+publisher:"University of Manchester" +contributor:("West, Melvyn")

University of Manchester

1. Hulse, Victoria. Productivity in Morphological Negation: a corpus-based approach.

Degree: 2011, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:118782

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This thesis investigates morphological productivity, which is among one of the most contentious issues in the field of Linguistics (Aronoff, 1976; Plag, 1999; Bauer, 2001).… (more)

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This thesis investigates morphological productivity, which is among one of the most contentious issues in the field of Linguistics (Aronoff, 1976; Plag, 1999; Bauer, 2001). The advent of electronic corpora sparked fresh interest in productivity, notably the highly innovative measures proposed by Baayen and his co-writers (Baayen, 1989; Baayen and Lieber, 1991; Baayen and Renouf, 1996) which advocate the use of hapax legomena (once-occurring words in a corpus). This research re-investigates these methods to pinpoint the degree to which hapaxes represent new words of the language and, therefore, are valid indicators of productivity. The study also develops a more fine-grained method for measuring productivity, based on the re-analysis of the previously-tried methodologies.The case study for this research is negative prefixation. A database of all negatively-prefixed words in the British National Corpus is created and relevant variables, such as types, tokens and hapaxes, are examined to determine which combination provides the most pertinent measure. The thesis also comments on the relative productivity of the negative prefixes and therefore considers appropriate historical and semantic factors.Findings show that though hapaxes do provide access to neologisms, they are not the same phenomenon and cannot, therefore, be seen as a direct reflection of productivity. Significantly, it was discovered that while hapaxes typically include a proportion of neologisms, this proportion varies considerably from affix to affix. The proposed new formulae for measuring productivity - neologism/type and neologism/token - both point towards the prefix non- being the most productive of the five investigated, while in- is the least productive. Findings are also presented about the distribution of the negative prefixes across word class, an area which has never previously been examined in terms of morphological productivity.

CD containing The Database and The Hapax Sample

Advisors/Committee Members: WEST, MELVYN M, West, Melvyn, Jones, Steven.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hulse, V. (2011). Productivity in Morphological Negation: a corpus-based approach. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:118782

Chicago Manual of Style (16^th Edition):

Hulse, Victoria. “Productivity in Morphological Negation: a corpus-based approach.” 2011. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:118782.

MLA Handbook (7^th Edition):

Hulse, Victoria. “Productivity in Morphological Negation: a corpus-based approach.” 2011. Web. 13 Apr 2021.

Vancouver:

Hulse V. Productivity in Morphological Negation: a corpus-based approach. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:118782.

Council of Science Editors:

Hulse V. Productivity in Morphological Negation: a corpus-based approach. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:118782

University of Manchester

2. Courtney, Steven. Investigating school leadership at a time of system diversity, competition and flux.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:292808

► This dissertation reports on a qualitative study of school leadership with ninesecondary-school headteachers (of maintained schools) or principals (of academy-typeschools) in England. The project maps… (more)

▼ This dissertation reports on a qualitative study of school leadership with ninesecondary-school headteachers (of maintained schools) or principals (of academy-typeschools) in England. The project maps schooling provision and offers an empiricalaccount of leaders’ identities and practices in neoliberal and neoconservative times.Informed by a critical policy-scholarship methodology, documentary data from primaryand secondary sources supplement narrative and semi-structured interviews conductedover 18 months. The findings are reported in five journal articles and one book chapter.The first output maps school types through different lenses: legal status; curriculum;selection; types of academy; and school groupings. The mapping highlights theintersections between the reform agenda and historical diversity. I conceptualise thelandscape holistically through locus of legitimacy and branding, arguing thatdiversification policies facilitate corporatised and religious interests.Second, I show how UTCs and studio schools construct children’s abilities as fixed anddifferentiable in terms of predicted economic value. They select, but the responsibility forthis, following Bourdieu, is transferred discursively from the school through branding andhabitus to the “consumers” where it is to be misrecognised as exercising ‘school choice’.Third, I typologise three effects on heads’ and principals’ agency and identities of a fewelite multi-academy trust principals, or courtiers, who have won regional empires throughexpanding their academy chains to occupy the spaces opened up by the dismantling ofLAs. Public-sector and school-leader identities and histories permit the promotion of theiractivities as “school led” and downplays their close relationship with central-state policymakersand private-sector networks.Fourth, I argue that corporatised leadership in schools in England is being promotedthrough new actors and new types of school. Corporatised leadership is characterisedinter alia by the promotion of business interests and the adoption of business-derivedleadership practices and identities. I use Bourdieu’s concept of field to explain the impactof business on educational leadership and the dissonance between leaders and led.Fifth, I argue with Gunter that school leaders are removing those who embody orvocalise alternative conceptualisations of educator by eradicating ‘inadequate’ teaching,and implementing the leader’s ‘vision’. We deploy Arendtian thinking to show howcurrent models of school leadership enable totalitarian practices to become ordinary.Sixth, I develop Bourdieu’s concept of hysteresis through narratives from two heads toargue that rather than simply being an effect of change, hysteresis may be an activelysought outcome whereby the state intervenes to deprivilege welfarist headteachers andprivilege corporatised principals through structurally facilitating their habitus andmandating its dispositions for the field.Collectively, these findings demonstrate how the diversification of provision in Englandand the demands of a… Advisors/Committee Members: WEST, MELVYN M, Gunter, Helen, West, Melvyn.

