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Objectives The new curriculum at King’s College School of Medicine and Dentistry, which commenced in September 1996, requires all medical undergraduates to have a general practice placement throughout the 5␣years of their medical education. Design This paper discusses recruitment, training and support of teaching practices for the new curriculum, reviews the distribution of single-handed general practices in the network and, via a selection of monitoring and evaluation procedures, discusses the implications of a policy which is inclusive of single-handed practices. The findings relate to the experience of the first semester of the first year of the new curriculum. It also examines the contributions that single-handed practices have made to the teaching network and the kind of support needed, if single-handed practices are to continue to contribute to the King’s teaching network. Setting King’s College School of Medicine and Dentistry. Subjects Medical undergraduates. Results The findings of this paper revealed that over a third of general practice provision is via single-handed practices in South-east London. Within the undergraduate teaching network, 10% of practices are single-handed. Students are welcomed and receive a learning experience comparable to those students in larger practices. Attendance at training events has proved difficult for some of these tutors, but the extra input from the department, in order to address this deficit, has not been onerous. Indeed, single-handed practices have not been unique with regard to difficulties in attendance at training events. Conclusions The study concludes that single-handed practices can make satisfactory provision for undergraduates in the new curriculum and there is no evidence from this study to suggest otherwise. [ABSTRACT FROM AUTHOR]

Purpose - This paper is of a complex and challenging collaboration. It aims to explore the challenges to both higher education (HE) and commissioners that stimulated different thinking and creative ways of delivering learning, assessing and the consequent impact on practice through a collaborative programme. The purpose of the collaboration was to design and deliver a postgraduate level programme focusing on the development of leadership practice in the health and social care sectors in London and on the development of a curriculum in leadership capabilities and knowledge leading to the award of a Masters in Work Based Learning Studies (Leadership). The two key players were the NHS as commissioners of the work and a London higher education institution (HEI), who worked in partnership to accredit the programme, Design/methodology/approach - This case study explores the processes, the problems and the rewards that evolved came from an emergent partnership between HE and senior health and social care professionals to develop a postgraduate programme that would meet professional and academic requirements. Findings - The outcome from this experience evolves around learning about the management of complexity in education partnerships; the importance of planning, and clarity; of roles, purpose and outcomes, and where authority lay. Each side gained a new respect for each other. Most importantly it was generally accepted by the commissioners, the university and the students themselves that the work made a difference to the way health care was delivered and managed, and thus to the patient experience. Originality/value - This paper should be of value to anyone interested in establishing joint programmes between employers or commissioners and HEIs [ABSTRACT FROM AUTHOR]

Much work on school effectiveness has been based on cross-sectional comparisons between schools. Longitudinal studies of schools over time may complement this approach. Changes in both school practice and pupil outcomes were monitored in a five year study of change in six London secondary schools. This paper reports on changes in outcomes, illustrating marked improvements in some areas. A companion paper (Ouston, Maughan & Rutter, in press) explores associated changes in school practice. [ABSTRACT FROM AUTHOR]

This article analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed. Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this. Possibilities for pre-service teachers, teachers and teacher educators to work together in a research process that is integral to an initial teacher education partnership are forwarded, with the aim of ensuring that critical enquiry and learning are kept at the forefront of the activity. [ABSTRACT FROM AUTHOR]

The article discusses the highlights of Teaching London, a conference organized by The Centre for Metropolitan History, Institute of Historical Research and The University of Westminster London Studies Programme, held at the Institute of Historical Research, Senate House, London, England on November 3-4, 2006. It reports that the program was divided between methods and resources for teaching London, and the development of London courses both for indigenous and international students.

Abstract: This paper highlights the need for health geographers to consider the social and cultural geographies of who gets to train as a doctor. The paper presents a case study of a scheme intended to widen access to medical education for working class students from inner London. This work examines the role of local education markets and cultures of education in shaping the aspirations and achievements of potential future doctors. It employs ethnographic data to consider how ‘non-traditional’ learners acclimatise to medical school. Our findings indicate that the students who succeed best are those who can see themselves as belonging within the education system, regardless of their social and cultural background. [Copyright &y& Elsevier]

