Search

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the 'gap' leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education ( GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. [ABSTRACT FROM AUTHOR]

The article presents a paper based on the Policy Seminar held at Birkbeck College in London, England on the special educational needs (SEN) Green Paper. It outlines the definition of SEN and explains how merging school action and school action plus would simplify the system. It relates the proposal of the Green Paper to extend the choice of schools to all state-funded schools that would include special schools, academies and free schools.

In 2006, the Department for International Development (DfID) of the United Kingdom Government issued a White Paper entitled "Eliminating World Poverty: Making Governance Work for Poor People." The DfID document observed that good governance requires attention to State capability, described at "the extent to which leaders and governments are able to get things done," and to responsiveness, i.e. "whether public policies and institutions respond to the needs of citizens and uphold their rights." Jutting, Corsi and Stockmayer similarly noted that while "in theory" decentralization can be a powerful tool to initiate improvements in instruments and policies for the poor, "the reality looks less promising." To some extent, renewed attention to the fundamental goals and characteristics of good governance has promoted a more balanced approach in policy analysis. Recent decades have seen much one-sided advocacy of decentralisation, which in some cases has been presented almost as a mantra regardless of the specific circumstances for which it is recommended. The financing of basic education is another domain in which more nuanced understandings are needed. Much of the advocacy of free education resembles a "one-size-fits-all" tool. Moreover, advocacy of free education may conflict with the parallel advocacy of decentralization, which often comes together in one package. Despite the good intentions of the advocates, more discerning power may be needed. This paper analyses some of the issues, with particular attention to the administration and financing of basic education.

Fair access and widening participation currently occupy a prominent position in the UK higher education agenda, but these terms remain ambiguous. In this paper we identify two prominent strands of policy in the government's approach to access and the widening of participation and contrast these with a third, more progressive perspective. The academic strand seeks to attract 'gifted and talented' young people into an unreformed higher education system. The second strand, which we term the utilitarian approach, posits a need for reform. However, this is undertaken largely to meet the requirements of employers and the economy. In contrast, a transformative approach values diversity and focuses on creating a system of higher education that does not place the burden of change upon potential entrants. This framework is used to explore some of the implications of the government's White Paper The future of higher education. First, the purpose of higher education is discussed, with particular reference to the distinction between economic and social objectives. Second, the government's view of the structure of the higher education sector is examined, by scrutinizing the notion of institutional differentiation and the role of the access regulator. We conclude that within a more differentiated higher education sector different aspects of the access discourse will become dominant in different types of institutions. [ABSTRACT FROM AUTHOR]

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]

The article offers information on the twentieth anniversary of the publication of the Swann Report in Great Britain in 2005. The issues investigated by Swann remains resonating both in Great Britain and beyond and the significance and the legacy of the report remain subjects of significant debate. There were 51 papers presented over the two days conference at the University of Birmingham. The subject of Gary McCulloch's article is about class and more particularly the education of the middle age class. Christine Mayer's article is providing details on the changing educational practices for girls and women between the sixteenth and eighteenth centuries in Germany.

This article examines the main themes of the Children's Green Paper, and analyses the positive aspects, as well as the contradictions in policy. It looks at the likely effects of the proposals on local authorities, including the implications of having one officer responsible for both education and children's services. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach: The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings: By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications: The role of emotion in entrepreneurship education is an emerging topic and the authors' synthesis of research supports further investigation. The authors' insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value: The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional "ecology" of teaching environments and highlighting how this might support future research agendas.

Access or assessment accommodations and arrangements exist to enable students with disabilities to be included in high stakes examinations, and to comply with Equality legislation and the Convention on the Rights of Persons with Disabilities. This article explores the accessibility of digital versions of Question Papers offered by UK awarding bodies for high stakes externally assessed examinations. It raises concerns that question papers from five out of six providers are not adequately accessible for candidates with visual impairment who use screen reader technologies and so asks broader questions about ways in which, even in high income countries with a strong espoused commitment to equality, disadvantage can be compounded rather than addressed. Access arrangements offered by awarding bodies should reflect candidates' 'normal way of working'; this article presents original and unique data from a survey of Qualified Teachers of the Visually Impaired in respect of technologies and strategies used by 325 students with visual impairment and finds that up to 16% of these learners are using screen reader tools in school. These candidates may, therefore, be disadvantaged in examinations because the technology they use to access learning resources cannot be successfully utilised to access assessments. The article concludes with recommendations for regulators and providers of assessments. [ABSTRACT FROM AUTHOR]

