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This paper is a reflection upon the research findings of Rebecca Allen and Anne West in relation to religious schools in London. While welcoming this contribution to the systematic study of faith schools (a neglected area of empirical inquiry), the paper argues that the use of 'religious schools' as a unitary category is problematic for the analysis. It also suggests that certain historical and cultural contextual knowledge is required when analysing the characteristics of different categories of religious schools. This response is intended to be helpful for future researchers into the different types of faith school. [ABSTRACT FROM AUTHOR]

The paper referred to is ‘The Future of Data Analysis,’ published in 1962. Many authors have discussed it, notably Peter Huber, who in 1995 reviewed the period starting with Hotelling's 1940 article ‘The Teaching of Statistics.’ I extend the scope of Huber's remarks by considering also the period before 1940 and developments since 1995. I ask whether statistics is a science and suggest that to attract bright students to our subject, we need to show them the excitement and rewards of applied work. [ABSTRACT FROM AUTHOR]

Assesses the validated outcome instrument quality of life in hip revision with impacted morselized allograft bone and cemented Exeter prosthesis compared to primary hip replacement in England. Outcomes of hip revision; Indication of the Nottingham Health Profile scores after revision; Duration of the primary cemented hip replacement.

The article focuses on the genetically-modified bacteria BacillaFilla developed by students at Newcastle University in England to join together concrete cracks in structures.

The article presents a list of books on art. The books include "Giorgio Morandi: The Art of Silence," by Janet Abramowicz, "Building the Bank of England: Money, Architecture, Society 1694-1942," by Daniel M. Abramson, and "Real Photo Postcards: Unbelievable. Images from the Collection of Harvey Tulcensky," by Todd Alden and edited by Laetitia Wolff.

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Subnational economic governance has witnessed ongoing transformation as part of what is argued as a financialization of the policy process. Within England, recent reform has seen two specific tendencies: a transformation attempting greater integration between industrial structure and subnational spaces; and more entrepreneurial practices incorporating businesses as key actors. Here, city-regional agglomeration models have been adopted to activate internal resource. This paper explores the effect of these changes on policy continuity amongst constituent parts of the city-region through the concept of goodwill. It focuses on the Greater Birmingham and Solihull region of the UK and its relationship with a constituent locality: Southern Staffordshire. It argues reform has redrawn the subnational map with greater sensitivity around industrial structure. Adapting modes of financializing the governance process, however, using city-regions' presumed benefits around competitiveness and efficiency, frame this sensitivity. A form of goodwill has thus emerged founded around compliance with orthodox city-regional interpretations, supplementing financial shortfalls yet reinforcing further space–policy separation. [ABSTRACT FROM AUTHOR]

Background: Concept maps have been used extensively for developing higher order thinking skills and are considered significant artefacts in constructing understanding in educational contexts. Increasingly, they are being used as a tool to chart a way towards ‘new understanding’ rather than recording ‘accepted knowledge’. This study is set in an academic development department in a UK higher education institution in which previous research projects have utilised concept map-mediated interviews as a tool in data collection. This paper reports on the relationship between the process of the concept map-mediated interview and the resulting concept map and focuses on the talk during the interview process. Purpose: The purpose of the study was to explore the co-constructed nature of the concept map which resulted from the concept map interview. The research question was: how is the concept map accomplished through and in the interview talk? Sample: The three researchers and authors of this paper are colleagues in an Academic Development department in a UK higher education institution. The focus of the interview was to probe the research perspective underpinning the practice of one of the authors. Design and methods: The study used a qualitative, unstructured concept map interview. The aim of the interview was to elicit an understanding of one of the authors’ research frame and how it influenced her work with staff. The interviewer noted labels on post-it notes during the interview which both participants then arranged on a sheet of paper. The interview lasted 36 minutes and was transcribed verbatim. Sociocultural discourse analysis was used to examine the trajectory of concepts in the interview talk. Results: The results highlight the collaborative nature of the interview and how the concept map is co-constructed through the interview talk. We demonstrate how the concept map is co-constructed through and in the dialogue between interviewer and interviewee, not as a result of the interview. Results also reveal how the context of acquaintance interviews impacts on the co-construction and thus the resulting concept map. Conclusions: A concept map which results from such an interview is co-constructed with the interviewer playing a pivotal role in the talk and the mapping. The implications are that the interview as research tool needs to be recognised as a site for the co-construction of ideas and perspectives. Concept maps resulting from interviews need to be recognised as co-constructed. A further implication for research methods is that the transcripts from the interview itself can be used as data to provide a richer understanding of the concept map. [ABSTRACT FROM AUTHOR]

Information about several papers on the history of the German family discussed during a conference in Norwich, England on July 7-8, 1979 is presented. In his introductory review, W. R. Lee pointed out the German involvement in the history of the family has been minimal but has been gaining considerable growth potential. Hans Medick also presented his paper in the first day of the event.

