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Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. [ABSTRACT FROM AUTHOR]

This paper explores the organisation of scholarly articles in educational studies in the UK through an analysis of the outputs of six key journals. Using citation networks and text analyses it examines connections that are made between papers, journals, authors and the themes discussed in the six journals. Scholarly papers are particularly suitable for this kind of analysis because of the expectation that authors "locate" their work within existing knowledge, making explicit connections between their contribution and the field (or discipline) in which they are working. This analysis utilises these connections in order to understand how papers in disciplinary and non-disciplinary journals relate to one another in terms of the bodies of knowledge on which they draw, where papers are then cited, and the degree to which authors cross disciplinary boundaries or remain within their "parent" discipline. (Contains 10 tables, 7 figures and 10 notes.)

This paper examines the continuity and changes in Clarke’s ideas about the State and community in education, especially in relation to a rapidly changing political situation in England in the 1930s and 1940s. His ideas evolved in the intellectual context of British idealism. Moreover, in response to the threat to democracy arising from Fascism or Totalitarianism, the distinction between the State and community was a key theme in Clarke’s ideals of liberal democracy. Additionally, this paper also proposes the implications of Clarke’s ideas for future educational development. [ABSTRACT FROM PUBLISHER]

This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for ‘deep’ rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper uses Basil Bernstein’s work on pedagogic discourses to examine a largely neglected facet of the history of vocational education – the liberal studies movement in English further education colleges. Initially, the paper discusses some of the competing conceptions of education, work and society which underpinned the rise and fall of the liberal studies movement – if indeed it can be described as such. The paper then draws on data from interviews with former liberal and general studies lecturers to focus on the ways in which different variants of liberal studies were, over time, implicated in inculcating certain forms of knowledge in vocational learners. Whilst it is acknowledged that liberal and general studies always represented contested territory and that it was highly variable both in terms of content and quality, the paper argues that, at least under certain circumstances, liberal studies provided young working-class people with the opportunity to locate their experiences of vocational learning within a critical framework that is largely absent from further education today. This, it is argued, can be conceptualised as an engagement with what Bernstein described as ‘powerful knowledge’. [ABSTRACT FROM PUBLISHER]

This article re-visits contestation and critique over the nationwide introduction of comprehensive secondary schools in post-war England. In so doing, it considers the contribution of scholar-activist Caroline Benn (1926–2000) and a network of progressive educators who were challenging ideas about fixed ability or potential and aspiring to build a better, more inclusive education system fit for the times. The recent availability of Benn's personal papers opens an opportunity for a deeper understanding of the politics of comprehensive education, to consider the meaning and significance of the policy as our historical perspective lengthens, notably the question of whether legislation was needed to implement so major a reform and foster cultural change in a society characterized by substantial inequalities in income, status and power. It will be argued that we need to challenge contemporary political narratives that seek to normalize academic selection as a force for social justice and high attainment and maintain a belief in the myth of meritocracy. [ABSTRACT FROM AUTHOR]

This paper addresses the somewhat neglected topic of envy and its relationship to education and social inequality in Britain. Drawing on the work of Rawls, Runciman and Crosland, the paper proposes a distinction between envy as a vice and ‘justified resentment’ aroused by perceived injustices in the social distribution of primary goods, including education. Various pejorative uses of the term ‘the politics of envy’ in UK politics are examined. The conditions necessary for a politics of justified resentment are then analysed. Current developments in higher education in the UK are discussed with reference to signs of the emergence of new social resentments among the relatively highly educated. Prospects for a wider politics of justified resentment are assessed in relation to a range of emergent policies and priorities of New Labour in government. [ABSTRACT FROM AUTHOR]

