technology; preservice teacher education; teacher development 11/1042 computer uses in education; educational improvement; information networks; information technology; Internet 11/1193 agricultural education; computer uses in education; distance education; farmers; information technology;

1567

Subject index interactive video; teleconferencing 11/1196 communications; computer uses in education; human computer interactibn; information technology; teleconferencing 11/1663 cross cultural studies; electronic mail; European studies; preservice teacher education 11/1665 cross cultural studies; electronic mail; European studies; international education; social history 11/1666 computer uses in education; information technology; preservice teacher education; teleconferencing 11/1669 controversial issues—course content; teleconferencing TELECONFERENCING 11/0294 computer uses in education; electronic mail; information networks; information technology; inservice teacher education; preservice teacher education; telecommunications 11/0298 computer uses in education; information networks; information technology; inservice teacher education; multimedia approach; preservice teacher education; telecommunications 11/0299 electronic mail; international educational exchange; preservice teacher education; telecommunications 11/0302 computer uses in education; electronic mail; information technology; preservice teacher education; reflective teaching; student teacher supervisors; student teachers; telecommunications 11/0911 adult education; community; electronic mail;

1568

Subject index telecommunications 11/1193 agricultural education; computer uses in education; distance education; farmers; information technology; interactive video; telecommunications 11/1196 communications; computer uses in education; human computer interaction; information technology; telecommunications 11/1516 computer uses in education; environmental education; higher education; information technology 11/1664 computer uses in education; history studies; information technology; learning strategies; teaching methods 11/1666 computer uses in education; information technology; preservice teacher education; telecommunications 11/1669 controversial issues—course content; telecommunications 11/1670 distance education; interactive video; teaching methods TELECOURSES 11/0301 computer assisted learning; computer uses in education; distance education; flexible learning; information technology; international educational exchange; telecommunications TELEVISION 11/0708 child language; children’s television; emotional response 11/0984 educational broadcasting; educational radio; educational television; radio 11/1195 drama 11/1350 educational broadcasting; educational materials; educational television; information dissemination;

1569

Subject index information sources 11/1671 adolescents; children TEMPRATUER 11/0674 cognitive development; comprehension; heat; primary education; science education TEMPORAL INTEGRATION 11/1202 cognitive development; reasoning; time perspective TERTIARY COLLEGES 11/0866 educational change; further and higher education act 1992; sixteen to nineteen education; sixth form colleges TEST ANXIETY 11/1830 anxiety; examinations; General Certificate of Secondary Education; pastoral care—education; pupil needs; stress—psychological TEST CONSTRUCTION 11/0962 assessment; item banks; screening tests; test items; tests 11/1007 assessment; computer assisted testing; item banks; multiple choice tests; test items; tests 11/1017 assessment; National Curriculum; standardised tests; tests 11/1084 assessment; English; reading skills; spelling; standardised tests; tests; writing skills 11/1085 assessment; National Curriculum; primary education; standard assessment tasks;

1570

Subject index standardised tests; tests TEST ITEMS 11/0962 assessment; item banks; screening tests; test construction; tests 11/1007 assessment; computer assisted testing; item banks; multiple choice tests; test construction; tests TESTS 11/0316 assessment; attainment tests; evaluation; National Curriculum; standard assessment tasks; teacher attitudes 11/0722 adult basic education; adult literacy; assessment; literacy education 11/0786 assessment; attainment tests; literacy; reading ability; spelling 11/0940 assessment; mathematics education; National Curriculum—Northern Ireland; science education; standard assessment tasks 11/0941 assessment; evaluation; National Curriculum; school based assessment 11/0942 assessment; comparative analysis; evaluation; mathematics education; mathematics tests; National Curriculum 11/0960 assessment; English; National Curriculum; reading achievement; standard assessment tasks; writing skills 11/0962 assessment;

1571

Subject index item banks; screening tests; test construction; test items 11/1007 assessment; computer assisted testing; item banks; multiple choice tests; test construction; test items 11/1009 assessment; National Curriculum; reading; reading comprehension; reading tests 11/1017 assessment; National Curriculum; standardised tests; test construction 11/1020 assessment; criterion referenced tests; National Curriculum 11/1021 assessment; mathematics education; mathematics tests; National Curriculum; reading ability 11/1036 assessment; reading ability; reading achievement 11/1039 assessment; English; National Curriculum; reading achievement; spelling; standard assessment tasks; writing skills 11/1047 assessment; assessment by teachers; National Curriculum; science education 11/1048 assessment; English; National Curriculum; reading achievement; standard assessment tasks; writing skills 11/1055 assessment; National Curriculum; primary education; standard assessment tasks 11/1084 assessment;

1572

Subject index English; reading skills; spelling; standardised tests; test construction; writing skills 11/1085 assessment; National Curriculum; primary education; standard assessment tasks; standardised tests; test construction 11/1785 aptitude tests; attainment tests; language tests; modern language studies TEXTBOOKS 11/0288 mathematical linguistics; mathematics education; semiotics 11/0312 developing countries; English—second language; language of instruction; science education 11/0458 educational materials; educational media; low vision aids; printing 11/1283 history studies; war 11/1642 assessment; computer uses in education; English—second language; information technology; second language learning 11/1716 pupil attitudes THAILAND 11/0546 English—second language; inservice teacher education; language teachers; second language teaching THEATRE ARTS 11/0734 arts; dance; muisic; sixteen to nineteen education 11/0946 acting; anxiety; coping; student attitudes; student behaviour 11/1423 accident prevention;

1573

Subject index acting; drama; safety; safety education; traffic safety 11/1564 citizenship education; global citizenship; international schools 11/1700 assessment; audience response; drama 11/1835 aesthetic values; community arts; drama THEOLOGICAL EDUCATION 11/0049 clergy; continuing education; learning processes; professional education; religious education 11/0050 priests; professional education; religious education; women 11/0067 Church and education; religious education 11/0196 Church and education; curriculum development; material development; religious education; voluntary colleges THEORY PRACTICE RELATIONSHIP 11/0097 educational research; educational theories; preservice teacher education; teacher attitudes; teaching methods THERAPY 11/0368 behaviour modification; disruptive pupils; emotional and behavioural difficulties; problem children; special educational needs; support services; support teachers 11/0905 art activities; art therapy; child abuse; child sexual abuse; sexual abuse; women 11/0948 art therapy;

1574

Subject index arts; special educational needs 11/1187 cartoons; computer uses in education; educational therapy; emotional adjustment; information technology; story telling 11/1290 access to education; adolescents; behaviour modification; rehabilitation; sex offenders; sexual abuse THESES 11/0415 computer uses in education; information technology; research reports THINKING SKILLS 11/0309 cognitive development; occupational therapists; professional continuing education; professional development 11/0513 philosophy studies; preservice teacher education 11/0904 learning strategies; Malaysia; preservice teacher education; science education; science teachers 11/1279 cognitive development; learning processes; learning strategies; teaching methods TIME MANAGEMENT 11/0117 head teachers; Malta; primary schools 11/0468 higher education; mature students; students; universities 11/0855 further education; teacher role; teacher workload; teachers; teaching load TIME PERSPECTIVE 11/1202 cognitive development; reasoning; temporal integration TIMETABLES—SCHOOL

