In our digital age, with the creation of online social groups, individuals are constructing their identities in different ways. This ‘convergence culture’ maps a new territory where consumers can manipulate this online media in offline and real-time spaces. There has never been a more recordable or observable ‘looking-glass’ than that of social media, whereby all utterances that are sent out online are put forward for a reaction (Kaplan and Haenlein, 2011).
This thesis explores how past (Goffman, 1959; Marcia, 1966) and present (Brook et al., 2008; Urrieta, 2007) theories of identity, as either a fixed or fluid entity, are reflected in contemporary social media practices that young girls aged eight to eleven, from a London primary school, choose to participate in. This thesis investigates how interactions in both the online and offline ‘figured worlds’ (Holland et al., 1998) of blogs influence children’s identity formation as they ‘figure’ out who they are at this pre-adolescent stage.
This thesis adopts a m…
This study employs a conversation analysis (CA) approach, which is concerned with
the analysis of closely transcribed examples of actual talk recorded in naturally occurring
settings. The study aims to describe and analyse sequences of actions generated by
Native Speakers( NS) and Non-Native Speaker( NNS) in the course of telling a story.
Emergent communication problems during the talk-in-interaction were engaged with
and resolved through the application of communication strategies (CS). The storyteller
and her/his co-participants utilized CS in an attempt not only to overcome communication
difficulties so as to reach mutual understanding, but also to co-ordinate their actions with
each other, or to enhance sufficient participant engagement in order to accomplish
communication goals. In addition, the range of CS used by NS and NNS during ongoing
discourses are identified, illustrated, and analysed. The differences and similarities in
the way NS and NNS approach interactional tasks are examined.
In addition, C…
This thesis examines moral education in English elementary schools from 1879 to 1918. It
investigates why there was widespread interest in character formation in the elementary
school at this time but not support for one particular sort of programme. It investigates how
moral education was perceived, approached, and implemented by the education department,
the general public, School Board and Education Committee members, and teachers in
schools, offering a comprehensive and detailed investigation into these issues. Much of the
study focuses on one distinctive approach to moral education in this period - secular moral
instruction. A range of sources are interrogated, allowing access to the different, but
sometimes overlapping, perspectives of policy-makers, educationalists, the organisations and
individuals who promoted moral education (particularly the Moral Instruction League,
George Dixon and FJ Gould), authors of teaching material, and inspectors and head teachers
in schools. Chapters One to Three have an …
The aim of this thesis is to investigate the stress factors and coping strategies of
Japanese students in UK Higher Education Institutions. It is beIieved that this is the first
time that this specific but wide research with Japanese students has been attempted.
The first five chapters provide a range of background information and relevant
considerations in preparation for the actual investigation. This involved investigation of
a possible conceptual framework for examining stress and coping strategies with
evidence being sought from previous research. Statistical, historical and literary
information about previous overseas study by Japanese and other international students
was also considered.
A preliminary survey was carried out with 35 Japanese students and this provided
valuable information especially for the design of a questionnaire for the main survey,
which obtained answers from 285 Japanese students about the types and degree levels of
various stress factors, as well as the types of coping strategies…
The study investigated the contribution of Ofsted inspections to improvement in
primary school geography. It explored the importance and role of inspection reports
in guiding and informing improvement in geography, and examined how they had
changed with revisions to the inspection framework in 2003. The role of the
inspection process was also examined, as well as other key influences on
improvement in geography in the schools.
A qualitative survey was employed, with a mixed method research design.
Analysis of data was by means of a grounded theory approach, supplemented by
statistical analysis. There were two main lines of enquiry. One comprised
telephone interviews with Ofsted inspectors, and face-to-face interviews with
primary school head teachers and geography coordinators. The other involved
analysis of the geography sections of inspection reports from before and after the
2003 revisions to the inspection framework.
The study showed that, although there were variations in the quantity and quality of
The findings are reported of a 4-year (1995-1998) longitudinal study, conducted in three
primary schools (Years 5 and 6) and a single comprehensive school (Years 7 and 8) in
Oxfordshire, of pupils' (n=71) attitudes towards various aspects of school-based science.
The objectives were to investigate whether the pupils', especially the girls', attitudes to
school science had changed (particularly in the early secondary years) from those reported
in the pre-National Curriculum research literature. Data on various aspects of school
science, including attitudes to the individual biological and physical science topics in
Years 5 to 7, were collected from the pupils via annual questionnaires and, for 36 pupils,
from annual, semi-structured tape-recorded interviews. Year 6 pupils also provided some
The cohort pupils' attitudes varied little from those reported in the pre-national Curriculum
literature - science was regarded as a 'favourite' subject by very few pupils. The girls'
lack of enthusiasm for t…
Successive governments for decades have extolled the power of education in providing the answer to national problems. Recently published government reports (DfEE, 1998; DfEE, 1999a; DfEE, 2000a) suggest that through Further Education (FE) and Higher Education (HE), educational success for more and different types of students can be achieved, at no additional cost, through the deployment of new technologies in learning and teaching.
This research explored issues of change as two educational institutions responded to the Leaming Age agenda (DfEE, 1998) which clearly articulates a role for FE and HE in providing and creating a culture of attracting more students from groups whowould not traditionally have thought about continuing their education. Both sectors have been charged with providing more flexible learning opportunities to create the culture change.
Two educational institutions were used in this research, one from the FE sector, and the ·other from Higher Education. The cases for study were selected on…
This thesis reports on a study which investigated the impact of the decisionmaking process under the remit of the Education Act 1996 s. 19, on local education authority (LEA) arrangements for educating children out of school by reason of illness in order to contribute to policy development in the area of parental involvement. A multiple site case study of the administration of exceptional provision in English LEAs was conducted. Fifteen contrasting LEAs were contacted. Seven LEAs volunteered (two shire counties; one metropolitan district; one unitary and three London). Twenty one LEA professionals who were responsible for hospital and home tuition services, and 35 parents of 35 children (24 children residing in case study LEAs; 11 children residing in non case study LEAs) volunteered to participate in the study. In-depth qualitative data were collected between March 1998 and March 1999 by means of semi-structured interviews and document collation.
Overall, the data from parents suggested that diversity exis…
In post-compulsory education settings opportunities for more appropriate
interpersonal communication between a teacher and their students are required.
However, reflective practice, proposed as a means of empowering teachers to
enhance the process of teaching and learning, is neglected or ineffective and
action research, suggested as a way of facilitating reflective practice, may not
always be appropriate or possible. Thus, there is a need to better understand how
to encourage teachers' participation in, and enable their accomplishment of,
reflective practice aimed at self-directed improvements in teaching and learning.
Volunteer teachers in post-compulsory education settings used a Communication
Styles Questionnaire to identify the pattern of interaction between themselves and
their students with a view to developing, where desired, a wider, more flexible
style of communicating to enhance teaching and learning. Using an action
research methodology and a case study method, these instances of reflective
This thesis examines the effects of market forces in UK higher education on professional
practice in universities and their consequences for the educational experience of international
students and those who teach them. It explores whether it is possible in practice for HEIs to
reconcile the professional ethics of educators with externally set targets and economic
imperatives in an environment which is commercial in orientation and where operational
practices are based on a free market philosophy.
Policies and practices in international student affairs in Britain are viewed in historical
perspective, charting the transition of roles from guest to client with a consequent shift in the
demography of the international student body. This, coinciding with a decrease in the public
funding of universities, has meant that international study has grown in importance in terms
The argument is put that this has resulted in international students' acquiring a measure of
consumer power the demands of which are …
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