This paper offers new insights into the effects of neo-liberal education policies on some Muslim majority schools in Birmingham. It critically reveals how the implementation of neo-liberal education policies, pursued by both Labour and Conservative Governments, has contributed to the failure of some mechanisms of school leadership and governance. The move away from agreed collective public and civil values to individualistic and private values as the guiding principles of public education has produced confusion in role, function and relationships. This is considered within the context in which secular liberal education aims to allow different minorities to flourish and recreate themselves. The paper outlines how the state has entered more fully into the lives of children and families through limitless government regulations and how OFSTED appears open to political interference by government regularly changing the framework for inspectors to suit the latest priority. Accordingly, the judgements of OFSTED have become contestable especially as the framework becomes the means through which every aspect of school life is to be considered, including ‘extremism’. [ABSTRACT FROM PUBLISHER]

The UK Government's PREVENT strategy to counter radicalisation and extremism has been the subject of criticism. Concerns arise over clarity of purpose, clarity of terminology used and potential human rights impacts. Where the policy engages with schools, one human right potentially engaged is the right of parents to transfer their religious beliefs to their children. This paper looks at how PREVENT risks negatively impacting on this right. It proposes a way that this risk can be reduced by adopting a proactive approach to the Government's security concerns which is centred on human rights education. [ABSTRACT FROM AUTHOR]

The secondary school system in England has undergone a radical transformation since 2010 with the rapid expansion of independent academies run by private companies (‘academy trusts’) and funded directly by central government. This paper examines the development of academies and their predecessors, city technology colleges, and explores the extent and nature of continuity and change. It is argued that processes of layering and policy revision, together with austerity measures arising from economic recession, have resulted in a system-wide change with private, non-profit-making companies, funded by central government, rapidly replacing local authorities as the main providers of secondary school education. [ABSTRACT FROM PUBLISHER]

The paper examines variations in the extent of special education needs (SEN) in different socio-economic contexts, drawing on data from 46 English primary schools. It examines the implications of variations in SEN for individual pupils and for school organisation and processes. It reviews funding allocations for SEN and what they mean for the provision of support in different settings. [ABSTRACT FROM AUTHOR]

Discusses the quality control in education and schools in Great Britain. Different approach to the definition of quality comes from the literature of total quality management;Ways in monitoring the quality of schooling; Advantages of educational research over the other methods of judging the quality of schools.

Debate has grown about the legitimacy of Muslim faith schools within the British education system. At the same time, scepticism has developed towards multiculturalism as a normative approach for dealing with diversity. This article argues that it is worth retaining the normative impetus of multiculturalism by returning to its roots in political philosophy. In particular, we can draw on Will Kymlicka’s distinction between ‘internal restrictions’ and ‘external protections’ as a way to assess the legitimacy of minority claims. Having outlined this distinction, the paper applies it to the case of Muslim Schools. [ABSTRACT FROM PUBLISHER]

The article provides an introduction to this issue. The author discusses the articles contained in this issue, focusing on topics such as: religious education and the importance of recognizing religious diversity in a society; the purpose and meaning of a university; and teacher training. Other articles discuss attention deficit hyperactivity disorder (ADHD) and changes to submission process for manuscripts to the journal. Finally, a debate about the measuring of educational achievement gaps by Stephen Gorard and Paul Connolly is presented.

This paper examines understandings of community and safety for Gypsy, Roma and Traveller (GRT) groups in schools in a metropolitan borough. One school in particular was identified as being the ‘Gypsy school’ and was attended by the majority of GRT children in the borough. The school was recognised as a model of ‘good practice’ reflecting its holistic approach towards the GRT community but it was also successful for wider reasons. A picture of the intersection of different communities emerged from interview accounts in which a GRT community with strong local attachments, socially negotiated and maintained, figured very strongly. The GRT community was also identified as sharing racist attitudes towards other non-white immigrants. This article examines children's perspectives of their engagement with the education process and how the strong GRT community played an important part in their understandings of safety and belonging. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference. [ABSTRACT FROM AUTHOR]