Subjects/Keywords: structural reform; education policy; school leadership; school choice; neoliberalism; neoconservatism; Bourdieu; headteachers; principals

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Courtney, S. (2015). Investigating school leadership at a time of system diversity, competition and flux. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:292808

Chicago Manual of Style (16^th Edition):

Courtney, Steven. “Investigating school leadership at a time of system diversity, competition and flux.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:292808.

MLA Handbook (7^th Edition):

Courtney, Steven. “Investigating school leadership at a time of system diversity, competition and flux.” 2015. Web. 13 Apr 2021.

Vancouver:

Courtney S. Investigating school leadership at a time of system diversity, competition and flux. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:292808.

Council of Science Editors:

Courtney S. Investigating school leadership at a time of system diversity, competition and flux. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:292808

University of Manchester

3. Li, Yuan. QUALITY ASSURANCE IN CHINESE HIGHER EDUCATION: REFLECTING STUDENT LEARNING?.

Degree: 2011, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:126656

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Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in… (more)

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Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese government to address the potential quality decline and to realise a macro level control of quality over Chinese HEIs. This study is conducted against the background of the prevailing quality culture, and focuses on student learning rather than the widely adopted top-down scrutiny of teaching as the main component of QA schemes. The purpose of this study is to explore how student learning experiences can be integrated into the QA systems in Chinese HEIs for continuous quality improvement. A qualitative case study approach is adopted in this study. Document analysis, focus groups, and in-depth interviews are used to achieve a comprehensive qualitative inquiry into student learning experiences, HEIs’ QA practice, and the integration of student learning experiences into QA system. Through this study, we find that Chinese universities generally use regulations, teaching inspection/evaluation, and student feedback as the main approaches to manage their QA practice. There is great emphasis on the institutional management and teaching management, but little attention given to what students are actually doing. The analysis of the key issues in student learning experiences, the concept of quality learning, and the analysis of the objectives, control, areas, procedures and uses in the current Chinese QA systems suggest a discrepancy between student quality learning and what the current Chinese QA assures. The findings of this study imply that the current top-down QA has great limitations in addressing key issues in student learning and accordingly plays a limited role in generating educational quality. As the conclusion of this study, a learning-focused QA is proposed to offer insights into integrating student learning generically into the QA process for the purpose of the continuous improvement of HE quality.

Chinese higher education (HE) has been through a process of profound restructuring, decentralisation, introduction of market incentives, university mergers, internationalisation, and enlarging student enrolment in the past two decades. Along with the expansion of Chinese HE, the issue of quality has become a concern and has attracted a lot of attention in the Chinese HE sector. Developing quality assurance (QA) systems has been given priority in the agenda of most Chinese higher education institutions (HEIs). The nationwide implementation of quality evaluation since 2002 is the main means used by the Chinese…

Advisors/Committee Members: MUIJS, DANIEL RD, West, Melvyn, Muijs, Daniel.

Subjects/Keywords: higher education; quality; quality assurance; student learning; learning focused quality assurance

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Li, Y. (2011). QUALITY ASSURANCE IN CHINESE HIGHER EDUCATION: REFLECTING STUDENT LEARNING?. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:126656

Chicago Manual of Style (16^th Edition):

Li, Yuan. “QUALITY ASSURANCE IN CHINESE HIGHER EDUCATION: REFLECTING STUDENT LEARNING?.” 2011. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:126656.

MLA Handbook (7^th Edition):

Li, Yuan. “QUALITY ASSURANCE IN CHINESE HIGHER EDUCATION: REFLECTING STUDENT LEARNING?.” 2011. Web. 13 Apr 2021.

Vancouver:

Li Y. QUALITY ASSURANCE IN CHINESE HIGHER EDUCATION: REFLECTING STUDENT LEARNING?. [Internet] [Doctoral dissertation]. University of Manchester; 2011. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:126656.