1575

Subject index 11/0703 play; playground activities; recreation; school organisation TOUCH SCREENS 11/0808 computer assisted learning; computer uses in education; concept keyboards; human computer interaction; information technology; learning disabilities; special educational needs TOURISM 11/0153 acquired immune deficiency syndrome; health education; health promotion; sexuality; sexually transmitted diseases; travel TRAFFIC SAFETY 11/0029 accident prevention; driver education; injuries; neurological impairments 11/0108 primary school pupils; pupil attitudes; safety; safety education 11/1423 accident prevention; acting; drama; safety; safety education; theatre arts 11/1521 accidents; child development; visual perception TRAINERS 11/0455 attitudes; colleges of further education; employer attitudes; employers; Training and Enterprise Councils; youth employment; youth programmes 11/1672 international educational exchange; programme development; training; youth employment; youth programmes TRAINING 11/0052 developing countries;

1576

Subject index development aid; organisational theories 11/0066 special educational needs; support staff; teamwork 11/0168 specialists; support staff 11/0213 credits; youth employment; youth programmes 11/0214 costs; economics education relationship; on the job training; school to work transition; youth employment; youth programmes 11/0263 educational development; educational policy; South Africa; vocational education 11/0267 developing countries; followup studies; Kenya; vocational education 11/0404 catering education; educational needs; hotel and catering education; vocational education 11/0453 attitudes; youth; youth employment; youth programmes 11/0524 distributive trades education; National Vocational Qualifications; retailing; salesmanship; vocational education 11/0590 skilled workers; Tanzania; vocational education 11/0629 further education; industry further education relationship; vocational education 11/0642 prisoners; rehabilitation; Training and Enterprise Councils; vocational education 11/0745 educational objectives; National Vocational Qualifications; training objectives; vocational education; work education relationship

1577

Subject index 11/0752 training credits; work based learning; work education relationship 11/0754 acquired immune deficiency syndrome; drug education; health education; sex education; youth leaders 11/0798 career choice; labour market; school leavers; school to work transition; sixteen to nineteen education 11/0835 educational policy; European Union; social policy; vocational education 11/0966 caregivers; child caregivers; residential schools; special schools 11/1015 learning strategies; National Vocational Qualifications; teaching methods; training methods; vocational education 11/1016 colleges of further education; further education; National Vocational Qualifications; Scottish Vocational Qualifications; vocational education 11/1028 attitudes; school to work transition; training credits; vocational education; work based learning; youth employment 11/1032 careers advisers; careers service; careers teachers; professional education 11/1070 adult counselling; adults; career counseiling; careers advisers; guidance; Training and Enterprise Councils; vocational guidance 11/1071 adult counselling; adults; career counselling; careers advisers;

1578

Subject index guidance; Training and Enterprise Councils; vocational guidance 11/1072 adult counselling; adults; career counselling; careers advisers; guidance; Training and Enterprise Counrils; vocational guidance 11/1077 apprenticeships; on the job training; school leavers; school to work transition; sixteen to nineteen education; vocational education; work based learning 11/1099 labour market; retraining; vocational education; women’s employment 11/1100 community; employers; employment opportunities; labour market; unemployment; work education relationship 11/1136 antiracism education; Canada; comparative education 11/1261 cohort analysis; school leavers; school to work transition; sixteen to nineteen education; youth employment 11/1356 industry training organisations; local enterprise companies; Scotland 11/1436 educational researehers; European Union; international educational exchange; researchers 11/1459 comprehension; public opinion; surveys 11/1461 adult education; attitudes; continuing education; further education; lifelong learning; vocational education 11/1462 adult education;

1579

Subject index attitudes; continuing education; further education; lifelong learning; vocational education 11/1463 adult education; attitudes; continuing education; further education; lifelong learning; vocational education 11/1517 Northern Ireland; school to work transition; sixteen to nineteen education; vocational education; youth employment 11/1559 comparative education; Germany; Holland; skill development; skilled workers; skills; young adults 11/1563 National Vocational Qualifications; school leavers; school to work transition; sixteen to nineteen education; skill development; vocational education; youth employment 11/1588 armed forces; employers; National Vocational Qualifications; small businesses 11/1613 adults; inservice teacher education; learning disabilities; professional development; special education teachers; special educational needs 11/1614 Europe; labour market; unemployment; vocational education 11/1616 graduate employment; health personnel; health services; medical laboratory technicians; professional development; scientists 11/1672 international educational exchange; programme development;

1580

Subject index trainers; youth employment; youth programmes 11/1692 leisure industry; management development; staff development 11/1743 staff development; voluntary agencies; volunteers 11/1800 qualifications; sixteen to nineteen education; vocational education 11/1874 continuing education; lifelong learning; on the job training; skill development; work based learning; work education relationship TRAINING AND ENTERPRISE COUNCILS 11/0398 guidance; vocational guidance 11/0455 attitudes; colleges of further education; employer attitudes; employers; trainers; youth employment; youth programmes 11/0642 prisoners; rehabilitation; training; vocational education 11/1030 followup studies; programme evaluation; school leavers; school to work transition; sixteen to nineteen education; training credits; vocational education 11/1070 adult counselling; adults; career counselling; careers advisers; guidance; training; vocational guidance 11/1071 adult counselling; adults; career counselling; careers advisers; guidance; training;;

1581

Subject index vocational guidance 11/1072 adult counselling; adults; career counselling; careers advisers; guidance; training; vocational guidance TRAINING CREDITS 11/0752 training; work based learning; work education relationship 11/1028 attitudes; school to work transition; training; vocational education; work based learning; youth employment 11/1030 followup studies; programme evaluation; school leavers; school to work transition; sixteen to nineteen education; Training and Enterprise Councils; vocational education TRAINING CREDITS 11/1015 learning strategies; National Vocational Qualifications; teaching methods; training; vocational education TRAINING OBJECTIVES 11/0745 educational objectives; National Vocational Qualifications; training; vocational education; work education relationship TRANSFER OF LEARNING 11/0110 corporate support; employers; enterprise education; industry higher education relationship 11/0241 enterprise education; industry education relationship; learning strategies; motivation; skill development 11/0276 basic skills; graduate employment; higher education; skill development;

1582

Subject index skills 11/0387 agricultural education; credit transfer; higher education; lifelong learning; professional development; qualifications 11/1298 employment potential; European Union; graduate employment; higher education; skill development; students; work education relationship 11/1840 higher education; skill development; skills; students; universities TRANSFER PUPILS 11/0114 developmental continuity; Greece; primary secondary education; primary to secondary transition 11/0204 antisocial behaviour; behaviour problems; delinquency prevention; emotional and behavioural difficulties; longitudinal studies; problem children; secondary school pupils 11/0927 language handicaps; language units; learning disabilities; mainstreaming; special educational needs; speech handicaps 11/1027 access to education; admission criteria; parent choice; pupil mobility; servicemens children 11/1045 developmental continuity; primary secondary education; primary to secondary transition 11/1419 Japanese people; pupil experience; transient children 11/1602 mainstreaming; special educational needs; special schools TRANSIENT CHILDREN