This article discusses the SSRC Seminar on the social history of religion held at the University of East Anglia in England in January 1981. The seminar demonstrated that the social historian's quest for insights and answers in assessing the role of religion throughout the early modern and modern periods has only just begun. A paper by Michael Schneider provides much useful information on the rise and consolidation of the largely Catholic Christliche Gewerkschaften between the 1890s and the First World War. In his paper, Bob Scribner recognized the validity of recent criticism voiced against the application of psychological reductionism to the social study of religion.

The civic competence implies the acquisition of knowledge, skills and attitudes by active citizens who will promote the protection of human rights and civic freedom and thus contribute to their narrower and wider community. It is important to start acquiring the civic competence at the beginning of a child's schooling, but also to continue with it at all educational levels. This paper's aim was to analyse the acquisition of the civic competence in two countries: The Republic of Croatia and England. Since Citizenship Education has started to be institutionalised in both countries only lately, the paper presents, compares and analyses the current status of Citizenship Education in the national educational documents of the Republic of Croatia and the United Kingdom which exclusively relate to England. [ABSTRACT FROM AUTHOR]

This paper describes a 9-month project commissioned by Halton Clinical Commissioning Group (CCG) and Liverpool photography organisation, Open Eye Gallery. Socially engaged photographers worked with local residents from the Windmill Hill estate in Runcorn to describe healthy and unhealthy aspects of the area. Six women were trained to use cameras to document everyday things that mattered to them. Through focus groups they discussed what these photographs revealed about the health and ill-health of the area. The resulting exhibition, As and When, told their story. Despite being a deprived area with more than average incidence of illness, they identified many positive things that enhanced their sense of wellbeing and resilience. The benefits of the project included increased social engagement and participation, an improved sense of vitality and rejuvenation, emotional benefits, a feeling of greater political agency and increased visual literacy. This paper outlines the model of practice developed with the support of CCG and in collaboration with local stakeholders. It makes a case for the value and the ways in which clusters of general practices could develop links and work with health assets in their local communities. [ABSTRACT FROM AUTHOR]

The Richard Review of the United Kingdoms (UK) Apprenticeships in 2012 proposed degree apprenticeships (DA) as a new model for the unification of academic and vocational learning. Apprenticeships have long been acknowledged as a practical vehicle to develop the vocational skills and educational achievements of the UK employee resource. The UK Government set a target of 3 million apprenticeship starts between 2015 and 2020. In order for higher education institutions (HEI) to participate in the new apprenticeship marketplace, they need to consider distinct factors that do not surface in traditional Bachelors programmes. Cognizant of these challenges this paper evaluates the development of the new degree apprenticeship programmes for built environment education through the research lens of HEI. This paper evaluates extant literature and primary data collected from qualitative interviews carried out across the UK HEI sector during 2017. Research findings are presented following analysis using NVivo. Narratives on the barriers, benefits, and opportunities, of degree apprenticeships, including academic quality assurance, governance, and pedagogic dimensions are presented. The findings include industry designed curriculum producing a different graduate output, redefining the purpose of HE, restructuring governance and resource, additional contractual obligations for stakeholders and the embedding of work-based learning strategies. [ABSTRACT FROM AUTHOR]

Applying tenets of legal origin theory, this paper traces the origins of banking financial accountability resting behind paragraphs 78 to 82 of the First Schedule of the Companies Act 1862 (UK), where the timely disclosure of a balance sheet and statement of income and expenditure to stakeholders are scrutinised. Comparative legal analysis of 503 banking enactments of the US, Canada and England during the eighteenth and nineteenth centuries reveals that expectations of formal accounts raised by the Companies Act 1862 (UK) were informed by the Colombia Banking Act 1817 (CO) in the US, the Canadian Mauritius Regulations 1830 and the Joint Stock Banks Act 1844 (UK). [ABSTRACT FROM AUTHOR]

This paper considers the unevenness of the 2007–08 crisis by examining the literature of England's North–South divide. From the 1980s this longstanding divide was exacerbated as a result of promoting London as a global financial hub, so when the crisis hit many expected some regional economic convergence as redundancies spread throughout the financial sector. This has, however, not taken place and previous patterns of uneven development have rather been reinforced. Attempts have been made to explain this deepening of established geographical patterns as the result of different regions’ degrees of economic resilience, but this approach is, however, problematic because it naturalizes crises, downscales responsibility and neglects politics. Inspired by Martin Jones’s concept of the ‘spatial selectivity of the state’, the paper will rather argue that to understand the uneven geography of the economic crisis, one has to look beyond localized resilience to how the state’s austerity policies have displaced the crisis’s impacts away from its origins in a London-centred financial sector. [ABSTRACT FROM PUBLISHER]