Previous research has found varied effects of informal care provision on the carer's health status. Few studies have, however, examined this relationship dynamically. This paper is the first to analyse trajectories of care among men and women in mid-life and their impact on health outcomes using a nationally representative prospective cohort study. Data from three waves of the United Kingdom (UK) National Child Development Study (N = 7,465), when the respondents were aged 46, 50 and 55, are used to derive care trajectories capturing the dynamics of care provision and its intensity. Logistic regression investigates the impact of caring between the ages of 46 and 55 on the carers' report of depression and poor health at age 55. At age 46, 9 per cent of men and 16 per cent of women provided some level of informal care; rising to 60 per cent for both genders at ages 50 and 55. Just 7 per cent of women and 4 per cent of men provided care at all observation points, with the most common trajectory being 'starting to care' at ages 50 or 55. New carers experienced a lower risk of depression at age 55, reflecting that they may not have experienced the caring role long enough to have an adverse impact on their wellbeing. The findings highlight that the majority of individuals with surviving parents experience caring at some point during mid-life, underlining the need for further longitudinal research to better understand the complex relationships between care-giving and health for different groups of cares. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to encourage re-reading and re-evaluation of a series of educational polemics published in the UK in the 1960s and 1970s, the Black Papers. These works proposed, for the most part, avowedly conservative views on education: condemning so-called "progressive" teaching methods and the re-organisation of secondary schools in the UK (especially England) into non-selective comprehensives. It is argued, however, that much said and written about the Black Papers since has concentrated only on selected "high profile" contributors, to the neglect of other contributors, often anonymous, whose comments were sometimes more measured/thoughtful. Design/methodology/approach - The work proceeds first by re-visiting the facts surrounding the writing of the Black Papers and their critical reception. It then analyses the nature of the contributors and describes selected essays not usually referred to when the Black Papers are discussed by historians and others. Findings - The work finds that the Black Papers are often infuriatingly and unhelpful polemical in nature but that much written about them since has concentrated only on selected contributors, ignoring others who were more measured. Originality/value - The work is perhaps the first critical re-reading of the Black Papers in any depth in several decades. It does not simply dismiss them as hysterical rants by ill-informed authors and suggests that they re-pay careful attention, despite their often polemical nature. [ABSTRACT FROM AUTHOR]

Comments on the Green Paper on the future of higher education in Great Britain by Sir Keith Joseph, the Secretary of State for Education and Science, in 1985. Challenge to the conservative complacency of universities; Analysis of the British government's policies on education; Implications on higher education.

This paper examines responses to the trend for increasing participation in tertiary education, linking developments in higher education with those in apprenticeship systems, in Australia and the United Kingdom. In both sectors, expansion proceeded for several decades, but was robustly criticised in both countries. The expansion of access to these two forms of tertiary education, therefore, was contested and potentially precarious. The paper finds, through analysis of official data, that participation in higher education and in apprenticeship was actually almost static, or fell, in both countries in the 2010s. Yet criticism of expansion continued in media commentary during this decade. The paper both explains and takes issue with the arguments against expansion, which have been influential in both sectors. It discusses some ways forward to understand the phenomenon better, and also the need to address the problems caused by the restriction of opportunities. Comparative analysis between the two sectors has not previously been undertaken. It is argued in the paper that such analysis enriches the theoretical lenses through which expansion of access may be viewed, and that it may suggest avenues for future research, and perhaps, for advocacy. [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.)

The contribution of the discipline of geography to the field of education is complex since they have both been dependent upon the contributions of other social science disciplines, particularly those in the mainstream of social sciences (economics, sociology and political science). Indeed, the number of researchers who would consider themselves as working within the sub-discipline of the geography of education is small, but apparently growing. While the paper suggests that to date there has been relatively little debate at the intersection of these two fields of enquiry it goes on to propose that the potential contribution this would have for both fields remains significant. The pivotal contribution of geography to all the social sciences, that of space (and place), has been central to UK education research since the early origins of a national education system and the roles education and curricular developments have played in nation building. The role of space has also featured heavily in analyses of territorial justice and governance at the level of local authorities and further down in scale to spatial analyses of the classroom. But in order to fully appreciate its contribution the paper utilises the related concept of "scale" to systematically explore the relationship between space and education, in terms of its analytical, theoretical and methodological uses. The paper also considers the recent "spatial turn" in education (and the social sciences more generally) and the equivalent focus on education matters within the field of human geography. In developing this approach it becomes apparent where interdisciplinary research across and between the disciplines of geography and education remains limited and what further contributions from geography would be beneficial to the field of education. (Contains 2 notes and 5 figures.)

