http://theses.ncl.ac.uk/jspui/handle/10443/67 Tue, 03 Feb 2026 10:19:05 GMT 2026-02-03T10:19:05Z http://theses.ncl.ac.uk/jspui/handle/10443/6662 Title: How can Educational Psychologists support the implementation of training on Trauma Informed Approaches in classroom practice? Authors: Hopkins, Claire Louise Abstract: This thesis explores the barriers and facilitators for teachers implementing learning from professional development (PD) on Trauma Informed Practice (TIP) into their classroom practice. It consists of four chapters: a systematic literature review (SLR), an ethical and methodological critique, an empirical project, and a reflexive synthesis on the process of engaging in this research. Chapter 1 is a seven-stage meta ethnography. Initial scoping searches highlighted a gap in research in England drawing on teacher experiences of implementing TIP. The SLR therefore broadly considers: ‘What is known about teacher perceptions of training and implementation?’. Six papers were reviewed and synthesised. Findings highlighted several socio-political influences on the experience of teaching generally, with implications for the transfer of knowledge acquired through training into classroom practice. Specifically, there were differences between the content of training, and the context in which teachers practice. The level of teaching experience as well as school community factors may influence whether this is experienced positively or negatively. Opportunities to reflect and collaborate with peers were considered helpful for the implementation of training. Chapter 2 is a critical and reflective exploration of how the project progressed from the findings of the SLR to the empirical research. It also documents personal and professional experiences, and philosophical positioning that have shaped the decision-making process. Choices relating to methodology, research methods, and ethical considerations to the empirical project are outlined. Chapter 3 describes the empirical project, an exploration of four teacher's accounts of the barriers and facilitators to implementing learning from training on TIP in their school settings. The research utilised semi-structured interviews, and transcripts were analysed using Interpretive Phenomenological Analysis (IPA). An overarching model was generated to reflect how participants were making sense of their experiences through professional development, intrapersonal factors, community factors, and contextual factors. Implications are discussed and guiding principles for EPs developing and delivering training on TIP were offered, based on the principles of trauma informed approaches offered by SAMHSA (2019). Future research should consider broadening the scope of participants to privilege other staff voices (e.g., support staff), and children and young people attending a school implementing TIP. Chapter 4 includes a reflexive summary of my personal and professional learning through engaging in this research. It considers what I have learned about myself through engaging in IPA and research linked to relational approaches, a renewed appreciation for uncertainty, implications for my next steps as a qualified Educational Psychologist, and a critical reflection on TIP through a social justice lens. Description: DAppEdPsy Thesis Mon, 01 Jan 2024 00:00:00 GMT http://theses.ncl.ac.uk/jspui/handle/10443/6662 2024-01-01T00:00:00Z http://theses.ncl.ac.uk/jspui/handle/10443/6650 Title: Creating a Story-Based Dynamic Assessment to Identify Developmental Language Disorder in Children Learning English as an Additional Language Authors: Garrido-Tamayo, Teresa Abstract: Background: Developmental Language Disorder (DLD) hinders the language acquisition of around 8% of UK children at school entry, including those with English as an Additional Language (EAL). Early diagnosis is essential for mitigating its impact on everyday learning and communication. However, detecting DLD in multilingual children is difficult due to the absence of suitable assessment tools and practitioners fluent in the children’s home languages. This exacerbates the challenge of distinguishing between language issues stemming from DLD and from a limited familiarity with English. In this context, Dynamic Assessment (DA) emerges as a solution that integrates teaching with assessment to uncover a child’s capacity to learn language, rather than their current language skills, reducing linguistic and cultural bias and catering to children with variable English abilities. This work focuses on creating a DA designed to assist DLD detection in UK school-aged children with EAL from diverse home language backgrounds. Using storytelling in English, this DA targets learning potential across three DLD-vulnerable areas: narrative macrostructure (story grammar and episodic structure complexity), emotional vocabulary, and receptive affective prosody. Methods: Following pilot studies, the DA was trialled with 14 children with EAL aged 4;06– 8;11 years from Northeast England. Its effectiveness was tested by comparing children’s DA performances (scores in receptive affective prosody and story generation tasks, and modifiability) relative to outcomes in measures relevant for