This paper discusses the role of city leadership in the current multilevel governance settings and provides a conceptual framework for understanding the main elements of city leadership. Forms of political, managerial and civic leadership have been distinguished within city leadership and the main actors, structures, processes and followership patterns are examined using Italy and the UK as starting points of comparison. This comparative framework sheds a light on some common and different features in the city leadership patterns in Italy and the UK, such as the cross-cutting and multilayered administrative context for public service delivery; the common trend towards strengthening the executive side of political leadership rather than the representative one; the growing relevance of forms of civic leadership as a trigger for creating public and social value and for enhancing the resilience of the territories. Main differences deal instead with the role of central government in defining the role of city leaders, where Italy seems to experience a return towards greater centralization and controls, and the UK is experiencing an opposite trend towards the empowerment of local communities. Finally, the paper sets out some future directions for the research agenda on city leadership we are seeking to pursue. [ABSTRACT FROM PUBLISHER]

Agriculture has a hugely important role to play in meeting many of the UN's Sustainable Development Goals (SDGs). Ensuring the economic resilience of farms and improving their capacity to respond to a wide range of challenges is key if agriculture is to contribute positively to achieving SDGs and sustainable growth. This paper aims to calculate the economic vulnerability and resilience of agriculture in England and Wales (UK), by analysing individual farm business data and using it to compute an aggregated agricultural resilience index at regional level across the two countries. The results of our analysis are visualised as maps, showing the geographical distribution of the input indicators and the final composite resilience index. We argue that this type of spatio-economic approach is useful for understanding the geography of agricultural resilience at sub-national levels, which could be valuable for helping to inform decisions and formulate strategies for promoting sustainable agriculture.. [ABSTRACT FROM AUTHOR]

This paper re-considers some of the evidence for low and declining social mobility in Britain, showing that one study based on a re-analysis of cohort figures appears to have had an impact on policy-makers out of all proportion to its scale and rigour. The study claimed to show that the income of parents and children were more closely related for sons born in 1970 than in 1958, and that therefore social mobility was declining. It also claimed to show that the incomes of fathers and sons were more closely related in Britain than in countries such as Norway. However, a reconsideration of the same results in this paper leads to very different conclusions. This example is considered in detail here to illustrate the point that it is not always a good thing for research to have influence. The most important and ethical challenge facing social research in education is to improve its quality rather than its impact. [ABSTRACT FROM AUTHOR]

The past decade has seen many calls for the development of unified ‘world historical archaeologies’ of the past 500 years. While the field benefits from growing international exchanges and collaborations, retaining the diversity of regional traditions is a major and emerging challenge. As the field increasingly tests the temporal, geographical and interdisciplinary limits of archaeological perspectives, engaging with the diversity of modern material, these complexities remain little discussed, and the situations and contingencies of disciplinary narratives, priorities and interactions remain unproblematized. Exploring these matters, this paper considers transatlantic interactions between British and North American traditions of historical archaeology over the past two decades, journeying between two garden landscapes – in Annapolis and Bristol. After considering Mark Leone's 1984 study of the William Paca garden in Annapolis, Maryland, and its subsequent reinterpretations, the paper discusses an eighteenth-century ‘eclectic’ garden at Goldney in Bristol. The paper argues that situational and ‘symmetrical’, rather than interpretative, approaches to archaeological material would aid the development of multi-vocal and inclusive ‘world historical archaeologies’, acknowledging and celebrating the archaeological complexities that are encountered in the past and the disciplinary present. [ABSTRACT FROM AUTHOR]

This paper reports the use of a systematic review to explore the impact of daily mathematics lessons in England on enhancing pupil confidence and competence in early mathematics. The review process identified 18 key papers. An in-depth analysis of these indicated that there was some evidence that the introduction of daily mathematics lessons, as part of the National Numeracy Strategy in England, has led to some improvement in pupil confidence and competence in early mathematics. However, the analysis also highlighted some shortcomings in the way this approach has impacted on classroom practice. [ABSTRACT FROM AUTHOR]

Background: England has a long history of government-commissioned reviews of national inequalities. The latest review, the Marmot Review, was commissioned by a government headed by the same party (the Labour Party) that had introduced the National Health Service in 1948, but the review was implemented by a coalition of different parties (Conservatives and Liberal Democrats). At the same time, a government reform of health services took place, and the monitoring of the existing inequality strategy was changed. Objectives: This paper examines the lessons that can be learned about indicators for monitoring social determinants of health inequalities from the Marmot Review and recent health inequality strategies in England. Design: The paper provides a narrative review of key findings on the collection, presentation, and analysis of routine data in England in the past 5 years, comparing what has been learned from the Marmot Review and other evaluations of the first health inequality strategy in England. Results: The emphasis on monitoring has progressively shifted from monitoring a small number of targets and supporting information to frameworks that monitor across a wide range of determinants of both the causes of ill-health and of health service performance. As these frameworks become ever larger, some consideration is being given to the key indicators. Conclusions: Although the frameworks used in England for monitoring health inequality strategies have developed considerably since the first strategy began, lessons continue to be learned about how monitoring could be improved. Many of these are applicable to countries initiating or reviewing their strategies. [ABSTRACT FROM AUTHOR]