The period when the British Educational Research Association (BERA) was founded was one in which there was an increasing recognition amongst the research community that a wind of change had stirred up the settled traditions of educational research. It was a time which celebrated the promise of alternative paradigms for research. Ten or so years on we are entering another era where the emphasis is not on the reconceptualisation of what research is but on how it is organised. I think one can discern at least two factors, not wholly separate from each other, that will increasingly influence how a substantial part of research will be organised. These two factors are the changes which have taken place in the composition of the research community and the direction of current Government policy concerning the school system. I aim to show how these are leading to a fruitful form of collaborative research at local level which should be encouraged and supported—not least by BERA. [ABSTRACT FROM AUTHOR]

The aim of this article is to reflect on and explore questions of truth and objectivity in the sociology of educational knowledge. It begins by reviewing the problems raised by the social constructivist approaches to knowledge associated with the "new sociology of education" of the I970s. It suggests that they have significant parallels with the pragmatist ideas of James and Dewey that Durkheim analysed so perceptively in his lectures on pragmatism. The article then considers Basil Bernstein's development of Durkheim's ideas. We argue that despite his highly original conceptual advances Bernstein seems to accept, at least implicitly, that the natural sciences remain the only model for objective knowledge. This leads us to a discussion of Ernest Cassirer's idea of symbolic forms as a more adequate basis for the sociology of knowledge. In the conclusion, the article suggests how an approach to knowledge in educational studies that draws on Cassirer's idea of "symbolic objectivity" can come to terms with the tension between the concept of truth and a commitment to "being truthful" that was left unresolved, even unaddressed, by the "new" sociology of education of the I970s. (Contains 18 notes.)

Why was Oxford the home of the mandarin and why has the era of the mandarin come to an end? The era of the mandarin was inaugurated by T. H. Green, who sought, through the gospel of citizenship, to provide a philosophy for an age of religious doubt. Green's moralism served in Oxford as a substitute for the social sciences, which came to be developed elsewhere. The Oxford mandarins benefited from patronage, which Disraeli regarded as the outward and visible sign of an inward and spiritual grace, namely power. All of the mandarins celebrated here believed in the role of the state in education. With the professionalisation of philosophy and the social sciences, and with growing skepticism towards the state, the era of the mandarin has come to an end. The philosophy of market liberalism sees no need for benevolent guardians. (Contains 74 endnotes.)

This paper examines the possible relationship between religious education and social justice. A consideration of what it is that education in the public sphere should seek to achieve, in a normative sense, is followed by an explanation of how we conceptualise social justice in this paper. This leads us to be able to explain why the relationship between teacher and child or young person is significant and why it is insufficient to conceptualise religious education only in terms of knowledge. Instead, we propose that the teacher's first responsibility when beginning any course of study is to bring the child to attend to their experience and that of their wider community. We argue that curriculum cannot be made in isolation of the context of the child and that education is not something that takes place in abstraction. Rather, it requires the teacher to be attentive to this particular child, the one who is here now, and in this particular place. Having begun to set out the educational position of our argument, we show how this is working practically guided by a Locally Agreed Syllabus for Religious Education: Living Difference IV, in religious education taught in a school in an area of high deprivation in the southeast of Hampshire. UK. [ABSTRACT FROM AUTHOR]

"Women at Work," a collection of 15 essays, contributes to our understanding of women's working lives and presents a useful opportunity to view British evidence in this field. Although women's absolute lifetime earnings will always be lower than men's, educated women may enjoy a greater advantage than men and face less market discrimination than women with less education. (MLH)

Background: General practice is increasingly used as a learning environment in undergraduate medical education in the UK. Aim: The aim of this project was to identify, summarise and synthesise research about undergraduate medical education in general practice in the UK. Methods: We systematically identified studies of undergraduate medical education within a general practice setting in the UK from 1990 onwards. All papers were summarised in a descriptive report and categorised into two in-depth syntheses: a quantitative and a qualitative in-depth review. Results: 169 papers were identified, representing research from 26 UK medical schools. The in-depth review of quantitative papers (n = 7) showed that medical students learned clinical skills as well or better in general practice settings. Students receive more teaching, and clerk and examine more patients in the general practice setting than in hospital. Patient satisfaction and enablement are similar whether a student is present or not in a consultation, however, patients experience lower relational empathy. Two main thematic groups emerged from the qualitative in-depth review (n = 10): the interpersonal interactions within the teaching consultation and the socio-cultural spaces of learning which shape these interactions. The GP has a role as a broker of the interactions between patients and students. General practice is a socio-cultural and developmental learning space for students, who need to negotiate the competing cultures between hospital and general practice. Lastly, patients are transient members of the learning community, and their role requires careful facilitation. Conclusions: General practice is as good, if not better, than hospital delivery of teaching of clinical skills. Our meta-ethnography has produced rich understandings of the complex relationships shaping possibilities for student and patient active participation in learning. [ABSTRACT FROM PUBLISHER]