DLD diagnosis: the Crosslinguistic Nonword Repetition Test (CL-NWRT), New Reynell Developmental Language Scales (NRDLS) in English, and variables concerning English experience, proficiency, and presence of DLD risk factors. Results: In children’s narratives, story grammar usage significantly improved over the DA’s teaching phase, but episodic structure complexity and emotional vocabulary did not, nor did affective prosody understanding. Correlational and predictive relationships between DA performances and NRDLS scores, along with English proficiency, highlight the need to refine the DA to assess learning potential irrespective of existing English language skills. Such relationships with the CL NWRT and DLD risk factor scores support the DA’s sensitivity to DLD-related vulnerabilities and value in identifying DLD among children with EAL. Conclusions: Additional testing with a larger sample is essential to strengthening the findings, which call for refinement of the DA to better evaluate DLD risk across UK multilingual children with varied English language experience and proficiency. Description: PhD Thesis Wed, 01 Jan 2025 00:00:00 GMT http://theses.ncl.ac.uk/jspui/handle/10443/6650 2025-01-01T00:00:00Z http://theses.ncl.ac.uk/jspui/handle/10443/6617 Title: Improving the Perception of English Vowels by Arabic-speaking Learners in Saudi Arabia Authors: Alghabban, Sarah Jameel M Abstract: High variability (HV) training method has been found to be effective in improving the perception of English vowels. Its success is derived from several factors, including exposing learners to multiple speakers and phonetic contexts, the provision of immediate feedback after trials, and the utilisation of real examples of natural language. However, current HV training studies mainly focus on using a single first language (L1) English variety in their methodology, often Southern Standard British English (SSBE). The potential advantages of including multiple English accents in the training process have so far been overlooked; this is particularly poignant when it comes to second language (L2) varieties, which are typically avoided. With this in mind, the current study examined whether accent variability aids the perception of English vowels by L2 learners in the same way other aspects of variability have proven beneficial and whether this advantage holds when L2 (or so-called ''non-native'') varieties are used. Data were collected from 112 Saudi Arabian novice learners studying English in a foreign language context. Participants were randomly assigned to one of three training groups: Group A included 38 participants who were trained using the HV paradigm with a single L1 accent (SSBE); Group B included 41 participants who were trained using a variety of L1 Standard English accents (SSBE, American, Australian); and Group C included 38 participants who were trained with two L1 varieties (SSBE, American) and one L2 variety (Saudi English). Each training consisted of sixteen 40- minute sessions carried out over a period of three months. To my knowledge, this is the longest training study of its kind, with the highest number of participants. The training method integrated aspects that have been empirically demonstrated to improve learners' perception of vowels; these included identification, auditory discrimination, and category discrimination tasks alongside a production task. Participants completed a pre-test (before the training), a mid-test (after 8 training sessions), and a post-test (after 16 training sessions) to assess the effectiveness of the training. Furthermore, they completed two generalisation tests, which provided novel stimuli not previously used in training or the pre-/mid-/post-tests. The first generalisation test featured new words pronounced by new Saudi and SSBE speakers, while the second test used these same words but spoken with novel accents (Indian and Chinese English). The tasks in all tests (pre-/mid-/post-tests and generalisation tests) were identical, consisting of identification, auditory discrimination, and category discrimination, all of which were performed without any feedback. The findings revealed that groups A, B, and C significantly improved on all three perceptual tasks, as demonstrated not only by their mid-and post-test results but also by their results on both generalisation tests. Crucially, all three groups improved equally, presenting a solid case for using L2 as well as L1 varieties in phonetics training, given that exposure to different accents was not problematic for beginners. This mimics real-world variability and promotes social justice in the way we portray the role of varieties in the classroom. Moreover, the data showed that the training programme successfully addressed the three perceptual tasks (identification, auditory discrimination, and category discrimination) despite the varying levels of difficulty associated with each task. The data also showed significant improvement in vowel accuracy across the three perceptual tests as time progressed, with the post-test— after 16 training sessions—showing more improvement compared to the mid-test that took place after 8 sessions. Improvement in vowel performance was