Good information and career guidance about which post-compulsory educational routes are available and where these routes lead is important for ensuring that young people make choices that are most appropriate to their needs and aspirations. Yet the Association of School and College Leaders (2011) expresses fears that future provision will be inadequate. This paper reports the findings of an on-line survey of 300 secondary school teachers, and follow-up telephone interviews with 18 of such teachers in the south-east of England which explored teachers' experiences of delivering post-compulsory educational and career guidance and their knowledge and confidence in doing so. The results suggest that teachers lack confidence in delivering information, advice and guidance outside their own area of specialism and experience. In particular, teachers knew little about alternative local provision of post-16 education and lacked knowledge of less traditional vocational routes. This paper will therefore raise important policy considerations with respect to supporting teachers' knowledge, ability and confidence in delivering information concerning future pathways and career guidance. [ABSTRACT FROM AUTHOR]

This paper identifies the key determinants of spatial variability of productivity, focusing on small and medium-sized enterprises (SMEs) in the service sector across England. Due to the hierarchically structured data, multilevel analysis is applied to distinguish the effects of a firm's internal variables and (sub)regional factors on productivity. Using cross-sectional data for 10,400 SMEs from the UK government's Small Business Survey, 2015, the results show that firm-specific determinants significantly influence productivity. The findings also indicate that location, local enterprise partnerships (LEPs) and where firms operate play a pivotal role in determining SME productivity. In particular, at the LEP level, increasing labour supply, promoting local funding and improving broadband speed potentially enhance firm productivity. [ABSTRACT FROM AUTHOR]

This qualitative study undertaken at a University in England investigates what influences the development of undergraduate students' socio-emotional intelligence (SEI). Through a thematic analysis of semi-structured interviews with students and lecturers, the study highlights various approaches that the learning environment, both physical and cultural influenced their development of SEI. Learning in small groups where students felt safe and supported impacted on their sense of self, and helped develop their confidence. Reflecting on their own experience without constraints or assessed outcomes was also beneficial to these students. The lecturer's knowledge and expertise, and how they modelled SEI were seen as imperative and meaningful to the development of students' SEI. This paper concludes that students must be supported to develop holistically, integrating cognition and emotion, making practical suggestions as to how this may be achieved. Given the paucity of research in this area, opportunities for further research are highlighted. [ABSTRACT FROM AUTHOR]

This paper makes use of data on origin to destination migration by postcode derived from a large biannual consumer survey, Acxiom’s Research Opinion Poll, to measure distances of migration within England in the mid-2000s. These data provide an opportunity to evaluate conventional methods of centroid-based estimation of inter-zonal distance and area-based estimation of intra-zonal distance, and demonstrate how the latter in particular generates problematic estimates. A new regression-based approach for generating intra-zonal distance is presented, resulting in significantly improved goodness-of-fit statistics when used in doubly constrained spatial interaction modelling of migration flows for local authority districts in England from the 2001 and 2011 Censuses. [ABSTRACT FROM PUBLISHER]

In this paper I discuss the ways in which the conference stream ethics and values manifested at the 2015 RCGP Annual Conference in Glasgow, and the ways in which it is planned for the 2016 RCGP Annual Conference in Harrogate. The 2015 RCGP had plenaries, oral presentations, breakout symposia, a debate, and a poster stream. I briefly discuss each in turn before offering a manifesto (a public statement of aims and proposed policy) for ethics and values at healthcare conferences. It is my hope that others will critique this, flesh it out further and even consider how ethics and values relate to conferences for healthcare workers of various specialities. A conference provides opportunities for ethics and values discussion that are potentially distinctive from any other kind of forum. Because conferences offer the potential for knowledge and attitudes to be revisited and revised, issues can be ‘unsettled’ in a way that permits different perspectives to be more fully discussed. [ABSTRACT FROM PUBLISHER]

Background: ‘Creative learning conversations’, are methodological devices developed in two co-participative qualitative research projects exploring creativity and educational futures at the University of Exeter in England. Sources of evidence: Framed by Critical Theory, the projects, one on dance education partnership, the other on student voice and transformation, sought to open space between creativity and performativity to initiate emancipatory educational change. This was undertaken over the course of five years in English primary and secondary schools, prioritising humanising, wise creativity. Purpose: This paper re-analyses data and methodological processes to characterise and theorise creative learning conversations in terms of social spatiality and dialogue. The characteristics are: partiality, emancipation, working from the ‘bottom up’, participation, debate and difference, openness to action, and embodied and verbalised idea exchange. Main argument: This re-analysis theoretically adapts Bronfenbrenner's ecological model (The ecology of human development; Cambridge, MA: Harvard University Press, 1979) to situate layered engagement. Utilising Lefebvre's conceptualisation of lived space (The production of space; Wiley-Blackwell, 1991) and Bakhtin's work (Problems of Dostoevsky's poetics; ed. and trans. Caryl Emerson; Minneapolis: University of Michigan Press, 1984) on open-ended dialogue, the paper theorises creative learning conversations as producing living dialogic spaces. Conclusions: Creative learning conversations are a way of contributing to change, which moves us towards an education future fit for the twenty-first century. From a living dialogic space perspective, a creative learning conversation is the ongoing process without forced closure of those in the roles of university academic, teachers, artists, students co-participatively researching and developing knowledge of their ‘lived space’ together. Given traditional lethargy in the educational system as a whole commitment to changing education for better futures demands active involvement in living dialogic space, where our humanity both emerges from and guides our shared learning. [ABSTRACT FROM AUTHOR]

