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This paper provides theorisation about a novel concept for education: an integrative philosophy of knowledge (IPK). This is proposed for school curricula to relate multiple subjects to big questions of personal and existential importance. Critical contemporary issues such as climate change education require multiple subject contributions but there is little clarity in the English education guidance on this drawing together, beyond the encouragement to do so in priority areas. Leading British thinkers have engaged the idea of the unity of knowledge, not without difficulty and criticism. The paper identifies reasons for a practical approach to consilience in school curricula. In addition to preliminary theorisation, in methodological 'harmony', this paper adds tentative empirical findings from a related research project that provides quantitative indications that such multi-subject connection is likely not happening. The findings are not definitive, but the perceptions of three groups of beginning and experienced teachers (secondary Religious Education (RE), secondary science and primary teachers) indicate that school curricula do not reflect an integrative approach to climate change education, and sex and relationships education, despite policy priority. A significant national survey could not detect many signs of connection. The paper speculates that RE could have a key epistemic role for the curriculum as a whole in this regard.

This article examines the teaching of creation in a year six and a year three Religious Education (RE) class in schools in the south of England with a focus on the type and role of teacher questioning in relation to classroom discussions. The nature of knowledge, curriculum content and the relationship between RE and other subjects is currently under scrutiny and there is an ongoing debate about the negative effects of presenting science and religion as epistemically siloed. This paper presents an analysis of the way two teachers in two primary schools used questions to frame the relationship between science and religion where the aim was to minimise the polarisation of religion and science. Using Bernstein's idea of the pedagogic device and the related notions of frame, classification and the unthinkable the analysis suggests that teachers employed both visible and invisible pedagogies that limited the diversity of ideas that were considered legitimate in discussions, and which therefore influenced the nature of pupil questions and responses. We suggest that despite attempts by both teachers to diminish the strong boundaries between different types of knowledge their use of questions serves to reinforce them.

There is a gap in the research on the relationship between secondary school subject departments, particularly where, as in the case of science and religious education (RE), there is not the traditional relationship that may be seen in science and maths or across humanities subjects. More awareness of content taught in other departments is important for pupils' coherent experience of curriculum and schooling. This article reports on data from 10 focus groups with 50 participants from six universities, where student teachers of science and RE revealed a complex picture of relationships between the two departments in their placement schools. Furthermore, this article reports findings from a survey where 244 teachers and student teachers of science and RE shared their perspectives on the relationship between the two school departments. The measure was adapted from Barbour's typology, a classification describing the nature of the relationship between science and religion in a range of literature. The terms 'conflict', 'independence', 'dialogue', 'collaboration' and 'integration' were presented to teachers of both subjects. Little evidence was found of conflict between science and RE departments, but more 'independence' than 'dialogue' between the two departments was reported. In the light of these findings, the benefits of boundary crossing are explored alongside the role teachers should play in boundary crossing.

This article discusses the way teachers in primary and secondary schools in England engaged with a project to develop a Worldviews approach to Islam in the RE classroom. The project identified challenges and barriers to the teaching of Worldviews that were demonstrated by some teachers' unwillingness to engage with knowledge and curriculum content that they believed to be illegitimate or controversial. The authors use Basil Bernstein's idea of educational knowledge to explore the way teachers made decisions about what pupils should be permitted to learn about and what should be ignored in relation to Islam.

PURPOSE: Circadian rest-Activity Rhythm Disorders (CARDs) are common in patients with cancer, particularly in advanced disease. CARDs are associated with increased symptom burden, poorer quality of life, and shorter survival. Research and reporting practices lack standardization, and formal diagnostic criteria do not exist. This electronic Delphi (e-Delphi) study aimed to formulate international recommendations for the assessment and diagnosis of CARDs in patients with cancer. METHODS: An international e-Delphi was performed using an online platform (Welphi). Round 1 developed statements regarding circadian rest-activity rhythms, diagnostic criteria, and assessment techniques. Rounds 2 and 3 involved participants rating their level of agreement with the statements and providing comments until consensus (defined internally as 67%) and stability between rounds were achieved. Recommendations were then created and distributed to participants for comments before being finalized. RESULTS: Sixteen participants from nine different clinical specialties and seven different countries, with 5-35 years of relevant research experience, were recruited, and thirteen participants completed all three rounds. Of the 164 generated statements, 66% achieved consensus, and responses were stable between the final two rounds. CONCLUSIONS: The e-Delphi resulted in international recommendations for assessing and diagnosing CARDs in patients with cancer. These recommendations should ensure standardized research and reporting practices in future studies.