Council of Science Editors:

Li Y. QUALITY ASSURANCE IN CHINESE HIGHER EDUCATION: REFLECTING STUDENT LEARNING?. [Doctoral Dissertation]. University of Manchester; 2011. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:126656

University of Manchester

4. Bhongsatiern, Jomhadhyasnidh. The Development of the Corporate School Programme in Thailand.

Degree: 2014, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243372

► This research investigates the Corporate Schools’ programme in Thailand. It aims to examine its implementation and progress from inception, evaluate its current status, and propose… (more)

▼ This research investigates the Corporate Schools’ programme in Thailand. It aims to examine its implementation and progress from inception, evaluate its current status, and propose ways to enhance its future effectiveness. The programme was initiated through collaboration between the Government and the private sector in the belief that business can play an important role in developing public sector ability to improve educational accessibility and learning quality. The programme is expected to provide young people – particularly school-leavers - with opportunities for education and training. It is also intended to equip them with the knowledge and skills to match labour market requirements. A qualitative approach was employed throughout - governing research design, data collection and data analysis. Three participating companies: CP All Public Company Limited, S&P Syndicate Public Company Limited and the V-ChEPC programme, were selected as case studies. Data were collected through documentary research, semi-structured interviews and observation. The findings, which are based on thematic analysis, show two of the three case study companies were satisfied with the programme’s outcomes. These two cases have been focused on their needs and they were aware of the importance of basic skills which young people required. This tends to confirm that the recruitment process has been conducted with due attention. This process, which is aimed at recruiting prospective candidates who hold basic knowledge and skills, could be further developed into one where technical and transferable skills best fit companies’ needs. This thesis identifies the current challenges and suggests potential opportunities for three cases. Its outcome should provide a systematic insight to help increase understanding of the Corporate Schools’ programme in Thailand with a view to assessing whether or not it has sufficient impact to merit its continuation. Advisors/Committee Members: SMITH, LIZ ME, Smith, Liz, West, Melvyn.

Subjects/Keywords: Vocational Education; Skills Development; Dual System

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Bhongsatiern, J. (2014). The Development of the Corporate School Programme in Thailand. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243372

Chicago Manual of Style (16^th Edition):

Bhongsatiern, Jomhadhyasnidh. “The Development of the Corporate School Programme in Thailand.” 2014. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243372.

MLA Handbook (7^th Edition):

Bhongsatiern, Jomhadhyasnidh. “The Development of the Corporate School Programme in Thailand.” 2014. Web. 13 Apr 2021.

Vancouver:

Bhongsatiern J. The Development of the Corporate School Programme in Thailand. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243372.

Council of Science Editors:

Bhongsatiern J. The Development of the Corporate School Programme in Thailand. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243372

University of Manchester

5. Khanal, Damodar. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

► This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively… (more)

▼ This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively disadvantaged communities. It looks, in particular, at the example in Nepal of children from the Dalit communities, a group known to be disadvantaged and often marginalized within the formal education system. In particular, the study attempts to investigate the barriers that prevent the educational access, participation and progress of these students at the secondary level. This theme was investigated using an ethnographic approach, which examined people’s life experiences and culture in natural settings (within schools and in their communities) using data collected through a series of interviews, and observations. It also involved an analysis of the relevant literature and policy documents. What was found is that the reasons for children from the Dalit community being disadvantaged are many and complex. Broadly, they can be summarized as being, first of all, about the difficulties of implementing national policies, particularly in terms of making resources available and providing effective monitoring, even though these policies are very positive about the inclusion of these children. Secondly, it is about the expectations and attitudes amongst the various Dalit communities as to what they want for their children and young people, which are to do with tradition and culture, life styles and economic circumstances. Thirdly, these two sets of factors together put pressure on the schools, which have to find a way of dealing with the challenge of diversity and various expectations. In this way, this research provides some new understanding of the issues that bear on the education of Dalit children. The knowledge gained through this research has practical implications for stakeholders: policy makers, teachers, and Dalit community members and social workers. It is argued that this would help to foster the improvement of policy initiatives and their effective implementation. It could also help to bring changes in the existing attitudes of teachers and Dalit communities that may have a positive impact on Dalit children’s integration into education. Most importantly, it has brought a new way of looking at these issues that can be used to inform public debate.The study illustrates the use of a methodology that might usefully be adopted by researchers carrying out research around similar themes in other developing countries. It might also be the case that the barriers that have been identified in Nepal would represent useful starting points for such research. Advisors/Committee Members: AINSCOW, MEL M, Ainscow, Mel, West, Melvyn.