1583

Subject index 11/0394 access to education; educationally disadvantaged; gypsies; travellers—itinerants 11/1419 Japanese people; pupil experience; transfer pupils TRANITION EDUCATION 11/0182 career counselling; career planning; individual action planning; school leavers; school to work transition; vocational guidance TRANSLATION 11/0130 communication research; English; Japanese; language styles; second language learning; sentence structure 11/1531 Latin 11/1766 books; children’s literature; European literature; foreign language books; libraries; modern language studies; publishing industry TRANSPORT 11/0191 bus transport; local education authorities; school buses; travel TRAVEL 11/0153 acquired immune deficiency syndrome; health education; health promotion; sexuality; sexually transmitted diseases; tourism 11/0191 bus transport; local education authorities; school buses; transport 11/1161 assessment; blindness; mobility aids; partial vision; special educational needs; visual impairments; visually handicapped mobility

1584

Subject index TRAVELLERS—ITINERANTS 11/0394 access to education; educationally disadvantaged; gypsies; transient children 11/0666 gypsies; preservice teacher education TRIPARTITE SYSTEM 11/0491 educational administration; educational history; educational policy; secondary education; State schools 11/0493 educational history; educational policy; educational principles; school systems; secondary education; secondary modern schools; working class TRUANCY 11/0290 dropouts; homeless people; runaways; youth problems 11/0411 attitudes; bullying; criminals; home environment; peer acceptance; youth problems 11/0412 alienation; cultural background; culture; ethnic groups; pupil alienation; pupil behaviour; social behaviour social behaviour 11/0701 attendance; local education authorities 011/0888 attendance 11/0988 attendance; disaffection; discipline problems; disruptive pupils; dropouts; expulsion; pupil alienation 11/1420 academic achievement; attendance;

1585

Subject index perfonnance; pupil school relationship TURKEY 11/0098 English—second language; reading comprehension 11/0099 English—second language; language teachers TUTORIALS 11/1157 academic staff; higher education; student research; students; supervision; supervisors TVEI 11/0440 11/0537 educational change; longitudinal studies 11/0542 local education authorities; programme evaluation 11/0661 cooperation 11/0823 equal education 11/1029 school to work transition; vocational education 11/1470 programme evaluation UGANDA 11/1625 community benefits; developing countries; health education; India; peer teaching UKRAINE 11/0641 Armenia; Eastern Europe; Georgia; political issues; social change; youth UNDERACHIEVEMENT 11/0207 achievement; behaviour; low achievement; middle schools; sex differences 11/0668 achievement; boys; sex differences 11/0800 intervention; mathematics achievement; mathematics education; numeracy; primary education;

1586

Subject index pupil improvement 11/0873 curriculum development; learning disabilities; low achievement; special educational needs 11/1004 child caregivers; child welfare; children at risk; disadvantaged; educationally disadvantaged; pupil needs; social services 11/1080 industry education relationship; link courses; mentors; pupil development; work education relationship 11/1342 achievement; Black pupils; Black teachers; teacher behaviour; teacher pupil relationship; teaching methods 11/1486 academic achievement; bilingualism; English—second language; ethnic groups 11/1506 academic achievement; achievement; educational practices; pupil improvement; school effectiveness; socioeconomic background 11/1705 academic achievement; colleges of further education; further education 11/1842 ability; gifted; pupil behaviour UNEMPLOYMENT 11/0410 aspiration; attitudes; career awareness; employment; industry; pupil attitudes; work education relationship 11/1100 community; employers; employment opportunities; labour market; training;

1587

Subject index work education relationship 11/1614 Europe; labour market; training; vocational education UNIONS 11/1123 equal opportunities—jobs; professional associations; teacher associations; teacher employment; teaching profession; United States of America UNITED STATES OF AMERICA 11/0818 adolescents; aspiration; attitudes; cross cultural studies; pupil attitudes; Saudi Arabia; values 11/1123 equal opportunities—jobs; professional associations; teacher associations; teacher employment; teaching profession; unions 11/1229 China; comparative education; mentors; preservice teacher education; school based teacher education; student teachers 11/1260 Australia; comparative education; English; English studies teachers 11/1887 Canada; comparative education; global approach; teaching methods UNIVERSITIES 11/0008 educational administration; university administration 11/0024 copyright; industry higher education relationship; intellectual property; research; science policy; scientific research; small businesses 11/0059 educational history; institutional administration

1588

Subject index 11/0084 comparative education; continuing education; educational policy 11/0085 continuing education; educational quality; quality assurance; quality control 11/0086 continuing education; educational administration; educational finance; educational planning; programme development 11/0126 educational quality; higher education; university administration 11/0340 access to education; ethnic groups; higher education; institutional environment; student health and welfare; student needs; students 11/0363 educational administration; higher education; quality control 11/0367 computer literacy; computer uses in education; higher education; information technology 11/0423 higher education; religion and education; religious education 11/0468 higher education; mature students; students; time management 11/0469 academic achievement; higher education; mature students; performance; students 11/0520 access to education; accreditation of prior learning; admission criteria; disadvantaged; higher education; student recruitment 11/0527 community benefits; continuing education; employees; employers; higher education;

1589

Subject index industry higher education relationship 11/0529 adult education; biographies; educational history; extension education; working class 11/0558 colleges of further education; further education; higher education; institutes of higher education; marketing 11/0559 colleges of further education; further education; higher education; institutional cooperation 11/0634 educational history; higher education; professional education; women’s education; women’s employment 11/0820 teacher education 11/0825 cooperative programmes; cost effectiveness; higher education; international educational exchange 11/0889 organisational change; organisational climate; teacher education 11/1455 adult education; continuing education; educational history; extension education; higher education 11/1711 access to education; comparative education; disabilities; higher education; special educational needs; students 11/1713 access to education; educational change; educational development; educational policy; higher education; organisational climate; teacher attitudes 11/1729 degrees—academic; flexible learning; higher education; learning modules; modular courses; programme evaluation;

1590

Subject index teaching methods 11/1737 colleges of higher education; educational history; higher education; institutes of higher education; polytechnics 11/1738 educational history; higher education; polytechnics 11/1745 disabilities; dyslexia; educational policy; higher education; special educational needs; students; support services 11/1811 access to education; comparative education; educational policy; higher education; mature students 11/1840 higher education; skill development; skills; students; transfer of learning 11/1843 educational history; examinations; science education 11/1855 higher education; student experience; students UNIVERSITY ADMINISTRATION 11/0008 educational administration; universities 11/0012 educational planning; higher education; student recruitment; university choice 11/0126 educational quality; higher education; universities UNIVERSITY ADMISSION 11/0219 access to education; higher education; student recruitment 11/0347 access to education; dropouts; higher education; nontraditional students; summer schools 11/0414 A level examinations;