This paper evaluates critically the validity of the competing conceptualizations of informal employment that variously read such work as a leftover of a previous mode of production, a by-product of, alternative or complement to formal employment. Until now, the common tendency has been for commentators to universally privilege one conceptualization over the others. Reporting data collected through 861 face-to-face interviews in 11 deprived and affluent urban and rural English localities, the finding is that each conceptualization is a valid portrayal of particular types of informal employment, and that only by combining and using them all is it possible to achieve a finer-grained and comprehensive understanding of the complex and diverse nature of informal employment as a whole. The paper concludes by discussing the implications for both the way in which informal employment is conceptualized as well as how it is tackled by governments. [ABSTRACT FROM AUTHOR]

This paper empirically examines the development and determinants of the liquidity position in the financial sector during the recent financial crisis in the Baltic-Scandinavian region. We look at fiscal and monetary policy implications of liquidity problems arising in the crisis. The results are consistent with theoretical predictions for a small open economy with the expected sign of changes and developments in common economic indicators. Changes (and the speed of changes) in interest rates, GDP and money supply have occurred relatively rapidly, meaning that the rising area of the LM-curve has been shorter than theory would predict. Market reactions took place quickly and simultaneously - there was no time for slow restructuring, so that liquidity needs were higher than usual. [ABSTRACT FROM AUTHOR]

Students in Further Education colleges in England read and write in many different kinds of ways in different areas of their everyday lives. As part of their participation in Further Education, these students face a multitude of literacy demands: through the bureaucracies of the college, the pedagogic content of their courses, the textual nature of assessment, and the development of new practices of reading and writing relating to their intended workplaces. Drawing upon evidence from research with students and staff at four FE colleges in England and Scotland, this paper presents the argument that students actively participate within this textual world. They elect to engage with some texts and to ignore others, depending upon the value they judge the text to have, the relevance they think it holds to their lives or courses, and the extent to which they are able to access the text and its meanings. This challenges a popular deficit discourse which assumes FE students' lack of literacy: rather than seeing the student as the 'problem' behind the lack of engagement with some texts, the text can be seen as the 'problem' if it has failed to engage the student. [ABSTRACT FROM AUTHOR]

This paper reports on the social factors influencing the learning of two cohorts of school students and their experience of compulsory secondary education in a city in southern England - the secondary schooling phase of a 12-year, longitudinal ethnographic study that also tracked the same children's experiences through primary schooling. We embed our report of secondary school findings within the theoretical models and understandings generated by the Identity and Learning Programme as a whole. The paper addresses three key issues. First, we trace how social influences on learning broaden as young people develop through adolescence, and illustrate why viewing learning as social activity is so important. Second, we discuss evolving processes of social differentiation in relation to gender and social class. We draw particular attention to the dangers of over-simplified models of social reproduction. Finally, we review an analysis of strategic action and identities, contrasting the differentiated experience of young people attending independent and selective schools compared with those attending non-selective comprehensive schools. Overall, this analysis seeks to complement studies of differentiated educational outcomes by suggesting possible social processes that could help to account for them. The Identity and Learning Programme, both in its secondary phase and as a whole, shows clearly how individual agency enables young people to cope with their circumstances. However, in so doing, they both reproduce elements of constraint/opportunity and construct others anew. This has significant implications for policy and practice. [ABSTRACT FROM AUTHOR]

The proposition that regional devolution in and of itself will lead to economic success has become deeply embedded in beliefs and policy discourses about the determinants of regional prosperity, and in turn has led to political demands for such devolution. In this paper I seek critically to examine such claims, using the case of the north-east of England as the setting for this examination. The paper begins with some introductory comments on concepts of power, regions, the reorganization of the state and of multi-level governance, and governmentality, which help in understanding the issues surrounding regional devolution. I then examine the ways in which north-east England was politically and socially constructed as a particular type of region, with specific problems, in the 1930s — a move that has had lasting significance up until the present day. Moving on some six decades, I then examine contemporary claims about the relationship between regional devolution and regional economic success, which find fertile ground in the north-east precisely due to its long history of representation as a region with a unified regional interest. I then reflect on the processes of regional planning, regional strategies and regional devolution, and their relationship to regional economic regeneration. A brief conclusion follows, emphasizing that questions remain about the efficacy of the new governmentality and about who would be its main beneficiaries in the region. The extent to which devolution would actually involve transferring power to the region and the capacity of networked forms of power within the region to counter the structural power of capital and shape central state policies remains unclear. [ABSTRACT FROM AUTHOR]