Subjects/Keywords: Education for All; Inclusion/Exclusion; Education; Factors Affecting Schooling; Educational Barriers; Equity; Dalit; Caste Discrimination; Policy; Community; School; Gender; Poverty; Culture; Children; Human Right; Inclusive Education; Sandwich Model.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Khanal, D. (2015). The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

Chicago Manual of Style (16^th Edition):

Khanal, Damodar. “The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734.

MLA Handbook (7^th Edition):

Khanal, Damodar. “The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children.” 2015. Web. 13 Apr 2021.

Vancouver:

Khanal D. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734.

Council of Science Editors:

Khanal D. The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:275734

University of Manchester

6. Xu, Yifen. The impact of education reform on the role of secondary school principals in China.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:245654

► Worldwide, school principals, especially those in secondary schools, have felt increased pressure in their roles as many countries press for higher levels of student attainment.… (more)

▼ Worldwide, school principals, especially those in secondary schools, have felt increased pressure in their roles as many countries press for higher levels of student attainment. At the same time, education reforms and, in many systems, increased delegation to school leaders, have greatly increased principals’ responsibilities and made the job much more complicated. Given their strategic importance, it is not surprising that the role of principals has attracted great attention since the 1990s. The central focus of this thesis was an investigation and analysis of the impact of recent education reforms on the role of secondary school principals in China. At the time of writing no clear picture of the expectations placed on principals in China exists, though there is no doubt that these expectation are greatly increased. The aim of the study was to investigate principals’ own views of their role, their main activities and priorities, and the main influences on these. Consideration was also given to the major challenge or problems confronting school principals, and to identify similarities and differences between the principals’ roles and attitudes in China and in the West. Naturalistic qualitative methods were used to investigate the experiences of 28 school leaders regarding how their role has developed in China during this period of major education reforms. Semi-structured interviews and shadowing these principals as they went about their work were the main methods of data collection drawn on in this study. Further information was extracted from documents about training policies and programmes accessible via official websites. Thematic analysis of the interview data was conducted, to identify key themes and issues. The analysis suggests that school principals encounter new challenges as ‘curriculum leaders’, in developing with their staff new pedagogies that shift the balance away from ‘teaching’ onto ‘learning’, and in dealing with the expectation of multiple stakeholders. It also emerged that the principals felt that they did not have sufficient autonomy to lead their schools as they would wish, which restricted curriculum development. Regarding the key findings, the main worry of the principals was with poor student attainment. Under the ‘high-stakes’ testing system, invisible pressure is exerted on the school for improving test results. The quality of education has never been subject to so much scrutiny from such a wide range of stakeholders, including parents, the community, and employers. As a result, the role of principals has become more complicated, and they are under increasing pressure from higher expectations amongst those both in and outside of the school. Leadership development has been embraced as an important factor in meeting those expectations. However, the thesis argues that there is not sufficient training provided for principals to develop their skills to meet these expectations. Advisors/Committee Members: AINSCOW, MEL M, Ainscow, Mel, West, Melvyn.

Subjects/Keywords: education reform; principals’ role , China; Confucian traditions; China

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Xu, Y. (2015). The impact of education reform on the role of secondary school principals in China. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:245654

Chicago Manual of Style (16^th Edition):

Xu, Yifen. “The impact of education reform on the role of secondary school principals in China.” 2015. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:245654.

MLA Handbook (7^th Edition):

Xu, Yifen. “The impact of education reform on the role of secondary school principals in China.” 2015. Web. 13 Apr 2021.

Vancouver:

Xu Y. The impact of education reform on the role of secondary school principals in China. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:245654.

Council of Science Editors:

Xu Y. The impact of education reform on the role of secondary school principals in China. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:245654

University of Manchester

7. Siriwat, Patcharapan. A Study of Science Curriculum Implementation in Secondary School in Thailand.

Degree: 2016, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302766

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Educational reform has been perceived as a process whereby the Thai Government expects to increase the national competitiveness and stimulate literacy across the country. Its… (more)