1591

Subject index access to education; further education; health services; higher education; National Vocational Qualifications; social services UNIVERSITY CHOICE 11/0012 educational planning; higher education; student recruitment; university administration UNIVERSITY LIBRARIES 11/1349 higher education; learning activities; libraries; library skills; mature students; parents; students 11/1465 libraries; research UNSKILLED WORKERS 11/1514 Access programmes; employees; higher education; industry higher education relationship; on the job training; semiskilled workers; work education relationship URBAN SCHOOLS 11/0605 curriculum development; National Curriculum; primary schools 11/0802 assessment; infant school education; learning strategies; National Curriculum; primary schools; teaching methods USSR 11/0342 Commonwealth of Independent States; Communist education; educational change; ideology; politics education relationship; social change VALUE ADDED 11/0971 educational quality; institutional evaluation; performance indicators; school effectiveness VALUES

1592

Subject index 11/0355 educational principles; institutional environment; organisational climate; religion and education 11/0797 educational change; educational environment; management in education; organisational climate; school based management; school organisation; secondary schools 11/0818 adolescents; aspiration; attitudes; cross cultural studies; pupil attitudes; Saudi Arabia; United States of America 11/1008 concept formation; curriculum development; development education; global approach; human rights; justice; moral education 11/1066 citizenship education; moral education; primary schools; secondary schools; values education 11/1092 attitudes; individual development; moral development; moral values; personal qualities; pupil attitudes; values education 11/1228 environmental education; geography; preservice teacher education; student teacher attitudes; student teachers 11/1231 day care centres; nursery school teachers; nursery schools; teacher attitudes 11/1232 day care centres; nursery school teachers; nursery schools; photography; teacher attitudes 11/1259 adolescent attitudes;

1593

Subject index adolescents; sex education 11/1652 antisocial behaviour; behaviour problems; bullying; personality; secondary school pupils 11/1656 attitude measures; pupil attitudes; religion; religious attitudes; secondary school pupils 11/1681 moral education; National Curriculum—Northern Ireland; values education VALUES EDUCATION 11/0667 Botswana; civil rights; human rights; India; moral education; Northern Ireland; Zimbabwe 11/1066 citizenship education; moral education; primary schools; secondary schools; values 11/1081 citizenship education; comparative education; democracy; global approach; international educational exchange; life skills; national identity; social development 11/1092 attitudes; individual development; moral development; moral values; personal qualities; pupil attitudes; values 11/1247 moral development; religion and education; religious attitudes; school worship 11/1415 primary education; pupil attitudes; teacher attitudes 11/1487 primary education 11/1681 moral education;

1594

Subject index National Curriculum—Northern Ireland; values 11/1682 controversial issues—course content; culture; educational broadcasting; educational television; Northern Ireland 11/1695 moral education; moral values; preservice teacher education; teacher development VERBAL COMMUNICATION 11/0096 mainstreaming; peer relationship; play; pupil behaviour; social behaviour; visual impairments 11/0545 articulation—speech; classroom communication; primary school teachers teacher behaviour; teacher pupil relationship 11/1105 discourse analysis; discussion; group discussion; sex differences; students 11/1107 discourse analysis; discussion; group discussion; higher education; learning; seminars; students 11/1300 adults; art therapy; learning disabilities; pictorial stimuli; pictures; special educational needs 11/1346 classroom communication; language; mathematical linguistics; mathematics education 11/1691 child language; discourse analysis; speech communication 11/1818 child language; comparative education; group work; infant school pupils

1595

Subject index VIDEOTAPE RECORDINGS 11/0874 audiovisual aids; educational media; language acquisition; second language teaching; teaching methods 11/0914 deafness; educational media; hearing impairments; language acquisition; special educational needs; teaching methods VISIBLE SPEECH 11/1376 speech communication VISUAL AIDS 11/0906 cartoons; comics—publications; educational materials; teacher attitudes VISUAL ARTS 11/0876 art education; photography 11/1739 arts; arts centres; community involvement VISUAL IMPAIRMENTS 11/0068 blindness; child development; infants; young children 11/0069 blindness; Braille; reading tests 11/0096 mainstreaming; peer relationship; play; pupil behaviour; social behaviour; verbal communication 11/1011 blindness; careers; employment opportunities; further education; graduate employment; higher education; students 11/1161 assessment; blindness; mobility aids; partial vision; special educational needs; travel;

1596

Subject index visually handicapped mobility 11/1182 blindness; computer uses in education; information technology; optical data discs; special educational needs; speech synthesisers VISUAL LEARNING 11/0716 computer uses in education; educational software; information technology; mathematics education; symbols—mathematics 11/0770 imagery; science education VISUAL PERCEPTION 11/1521 accidents; child development; traffic safety 11/1891 arts; depth perception; drawing; pictures VISUALLY HANDICAPPED MOBILITY 11/1161 assessment; blindness; mobility aids; partial vision; special educational needs; travel; visual impairments VOCABULARY DEVELOPMENT 11/0677 child language; language acquisition; language handicaps 11/0915 deafness; hearing aids; hearing impairments; language acquisition 11/1783 second language learning 11/1784 matrices; second language learning VOCATIONAL EDUCATION 11/0073 educational quality; National Vocational Qualifications; performance indicators 11/0118 comparative education; industry further education relationship; Malaysia; office occupations education; secretaries; work education relationship

1597

Subject index 11/0125 industry education relationship; local education authorities; school to work transition 11/0178 career planning; further education; National Vocational Qualifications; pupil attitudes; qualifications; school leavers; school to work transition 11/0181 career planning; careers service; National Vocational Qualifications; qualifications; secondary school pupils; vocational guidance 11/0263 educational development; educational policy; South Africa; training 11/0267 developing countries; followup studies; Kenya; training 11/0404 catering education; educational needs; hotel and catering education; training 11/0406 business education; liberal education; National Vocational Qualifications; qualifications 11/0408 City and Guilds Qualifications; competency based education; employment qualifications; National Vocational Qualifications; scientific literacy 11/0430 agricultural education; educational quality; further education; land use; quality assurance 11/0502 competency based education; National Vocational Qualifications; qualifications 11/0524 distributive trades education; National Vocational Qualifications; retailing; salesmanship; training 11/0560 disabilities; employment potential;

1598

Subject index rehabilitation; school leavers; school to work transition; special educational needs 11/0563 curriculum development; National Vocational Qualifications; sixteen to nineteen education 11/0590 skilled workers; Tanzania; training 11/0629 further education; industry further education relationship; training 11/0642 prisoners; rehabilitation; training; Training and Enterprise Councils 11/0657 academic education; comparative education; educational change; examinations; secondary education 11/0663 A level examinations; academic education; curriculum development; National Vocational Qualifications; secondary education; sixteen to nineteen education; teacher attitudes 11/0679 National Vocational Qualifications; qualifications 11/0715 employment qualifications; National Vocational Qualifications; sixteen to nineteen education 11/0723 mathematics education; sixteen to nineteen education 11/0727 assessment; National Vocational Qualifications 11/0741 educational materials; material development; National Vocational Qualifications; science education 11/0745 educational objectives; National Vocational Qualifications; training; training objectives; work education relationship 11/0749 academic education; sixteen to nineteen education 11/0750 academic education; sixteen to nineteen education 11/0835 educational policy;