This paper examines the treatment of ontology offered by critical realism. It addresses much of the material elaborated upon in two editions of this journal. Three main groups of criticisms are made here of the critical realist treatment of open systems. It is argued that critical realism, particularly in the project in economics emanating from Cambridge, UK, tends to define systems in terms of events. This definition is shown to be problematic. The exemplar of a closed system provided by critical realism of the solar system is shown to be flawed in that it is not closed according to the closure conditions identified by critical realism. Second, the negativity of the definitions adopted is problematic for heterodox traditions attempting to build positive programmes. Furthermore, the dualism of the definitions is also inconsistent with Dow's approach, which has ramifications for the coherence of post Keynesianism. Third, the definitions tend to polarize open and closed systems and ignore the degrees of openness evident in reality. The polarization of systems leads to polarized methodology and unsustainable arguments to reject so-called “closed-systems methods.” [ABSTRACT FROM AUTHOR]

This paper proposes a multilevel modelling approach to the analysis of social segregation in schools. Using data on free school meal eligibility it shows that the underlying variation between schools for the period 1994-1999 has increased. It also shows that the change is greater for selective than non-selective local education authorities (LEAs). It is suggested that the approach of this paper can be applied generally to the modelling of social segregation at institution level. [ABSTRACT FROM AUTHOR]

Abstract Diversification has been identified as a common response to the agricultural crisis of the 1980s and to the changing ethos of agricultural policy in the closing decade of the twentieth century. In particular, farmers operating large-scale farms have been prominent in adopting this approach, just as they were innovative across a range of farming practices in the expansion and modernisation of their agricultural production in earlier decades. Can we identify serial diversifiers within this sector of the farming community, who are disposed to react in an entrepreneurial fashion to the changing fortunes of agriculture? The paper draws on results from a survey of large-scale commercial farmers in South East England and, by examining the sequence in which various forms of diversification were adopted, identifies a temporal pattern as farmers responded to the fluctuating fortunes of the agricultural industry over the past thirty years. But has the potential for diversification been exhausted? The paper also considers future prospects for diversification within the large-scale, commercially oriented sector of the agricultural industry. [ABSTRACT FROM AUTHOR]

Editorial. Introduces articles published in the February 2003 issue of 'Comparative Education.' Role of aid agencies in encouraging a more learner-centered pedagogy among developing countries; Account of the internal politics of Burma in the 20th century; Contemporary reforms in science education in England and New Zealand.

This paper considers the possible impact of market forces on educational attainment in secondary schools in England and Wales. One of the main arguments made by market advocates in favour of extending programmes of school choice was that this would drive up standards. However, despite 12 years of relevant experience in the UK, it remains very difficult to test this claim. This paper examines some practical difficulties before presenting three possible models for considering changes in educational standards over time. The results are inconclusive, possibly even contradictory. The measures, such as GCSE and A levels, extending back to 1988 and beyond, have clearly increased in prevalence. In terms of these measures, students from state-funded education have also reduced the 'gap' relative to those from fee-paying institutions. However, it is not clear that either of these developments is market related. In addition, there is no evidence yet that these improvements indicate any breakage in the strong link between the socio-economic background of students and their school outcomes. [ABSTRACT FROM AUTHOR]

This research-based paper attempts to describe a continuum of delivery choices available to school and college managers by which Key Skills can be introduced as part of Curriculum 2000. It describes the pressure to integrate, the illusion of contextualisation and the consequent pre-eminence of staff competence as a determining influence on the effectiveness of the delivery structure. It describes some problems associated with integration and the relative efficiency and effectiveness of discrete and integrated delivery. The paper goes on to define a continuous array of mixed modes of delivery, the levels of support required to underpin them, the external influences that impinge on the process of their selection and the effectiveness of monitoring and tracking systems. [ABSTRACT FROM AUTHOR]

This paper uses a well-known twentieth-century monument to examine contradictions in the material record and how they might be accommodated in protection and interpretative schemes at this and similar sites where contested space is represented. The archaeology of the later twentieth century at, and immediately outside, Greenham Common Airbase (Berkshire, England) is described as unconventional and atypical in its associations, mysterious and disquieting in its later Cold War context, as well as outlandish and unorthodox in what it can hope to achieve in terms of public perception and interpretation. Protest is the stuff of everyday life, yet it is rarely and barely recognised in heritage interpretation, particularly where opposition was directly aimed at the establishment view or government policy. This paper explores these related issues. [ABSTRACT FROM AUTHOR]

