http://bura.brunel.ac.uk/handle/2438/185 2026-06-24T05:57:10Z http://bura.brunel.ac.uk/handle/2438/33489 Title: What is ‘progress’ in the English secondary school system? Perceptions of secondary school leaders Authors: Perkins, John Abstract: The idea of ‘progress’ in the English Education system has become defined by Government policy to create a performative measure for which teachers and school leaders can be held to account. The introduction of the Progress 8 measure, whereby schools are accountable for the progress that students make, between end the Key Stage 2 to the end of Key Stage 4, has had an impact on the perception of progress in the English Secondary School system. Taken as a burden of proof policy decisions are made at all levels in the pursuit of ‘progress’ shackling all involved in the English system to an economic view of ‘progress’. Systems connected to the performative measures which are used to contrast schools in league tables, students one against the other and hold teachers accountable creating competition, which allows for accusations of failure to progress. Literature on the idea of ‘progress’ spans centuries and has been the discussion of philosophers, economists, teachers, and politicians with the perception being affected by historical context. Literature points to the way in which the performance measures have become a technology that has impacted the policy decisions and agenda of government in attempts to drive up standards, create robust systems and compete globally. In the current understanding of the impact of the introduction of the ‘progress’ measure there is the need to understand how the perception of ‘progress’ has changed over time as well as covering key policy agendas with an exploration of perceptions of School leaders in the English system. The contribution this study makes is to present a view on how School leaders have managed the policy of ‘progress’ in their work and the extent to which there is a resistance to the centralised performative view. This study also addresses notions of ‘fantasy’ and how through fantastical logic policy decisions can be made and the impact they have on the education system in England. This thesis contributes an understanding of how ‘progress’ is perceived and looks to disrupt the acceptance of the prevailing orthodox through which right wing behaviourist fantasies have been the driving force, with a focus on discipline, and a model of delivery to ensure that policies are proven to succeed. This thesis considers how ‘progress’ has become part of that ‘fantasy’ and the effects on the students, teachers, and society. In addition, through the method there is a personal approach using biographical links and visual images that have been created to explore thinking through a novel attempt at theorised subjectivity. These explore how the research came into being and why a focus on ‘progress’ was decided upon as well as how my own perceptions around ‘progress’ in the English system have been affected. There is the exploration of family history and educational experiences as a practitioner and student which supports the originality of this thesis due to the approach. The use of images to develop this thesis adds to the contribution to knowledge, through this innovative and alternative approach as a driving factor in the research design and analysis. At this point in time this thesis matters as a contribution to the direction of education in the English system where the pursuit of ‘progress’ has become a pursuit of numeric targets. Through this research there is the chance to listen to the perspectives of a group of school leaders and reflect on their experience to rethink what ‘progress’ might be. Description: This thesis was submitted for the award of Doctor of Education and was awarded by Brunel University London 2025-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33399 Title: Mastery, mobility, and mathematics: A case study on service children and the NCETM’s five big ideas Authors: Khokar, Mariam Abstract: This case-based research study examines the implementation of Teaching for Mastery (TfM) in mathematics using the NCETM's Five Big Ideas – Coherence, Representation and Structure, Variation, Mathematical Thinking, and Fluency. The study considers the opportunities and challenges associated with applying TfM pedagogy when teaching mathematics to a diverse pupil group, particularly Service (Army) children. The study uses the concept of policy enactment to explore how teachers interpret and apply these principles within their classrooms. Drawing on classroom observations, teacher interviews, field notes, and work samples, the research investigates the successes and challenges of applying TfM, with particular attention to the needs of Service children who often experience educational disruptions due to family mobility. Teachers working with Service children face additional challenges in maintaining coherence and continuity in learning despite frequent school transitions. This research examines how the structured, deep-learning approach of TfM, underpinned by the Five Big Ideas, can address these challenges while fostering a cohesive and inclusive learning environment. Findings indicate that while the Five Big Ideas promote mathematical understanding and engagement, their enactment is shaped by teachers’ professional beliefs. Teachers are more likely to embed the aspects of TfM that they perceive to have, or are likely to have, a positive impact. Importantly, the analysis also identified two further principles – Community and Context – as essential to effective mastery teaching in this setting. Together with the NCETM’s Five Big Ideas, these form a proposed framework of Seven Big Ideas that reflect both established principles and the lived realities of diverse classrooms. The study highlights the central role of professional development – particularly in strengthening subject knowledge – in enabling teachers to adapt mastery pedagogy effectively for diverse pupil populations. Implications for policy include the need to design TfM support with sensitivity to contextual factors, such as the unique needs of transient military communities. The study concludes with recommendations for further research, including longitudinal studies on the sustained impact of the Seven Big Ideas – especially Community, Context, and Coherence – for Service children, and continued investigation into targeted professional development for mastery teaching. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2024-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33205 Title: ‘Trust the process’: New teacher experiences of instructional coaching as an element of their teacher training in England Authors: Forbes, Kate Tod Abstract: This study aimed to better understand new teacher experiences of instructional coaching as an element of their teacher training in England. The research questions examined teacher experience on three levels: in relation to their developing professional identity and agency; in relation to their relationship with their coach; and in relation to their understanding of the educational policy and context in which the coaching took place. This thesis argues that instructional coaching has proliferated in a performative culture, through complex policy technologies. I argue that without better understanding of the teacher experience, the teacher’s role in the process will be based on assumptions, which may serve the needs of those in power above the needs of the teacher. A qualitative methodology was used. Data was collected through semi-structured interviews with 15 new teachers who had been prescribed to receive similar versions of instructional coaching as part of their teacher training in England. The data was analysed using thematic analysis. Findings highlighted that the teacher experience of instructional coaching is complex and diverse. Their experiences were affected by gender, subject specialisms and whether they had changed careers to join teaching. Teachers feeling a ‘vibe’ with their coaches was important to their experience and suggests a need for more thoughtful pairing of teachers and coaches. The teachers who experienced coaching as part of whole school coaching practice were more likely to positively engage with the coaching as prescribed. Despite holding views about wider educational policy surrounding instructional coaching, teachers’ experiences were most heavily influenced by their relationship with their coach and their immediate context. Description: This thesis was submitted for the award of Doctor of Education and was awarded by Brunel University London 2025-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/33203 Title: Why teach curriculum music to children in primary school? An exploration of primary teachers’ perceptions of music in the school curriculum Authors: Morgan, John Abstract: Research has identified that music can be considered a difficult subject to teach in primary schools because of the specificity of musical expertise (Rogers et al., 2008). A range of individual factors have been found to impact on the teaching practices of primary teachers including, for example, musical background (Holden and Button, 2006; Wiggins and Wiggins, 2008), engagement in music making (Hallam et al., 2009) and access to appropriate resources (de Vries, 2013). Recommendations to improve the quality of music teaching by generalist teachers have included offering longer music subject courses as part of primary teacher education and increasing the amount of music professional development offered to teachers after they are qualified. However, current and historical contextual data shows that the situation remains unimproved. Researchers (Rogers et al., 2008; Wiggins and Wiggins, 2008; de Vries, 2015) suggest that research has not sufficiently considered the voices of primary teachers or their sense of agency in framing the discussion about quality primary music education. The complexities of teaching music as expressed by the teachers themselves i.e. what they believe and their self-efficacy, is unexplored in the research literature. This case study captures the individual voices of the teachers of one primary school with regard to the teaching of music: their perceptions of the subject from both professional and personal standpoints. An interpretivist approach based on social constructionism, emphasising the subjective meanings and interpretations that individuals construct through their experiences and social interactions, was used to frame and discuss teacher perceptions. Data was collected through questionnaires and semi-structured interviews across two terms. This exploration of the teachers’ thoughts, attitudes and practice – their understandings and interpretations - suggests that they feel a need to widen the music curriculum to include the ‘use’ of music in everyday life, offering a curriculum which is more appropriate and relevant to the children in today’s society. They talk about teaching the children how music is used for emotional regulation and mood improvement, for physical and mental well-being (including relaxation and improved focus) and for self-expression and for social connection, as part of the taught curriculum. In this way music holds a unique position and purpose in the curriculum. Evidence from this data suggests that teachers can be empowered and stimulated to teach music without the need for additional training. Description: This thesis was submitted for the award of Doctor of Education and was awarded by Brunel University London 2025-01-01T00:00:00Z