1599

Subject index European Union; social policy; training 11/0969 curriculum; National Vocational Qualifications; sixteen to nineteen education; sixth form education 11/1015 learning strategies; National Vocational Qualifications; teaching methods; training; training methods 11/1016 colleges of further education; further education; National Vocational Qualifications; Scottish Vocational Qualiflcations; training 11/1025 adult education; comparative education; languages; modern language studies 11/1028 attitudes; school to work transition; training training credits; work based learning; youth employment 11/1029 school to work transition; TVEI 11/1030 followup studies; programme evaluation; school leavers; school to work transition; sixteen to nineteen education; Training and Enterprise Councils; training credits 11/1035 basic skills; pupil development; self esteem; skill development; work education relationship; work experience 11/1057 academic achievement; foundation targets; National Targets for Education and Training; regional variations 11/1077 apprenticeships; on the job training; school leavers; school to work transition; sixteen to nineteen education; training;

1600

Subject index work based learning 11/1078 basic skills; career awareness; industry education relationship; motivation; school to work transition; vocational guidance; work education relationship 11/1079 colleges of further education; construction industry; curriculum development; industry education relationship; National Vocational Qualifications; school college relationship; work education relationship 11/1099 labour market; retraining; training; women’s employment 11/1262 choice of subjects; cohort analysis; school leavers; school to work transition; sixteen to nineteen education; youth; youth employment 11/1317 higher education; lifelong learning; professional continuing education; professional education 11/1458 cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; youth; youth employment 11/1461 adult education; attitudes; continuing education; further education; lifelong learning; training 11/1462 adult education; attitudes; continuing education; further education; lifelong learning; training 11/1463 adult education; attitudes; continuing education;

1601

Subject index further education; lifelong learning; training 11/1517 Northern Ireland; school to work transition; sixteen to nineteen education; training; youth employment 11/1542 educational experience; employment qualifications; National Vocational Qualifications 11/1563 National Vocational Qualifications; school leavers; school to work transition; sixteen to nineteen education; skill development; training; youth employment 11/1591 learning; National Vocational Qualifications; organisational climate; school effectiveness 11/1600 assessment; competence; competency based education; National Vocational Qualifications 11/1612 caregivers; health personnel; health services; National Vocational Qualifications 11/1614 Europe; labour market; training; unemployment 11/1617 National Vocational Qualifications; secondary education; sixteen to nineteen education 11/1742 National Vocational Qualifications; voluntary agencies; volunteers 11/1800 qualifications; sixteen to nineteen education; training 11/1812 adult education; careers; continuing education; lifelong learning; staff development 11/1851 further education; higher education; National Vocational Qualifications VOCATIONAL GUIDANCE

1602

Subject index 11/0181 career planning; careers service; National Vocational Qualifications; qualifications; secondary school pupils; vocational education 11/0182 career counselling; career planning; individual action planning; school leavers; school to work transition; transition education 11/0256 career counselling; guidance; secondary schools 11/0258 career choice; career counselling; China; comparative education; school to work transition; Scotland 11/0328 career counselling; ethnic groups; minority groups; secondary school pupils 11/0336 career counselling; comparative education; Europe; women’s education; women’s employment 11/0398 guidance; Training and Enterprise Councils 11/0494 career education; higher education 11/0746 career education; careers teachers; pupil attitudes; school to work transition 11/0747 experiential learning; further education; individual action planning; individual needs; school to work transition; secondary education; work experience 11/0916 adolescent attitudes; adolescents; attitudes; interests; personality; social development 11/0967 career education;

1603

Subject index careers service; school to work transition 11/0990 career education; careers service; school to work transition; Wales 11/1005 career education; careers service; programme evaluation 11/1022 career education; careers service; guidance 11/1031 career choice; career education; pupil destinations; school leavers; school to work transition; sixteen to nineteen education 11/1033 career choice; decision making; pupil attitudes; pupil destinations school leavers; sixteen to nineteen education 11/1070 adult counselling; adults; career counselling; careers advisers guidance; training; Training and Enterprise Councils 11/1071 adult counselling; adults; career counselling; careers advisers; guidance; training; Training and Enterprise Councils 11/1072 adult counselling; adults; career counselling; careers advisers guidance; training; Training and Enterprise Councils 11/1078 basic skills; career awareness; industry education relationship; motivation; school to work transition; vocational education; work education relationship

1604

Subject index 11/1088 career choice; decision making; further education; pupil destinations; school leavers; sixteen to nineteen education; student attitudes 11/1094 career counselling; career education 11/1095 careers teachers; inservice teacher education; staff development; teacher development 11/1096 career choice; career education; mass media; mass media effects 11/1097 career education; careers teachers; competence; standards 11/1295 career choice; career counselling; discourse analysis; metaphors 11/1482 career awareness; higher education; pupil attitudes VOLUNTARY AGENCIES 11/0733 child rearing; parent education; parenthood education; parenting skills 11/0954 family involvement; home school relationship; parent participation 11/0972 local education authorities; youth leaders; youth service 11/0992 local education authorities; youth leaders; youth service 11/1158 adult education; community; individual development; social change 11/1733 community services; educational administration educational change; educational policy; further education; higher education;

1605

Subject index management in education 11/1742 National Vocational Qualifications; vocational education; volunteers 11/1743 staff development; training; volunteers VOLUNTARY COLLEGES 11/0196 Church and education; curriculum development; material development; religious education; theological education VOLUNTARY SCHOOLS 11/0937 Muslims; primary schools; religion and education; religious cultural groups; religious education; school worship 11/1309 Church and education; educational history; governing bodies; school governors VOLUNTEERS 11/0664 museums; science teaching centres 11/1742 National Vocational Qualifications; vocational education; voluntary agencies 11/1743 staff development; training; voluntary agencies WALES 11/0389 health education; secondary schools 11/0390 adolescent attitudes; adolescents; health; life style; pupil attitudes; pupil behaviour; seeondary school pupils 11/0990 career education; careers service; school to work transition vocational guidance 11/1073 educational change; language of instruction National Curriculum; Welsh; Welsh medium education;

1606

Subject index Welsh speaking schools 11/1074 classroom communication; English; language of instruction; Welsh; Welsh medium education 11/1082 assessment; assessment by teachers; English; mathematics education; National Curriculum; Welsh 11/1083 language policy; social work; Welsh 11/1160 history; mother tongue; nationalism; political issues; religion; Welsh WAR 11/0484 educational history; history 11/1283 history studies; textbooks 11/1381 autobiographies; children’s literature WASTE DISPOSAL 11/1646 curriculum development; environmental education; pollution WELL BEING 11/0303 children; health; human body; physical activities; physical activity level 11/0446 educational objectives; educational philosophy; quality of life 11/0465 adults; bullying; mental health 11/1248 health; holistic approach; physical education 11/1648 religion; secondary school pupils WELSH 11/0320 bilingualism; Welsh medium education;