Gorard and Fitz have used an index to examine the segregation of pupils eligible for free school meals in Wales and England. They suggest that secondary schools have become less segregated since the quasi-market reforms. This paper describes two segregation indices, the index used by Gorard and Fitz and a version of the index of isolation, suggesting that the latter is a more appropriate measure of segregation. Data are then presented relating to English secondary schools from 1994 to 1999. The analysis shows a significant increase in segregation during that period using either measure of segregation. While it is possible that this increase is from a lower baseline than the level of segregation prior to the reforms, the findings suggest that in the late 1990s there has been a consistent rise in the average level of segregation in English local education authorities. [ABSTRACT FROM AUTHOR]

ABSTRACT Although the 'Third World' is not a formal subject and plays a minimal role in the National Curriculum Orders for England, this paper argues that in its constructions of 'self, 'world' and 'other' it is a potent element of the English school curriculum. Using ethnographic data from two schools and theoretical insights from post-colonialism, development studies and social theory, the paper conceptualises its communication in terms of debates around difference. Three perspectives are identified through which the 'Third World' is communicated in the curriculum--development, charity and multiculturalism. These are analysed in relation to their constructions of difference. The paper suggests that contradictions between and within them reflect a process of change in which a more critical knowledge of the 'Third World' in the curriculum is emerging. The paper concludes with some observations on the factors constraining this process and some recommendations for policy and further research. [ABSTRACT FROM AUTHOR]

Educational use of the Internet forms one of the cornerstones of Labour government policy, primarily via the construction of the 'National Grid for Learning' which aims to connect every school in the UK to the Internet by 2002. In this paper we report on the extent to which schools are already buying into information and communications technology (ICT) and in particular the Internet, effectively examining the foundations upon which the Learning Grid is being constructed. Via an empirical study of 150 current school websites we will argue that schools adopt a variety of approaches to the Internet and Worldwide Web depending upon the technological and institutional capital of the school, and that far from being utilised solely for educational purposes, the Internet provides an additional tool through which schools seek to reaffirm or reconstruct their existing institutional identities with varying levels of success. The paper concludes by adopting a semiotic framework for analysing the differential use of the Internet by educational institutions. [ABSTRACT FROM AUTHOR]

The article focuses on the two annual conferences related to education. The annual conference for 1978 was held in King's College, London, England, on 15 December 1978. Registrations for the Conference had numbered 84 and among those attending the larger sub-groups were from Universities and Colleges of Education or Colleges and Institutes of Higher Education . Discussion group activity continued after lunch but participants met again for a plenary session in the latter part of the afternoon, not to receive conventional reports of discussions but to develop the points of special interest which had been raised and to exchange views more widely. The Standing Conference on Studies in Education will hold its annual conference on 14 December 1979 at King's College, London, England. The theme will be Individuality in Education. Circulars concerning participation in the conference will be sent to members of the Standing Conference on Studies in Education in the autumn but non-members who would like to take part in the conference should get in touch with James Scotland, Secretary, Aberdeen College of Education, Hilton Place, Aberdeen, Scotland.

The article reports on the business history seminar organised by scholar Derek Oddy on May 9, 1980 in the Board Room of the Polytechnic of Central London, England. Different papers were read on the history of insurance at the seminar. O.M. Westall's paper, "David and Goliath: Non-Tariff Competition in British Fire Insurance, 1898-1907," provided a study of the Fire Offices Committee (FOC), the central organisation of one of the most sophisticated and long-standing of all British pricing agreements, which controlled many aspects of competition in the fire insurance market from its formation in 1868 until quite recent years. In order to assess the Committee's activities on behalf of its members-the majority of fire insurance companies Westall examined its role during an episode when its control of the market came under pressure after innovations had led to a reduction in the cost of fire claims. His intention was to provide some basis for understanding the significance of the FOC through an analysis of the extent to which it was able to retain the benefits of such a reduction in costs for its members, thus increasing their profitability, or whether they were forced by competition, to pass them on to policy holders in the form of reduced premium payments.

The article focuses on the business history seminar that was held on May 4, 1980 at the Polytechnic of Central London in England. Professor T.A.B. Corley read a paper entitled "Communications, Entrepreneurship and the Managing Agency System: The Burmah Oil Company 1886-1928." In this Corley explores the appropriate type of organisation in the pre-jet and telephone era for firms with extended lines of communication. In another paper on scholar Charles Morrison and the Organisation of British Investment in Argentina, professor Charles Jones described how, by the end of the nineteenth century a substantial group of Anglo-River Plate financial, land, railway and urban utility companies had been established under the effective control of London financier Charles Morrison and his associates. The structure of this coup and the manner in, which it operated support the view that a simple liberal theory based on the idea of a multitude of independent decision-makers responding to differential rates of return in such a way as to maximise short-term income is altogether inadequate as an explanation of patterns of British investment in the late nineteenth century.