Renewed interest in curriculum in English schooling over the past decade has emanated from a particular focus on the place and role of knowledge in the classroom. Significant changes in policy and examination specifications have led to changes in religious education (RE). However, little is known about teachers' perspectives on the purpose of RE. We asked teachers of science and RE what they understood as the purpose of RE on the school curriculum. Data from 10 focus groups and a survey with 276 secondary teachers demonstrated that many secondary teachers of science have a different understanding to RE teachers of the purpose of RE on the school curriculum. Findings also show a lack of consensus from RE teachers on the purpose of RE, suggesting the impact of the knowledge turn in RE is not as strong as the Ofsted Research Review implies. Findings are significant as little is known about how knowledge works across disciplinary boundaries in schools. If students are to come to a full understanding of how knowledge works, teachers need to have some understanding of how knowledge is being constructed and utilised in other curriculum subjects. Knowledge of the intended purpose of RE is important for respectful co-existence of subjects on the curriculum and essential when RE is declining as a subject in secondary schools.

British schools are teeming with cultural richness and have long been at the heart of a celebration of heritage. However, the riots in the north of England in 2001 exposed fractures in community cohesion, a loss of economic opportunity for marginalised groups and a rise in far-right activity. The London bombings of 2005 revealed deep fault lines across communities and by 2012 the government had implemented the 'Hostile Environment' and Immigration Laws of 2014 and 2016 which saw citizens assume the mantle of 'border enforcer.' The Windrush scandal of 2017 was an expression of this environment, and coupled with a resurgent nationalism, the UK voted to leave the EU. Schools, nested within diverse communities across the country, negotiate societal issues and tensions in the quotidian spaces of the school day and head teachers, charged with ensuring the Prevent Duty is enacted and British values promoted, determine the ethos and approach of their respective schools. Drawing on literature from school leadership, this research engages with head teachers in schools in England to explore the leadership styles they employ when enacting the requirements of the Counter-Terrorism and Security Act 2015 (Home Office, 2015) and the Teachers' Standards (DfE, 2012) and navigating the civic nationalist turn.

Background: During school lessons participants can face challenging pedagogical problems such as when science and religion topics interact. Potential types of pedagogical problem and what participants can do in response are unclear. Research designs exploring pedagogical problem solving should investigate teachers' thinking processes and include pupil interpretations. Purpose: This theoretical paper builds on the Pedagogy Analysis Framework by integrating it with pedagogical problem-solving theory, illustrating the resultant extended Pedagogy Analysis Framework and Pedagogical Problem Typology using data from a video-based study of one science and one Religious Education (RE) lesson. The research design also builds on previous work by exploring primary school and RE pedagogy. Sample: One class of thirty 7-year-old pupils, and another class of 10-year-olds, each with their class teacher and teaching assistants. Design and Method Four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols and individual teacher interviews). Data were video recorded (managed using NVivo). Six hours of video data were analysed using grounded theory methods by two educational researchers, the class teacher and two groups of pupils (three girls and three boys). The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology (hence the methodology is Straussian grounded theory). Appropriate criteria for evaluating the emergent grounded theory were used. Data were recorded in 2019. Results: This paper presents an extended Pedagogy Analysis Framework and a Pedagogical Problem Typology both illustrated with examples. Conclusion: The Extended Pedagogy Analysis Framework and Pedagogical Problem Typology can help during pedagogy analysis to identify, understand and explain common and less common types of pedagogical problem. Novice-expert strategic dialogue can struggle for want of a shared vocabulary. This research design works with younger and older children.

This study advances a concept of science religion encounter (SRE), with preliminary theorisation and shares findings on the extent and nature of such encounters reported by secondary religious education and science teachers. SREs are interdisciplinary engagements in classrooms involving subject knowledge from more than one subject. The researchers hypothesised they may arise unexpectedly, when a pupil asks a question, or be teacher-planned and intended. This article further elaborates the concept of SRE with reference to the concepts of 'epistemic trespassing' (ET), epistemic neighbourliness, and overlapping domains, introducing these to the field of education. The study is contextualised in the school classroom with quantitative data gathered among beginning and experienced teachers measuring whether this ET in SRE topics enter the classroom via 'spontaneity' or via a 'deliberateness'. This clarifies the different roles a teacher may play and offers considerations for teacher development when navigating an SRE in ways that potentially reduce lost learning.