1607

Subject index Welsh speaking schools 11/0321 adult students; error analysis—language; second language learning 11/1000 assessment; attainment tests; National Curriculum; standard assessment tasks 11/1001 assertiveness; attainment tests; National Curriculum; standard assessment tasks 11/1073 educational change; language of instruction; National Curriculum; Wales; Welsh medium education; Welsh speaking schools 11/1074 classroom communication; English; language of instruction; Wales; Welsh medium education 11/1082 assessment; assessment by teachers; English; mathematics education; National Curriculum; Wales 11/1083 language policy; social work; Wales 11/1160 history; mother tongue; nationalism; political issues; religion; Wales 11/1650 personality measures 11/1658 attitude measures; attitudes; Christianity; religious attitudes 11/1660 achievement; bilingualism; immersion programmes; linguistic competence; second language learning; Welsh medium education 11/1764 second language teaching; teaching methods 11/1768 bilingual education;

1608

Subject index bilingualism; educational policy; language policy; school effectiveness; Welsh medium education 11/1775 adult education; adult students; second language learning 11/1779 bilingualism; narration story telling; Welsh medium education; Welsh speaking schools WELSH MEDIUM EDUCATION 11/0320 bilingualism; Welsh; Welsh speaking schools 11/1073 educational change; language of instruction; National Curriculum; Wales; Welsh; Welsh speaking schools 11/1074 classroom communication; English; language of instruction; Wales; Welsh 11/1660 achievement; bilingualism; immersion programmes; linguistic competence; second language learning; Welsh 11/1768 bilingual education; bilingualism; educational policy; language policy; school effectiveness; Welsh 11/1779 bilingualism; narration; story telling; Welsh; Welsh speaking schools WELSH SPEAKING SCHOOLS 11/0320 bilingualism; Welsh; Welsh medium education 11/1073 educational change; language of instruction; National Curriculum;

1609

Subject index Wales; Welsh; Welsh medium education 11/1779 bilingualism; narration; story telling; Welsh; Welsh medium education WHOLE SCHOOL APPROACH 11/0136 institutional evaluation; mainstreaming; special educational needs 11/0148 mainstreaming; secondary schools; special educational needs 11/0859 documentation; policy formation; primary schools; school policy 11/1124 coordinators; mainstreaming; school organisation; secondary schools; special educational needs WOMEN 11/0050 priests; professional education; religious education; theological education 11/0451 administrators; educational administration; further education; higher education; management in education; women’s employment 11/0528 Access prograxnmes; critical thinking; fiction; learning activities; literature; mature students 11/0625 body composition; eating habits; girls; health; human body 11/0905 art activities; art therapy; child abuse; child sexual abuse; sexual abuse; therapy

1610

Subject index 11/1106 educational history; politics education relationship 11/1214 educational administration; Europe; management in education; teacher employment; teaching profession; women’s employment 11/1453 overseas students; researchers; sex differences; student experience; student research; students; women’s education 11/1512 career development; careers; colleges of further education; further education; management in education; Scotland; women’s employment 11/1585 developing countries; development education; literacy education; Nepal; women’s education 11/1736 higher education; sex differences; women’s education 11/1815 higher education; science education; scientific literacy WOMEN TEACHERS 11/0318 career development; institutes of higher education; teacher evaluation; teaching profession; women’s employment 11/0602 head teachers; management in education; secondary schools; women’s employment 11/0609 equal opportunities—jobs; teacher development; teacher evaluation; teaching profession; women’s employment 11/1119 career development; middle management; secondary school teachers; teaching profession

1611

Subject index 11/1746 head teachers; local education authorities; regional variations; secondary schools; sex differences; teaching profession; women’s employment 11/1814 fathers; mothers; parents; teacher attitudes; teacher background; teacher role; teaching profession WOMEN’S EDUCATION 11/0113 access to education; equal education; higher education; Pakistan 11/0144 academic achievement; achievement; family influence; girls; home school relationship 11/0145 academic aspiration; Asians; aspiration; career choice; girls; Muslims 11/0222 career choice; engineering; science based occupations; technology; women’s employment 11/0245 higher education; Nigeria 11/0335 access to education; adult education; adult students; community education; ethnic groups 11/0336 career counselling; comparative education; Europe; vocational guidance; women’s employment 11/0354 educational history; girls; Scotland 11/0514 educational history; girls;

1612

Subject index grammar schools; single sex schools 11/0523 Access programmes; continuing education; educational objectives; outcomes of education 11/0634 educational history; higher education; professional education; universities; women’s employment 11/0955 computer uses in education; girls; information technology; sex differences; women’s employment 11/1117 mature students; preservice teacher education; student behaviour; student teacher attitudes; student teachers 11/1166 Islamic education; Muslims; religion and education; religious cultural groups 11/1173 career choice; careers; ethnic groups; labour market; Muslims; religious cultural groups; women’s employment 11/1277 A level examinations; choice of subjects; girls; science education 11/1453 overseas students; researchers; sex difFerences; student experience; student research; students; women 11/1585 developing countries; development education; literacy education; Nepal; women 11/1641 educational history; higher education 11/1736 higher education; sex differences;

1613

Subject index women 11/1753 educational history; educational policy; further education WOMEN’S EMPLOYMENT 11/0222 career choice; engineering; science based occupations; technology; women’s education 11/0318 career development; institutes of higher education; teacher evaluation; teaching profession; women teachers 11/0325 educational administration; head teachers; management in education; sex differences; teaching profession 11/0336 career counselling; comparative education; Europe; vocational guidance; women’s education 11/0451 administrators; educational administration; further education; higher education; management in education; women 11/0602 head teachers; management in education; secondary schools; women teachers 11/0609 equal opportunities—jobs; teacher development; teacher evaluation; teaching profession; women teachers 11/0634 educational history; higher education; professional education; universities; women’s education 11/0955 computer uses in education; girls; information technology; sex differences; women’s education 11/1099 labour market; retraining;

1614

Subject index training; vocational education 11/1173 career choice; careers; ethnic groups; labour market; Muslims; religious cultural groups; women’s education 11/1214 educational administration; Europe; management in education; teacher employment; teaching profession; women 11/1472 career choice; home economics; professional education 11/1512 career development; careers; colleges of further education; further education; management in education; Scotland; women 11/1746 head teachers; local education authorities; regional variations; secondary schools; sex differences; teaching profession; women teachers WOMEN’S STUDIES 11/0525 access to education; Black studies; equal education; ethnic groups; higher education 11/1693 age differences; feminism WORD PROCESSORS 11/0898 computer uses in education; computers; data processing; information technology; National Curriculum 11/1230 children as writers; computer uses in education; group work; information technology; primary school pupils; story telling;

1615

Subject index writing—composition 11/1233 children as writers; computer uses in education; group work; information technology; literary genres; writing—composition; writing exercises 11/1344 bilingualism; computer uses in education; educational materials; information technology; multilingual materials; multilingualism 11/1532 computer uses in education; information technology; writing—composition; writing skills WORD RECOGNITION 11/0645 reading skills; reading teaching; spelling 11/1633 reading comprehension; reading games WORK ATTITUDES 11/1751 attitude formation; childhood attitudes; primary school pupils WORK BASED LEARNING 11/0508 accreditation of prior learning; experiential leaming; higher education; industry higher education relationship; prior learning; work experience 11/0752 training; training credits; work education relationship 11/1028 attitudes; school to work transition; training; training credits; vocational education; youth employment 11/1077 apprenticeships; on the job training; school leavers; school to work transition; sixteen to nineteen education; training; vocational education 11/1626 continuing education;