The article focuses on developments relevant to education in Great Britain as of October 1973. Nigel Grant, reader in education at the University of Edinburgh, joined the Editorial Board of "Comparative Education" magazine. The eight session of the Standing Conference of European Ministers of Education was held in June 1973, which focused on "The Educational Needs of the 16-19 Age Group." UNESCO released its latest publication "Present Problems in the Democratization of Secondary and Higher Education." The Schools Council and the Standing Conference on University Entrance published the Working Paper 46, entitled "16-19: Growth and Response, 2. Examination Structure" and Working Paper 47, "Preparation for Degree Courses."

Using administrative data linkage, this paper sought to quantify the impacts of family homelessness on pupil absence from school. It addresses a gap in United Kingdom (UK) homelessness research, which draws predominantly on qualitative methods and where there is a greater focus on people who fall outside of the statutory system, i.e., single people living on the streets, rather than families. Education records for the academic years 2012/13 to 2015/16 relating to pupils aged 5 to 15 years old living in a coastal city in Wales, UK, were linked to data on households assessed by the statutory housing service operating across the same region. Analysis of mean half-day sessions absent from school, and Poisson panel regression were used to explore associations between absenteeism (authorised, unauthorised, and total), and whether pupils were living in a household making a statutory homelessness application, i.e., experiencing family homelessness. On average, in any given academic year, pupils experiencing family homelessness (PEFH) missed 5 days more of school than pupils not experiencing family homelessness (PnEFH). Adjusted regression analysis found that the rate of total absence was 7% higher amongst PEFH compared to PnEFH, whilst for unauthorised absence it was 13% higher. When a student experienced family homelessness, this led to an increase in their rate of total absences by 5%--adjusting for other factors--compared to when they were not homeless. Findings have implications for statutory education and housing provision, specifically the need for greater cross-disciplinary working to prevent and alleviate the harms caused when families experience homelessness. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to review and critically evaluate UK psychiatry national recruitment process for 2021, which was re-structured following the COVID-19 pandemic. Additionally, this paper aims to review the empirical evidence of the selection methodologies in psychiatry recruitment. Design/methodology/approach: The UK national psychiatry recruitment process is discussed, with a focus on the changes made to recruitment in 2021. The advantages and disadvantages of different selection methodologies are explored, with an emphasis on evaluating the validity, acceptability and reliability of different recruitment selection methodologies. The potential impact of the changes to psychiatry recruitment are explored. Findings: The decision of the National Recruitment Office to remove certain selection methods for recruitment in 2021 may have limited their ability to choose the best candidate for the training place and be fair to the applicant. Overall, there is a lack of research into the validity of the selection methods used in psychiatry recruitment. A framework for outcome criteria relevant to psychiatry recruitment should be developed, which would allow research into selection methods and guide the NRO to examine the evidence base effectively. Originality/value: This paper examined the recruitment methods used to choose doctors for psychiatry training in the UK, demonstrating that the empirical evidence base for psychiatry recruitment is limited. This paper can contribute to our understanding of selection methodologies used in psychiatry recruitment and highlights the value of different recruitment approaches for choosing the best psychiatrists of the future. [ABSTRACT FROM AUTHOR]

Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university–industry partnerships and collaborations across disciplines and geographical locations. However, simultaneously, higher education institutions in England faced serious financial and organisational challenges throughout the pandemic, which has implications for the relationship between teaching and research, for who undertakes each, and for the students' experience of teaching and learning (some of whom become the next generation of researchers). The rapid movement to online learning created further tensions within an already demoralised, precarious and divided workforce. This paper considers the potential social good of universities' two core missions, research and teaching in a post-pandemic world, exploring the inherently political nature of the link, as well as its encoded inequalities and dysfunctions. Drawing on documentary and secondary data analysis, this paper explores, first, the long-standing sectoral and institutional discrepancies through analysing trends in student recruitment rates and research funding. Second, it investigates how student and staff experiences of the link between research and teaching were changing in the pandemic, pointing to substantive equity issues in how the pandemic response affected access to research opportunities and to research-led teaching. The paper argues that a more equitable and inclusive university that appreciates the research-teaching nexus and is flexible and collaborative in nature is key to contribute to tackling global and local challenges, such as environmental destruction, climate change, conflict and socio-economic inequities. [ABSTRACT FROM AUTHOR]

The article presents abstracts on topics related to medical education including "Virtual Continuity in Learning Programme — 'On-The-Job' Learning for Foundation Doctors," by E. Wood and S. H. Y. Tso, "Lack of Junior Doctors Knowledge of Iron Deficiency Anaemia and Blood Transfusion: A Risk to Patient Safety?," by A. E. Coates and colleagues, and "Learning to Listen: A Patient Led Innovation to Improve Student's Communication with Patient Feedback," by E. S. Anderson and J. S. Ford.