retained across all tasks and generalisation tests. Given these results, the HV training method developed in this study has the potential to enhance English as a Foreign Language (EFL) teaching by supporting learners to recognise and discriminate challenging L2 sounds. This tool should be valuable in environments with limited resources and for learners who primarily encounter the language in educational settings. Through exposure to high variability stimuli, including different accents, speakers, and phonetic instances, learners are prepared to engage in everyday conversations more confidently. Description: PhD Thesis Wed, 01 Jan 2025 00:00:00 GMT http://theses.ncl.ac.uk/jspui/handle/10443/6617 2025-01-01T00:00:00Z http://theses.ncl.ac.uk/jspui/handle/10443/6611 Title: Flipping virtual classroom through gamification : its effect on students’ autonomous motivation, learning achievements, and completion rate of pre-session activities in Saudi Higher Education Authors: Albshry, Mohammad Atyah H Abstract: The growing use of online learning and learner-centred models in the last few years has been triggered by several factors, including an increasing emphasis on learner autonomy within educational sectors, rapid advancement of learning technology, and developments due to the Covid-19 pandemic. One key adaptation of educational technology that has attracted much attention from instructors and educational institutions alike has been the adoption of flipped learning strategies in fully online learning modes. However, their implementation, particularly in computer science (CS) higher education, has not been without challenges, and the literature reveals a lack of consensus as to the exact format of flipped classes linked to effective learning. For example, many studies have revealed students’ lack of motivation for completing pre-class activities, yet do not suggest ways in which such behaviour may be mitigated. Since the success of the flipped learning pedagogical approach relies on students’ pre-session preparation, research that critically examines student motivation within pre-class tasks is much needed. The purpose of the current study, therefore, is mainly to investigate the issue of student motivation during preparation for flipped learning classes and determine whether integrating gamification into a flipped virtual classroom (FVC), based on self-determination theory (SDT) as a theoretical framework, may act to effectively prepare students. Specifically, this research seeks to examine students’ autonomous learning motivation, learning achievement, and their completion rates of pre-session tasks and critically explore the efficacy of the online flipped learning approach when the SDT-based gamification is integrated. The study sample consisted of 66 first-year university students recruited in two groups: an experimental group (n=34) employed a gamified FVC, and a control group (n=32) applied a non-gamified FVC. It employed a mixedmethod design, adopting pre-post tests, formative assessments, pre-post questionnaires, VLE statistical reports, and semi-structured interviews (using deductive and inductive thematic analysis) to assess any possible changes in CS students’ autonomous learning motivation, learning achievement, and completion rates of the pre-class activities in the context of Saudi higher education. The findings indicate that the computed gain score (gain score= post-pre) means of the achievement tests in the gamified FVC group was significantly higher than in the control group, revealing positive changes in students’ autonomous motivation, which might be attributed to using the gamified FVC in the intervention group compared to the other group. Students in the gamified FVC group also recorded a significantly higher overall completion rate of pre-session activities than their non-gamified FVC counterparts. The study found a moderate correlation between the students’ autonomous motivation and the task completion rate variables; the more motivated students were, the more pre-class tasks they completed. The study’s analysis showed that the intersection between STD-based gamification and online flipped learning strategies might contribute to motivating university CS students autonomously to learn because of supporting their three basic psychological needs for autonomy, competence, and social relatedness. This study has theoretical and practical implications for various levels of learning, particularly in higher education, where motivation is a key antecedent of engaged learning, but strategies for increasing motivation might need to be explored and introduced more systematically. Furthermore, since autonomy is regarded as an essential element of learning development and where, in parallel, blended learning is based explicitly upon, or adapting, flipped learning principles, such approaches might need to be more actively explored in terms of academic learning development. Thus, future research is recommended to examine the effectiveness of using the gamified FVC method in different educational stages and disciplines. Description: PhD Thesis Wed, 01 Jan 2025 00:00:00 GMT http://theses.ncl.ac.uk/jspui/handle/10443/6611 2025-01-01T00:00:00Z