1616

Subject index on the job training; skill development 11/1874 continuing education; lifelong learning; on the job training; skill development; training; work education relationship WORK EDUCATION RELATIONSHIP 11/0043 Iran; school to work transition; youth employment 11/0118 comparative education; industry further education relationship; Malaysia; office occupations education; secretaries; vocational education 11/0409 attitudes; engineering; industry education relationship; pupil attitudes; science based occupations; science technology and society; technology 11/0410 aspiration; attitudes; career awareness; employment; industry; pupil attitudes; unemployment 11/0433 employment opportunities; graduate employment; graduates; labour market 11/0434 colleges of further education; cooperative programmes; employers; industry further education relationship 11/0435 business; cooperative programmes; corporate education; employers; industry education relationship 11/0745 educational objectives; National Vocational Qualifications; training; training objectives; vocational education 11/0752 training; training credits;

1617

Subject index work based learning 11/0842 experiential learning; flexible learning; higher education; industry higher education relationship; on the job training 11/0852 industry education relationship; management development; mentors 11/1035 basic skills; pupil development; self esteem; skill development; vocational education; work experience 11/1078 basic skills; career awareness; industry education relationship; motivation; school to work transition; vocational education; vocational guidance 11/1079 colleges of further education; construction industry; curriculum development; industry education relationship; National Vocational Qualifications; school college relationship; vocational education 11/1080 industry education relationship; link courses; mentors; pupil development; underachievement 11/1100 community; employers; employment opportunities; labour market; training; unemployment 11/1164 enterprise education; further education 11/1298 employment potential; European Union; graduate employment; higher education; skill development; students; transfer of learning 11/1432 employer attitudes; profiles; pupil attitudes;

1618

Subject index Records of Achievement; sixteen to nineteen education; student records 11/1514 Access programmes; employees; higher education; industry higher education relationship; on the job training; semiskilled workers; unskilled workers 11/1515 employees; higher education; industry higher education relationship; motivation; on the job training; small businesses 11/1519 employment opportunities; labour market; learner educational objectives; occupational aspiration; opportunities; secondary school pupils 11/1520 career choice; employment opportunities; labour market; learner educational objectives; occupational aspiration; school to work transition; secondary school pupils 11/1874 continuing education; lifelong learning; on the job training; skill development; training; work based learning WORK EXPERIENCE 11/0508 accreditation of prior learning; experiential learning; higher education; industry higher education relationship; prior learning; work based learning 11/0747 experiential learning; further education; individual action planning; individual needs; school to work transition; secondary education; vocational guidance 11/1035 basic skills; pupil development; self esteem;

1619

Subject index skill development; vocational education; work education relationship 11/1697 librarianship education; library schools; placement; professional education WORKING CLASS 11/0493 educational history; educational policy; educational principles; school systems; secondary education; secondary modern schools; tripartite system 11/0529 adult education; biographies; educational history; extension education; universities 11/0530 adult education; educational history; educational policy; extension education WRITING—COMPOSITION 11/0020 experiential learning; professional personnel; writing exercises 11/0057 creative writing; English; English studies curriculum; literary genres; National Curriculum; writing skills 11/0081 children as writers; group work; narration; primary school pupils; story telling 11/0490 critical reading; reading; student development; study skills; writing skills 11/0612 assessment; essays; higher education; learning strategies; students; study skills 11/0617 cheating; essays;

1620

Subject index higher education; learning strategies; student attitudes; students; study skills 11/0658 nonfiction; writing exercises 11/0672 English—second language; grammar; Hong Kong; writing skills 11/0869 letters—correspondence; writing exercises; writing skills 11/1230 children as writers; computer uses in education; group work; information technology; primary school pupils; story telling; word processors 11/1233 children as writers; computer uses in education; group work; information technology; literary genres; word processors; writing exercises 11/1479 language; language skills; metalanguage; sixteen to nineteen education; writing skills 11/1532 computer uses in education; information technology; word processors; writing skills 11/1567 higher education; learning activities; literacy; reading; students 11/1586 adolescents; children as writers; diaries; girls; letters—correspondence; personal narratives 11/1589 coursework; higher education; students; writing skills

1621

Subject index 11/1618 autobiographies; creative writing; fiction; self concept; self evaluation—individuals WRITING ACROSS THE CURRICULUM 11/1222 content area reading; content area writing; cross curricular approach; literacy; reading skills; study skills; writing skills WRITING DIFFICULTIES 11/0952 dyslexia; reading difficulties; remedial programmes; spelling WRITING EXERCISES 11/0020 experiential learning; professional personnel; writing—composition 11/0658 nonfiction; writing—composition 11/0869 letters—correspondence; writing—composition; writing skills 11/1233 children as writers; computer uses in education; group work; information technology; literary genres; word processors; writing—composition WRITING FOR PUBLICATION 11/0462 abstracts; information sources; periodicals 11/1354 publications; research reports; researchers 11/1837 publications; publishing industry WRITING PROCESSES 11/1297 brain hemisphere functions 11/1805 English—second language; English for academic purposes; overseas students; second language learning 11/1806 English—second language; second language learning; Syria

1622

Subject index WRITING SKILLS 11/0057 creative writing; English; English studies curriculum; literary genres; National Curriculum; writing—composition 11/0093 curriculum; literacy education; primary education; reading skills; secondary education; secondary school curriculum 11/0162 language skills; literacy; oracy; reading skills; special educational needs; spelling 11/0244 children as writers; comparative education; creativity; France; handwriting 11/0490 critical reading; reading; student development; study skills; writing—composition 11/0672 English—second language; grammar; Hong Kong; writing—composition 11/0864 spelling; writing teaching 11/0869 letters—correspondence; writing—composition; writing exercises 11/0870 comprehension; punctuation 11/0887 classroom observation techniques; punctuation; young children 11/0960 assessment; English; National Curriculum; reading achievement; standard assessment tasks; tests 11/0979 family involvement; family programmes; literacy;

1623

Subject index parent participation; reading skills 11/1039 assessment; English; National Curriculum; reading achievement; spelling; standard assessment tasks; tests 11/1048 assessment; English; National Curriculum; reading achievement; standard assessment tasks; tests 11/1052 family involvement; family programmes; followup studies; literacy; parent participation; reading skills 11/1054 English—second language; ethnic groups; family involvement; family programmes; literacy; parent participation; reading skills 11/1084 assessment; English; reading skills; spelling; standardised tests; test construction; tests 11/1112 further education; higher education; literacy; reading skills; students 11/1222 content area reading; content area writing; cross curricular approach; literacy; reading skills; study skills; writing across the curriculum 11/1320 cognitive processes; early reading; handwriting; literacy education; punctuation;