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Educational reform has been perceived as a process whereby the Thai Government expects to increase the national competitiveness and stimulate literacy across the country. Its crucial concept was to implement the student-centred learning approach (SCL). This study presents an analysis of classroom observation focusing on lower secondary (Mattayom 1-3) science classrooms in 14 schools located in a rural area in Thailand and discusses the implementation of the current science curriculum. Additionally, a thematic analysis of interviews with lower secondary school science teachers and focus group interviews of students are presented. Based on the thematic analysis, perceptions of 22 science teachers on the current science curriculum implementation and prospective factors which tend to deteriorate the effectiveness of curriculum implementation are addressed. Like the teachers’ interviews, students’ perceptions regarding science and benefit of studying science are obtained from 30 groups of students, using the thematic analysis and are presented in this study. Based on the observations of 22 science classrooms, teachers’ practices in implementing the current science curriculum in the rural context can be categorised, based on their inclination towards particular learning approaches, into three groups; namely combination of the student-centred learning (SCL) approach and the teacher-centred learning (TCL) approach with a tendency towards SCL, combination of SCL and TCL with a tendency towards TCL ,and the teacher-centred learning (TCL).The teachers’ perceptions could be described into two perspectives; namely on the reform and on implementation, and each perspective can be classified into several themes, and the major issues emerged are discussed. The students’ perceptions can be categorised into eight themes such as attitudes regarding learning/studying science, future plans, etc.. The study is expected to contribute to the understanding of current science teaching and improving its practices for the science teachers in Thailand. Eventually, these experiences could be an example for other transitional countries in the wider context.

N/A

Advisors/Committee Members: SMITH, LIZ ME, Smith, Liz, West, Melvyn.

Subjects/Keywords: Education Reform; Science Education

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APA (6^th Edition):

Siriwat, P. (2016). A Study of Science Curriculum Implementation in Secondary School in Thailand. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302766

Chicago Manual of Style (16^th Edition):

Siriwat, Patcharapan. “A Study of Science Curriculum Implementation in Secondary School in Thailand.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302766.

MLA Handbook (7^th Edition):

Siriwat, Patcharapan. “A Study of Science Curriculum Implementation in Secondary School in Thailand.” 2016. Web. 13 Apr 2021.

Vancouver:

Siriwat P. A Study of Science Curriculum Implementation in Secondary School in Thailand. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302766.

Council of Science Editors:

Siriwat P. A Study of Science Curriculum Implementation in Secondary School in Thailand. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302766

University of Manchester

8. Sturgess, Mark Anthony. Developing a Theory of Employer and Higher Education Provider Engagement.

Degree: 2016, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588

► The need for more effective engagement between universities and business has been receiving more attention in recent years. Government policy aspirations are placing growing expectations… (more)

▼ The need for more effective engagement between universities and business has been receiving more attention in recent years. Government policy aspirations are placing growing expectations that the higher education sector will play its part in economic growth. At the same time, funding restrictions are imposing more pressure on universities to find different income streams, including funding from industry. However, the relationship between universities and business is often problematic, and engagement between the two is frequently not done well. Meanwhile, the role that business schools are expected to play in that engagement is contentious, which appears to put them squarely on the fault-line of these policy shifts. This study explores employer/HE provider engagement within the context of the recent policy landscape, responding with a proposed conceptual model of engagement. A business school relationship with three employer organisations forms the basis of an embedded case study, which employs an interpretive stance to help better understand the relationship between employer and HE provider. The study found that a demand-led provision of skills with employers is a more nuanced context than the narrow demand-led focus of the Leitch Review, which primarily frames the issue as a problem of supply. This study confirms that employers needs are indeed complex and often unclear, and that employers expect providers to help identify their needs. Therefore the study questions the assumption, implicit in recent policy, that it is possible to generate generic needs from employers. From the evidence addressed, it proposes that employers are seeking HE providers who can both identify their needs, and help address them with the challenge implicit in latest thinking. The study thus proposes a distinctive, dual-role for business schools, namely, a responsiveness to demand balanced by the creation and dissemination of a latest thinking which leads demand. In order to do this, the study proposes a conceptual model of relationship engagement, where the quality and importance of relationships were found to be critical for effective engagement. Therefore the study concludes that a distinctive, mutually beneficial relationship between business schools and business is unlikely to be realized without understanding and fostering effective relational engagement. Advisors/Committee Members: HALL, DAVID DJ, Hall, David, West, Melvyn.

Subjects/Keywords: Employer engagement; business school; leadership; relational engagement

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APA (6^th Edition):

Sturgess, M. A. (2016). Developing a Theory of Employer and Higher Education Provider Engagement. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588

Chicago Manual of Style (16^th Edition):

Sturgess, Mark Anthony. “Developing a Theory of Employer and Higher Education Provider Engagement.” 2016. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588.

MLA Handbook (7^th Edition):

Sturgess, Mark Anthony. “Developing a Theory of Employer and Higher Education Provider Engagement.” 2016. Web. 13 Apr 2021.

Vancouver:

Sturgess MA. Developing a Theory of Employer and Higher Education Provider Engagement. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588.