This paper describes the impact of an oral retelling of Homer's Iliad on pupils' learning in Key Stage 2 classrooms (children aged 9–11) in schools in East London. We argue that the oral nature of the retelling and responses promoted high levels of engagement and inclusion, leading to enhanced understanding by the pupils. The use of a complex and emotionally powerful text also encouraged a changing of the nature of the discourse between teachers and pupils. Finally we argue for the use of texts like the Iliad as an integral part of the literacy curriculum. [ABSTRACT FROM AUTHOR]

This paper documents an initiative in Continuing Professional Development, conceived and carried out by London's Centre for Literacy in Primary Education (CLPE). The intention was to improve the teaching and learning of writing in Years 5 and 6 of the primary school (9–11-year-olds), through working with challenging literature. This teacher education project drew on CLPE's earlier research project, published as The Reader in the Writer ( Barrs and Cork, 2001 ). Classroom approaches developed through the initiative are described, and qualitative and quantitative changes in children's writing are discussed. Patterns of teaching in the classrooms that appear to have made a particular difference to the children's achievement are explored. [ABSTRACT FROM AUTHOR]

The paper draws on research with 4-7-year-olds in a South London primary school to provide a longitudinal case study of one child's relationship to mother tongue literacy within the classroom. The findings demonstrate how this child, from the age of 4, actively combined Gujarati and English to enhance her literacy learning, and to construct texts which synthesised home and school experience, It is argued that the current emphasis on a monolingual curriculum in English primary schools denies such opportunities to most bilingual children. Even for the child in this study, her biliteracy development was restricted by institutional constraints due to the lack of status afforded to literacies other than English in the educational system. The relevance of these issues for bilingual education in other English-dominant countries is considered. [ABSTRACT FROM AUTHOR]

The article presents information on the First World Conference on Medical Education was held in London, England in August 1953. The general theme was undergraduate medical education. No fewer than 32 countries contributed papers. Sectional discussions covered complex and various aspects of almost the whole field of medical education, including requirements for entry into medical schools, the aims and content of the curriculum, techniques and methods of medical education, and preventive and social medicine. As is common with conferences of this nature, what was sometimes really most valuable were the questions raised rather than the answers provided. For the historian of education Professor J.F. Fulton of Yale address on the History of Medical Education. In it he showed the supreme importance for medical education of an intimate teacher-pupil relationship, drawing his evidence from Sanskrit medical literature of 500 B.C. as well as from Plato, Hippocrates and Galen. After tracing the story through the Middle Ages to modern times he pays what is perhaps an overdue tribute to British Government-sponsored studies and reports.

Background/Context: On January 29, 2008 the Toronto District School Board (TDSB) approved a city-wide Africentric elementary school under their Alternative School policy, sparking a contentious debate. Calls for Black-focused schools also arose in 2008 in London in response to the disengagement of African Caribbean youth. The historical record indicates, however, that community campaigns for Black educational programs stretch back over 40 years in both cities. Focus of the Study: This paper analyzes the development of Black-focused education in Toronto and London from 1968 to 2008 through the responses of Black parents and community activists to the historic underachievement of African Caribbean students (particularly males) in the public schools of both cities. Black-focused education is situated within the larger social, political, and national contexts and the critical incidents that fueled the development of race equality policy. The article explores how the "politics of place" influenced the trajectory of Black-focused education in each city. Research Methodology: Two parallel historical case studies were conducted using primary source material from community-based archives, secondary sources on the history of African Caribbean immigration and the development of Black community organizations, and oral history interviews with 10 Black education activists in Toronto and 7 activists in London. Conclusions: This comparative study conceptualizes this transnational phenomena as "resistance to racism" and examines how Black-focused curriculum and ideology was adapted to local conditions in Canada and Britain. Parents and community activists aimed to develop the citizenship rights of African Caribbean students, establish a diasporic sensibility, and promote the right of children of African descent to a quality education wherever they may reside. [ABSTRACT FROM AUTHOR]

This article draws on the author's doctoral research to examine the relationships between children's geographies in different spaces of geographical thought in England – geography in and of everyday life, geography as an academic discipline and geography as a school subject. It begins by setting out how children's geographies have largely been omitted from school geography due to complex reasons including the impact of governmental policy on teaching and teacher education, and the public accountability of schools. Drawing on a case study of five young people's narratives about London, the article then examines their perspectives on education – highlighting that the young people view both London, and the education system, as a space of opportunity and hope, but also of inequality and injustice. The article concludes by arguing that through drawing on the ideas and methodologies of children's geographies as a subdiscipline, and recognising and exploring the geographies of those who are taught, school geography can be enhanced by making teachers more informed about the children they teach and providing children with opportunities to examine (their own) geographies through engaging with disciplinary thought. [ABSTRACT FROM AUTHOR]

Reports on the Undergraduate Research Opportunities Program (UROP) that has been operating since 1980 at the Imperial College of Science, Technology and Medicine in England. Rating of UROP by students; Best aspects of UROP; Most difficult aspects of UROP; Development of UROP.