Character education is a specific approach to morals or values education, which is consistently linked with citizenship education. But how is it possible for a heterogeneous society that disagrees about basic values to reach a consensus on what constitutes character education? This article explores how character education has returned to the agenda of British education policy, having been largely neglected since the 1960s in response to unsatisfactory attempts at character education going back to the nineteenth century. Between 1979 and 1997 Conservative governments attempted to reverse a perceived decline in moral standards, established State control of the schools curriculum, imposed on State schools the duty to provide for moral and other development, and established a National Forum which attempted to articulate a set of consensus values in education. Labour has extended these developments in the curriculum, introduced compulsory citizenship education, and its White Paper of September 2001 speaks of ‘education with character’. The character and virtues Labour seeks to promote through schools are pragmatic and instrumental in intention, linked to raising pupil school performance, meeting the needs of the new economy, and promoting democratic participation. Otherwise the vision is pluralistic and evades explicit directives, and there is no explanation or analysis of its theoretical basis. The question of how agreement can be reached on what counts as character education may benefit from Sunstein's analysis of how law is possible in a heterogeneous society –‘incompletely theorized agreements on particular cases’ allow for common laws without agreement on fundamental principles. Many schools in fact operate in this way, but such a consensus is not entirely stable and runs the danger of teaching character education as a series of behaviour outcomes taught in a behaviourist fashion. [ABSTRACT FROM AUTHOR]

Discusses efforts of the British Association for the Advancement of Science aimed at promoting scientific education in British schools. Date the association was founded; Number of members appointed to study the scientific qualifications of inspectors in elementary schools; Reason why the committee's term of reference was altered in 1981.

The article provides on the planning of the Education Bill of 1902 in Great Britain. The three people who were mainly responsible for planning the Bill, during the eight months before it was introduced to Parliament in March, 1902, were Sir John Gorst, A.J. Balfour and Sir Robert Morant. One of Gorst's main objects had been to help the voluntary schools and he did bring them some assistance by the Voluntary Schools Act, 1897. In December 1900, however, the way for a real revolution in education seemed to be open. The so-called Cockerton Judgment of that month showed that there was no legal foundation for some of the higher education given by the great school boards. Morant might not check the evidence for his prejudices; but he did not make the mistake of making positive proposals without carefully ascertaining the facts which supported them. By March 1901, one finds him drawing Gorst's attention to the implications of the figures for secondary education. The immediate problem was still whether the Bill was to be for secondary education only, or for both secondary and elementary. Moreover, argued Morant, the varying nature of the different types of institutions for secondary education suggested a complex pattern of organization.

Editorial. Introduces the articles published in the June 1993 issue of the periodical "British Journal of Educational Studies". Topics of the articles; Authors who contributed to the issue; Editorial policies of the publication.

Comments on the joint venture between business and education service in a local community to provide educational and employment opportunities for young people in Great Britain. Industrial and economic awareness in the preparation of the next generation of teachers; Shift in moral language through educational evaluation; Role of local business in the curriculum of schools.

Examines the way in which criticism of the work of primary school teachers in Great Britain have attempted to redefine the professional identity of early years teachers. Objection to the manner in which critiques have been formulated; Call for educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education.

Addresses the issue of the need for the development of a post compulsory curriculum adequate to the demands of the 21st century in British education. Qualitative and quantitative issues involved in the development of a 21st century curriculum; Circumstances that can influence curriculum development efforts in the country.

Discusses the occupation of the curriculum high-ground in secondary schools by the Technical &Vocational Education Initiative (TVEI) in Great Britain. Impact of the occupation on initiatives in teaching and learning; Influence of many of the central organizing ideas and educational themes of TVEI of the working practices of curriculum areas; Result of the redefinition and reconstruction of the TVEI by its sponsors and by curriculum coordinators in schools and colleges.

Recounts an author's experience as the local evaluator of the Sheffield Technical and Vocational Education Initiative (TVEI) scheme which is funded through the Manpower Services Commission in Great Britain. Focus on the formative aspects of local curriculum evaluation; Analysis of the major component of the TVEI scenario referred to as a plethora of enquiry; Distinction between summative and formative evaluation.