1624

Subject index spelling; young children 11/1326 computer uses in education; handwriting; information technology; literacy education; spelling; talking computers; writing teaching 11/1479 language; language skills; metalanguage; sixteen to nineteen education; writing—composition 11/1532 computer uses in education; information technology; word processors; writing—composition 11/1589 coursework; higher education; students; writing—composition 11/1807 English—second language; English for academic purposes; Kenya; second language learning WRITING TEACHING 11/0311 literacy education; reading teaching; teacher development; teacher effectiveness 11/0864 spelling; writing skills 11/1051 handwriting; literacy; reading teaching 11/1326 computer uses in education; handwriting; information technology; literacy education spelling; talking computers; writing skills YOUNG ADULTS 11/1128 disabilities; physical disabilities; special educational needs; youth 11/1558 citizenship; life skills; lifelong learning 11/1559 comparative education;

1625

Subject index Germany; Holland; skill development; skilled workers; skills; training YOUNG CHILDREN 11/0031 early childhood education; early experience; early reading; literacy; prediction; prereading experience; reading difficulties 11/0068 blindness; child development; infants; visual impairments 11/0250 aggression; antisocial behaviour; behaviour problems; bullying; nursery schools; preschool children 11/0499 infant school pupils; reception classes; self concept; self esteem; sex differences; sexual identity 11/0539 early childhood education; mathematics education; pattern recognition; play 11/0783 child caregivers; child development; day care; early experience; family life; parents 11/0865 early childhood education; home school relationship; infant school education; pupil school relationship; reception classes; school entrance age 11/0879 child caregivers; early childhood education; early experience; educational quality; preschool education 11/0887 classroom observation techniques;

1626

Subject index punctuation; writing skills 11/0890 child caregivers; early childhood education; early experience; educational quality; preschool education 11/0903 accidents; child welfare; home environment; injuries; safety; safety education 11/0929 agency cooperation; deafness; health services; hearing impairments; local education authorities; social services 11/1037 assessment; baseline assessment; early childhood education; reception classes; school entrance age 11/1038 assessment; baseline assessment; early childhood education; reception classes; school entrance age 11/1135 academic achievement; language handicaps; performance; special educational needs; speech handicaps 11/1226 early childhood education; early experience; home school relationship; intervention; parent teacher cooperation; prereading experience; preschool education 11/1265 Down’s syndrome; early childhood education; hearing impairments; language acquisition; reading ability; reading skills; special educational needs 11/1305 child development; early reading; reading ability 11/1320 cognitive processes;

1627

Subject index early reading; handwriting; literacy education; punctuation; spelling; writing skills 11/1327 home school relationship; home to school transition; infant school pupils; parent participation; pupil school relationship; reception classes; school entrance age 11/1361 mathematical concepts; mathematics education 11/1365 achievement; assessment; early childhood education; Records of Achievement; self evaluation—individuals 11/1372 early childhood education; mathematics education; numbers; preschool education 11/1380 religious education; spiritual development 11/1384 music; music activities; singing 11/1406 early childhood education; mathematics education; numbers; preschool education 11/1828 assessment; beginning reading; reading achievement; reading difficulties; reading teaching 11/1864 early childhood education; educational quality; primary education; teacher effectiveness 11/1865 academic achievement; achievement; assessment; early childhood education; followup studies; outcomes of education; preschool education 11/1866 early admission; early childhood education; primary schools;

1628

Subject index reception classes; school entrance age 11/1868 geometry; mathematics education; primary education; shape YOUTH 11/0004 mentors; youth leaders 11/0005 attitudes; health; health education 11/0453 attitudes; training; youth employment; youth programmes 11/0640 economic change; educational needs; educational policy; Poland; social change 11/0641 Armenia; Eastern Europe; Georgia; political issues; social change; Ukraine 11/0757 acquired immune deficiency syndrome; adolescent attitudes; health education; sex education; sexuality; sexually transmitted diseases 11/0761 acquired immune deficiency syndrome; health education; prevention; sexually transmitted diseases 11/0762 health education; prevention; smoking 11/0763 health education; prevention; smoking 11/0782 antisocial behaviour; depression—psychology; emotional and behavioural difficulties; mental health; self mutilation; suicide 11/0791 family planning; health promotion; sex education;

1629

Subject index sexuality 11/0987 arts; attitudes; culture; leisure time; participation 11/1128 disabilities; physical disabilities; special educational needs; young adults 11/1258 bereavement; child development; death; individual development; moral development 11/1262 choice of subjects; cohort analysis; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth employment 11/1440 housing; life skills 11/1458 cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth employment YOUTH EMPLOYMENT 11/0043 Iran; school to work transition; work education relationship 11/0213 credits; training; youth programmes 11/0214 costs; economics education relationship; on the job training; school to work transition; training; youth programmes 11/0453 attitudes; training; youth; youth programmes 11/0455 attitudes; colleges of further education; employer attitudes; employers;

1630

Subject index trainers; Training and Enterprise Councils; youth programmes 11/1028 attitudes; school to work transition; training; training credits; vocational education; work based learning 11/1261 cohort analysis; school leavers; school to work transition; sixteen to nineteen education; training 11/1262 choice of subjects; cohort analysis; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth 11/1458 cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; vocational education; youth 11/1464 cohort analysis; further education; school leavers; school to work transition; sixteen to nineteen education; surveys 11/1517 Northern Ireland; school to work transition; sixteen to nineteen education; training; vocational education 11/1563 National Vocational Qualifications; school leavers; school to work transition; sixteen to nineteen education; skill development; training; vocational education 11/1672 international educational exchange; programme development; trainers; training; youth programmes YOUTH LEADERS

1631

Subject index 11/0004 mentors; youth 11/0754 acquired immune deficiency syndrome; drug education; health education; sex education; training 11/0972 local education authorities; voluntary agencies; youth service 11/0992 local education authorities; voluntary agencies; youth service 11/1601 community organisations; community services; National Vocational Qualifications; standards; youth service 11/1630 Malta YOUTH PROBLEMS 11/0290 dropouts; homeless people; runaways; truancy 11/0361 adolescent attitudes; adolescents; behaviour modification; cognitive restructuring; curriculum development; further education 11/0366 behaviour modification; delinquency; delinquent rehabilitation; intermediate treatment; intervention; probation; programme evaluation 11/0411 attitudes; bullying; criminals; home environment; peer acceptance; truancy YOUTH PROGRAMMES 11/0213 credits; training; youth employment 11/0214 costs; economics education relationship; on the job training; school to work transition; training;

1632

Subject index youth employment 11/0453 attitudes; training; youth; youth employment 11/0455 attitudes; colleges of further education; employer attitudes; employers; trainers; Training and Enterprise Councils; youth employment 11/1672 international educational exchange; programme development; trainers; training; youth employment YOUTH SERVICE 11/0972 local education authorities; voluntary agencies; youth leaders 11/0992 local education authorities; voluntary agencies; youth leaders 11/1601 community organisations; community services; National Vocational Qualifications; standards; youth leaders ZAMBIA 11/1609 attitudes; nurse education; occupational safety and health; safety ZIMBABWE 11/0667 Botswana; civil rights; human rights; India; moral education; Northern Ireland; values education 11/1127 comparative education; physical education 11/1592 comparative education; developing countries; international educational exchange; Malawi; preservice teacher education; South Africa 11/1592 comparative education; developing countries;

1633

Subject index international educational exchange; Malawi; preservice teacher education; South Africa

1634