Council of Science Editors:

Sturgess MA. Developing a Theory of Employer and Higher Education Provider Engagement. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:305588

University of Manchester

9. Walters, Pauline Heather. Respite, Relationships and Resilience: An evaluation of a Therapeutic Inclusion program with specific reference to pupilsÃ¢Â€Â™ perceptions of the impact of Therapeutic Inclusion.

Degree: 2017, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311897

► This research follows the application of a programme, which uses therapeutic inclusion to determine its merit based on its perceived impact on a group of… (more)

▼ This research follows the application of a programme, which uses therapeutic inclusion to determine its merit based on its perceived impact on a group of students with apparent social and emotional needs, staff and the whole school. Therapeutic Inclusion is a variant (a different form) of the Classic Boxall Nurture Group, developed by Marjorie Boxall; and is used to help adjust the social, emotional and behavioural skills of students. Past interventions have included strategies based on learning models that rely on behavioural, behaviour-cognitive and eco-systemic approaches. Recently there has been renewed interests in Nurture Groups as well as programmes that model positive behaviours within a supportive and child friendly environment. Structured and un-structured interviews from students and some staff, participant observations and documents are used to gather data. A thematic analysis of data suggests that while considered a Ã¢Â€Â˜variantÃ¢Â€Â™ of the Classic Boxall Nurture Group, Therapeutic Inclusion does impact positively on students in many ways, including the acquisition of social and emotional skills, providing respite, building relationships and developing resilience. Other areas of impact include personal and professional gains to staff as well as positive gains at the whole school level. This research therefore has implications for the use of therapeutic approaches to dealing with students who experience Social, Emotional and Behavioural Difficulties, as well as staff who work with them. In particular, findings highlight the significance of supportive relationships as well as a culture of inclusion that supports the adjustment of all students, but in particular, those with Social, Emotional and Behavioural Difficulties. However, full benefits of the programme are compromised by gaps in communication systems, issues regarding the monitoring of approaches and its dissemination of practises into mainstream classrooms and a failure to embed the intervention into the Ã¢Â€Â˜whole-schoolÃ¢Â€Â™ culture. Findings are discussed in relation to the pressing need for approaches to dealing with children who experience Social, Emotional and Behavioural Difficulties, as well as the need for these to be integrated into whole school priorities and strategies within a context that supports inclusion. Advisors/Committee Members: AINSCOW, MEL M, West, Melvyn, Ainscow, Mel.

Subjects/Keywords: Nurture Groups; Therapeutic Inclusion; Social; Emotional and Behavioural Difficulties; Respite; Relationships; Resilience.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Walters, P. H. (2017). Respite, Relationships and Resilience: An evaluation of a Therapeutic Inclusion program with specific reference to pupilsÃ¢Â€Â™ perceptions of the impact of Therapeutic Inclusion. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311897

Chicago Manual of Style (16^th Edition):

Walters, Pauline Heather. “Respite, Relationships and Resilience: An evaluation of a Therapeutic Inclusion program with specific reference to pupilsÃ¢Â€Â™ perceptions of the impact of Therapeutic Inclusion.” 2017. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311897.

MLA Handbook (7^th Edition):

Walters, Pauline Heather. “Respite, Relationships and Resilience: An evaluation of a Therapeutic Inclusion program with specific reference to pupilsÃ¢Â€Â™ perceptions of the impact of Therapeutic Inclusion.” 2017. Web. 13 Apr 2021.

Vancouver:

Walters PH. Respite, Relationships and Resilience: An evaluation of a Therapeutic Inclusion program with specific reference to pupilsÃ¢Â€Â™ perceptions of the impact of Therapeutic Inclusion. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311897.

Council of Science Editors:

Walters PH. Respite, Relationships and Resilience: An evaluation of a Therapeutic Inclusion program with specific reference to pupilsÃ¢Â€Â™ perceptions of the impact of Therapeutic Inclusion. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:311897

10. Theodosiou Zipiti, Galatia. Ethnic Minority Students in Secondary Education in Cyprus - Their Attainment and Risk Profile.