This article present information on the proceedings of the first world conference on medical education, held in London, England, in August 1953. The entire proceedings of the conference has recently been published by the Oxford University Press under the title "Proceedings of the First World Conference on Medical Education, London 1953, Held Under the Auspices of the World Medical Association," edited by Hugh Clegg. This publication covers major issues related to medical education that were discussed during the conference. The discussions cover: requirements for entry into medical schools; aims and content of the medical curriculum; techniques and methods of medical education; and preventive and social medicines. In the discussions on entrance-requirements the case for the humanities was put strongly, while resisting however the implication that science is in some way inferior. It was felt that entrance-requirements should be kept flexible. There was considerable support for the view that much of the traditional anatomy teaching is unnecessary and that a student should have the opportunity of watching an operation, where he will have a better opportunity of learning anatomy than in the dissecting-room.

The article provides information on the medical course, which is the Master of Science in Intercultural Therapy, offered at the University College London in England. This three-year part-time degree has been run since 1990 in association with the Nafsiyat Intercultural Therapy Center. Lectures in medical anthropology, ethnic relations, social policy and psychodynamic psychotherapy are complemented by tutorials, a once-weekly experiential group and individual psychotherapy supervision.

Research data gathered from a sequence of English lessons in a London secondary school are used to interrogate the ways in which reading is conceptualized in policy and realized in practice. Analysis of a PowerPoint presentation, created by two 13-year-old students, suggests the students’ ability to operate as sophisticated, multimodal sign-makers, using the resources of digital technologies in ways that are not acknowledged within the domain of schooled literacy. [ABSTRACT FROM PUBLISHER]

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most appropriate way of meeting the educational needs of children working at the earliest stages of development. The staff at Stephen Hawking School, in east London, have been reviewing their curriculum over the past two years to try and meet the needs of their changing population, the needs of the National Curriculum and the suggestions and proposals in both the Rose and Cambridge reviews. [ABSTRACT FROM AUTHOR]

This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a 2-year period (2008—2010). Findings from selected survey data indicated that the leadership course enhanced self-confidence, provided role models, and was perceived as “empowering” by both participants and instructors. Interviews with four Black and Global Majority senior school leaders who are instructors in the program (including the program developer) characterize their leadership approach as collaborative and community-centered, with high expectations for students and a responsibility to give back to their respective communities. Although little research has been conducted on the leadership perspectives of Black school leaders in Britain, data from Investing in Diversity resonated with themes in the extant research on African American leadership perspectives. [ABSTRACT FROM AUTHOR]

Contrary to what has usually been asserted, the 'New English' that became a near-orthodoxy in the later 1960s and '70s had its essential origins in the apparently less promising setting of the later 1950s. Current research into English teaching in three postwar London secondary schools is revealing that in at least one working-class school in Southwark the pupils' experience of their urban environment came in a quite new way to constitute the matter for talking and writing in English lessons. The vigorous reconstruction of English that took place in Walworth School was one fruit of the London County Council's idealistic creation in 1946 of five 'experimental comprehensive schools'. The article argues for the historic significance of the local and environmental focus of English at Walworth between 1956 and 1963. [ABSTRACT FROM AUTHOR]

The article explores a community-based project documenting the histories of 15 refugee communities in London with a major exhibition at the Museum of London. While the focus of the article is concerned with the educational aspects of the project, an important argument suggests the inseparability of educational and pedagogic issues from a wider set of political influences. The article begins with an overview of the Refugee Community Histories Project, followed by a more detailed discussion of the postgraduate courses that made up its educational component and concludes with a reflection on the tensions arising from the differing priorities and interests of the project's participants. [ABSTRACT FROM AUTHOR]

This article explores the relationship between performance studies and intercultural learning. The summer program Arts in London was used in the project. The program' curriculum was collaborated between Kathleen Juhl, member of the theater faculty, and Sue Mennicke, director of intercultural learning at Southwestern University. The theory of Bertolt Brecht provided a theoretical backdrop in designing the program Under the program, students live two to four in a room in a sponsored housing. The program required students to take one or two courses and an internship with a London arts organization.