Reports on the context of the philosophical debate between Paul Hirst and D. J. O'Connor about the influential account of educational theory in Great Britain. Justification of principles for the rational determination of educational practices; Assessment of performance that may raise questions about the validity of the operational theories employed; Role of educational research in the development of good educational practice.

Evaluates the implications of career education research for schools of unemployment and the growing uncertainties about the future of work in Great Britain. Aspects to be noted in evaluating the state career education; Effects of the rise in employment on education in general and career education in particular; Issues relating to the future of work.

Discusses the tension between the central government's responsibility for provision and the principled assertion of independence on the part of the providers that constitutes the main themes of teacher education in Great Britain. Series of changes in professionally trained graduate profession; Requirements that makes professional training desirable; Changes in the validating bodies both reflected and influenced conflicting curriculum philosophies; Need to balance training between primary and secondary shift; Development of secondary courses within certificates.

This article discusses the problems in the use of educationist A.F. Leach's work by educationists and historians. General historians of the Middle Ages have not used Leach's work, but writers of educational history and of innumerable histories of individual schools' have. This poses the dilemma which faces the student of the history of mediaeval schools. If he wants information he must go to Leach's work, yet there is this doubt about Leach's reliability. Its the author's contention that the reason for this doubt is a mistaken interpretation of the review of "The Schools of Medieval England" by A.G. Little in "The English Historical Review." Scholar Joan Simon's criticism of the author's contention throws some light on this dilemma. She asserts that all subsequent critics have referred to the review. But there have not been any subsequent critics. She considers that the author has been unjust to these critics, and that every historian who has not used Leach's work has conducted some sort of independent inquiry into it but kept silent. Yet she says that criticisms were never followed up.

Comments on the implications of A level examinations on the system of post-16 education in Great Britain. Increase in the demand for continued education; Reaction of pupils toward learning; Perception on the relevance of education.

Talks about regulations purposely for the education sector in Great Britain. Provisions of the 1988 Education Act; Action taken to kindle the taken for granted regulations; Reason behind the continuation of radicalism and authoritarianism in educational policy across the region.

Introduces the articles discussing about education in Great Britain published in July 1988 issue of the "British Journal of Educational Studies." Disdain in the 19th century form of liberal education; Ambivalent view towards social and personal development in the developing shape of education; Rediscovery of utility in education.

Presents an overview of issues related to policy developments in education in Great Britain. Assessment of quality in schools; Role of the Technical and Vocational Education Initiative on the quality; Critique of educational policies.

This article examines the participation of ‘third-sector’ organisations in public education in England. These organisations act as a cross-sectoral policy network made up of new kinds of policy experts: mediators and brokers with entrepreneurial careers in ideas. They have sought to make education reform thinkable, intelligible and practicable in terms of a computational discourse consisting of code, networks, interactivity and feedback, and related ideas of decentralisation, open methods and personalisation. What characterises this style of thinking is an ‘anti-political’ preoccupation with computer-coded systems and the idea of networks as a model for new political and educational forms. [ABSTRACT FROM PUBLISHER]

In the contemporary literature of educational philosophy and theory, it is almost routinely assumed or claimed that 'education' is a 'contested' concept: that is, it is held that education is invested - as it were, 'all the way down' - with socially constructed interests and values that are liable to diverge in different contexts to the point of mutual opposition. It is also often alleged that post-war analytical philosophers of education such as R. S. Peters failed to appreciate such contestability in seeking a single unified account of the concept of education. Following a brief re-visitation of Peters' analytical influences and approach and some consideration of recent 'post-analytical' criticisms of analytical educational philosophy on precisely this score, it is argued that much of the case for the so-called 'contestability' of education rests on a confusion of different concepts with different senses of 'education' that proper observance of well-tried methods of conceptual analysis easily enables us to avoid. [ABSTRACT FROM AUTHOR]