Degree: 2014, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:217661

► The attainment of ethnic minority students in their host countries has been occupying a significant part of the international literature for many years. However, results… (more)

▼ The attainment of ethnic minority students in their host countries has been occupying a significant part of the international literature for many years. However, results suggest that no generalisations can be made on whether an ethnic minority group underachieves in a particular country and the reasons behind their attainment levels, unless that specific group has been investigated in the country in question. Cyprus joined the EU in 2004 and since then the demographic composition in the island changed dramatically; a change reflected in schools. The literature on ethnic minority group attainment in secondary schools in Cyprus is virtually non-existent and, as such, in this PhD programme the aim was to examine the attainment of ethnic minorities compared to native students and the reasons behind the observed patterns.In order to answer the research questions a series of studies were carried out. Initially, two quantitative studies were conducted. These studies used trimester grades as a proxy of attainment and Rasch analysis to turn these ordinal student grades into a linear scale. Descriptive statistics and multiple regression analyses were then run to check for trends and significant associations. Two qualitative studies then followed. Firstly, a focus group study was conducted utilising the help of six young female teachers, all teaching classics to create a homogeneous group. Then followed an interview study utilising semi-structured interviews on sixteen teachers. For both studies a thematic analysis was undertaken on the transcribed discussions. Another quantitative study then followed which employed an enhanced methodology to the first two studies and richer data. The final study was a mixed methods study and concentrated on school absences.Results demonstrate the reality in lower secondary schools in Cyprus for the first time. The minority group Georgians, the first time that this group is met in the literature, and a combination of other smaller groups put together in a group called ‘Others’, are shown to achieve significantly lower than natives. Ethnic background, gender, generation status, absences, the socio-economic status of the family and the character of the local educational system were shown to be related to student attainment. The widely held belief that ethnic minority students do even worse in those subjects that are more language-dependent is disproven; rather it is the content of the subject that is felt to be more influential on attainment. Also, the recently emerging consensus that unexcused absences are more strongly associated with attainment than excused absences is not upheld in this study; a more detailed classification of unexcused absences might be responsible for this. Finally, it is interesting to note the differential influence of different absence variables on different school subjects. Findings highlight the need for change and improvement in the educational practice in Cyprus and add to both the local and international literature. The specific factors identified can form the basis… Advisors/Committee Members: PAMPAKA, MARIA M, Pampaka, Maria, West, Melvyn.

Subjects/Keywords: attainment; ethnic minority students; mixed-methods research; Cyprus; multicultural education; attainment gap

…at the University of Manchester in 2005-2006. However, introduction/literature review… …registered for a PhD in the University of Manchester in January 2005. I started reviewing the… …of Manchester Galatia Theodosiou-Zipiti PhD Faculty of Humanities, School of Education… …any copyright in it (the “Copyright”) and she has given The University of… …337 12 ABSTRACT Institution: Candidate: Degree Title: Thesis Title: Date: The University…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Theodosiou Zipiti, G. (2014). Ethnic Minority Students in Secondary Education in Cyprus - Their Attainment and Risk Profile. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:217661

Chicago Manual of Style (16^th Edition):

Theodosiou Zipiti, Galatia. “Ethnic Minority Students in Secondary Education in Cyprus - Their Attainment and Risk Profile.” 2014. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:217661.

MLA Handbook (7^th Edition):

Theodosiou Zipiti, Galatia. “Ethnic Minority Students in Secondary Education in Cyprus - Their Attainment and Risk Profile.” 2014. Web. 13 Apr 2021.

Vancouver:

Theodosiou Zipiti G. Ethnic Minority Students in Secondary Education in Cyprus - Their Attainment and Risk Profile. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:217661.

Council of Science Editors:

Theodosiou Zipiti G. Ethnic Minority Students in Secondary Education in Cyprus - Their Attainment and Risk Profile. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:217661

11. Harrison, Nigel. AN EXPLORATION OF STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS.

Degree: 2013, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:190013

►

An increased number of investigations for academic dishonesty with nursing students was a catalyst for this research. The aim was to explore stakeholder perceptions of… (more)

▼

An increased number of investigations for academic dishonesty with nursing students was a catalyst for this research. The aim was to explore stakeholder perceptions of academic dishonesty and approaches used to promote academic integrity. Literature reviewed was largely anecdotal, focusing on accounts of incidents and concern over nurses’ fitness to practise, recognising a need to enhance understanding and strategic solutions. A single case study design was utilised, capturing views of expert witnesses, including nursing students, academic staff, practice mentors and administrative and support staff, using individual interviews and nominal groups. Documentary evidence of incidence occurring between 2004 and 2010 were also analysed. An integrated definition of Academic and Practice Misconduct specific to nursing was developed and a range of contributing factors influencing students identified. Incidence within the school was found to have gradually reduced, where collusion and plagiarism was found to be the most common types occurring; highest at academic level five and in essays. Almost half of academic staff had reported an alleged incident. A hierarchy of Academic and Practice Misconduct emerged, indicating a range of severity and degrees of deliberateness. A self-assessment tool has been developed to enable students to measure their level of risk of Academic and Practice Misconduct. Five themes emerged from thematic analysis of data on approaches used to promote academic integrity: devising strategies, policies and procedures; educating stakeholders; implementing holistic preventative processes and deterrents; detecting and managing alleged incidents; and on-going monitoring and enhancement. This was synthesised into a collaborative cycle with four phases for use by stakeholders, listing activities undertaken at course, school and university level and in practice settings. A self-assessment tool has been developed for academic staff to measure their level of involvement in promoting Academic and Practice Integrity. The concepts of risk and person centred approaches are utilised as theoretical frameworks to underpin the research findings. The study is presented as an integration of research, education and practice.