The ability to encourage pupils to engage with diversity is crucial for Religious Education (RE) teachers who believe that the capacity to negotiate difference with integrity and openness is key to living well in a modern liberal society. This article is not about the need to address diversity in RE, that argument has been made thoroughly from a number of perspectives (Barnes, 2014; Jackson, 2004). The focus of this article is the "way" we engage with diversity, that is a plurality of often opposing views, ways of living and community living. We argue that the dominant paradigm within RE, the World Religions model, works to minimise difference through the presentation of essentialised constructs of religiosity. We contrast the World Religions approach to a liberal educational model which encompasses difference as part of a deep engagement with knowledge itself. Using examples from lessons available from a widely used teachers' web site in the UK on the mosque we show how the World Religions approach ignores or downplays the significance of historical, cultural, social and theological differences between beliefs and thus serves to discourage exploration of issues that may be controversial or offensive. After a consideration of the educational benefits of a liberal approach to learning, we show how, using the example of teaching about the mosque, a Worldviews approach, can facilitate a focus on difference and the individual, that upholds the liberal educational promise for a multidisciplinary understanding of religion and belief. Throughout the article we draw on examples of work designed to create resources for teaching Islam through a Worldviews approach funded by Culham St Gabriel.

This research article explores how two English universities with Anglican foundations responded to UK government requirements to counter radicalization on campus. Semi-structured interviews were conducted with student union representatives, senior staff in the universities responsible for implementing the legal requirements and also those with special responsibility for religion. Christian foundation education institutions are required to implement government policy in response to visible radical and religious extremism. The UK higher education context is post-Christian (with lower levels of religious adherence) and post-secular (with greater plurality and greater prominence of controversial religious-related issues). It presents challenges for Christian university identity when meeting the complex concerns about dangers to students, university independence and free speech, and common values and public accountability. The research found that key to universities being able to respond effectively to the challenge of legal compliance and student welfare, was staff expertise in religion, but they have doubts about their capacity to respond effectively, and both staff and student have fears about this policy.

This viewpoint essay considers the current status of computer-assisted pronunciation training (CAPT) before examining some of the current issues and future directions in the field. The underlying premise is the pedagogic potential of CAPT systems and resources for teaching and learning, and the need for greater synergy between technological design and functionality on the one hand, and pedagogic purpose on the other. Some of the key issues examined include providing accurate and individualised automated feedback for pronunciation, for both learning and assessment, and evaluating the effectiveness of CAPT tools and systems. When considering future directions, the discussion focuses on what aspects of pedagogy are likely to be at the forefront of developments, including ubiquitous learning; intelligent tutoring and authentic interaction; and goal-oriented, task-based learning.

Music teachers seek imaginative openings to expand the reach and scope of the music curriculum, particularly by engaging more students in creative production and culturally relevant offerings. This article describes the work of a high school choral music educator who implemented new courses in Hip Hop Production by strategically navigating the policy process for course approval in his school district, informing the proposal with readily available data, consulting with colleagues, and aligning the purposes of the courses with district initiatives. As a case of music teachers' curricular agency, this story illustrates valuable orientations and principles of change that open up avenues for the expansion of music programs in the context of district-level policy environments.

This paper examines the implementation of the "Prevent Duty" to actively promote fundamental British values in English Further Education (FE). After critically reviewing the history of "Prevent" and the 2015 "Duty" to identify evidence of radicalisation in FE, data from interviews of strategic decision-makers in two distinct cases is analysed. The identification, interpretation and recirculation of verbal, graphic and behavioural signs of radicalisation is highlighted. Pinpointing a 'semiotisation' of the "Prevent" agenda, practical and conceptual implications are discussed. First, we identify a practical preoccupation with signs, specific beliefs about how they work, and how decision-makers deal with them. Second, we divide these beliefs conceptually into univocal and polyvocal semiotisation, referring to the degree to which signs are understood as unequivocal indicators of meaning. We underline significant variations in practice in this context and implications which, we argue, link practice and research to inform the fields of (edu)semiotics and policy enactment.

Retaining mid-career nurses is a priority to address the nursing shortage exacerbated by COVID-19.Nurses aremore likely to stay if they feel valued. This scoping review revealed a variety of intrapersonal, interpersonal, and external factors that influence how mid-career nurses feel valued. Nursing professional development practitioners can influence satisfaction and retention by implementing mentoring and professional development programs for nurses andmanagers. More research is needed to understand the impact of themidcareer nurse-nurse manager relationship. [ABSTRACT FROM AUTHOR]