The marketisation of education in England began in the 1980s. It was facilitated by national testing (which gave objective and comparable information to parents), and by the New Public Management (which introduced a posteriori funding and competition among providers). Now a new complementary phase of marketisation is being introduced: personalisation, whose intellectual provenance is in marketing theory. Conceptually, personalisation is imprecise; practically, at this stage, its intended effects within schools may amount to no more than a new legitimatory rhetoric which leaves pedagogy and the curriculum little changed. [ABSTRACT FROM AUTHOR]

Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that comprises a varied set of positive learning dispositions. These are illustrated, and the idea of ‘expansion’ is glossed in terms of broadening, strengthening and deepening these dispositions. [ABSTRACT FROM AUTHOR]

The article presents Paul Connolly's response to commentary by Stephen Gorard concerning the author's research. The author identifies a number of areas in which he argues that Gorard created "red herring" arguments. The author discusses his desire to encourage debate in the area of educational inequalities. The author has written on the idea of using phi as a way to analyze educational inequalities. The author discusses the importance of evaluating the gaps in achievement among students over time. The article also examines disparities between boys and girls in academic achievement.

This article is concerned with the relationship between assessment information and teacher planning. In the UK, although planning used to be central to characterisations of formative assessment, the most recent government proclamations under the‘Assessment for Learning’ banner offer no clear role for teachers making decisions about what to do based on assessment information. In this article, the reasons behind the shift will be examined.‘Contingent planning’ will be proposed as a mechanism for using assessment information in a planning context. [ABSTRACT FROM AUTHOR]

Discusses the use of metaphor in human attempts to communicate religious experience and insight in Great Britain. Literal interpretation of metaphors; Examples of primary school children's writing to illustrate the problem of literalism in religious understanding; Recommended teaching of metaphor throughout the education.

Studies the school leadership in Great Britain. Problems confronting the study of school leadership; Elements of school leadership; Commodification of education and management studies,

Evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy in Great Britain. Chubb and Moe's arguments on markets and democratic control; Markets' promotion of autonomy; Suggested reading by Ministers of Education for their civil servants.

Explores the community education in Great Britain. Dominant modes of community education practice; Reason for the failure to change practice; New Right definitions of appropriate parental roles.

Lists the books received for review in the September 1993 issue of the periodical "British Journal of Educational Studies". Titles of the books; Authors of the publications; Publishers.

Focuses on the issue of teachers' competence in Great Britain. Capacities and dispositions that comprise the concept of competence; Various views on dispositional competence; Ways of identifying and understanding professional capacities and practical knowledge; Moral basis of educational practice; Correlation between reason and practice.

Addresses the debate surrounding the issue of post-compulsory education systems in Great Britain. Features of the proposed unified system of post-compulsory education and training; Influence of the Howie Committee report on the debate about systems; Comparison between multi-track and unified systems of education; Implications of the debate on the educational system of the country.

Studies the policies governing teachers' work in Great Britain. Elements of the national curriculum; Ways by which the changing power relations of the curriculum affect teachers' work in the country; Impact of the introduction of market forces on the redefinition of teachers' work; Relationship between the control exercised over teachers by parental choice and competition.

In his study, "Labour Party's Education Policy on Primary and Secondary Education 1979-89," published in a recent edition of the journal "British Journal of Educational Studies," writer Bill Inglis argues that, on the question of education, Labour has `lost the initiative' to the Conservatives. He alleges that between 1979 and 1987 the Labour Party's approach to education policy was `complacent' and that Labour failed to prepare for the `Conservative challenge' in the late 1980s. From 1987, Labour's education policy is said to have been characterised by a`mixture of acceptance and defensiveness in the face of Conservative educational initiatives.'

Focuses on several issues concerning the work of primary teachers in Great Britain. Implementation of a new national curriculum that changes the nature of teaching; Examination of the working hours of infant teachers in a week; Assessment of the working conditions of teachers; Increase in the tasks of primary teachers.

Looks into the bureaucracy and education of the poor during nineteenth century in Great Britain. Importance of educating the poor; Role of bureaucracy in our lives as proposed by Michael B. Katz; Efforts of Joseph Lancaster in teaching poor boys; History of education.