Abstract
In this article, the writer maintains that motivation cannot be understood as a single explanation for why some children make and others do not make progress at school. It is a term that masks a complex of ideas and theories to which people make implicit but usually unwitting commitments whenever they try to change the behavior of others and even their own behaviours. The writer notes that the sometimes competing theories reflect a degree of empirical research but the instruments used to conduct the research tap different motivational constructs and so are difficult to compare directly. Nonetheless, the writer argues that some perspectives offer more promise than others. In particular, the writer identifies three which are central to current debate in the field and provide a viable basis for explaining why some pupils make and others do not make progress in educational settings.

Outline:
External Rewards, Inner Thoughts
Reflexive Formations: Learned Helplessness and Mastery Orientation
Intrinsic Motivation & Goal Theories
Conclusions

From the Paper
"Secondly, motivation is a deeply reflexive issue. According to attribution theory, the very explanations offered for success or failure by teachers, pupils and parents are themselves a key part of the nexus of issues that motivate pupils to approach or to avoid achievement tasks. Those who lack self-confidence may resist learning opportunities precisely because they explain past failures in terms of low ability and therefore expect failure in the future, but even for the highest achievers, the use of a fixed-entity concept of ability in explanations for success or failure may foster maladaptive motivational attitudes."
"Finally, motivation is context specific: a pupil may be motivated by one subject, but not by another; by their relationship with one teacher and not another; and finally, by activities that engage them outside of school but not within it."

Tags:environment, failures, success, performance

Abstract
The paper assesses the developments of social policy in Britain from the end of World War II, paying particular notice to the issue of education. The paper shows that the education and wider social welfare policies of governments since World War II have been directly effected by ideology and it is the ideological base of the two main political parties that has directed their legislative actions towards education. The paper relates that Conservative rule dismantled the post war consensus on welfare and education. Nonetheless, whether the major political parties have been in convergence or disagreement, their policy maneuvers with regard to education have largely been defined by the ideological stance that they have adopted towards the general issue of welfare. The paper contends that to fully understand British government education policy, we must also understand the ideological frameworks that has guided it.

From the Paper
"During the Second World War the coalition government headed by Winston Churchill was forced to undertake measures that in normal circumstances it would not have done. All aspects of the British war effort had to be directed and managed by the central government in London in order for maximum efficiency and effort to be attained. Although smaller exertions had been adopted by the governments of the First World War, the onset of total war required one thing above all on the part of government; planning (Pelling, 1978; p.22). Wartime planning was wide-ranging and largely successful. It was therefore a logical development that after the war, there would be many who would argue that for such planning in peace."

Tags:privatisation, market, forces, globalisation, employment, legislation

Abstract
This paper describes in depth Paulo Freire's ideas on education and determines whether they are too idealistic or should be incorporated into modern schooling. The paper explains that Freire's educational ideas stem from the concept that teachers should become learners to break down the fearful, authoritarian persona that teachers often carry with them. To further liberate education with a Freirean view, the paper adds, would be to change the teacher-student contradiction, with an emphasis on the individual and freedom of thought. The paper notes that the main aim of education in Scotland has been about training the next workforce and carving the way for a career to stabilize the wealth and well-being of the country. The paper concludes that Freire used his uniquely creative mind and sensitive conscience to view our world in a new light, and that his ideas have offered improvements that could be made to the education system in Scotland.

From the Paper
"The main aim of education in Scotland has been about training the next workforce and carving the way for a career to stabilise the wealth and wellbeing of the country. Now the main aim of education is centred on the individual and pupils have more freedom of thought than before. This change can be attributed to the idealist thinkers of the past such as Paulo Freire. Freire was not as one might label a conformist. He saw the human race in a "culture of silence", a manufactured culture created as an outcome of economic, social and political domination. He saw education as being the source in sustaining this environment (Freire, 2007) and simultaneously the source to change it. He looked at how to change education and therefore change the culture surrounding us, or as Freire saw it, suppressing us. In recent years Freirean ideas have started to appear in education, but looking through the glasses of Freire there are still rearrangements to be considered that may improve education in modern Scotland or may be too unrealistic."