This article is a shortened version of an inaugural professorial lecture given at the University of Greenwich on 19 January 2005 as an intervention in the debate at that time within that university and other English further and higher education institutions over the appropriate level of fees to charge in 2006. It anticipates the likely effects upon FE and HE and the relations between them of the rise in fees in both sectors and is set in the context of contemporary historical changes to distinguish new divisions of knowledge and skill, information and competence in the labour market and the wider society. Instead of the partial curricular reform that was proposed by the Tomlinson Report on 14–19 qualifications and its extension to HE as a way of overcoming these divisions, free public universities and colleges are advocated as the best means of maintaining the best traditions of further and higher learning. [ABSTRACT FROM AUTHOR]

This article examines the respective roles of the training of teachers and educational studies at the London Day Training College (LDTC), 1902-1932. Following an introduction that indicates different models within the United Kingdom and summarizes the subsequent history of the LDTC's successor, the Institute of Education of the University of London, three major themes are examined. These are control and status, staffing, and students and courses. Conclusions are drawn concerning the nature of educational studies in England and the relative contributions of different groups of staff to the development of educational studies in this period. Future developments in respect of disciplinary dimensions are noted. Although the Institute of Education is now a research-led postgraduate institution it remains committed to the initial training and education of teachers at primary, secondary and further education levels. [ABSTRACT FROM AUTHOR]

BackgroundTraditional clinical clerkships have been based on the apprenticeship model of learning, with opportunistic teaching by doctors on presenting patients. Students at King’s College School of Medicine, London had expressed concern that they were receiving inequitable experiences in different clerkships. This had become more apparent since the introduction of a school-wide end-of-year skills assessment. We decided to assess the consistency of delivery of the surgical syllabus. MethodA multistage questionnaire survey was undertaken with third-year (first clinical year) undergraduate medical students on surgical clerkships. The questionnaire required students to record topics about which they had been taught, and practical skills on which they had been supervised, from the surgical syllabus pertaining at the time. Results194 (46·4%) questionnaires were returned. A low level of consistency was reported in the teaching of theoretical topics and practical skills across surgical clerkships in eight different locations. There were substantial differences, both in overall coverage of the syllabus and in the priority given to different topics. There were no overall differences between teaching hospital- and district general hospital-based clerkships. DiscussionStudents in so called ‘parallel’ clerkships did not receive comparable teaching. The traditional opportunistic nature of clinical teaching led, in effect, to individual curricula within each clerkship. The General Medical Council has called for a core curriculum to be delivered across different clinical sites within each medical school. To achieve this, medical schools may need to introduce guidelines to direct teaching in the same way that clinical protocols have been developed to achieve greater standardization in clinical practice. [ABSTRACT FROM AUTHOR]

A proposal was first made to the University of London in 1985 to establish an MSc degree in Endodontics. It was finally approved in 1988. The first course started in 1988, and is now offered by two schools of the University, the United Medical and Dental Schools of Guy's and St Thomas's Hospitals and the Institute of Dental Surgery. The course has three main components: a taught pan, clinical practice and a research project. The taught pan is a course common to both the schools, while clinical practice and the research are carried out at the students' respective schools. [ABSTRACT FROM AUTHOR]

Examines the efficiency of first geological lecture course at the University of London in England in 1831. Design of the lecture course; Appointment of first professors at the University in 1827; Contribution of Yorkshire Museum keeper John Phillips in the geological course at the London University.

The article reports on the medical anthropology courses offered at University College London (UCL) in London, England. The courses taught as a regular component of undergraduate and postgraduate program. The masters in science students in medical anthropology at UCL have their own tutorials and workshop and a special weekly public seminar.

Reports on the financial grants awarded by the Higher Education Funding Council for England to the Royal Veterinary College to create a center for lifelong and independent veterinary education. Promotion of excellence in teaching and learning across all subjects in higher education; Finance for teaching communications skills to veterinary students; Veterinary courses.