Not applicable

Advisors/Committee Members: BARATTA, ALEXANDER AM, West, Melvyn, Baratta, Alexander.

Subjects/Keywords: Academic and practice misconduct; Academic and practice integrity;

…America WEB CT World Wide Web Course Tools 10 Abstract The University of Manchester Nigel… …University of Manchester or any other university or Higher Education Institution. Effort has been… …x29; and s/he has given The University of Manchester certain rights to use such Copyright… …the School of Education at the University of Manchester. I also acknowledge the informal…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harrison, N. (2013). AN EXPLORATION OF STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:190013

Chicago Manual of Style (16^th Edition):

Harrison, Nigel. “AN EXPLORATION OF STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS.” 2013. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:190013.

MLA Handbook (7^th Edition):

Harrison, Nigel. “AN EXPLORATION OF STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS.” 2013. Web. 13 Apr 2021.

Vancouver:

Harrison N. AN EXPLORATION OF STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:190013.

Council of Science Editors:

Harrison N. AN EXPLORATION OF STAKEHOLDER PERCEPTIONS OF ACADEMIC DISHONESTY AND APPROACHES USED TO PROMOTE ACADEMIC INTEGRITY IN NURSING STUDENTS. [Doctoral Dissertation]. University of Manchester; 2013. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:190013

12. Walls, Chad Alan. Using The Views Of Marginalised Students About Effective Teaching.

Degree: 2012, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:169882

► Schools often find problem behaviour difficult to address due to an overabundance of research and methods in this area. For a variety of reasons, wavering… (more)

▼ Schools often find problem behaviour difficult to address due to an overabundance of research and methods in this area. For a variety of reasons, wavering on this matter is based on multiple reform initiatives that compete and intersect. A solution to this indecisiveness finds a high proportion of adolescents, who are considered to be deviant by their teachers, excluded from mainstream classes and placed in alternative learning environments. These placements promise academic intervention, but tend to only address issues of self‐esteem through behaviour modification. As a result, these students remain in a skills‐deficit position that threatens their self‐esteem and provokes their original deviance. The study reported in this thesis considers this issue and its relationship to student voice. In so doing, it challenges exclusion as a way of addressing negative behaviour by looking at school experiences from the perspectives of students considered to be deviant to discover and examine the common places where they have found success.Bearing this argument in mind, this one-year study set out to find areas in a school in the United States that students labeled with a behaviour difficulty might identify as positive learning environments. The specific focus was designing and implementing a methodology that used action research to more accurately identify literature to address the specific needs and concerns of the students under scrutiny. It used school tours to help participants identify areas of success, as a basis for interviews, and as a direction for teacher observations. The voices of these marginalized students produced common categories that identified possible paths to reform. They were able to identify several successful components of lesson planning and general concerns that challenged the school’s culture. The implications of these findings are a significant step forward to what we know about the workings of inclusive classrooms, the teachers who find success in them, and how students come to be labeled with a behaviour difficulty. Advisors/Committee Members: AINSCOW, MEL M, Ainscow, Mel, West, Melvyn.

…students from mainstream classes, I left my teaching position to study at the University of… …Manchester. There I intended to look further into this matter by exploring the voices of those I…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Walls, C. A. (2012). Using The Views Of Marginalised Students About Effective Teaching. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:169882

Chicago Manual of Style (16^th Edition):

Walls, Chad Alan. “Using The Views Of Marginalised Students About Effective Teaching.” 2012. Doctoral Dissertation, University of Manchester. Accessed April 13, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:169882.

MLA Handbook (7^th Edition):

Walls, Chad Alan. “Using The Views Of Marginalised Students About Effective Teaching.” 2012. Web. 13 Apr 2021.

Vancouver:

Walls CA. Using The Views Of Marginalised Students About Effective Teaching. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Apr 13]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:169882.

Council of Science Editors:

Walls CA. Using The Views Of Marginalised Students About Effective Teaching. [Doctoral Dissertation]. University of Manchester; 2012. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:169882

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