Tags:philosophy, teaching

Abstract
This paper defines the theory of inclusion and demonstrates how it affects many aspects of the educational environment. Next, the author investigates the deeper concepts of inclusion, which requires integrating pupils together and removing barriers that allow all pupils to benefit from each other's diversity. The paper concludes by discussing its implementation within education systems and the challenges teachers thus face in the classroom.

Table of Contents:
What is Inclusion?
Inclusion and its Implications
Inclusion and its Impact on Teachers
Inclusion and the Future

From the Paper
"Inclusion or delusion was one of many reports which compiled evidence suggesting inclusion had many difficulties and only a moderate success rate The title alone suggests that there are many people who may not or do not understand the true meaning of the theory. This lack of understanding relates back to the difficulties of implementing inclusion, suggesting, if the management of the school do not understand the theory, then how could they implement it? Kauffman and Hallahan (1995) concluded in their book, "The Illusion of Full Inclusion", that inclusion was focused more on the process rather than the outcomes of education, on a curriculum lending itself towards mainstream education rather than a functional curriculum, focusing on the programmes (for inclusive education) rather than the pupils needs, and assumptions rather than research evidence. Evidence from researchers has shown that inclusion is not a one-size-fits-all process. It is also evident that inclusion can be perceived in many ways and not all of them are positive.
"Researchers conducting surveys about parents' and pupils' perceptions (of inclusion and its implications) found that parents were equally satisfied with the results of their child's education regardless of whether they were placed in a separate/special school or an inclusive mainstream school. This response is mirrored by responses from parents more than 20 years later, suggesting that approximately half of the surveyed parents were positive about the idea of full inclusion."

Tags:misconceptions, mainstream, parents, diversity, sustainability

Abstract
This paper investigates the influence of gender on subject choices of post-16 students, looking particularly at A-level students who tend to select stereotypical subjects according to their gender. Subject choices have an impact on the job market, making certain careers dominated by a particular sex and this is a vital area to research as disproportionate subject choices in schools could prevent equality in the workplace. It determines whether this influence of gender on subject choice is a national trend and also if it has any consequence in the career market. The study is based on secondary data, consisting of official U.C.A.S. statistics and national A-level results. The paper includes various charts and graphs.

From the Paper
"Although the 1944 Education Act made secondary education accessible to all children, boys and girls did not pursue the same curriculum, as the dominant ideology was they should study subjects which would best prepare them for their natural roles. Introducing a national curriculum in 1988 attempted to legislate gender equality in education. In an effort to eradicate the traditions of children taking subjects in accordance to their sex, girls were required to study previously male dominated subjects, and vice versa. Students were allowed to choose some subjects, in which gender differences can be noted, but this choice was only permitted outside the "core" areas of English, Science, Mathematics, Technology and a foreign language. However by A level, when students are given a complete choice of subjects to study the gender differences re-emerge despite pupils studying mostly the same subjects up until the age of 16."

Tags:careers, curriculum, ucas, a, level

Abstract
This paper examines education policy in the United Kingdom from the industrial revolution to the present day. It considers whether it has achieved social equality in education by looking at the introduction of the 11+ system, the introduction of comprehensive schools in the 60's, the major changes in the Thatcher years and the developments of the current Labor government.

From the Paper
"The Liberal thinking of the Labour government of the 60's lead to the reorganization of schools along comprehensive lines. Comprehensive schools were to take on all students regardless of their ability. At the time this seemed like a very important turning point, before the system was divisive, now all of the students are together. There was a policy shift from equality of access to equality of "outcome" and for the first time, people looked at inequalities in terms of race and education. It was hoped that this system would achieve social equality, as there was a breakdown of class division as you were mixing all the classes in one school. People believed it gave students more opportunity, this emphasized once more by Banks."

Tags:thatcher, 11+, comprehensive

Abstract
The report focuses on the responsibilities of teachers and the various methods used to educate, motivate and stimulate students. It looks at a combination of roles to stimulate learning, such as being a guide, mentor and role model. It also comments on specific responsibilities and on the boundaries that must be set with regard to the teacher-student relationship.

