http://bura.brunel.ac.uk/handle/2438/185 2026-05-12T18:11:40Z 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 http://bura.brunel.ac.uk/handle/2438/33164 Title: High-stakes? 10-11-year-old children’s stories of primary school assessment Authors: Soma, Bhavisha Rupa Abstract: ‘HELP. I’m a failure. I can’t do this.’ (words within a picture by Anay, aged 10) ‘Tests are a great way of helping children know what they need help on. They help teachers to be able to help students…’ (words within a picture by Jayesh, aged 10) My interest lies in children’s perceived experiences of educational assessment in primary schools in England. I track back in time to track the journey of where we are today – arguably a high-stakes system of assessment that has led to the datafication of teaching (Stevenson, 2017) and of children. Children are seemingly being trained to pass tests – primarily in English and Maths – at the expense of other curriculum subjects, learning outcomes and their mental health and well-being. My research explores the stories (Clandinin and Connelly, 2000) of primary-aged children in relation to assessment using an experiential narrative inquiry approach (Andrews, Squire and Tambouku, 2008) and multiple methods: questionnaire; pictures and/or free-writing; and semi-structured group interviews. Through this research, I reveal a unique insight and interpretation of primary-aged children’s stories through their own spoken and written words and pictures. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2025-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/31942 Title: Views and practices on gifted education in primary schools: A comparative study of England and Türki̇ye Authors: Kalay, Süleyman Naci Abstract: Gifted education encompasses the pedagogy, procedures, and theories for educating gifted and talented (G&T) children. Globally, the recognition of G&T children's needs has underscored the significance of this field. Governments typically adopt one of two policy approaches: one explicitly identifies and supports G&T children, as seen in Türkiye, while the other promotes equity by providing equal opportunities for all students, as in England. This research explores how primary school teachers in non-selective schools in England and Türkiye approach the education of G&T children. It examines national policy contexts, teachers' interpretations of 'giftedness and talent,' and the pedagogies and methods they employ. In England, data collection focused on London schools selected based on socio-economic levels and free school meal eligibility. Semi-structured interviews were conducted, and thematic analysis applied. In Türkiye, a purposive literature review was undertaken, with the emerging themes from England's thematic analysis applied to analyse the data through deductive content analysis. Findings reveal that teachers in both countries primarily conceptualised giftedness and talent as academic success, emphasising cognitive traits like quick learning and strong memory. However, challenges differed significantly. In England, general education policies, such as rigid curricula and league tables, emerged as primary barriers to effectively addressing the needs of G&T children. Conversely, in Türkiye, teachers grappled with issues arising from both general and gifted education policies, including inadequate implementation and the lack of integration of gifted education into the primary school system. Common challenges included limited resources, insufficient teacher education, and time constraints. Educational practices also varied. England employed diverse identification systems, with academic performance playing a key role, while Türkiye used a consistent nationwide identification process. English teachers favoured differentiation and enrichment activities, whereas Turkish teachers relied heavily on supplementary programmes like Science and Art Centres (SACs). Concerns about acceleration and grouping practices emerged in both countries. Despite differing approaches, significant barriers remain in addressing the needs of G&T children effectively. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2025-01-01T00:00:00Z