The past decade has witnessed the publication of a growing number of important ethnographic studies investigating the schooling experiences of Black students. Their focus has largely been upon student--teacher relations during the students' last few years of compulsory education. What they have highlighted is the complexity of racism and the varied nature of Black students' experiences of schooling. By drawing upon data from a year-long ethnographic study of an inner-city, multi-ethnic primary school, this paper aims to compliment these studies in two ways. Firstly the paper will broaden the focus to examine how student peer-group relations play an integral role, within the context of student--teacher relations, in shaping many Black students' schooling experiences. By focussing on African / Caribbean infant boys, it will be shown how student--teacher relations on the one hand, and peer-group relations on the other, form a continuous feed-back loop; the products of each tending to exacerbate and inflate the other. Secondly, by concentrating on infant children, the paper will assess the extent to which these resultant social processes and practices are also evident for Black pupils at the beginning of their school careers--at the ages of five and six. [ABSTRACT FROM AUTHOR]

This paper argues that in making sense of events leading up to and following the Taylor Report which recommended changes in school management in England and Wales, a number of principles should be borne in mind First, that instances of policy-change such as this can not be fully understood except in the context of contemporary economic events and social circumstances. Secondly, that it is useful to view policy-change as the outcome of ideological struggle entered into by classes and class fractions in relative accord with one another Thirdly, that the effects of changes in education policy are not pre-given, but depend upon the intentions and practices of those associated with their implementation [ABSTRACT FROM AUTHOR]

This paper examines the magnitude of urban-rural differentials in infant mortality in England during the nineteenth and early twentieth centuries and also compares the timing of decline for a selection of towns of varying size, and their immediate rural hinterlands. Most towns continued to experience short-term fluctuations in infant mortality until the very end of the nineteenth century; however, in some of the adjacent rural communities - where levels of infant mortality were much lower - conditions were sufficiently favourable to allow a continuous decline in infant mortality from at least the 1860s, if not before. The final part of the paper considers the causes of these patterns and their implications for explanations of infant mortality decline. [ABSTRACT FROM AUTHOR]

This paper sets out to report upon the findings of a case study of an 'innovative' school in England. Specifically, the research focusses upon the way in which the school has engaged with the neoliberal policy context in which increased autonomy and diversification of provision is promoted in England as a driver of standards. Using Bourdieu's conceptualisation of symbolic capital, the findings suggest that within this autonomous system, 'innovative' localised policy-making can arguably misrecognise the role such 'innovation' plays in helping to maintain structures, which may contribute to ensuring the field, and its competitive nature, is protected rather than challenged. [ABSTRACT FROM AUTHOR]

Background: The paper plots some shifts in educational policy between 1988 and 2009 in England that launched the rhetoric of a ‘gender gap’ as a key political and social concern. The rhetoric was fuelled by a rise in the importance of quantification in technologies of accountability and global comparisons of achievement. A focus on boys and attainment emerged, along with new requirements for measuring educational achievement in the context of debates about standards and the growing marketisation of education following the 1988 Educational Reform Act (ERA) in England and Wales. Purpose: Theoretically, the paper explores the effect of ‘gender gap’ rhetoric on pedagogy. The arguments about pedagogy presented here are based on the premise that sex-group is different from gender. Sex-group is a form of labelling and categorising persons as either male or female with reference to a biological classification that focuses on genitalia and reproductive organs. The emergence of ‘gender gap’ rhetoric is investigated within a temporal perspective, through an overview of guidance to teachers about pedagogy published between 1932 and 2007. This temporal lens becomes a heuristic for presenting the main point of the paper, which is that technologies of measurement construct reified representations of the learner. This is used to demonstrate how gender, as a sociocultural and political phenomenon, morphed into sex-group, a biological categorisation, and how this has had unintended effects of pedagogy. Sources of evidence: Analysis of three landmark educational documents focuses on changes in representations of society, the learner and pedagogy. The documents are the Hadow Report (1931), the Plowden Report (1967) and a guidance document for teachers called ‘Confident, Capable and Creative: supporting boys’ achievements’ (Department for Children, Schools and Families 2007,http://www.foundationyears.org.uk/wp-content/uploads/2011/10/Confident_Capable_Boys.pdf). Main argument:Analysis demonstrates the way that technologies of measurement construct reified or ‘ideal’ representations of the learner and how technologies used for measuring sex-group difference have changed across time. Shifts in representations of the learner, from the ‘bone child’ to the ‘gene child’ and eventually to the ‘masculine child’ were detected. These shifts represent a gradual decline in the emphasis on pedagogy as nurture, towards a heightened focus on the supposedly innate characteristics of individuals, in line with neoliberalism. Conclusions:The discussion points to some of the unintended effects on pedagogy and practice that take place when gender becomes sex. If teachers are constantly presented with the message that boys and girls learn differently due to innate genetic make-up, they may assume that whatever pedagogic strategies they employ, these will be ineffective in the face of what some educational consultants tell them are boys’ and girls’ innate genetic features. In effect, teachers are being told that biology controls learning and that social and cultural contexts, and thus their own classroom environments, cannot counter the forces of nature. Some methodological implications of studying gender as opposed to sex-group are discussed. The conclusion advocates a shift back to the study of gender as a historical, sociocultural phenomenon. [ABSTRACT FROM PUBLISHER]