Outline:
Introduction
Role of Teacher
Responsibilities
Boundaries
5. Conclusions

From the Paper
"The role of the teacher also embraces an awareness of the different theories of learning in order to help inform their own practice. Reece and Walker (2003) refer to the main theoretical branches of how people learn - behaviorist, humanistic and cognitivism and suggests that teachers should not stick to just one model but be adaptable and decide which model might best suit their student as well as integrating different aspects of these models at different times for different subjects and for different learning styles."

Tags:education, teaching, teachers

Abstract
This paper attempts to focus on the new programme for citizenship and identify potential opportunities for PE departments to support the delivery of this new subject. Particular attention is directed towards the role of physical education in promoting active lifestyles, where it is argued that that the subject can make a significant contribution to pupils social, moral, cultural and spiritual values.

Outline
Introduction
Citizenship within the Curriculum
The Role of Physical Education
Lack of Guidance for Teachers
Linking Citizenship and SMSC Within Physical Education at KS 3 and 4 Additional Strategies for Implementing Citizenship Within Physical Education
Conclusion

From the Paper
"The Crick report, which laid the foundations for the Citizenship Curriculum, suggests strong reasoning why Citizenship should be established within the Curriculum and why teachers should be prepared to tackle specific issues within society. Fundamentally, the report highlights the importance of discussing issues of sportsmanship, fair play and political and religious concerns, either because the subject could directly affect them or because they will, in some way in a democratic society, have opportunities to take part in influencing the outcome."

Tags:moral, physical, social, spiritual, values

Abstract
This paper examines how the differences in educational attainment between different groups of pupils have been a major focus of much sociological research. It looks at how these differences can often be seen to be largely due to different social class, but also gender or ethnicity. It discusses how social class is the most significant and dominant factor when looking at these differences and how ethnicity also has a relative impact on educational achievement. It concentrates on the extent of racism in British schools using sociological evidence and issues including examples of prejudice and discrimination that can be found in schools and classrooms.

From the Paper
"The differences in educational attainment between different groups of pupils have been a major focus of much sociological research. These differences can often be seen to be largely due to different social class, but also gender or ethnicity. Social class is the most significant and dominant factor when looking at these differences, but ethnicity also has a relative impact on educational achievement. In this essay I shall concentrate on the extent of racism in British schools using sociological evidence and issues to construct my answer."

Tags:discrimination, ethnic, minorities, prejudice, class

Abstract
In this article, the writer discusses that inclusion presents dilemmas in principle because the real human right, that all pupils receive a good education, is easily confused with something else, that all pupils receive the same education. The writer maintains that inclusion also creates dilemmas in principle because it represents an intensification, and not a resolution, of a dilemma that has always been inherent within mainstream education - how to impart a single education to children who are different from one another. Finally, the writer notes that inclusion also presents dilemmas in practice for a host of reasons to do with implementation at school governance and individual classroom level for which high-sounding statements about 'community', 'infinite potential', 'inclusion' etc. offer no guidance. The writer concludes that in this context, the religious education (RE) teacher has a duty to use the unique capacity of RE to capture the unique potentials of pupils whose particular challenges can only be appreciated over the long-term by a vigilant and caring class teacher.

From the Paper
"As well as presenting dilemmas - and conflicts of interest - in principle, there is a vast range of practical dilemmas arising from inclusion of which the following represents the tip of the iceberg. Where pupils present severe behavioural problems, for example, schools are faced with the dilemma of using resources for in-class support or using them to support intensive withdrawal work. Eventually, some schools face the dilemma of struggling to control pupils with extreme behavioural difficulties or excluding them altogether. Schools face a dilemma of diverting resources from mainstream education only to plough them into projects designed to cope with behavioural difficulties that could perhaps be treated more cost-effectively - without the diseconomy of small scale - beyond the individual school.
"A further dilemma that arises from the attempts to implement inclusion within school is that of developing systems, structures and procedures of enabling inclusion to occur. In the schools studied by Clarke and colleagues, the most common form of technology was in-class support."

Tags:differences, difficulties, classes, resources