Purpose: This essay was written as a university assignment for an expert dementia practice module as part of the Masters in Applied Professional Practice. This paper aims to provide a critical discussion of the recognition and management of delirium superimposed on dementia. Design/methodology/approach: The findings of this paper showed that the recognition of delirium superimposed of dementia is not well recognized, but early intervention and management can result in preferential outcomes. This requires the use of appropriate recognition tools and for all health-care staff to have specific training within this area. Findings: Education is imperative to improving delirium recognition. Research limitations/implications: Education is imperative to improving awareness. Practical implications: The research implications of this paper demonstrate that appropriate training and education of health-care staff is imperative for the timely recognition of delirium and the improvement of care. Originality/value: This paper was undertaken as an assignment for the University of Highlands and Islands. [ABSTRACT FROM AUTHOR]

The article reports that the 2004 Bodycote International Paper Competition attracted entries from students in universities and industrial research laboratories across Great Britain, continental Europe and the U.S. Six papers were shortlisted and the authors were invited to submit full length papers, from which four were chosen by a panel of academics and industrial experts to give oral presentations in front of an invited audience. The prize winners were S. Sridharan and E.H. Jordan.

Emergency legislation introduced internationally since the beginning of the COVID-19 pandemic saw the closure of all levels of educational settings and a shift to remote teaching. Drawing lessons from an independent child rights impact assessment (CRIA) in Scotland, United Kingdom, this paper reviews the impact of COVID-19 measures on children and young people's rights to, and experiences of, education during the current crisis. Findings highlight that while measures sought to preserve the best interests of children and their basic rights to safety, a distinct lack of consultation on the impacts of the measures undermined the interdependency and indivisibility of children's human rights. Three human rights principles – participation and inclusion, non-discrimination, and mutual accountability of family and the State – were identified as being particularly significant in this assessment. Looking forward, findings point to the need for extending the range of perspectives involved in child rights impact assessments in times of crisis – where human rights are at even greater risk of being breached – and the significance of a children's rights-based perspective for re-imagining education altogether. [ABSTRACT FROM AUTHOR]

Purpose: In lieu of a cure, the idea that dementia might be preventable through risk-factor moderation has latterly gained popularity. Prevention research is an evolving field that will likely undergo significant shifts in the near future. This paper aims to engage with that future as it is imagined in the present. Design/methodology/approach: This study explores the futures envisaged by dementia prevention researchers in the UK, based on interviews with six practitioners at the forefront of the field. Findings: Participants foresaw a pivot away from "dementia prevention" toward "brain health", and advocated for blended policy, community and lifestyle interventions. They were excited by the prospects for a lifecourse dementia hypothesis to inform new interventions but uncomfortable with the ethics of early intervention. Originality/value: These findings complicate simplistic depictions of prevention researchers as pursuing responsibilised lifestyle approaches. [ABSTRACT FROM AUTHOR]

Aim: Coronavirus disease, caused by severe acute respiratory syndrome coronavirus 2, originated in December 2019 from Wuhan, China. This virus has spread worldwide, with over 16 million cases and over 650,000 deaths. The novel coronavirus disease (COVID‐19) has resulted in significant impact on the livelihoods of the British public and has had implications for healthcare delivery. The cancellation of elective procedures is likely to affect oral surgery (OS) specialty training. This paper aims to ascertain the extent of any impact of COVID‐19 on OS specialty training. Material and Methods: A survey was created for OS specialty trainees in the United Kingdom. A variety of questions were used, including multiple choice, yes/no, Likert scales and free text answers. All questions were related to the impact of COVID‐19 on training. Results: A total of 34 full responses were recorded. Results showed that COVID‐19 has had an immense impact on OS training, with most trainees recording high anxiety levels regarding the future of their training. The overall experience of most trainees involved a reduction in logbook procedures, cancelled study days, courses or conferences. Conclusion: Although OS training has been deficient during this period, some trainees reported positive experiences while redeployed in other fields or specialties. In addition, we highlight the significant effect on trainees' mental health. Most trainees suggested a training period extension to remedy deficiencies. From this paper, we identify the wide‐ranging effects of the pandemic, and OS trainees now await decisions on the future of specialty training. [ABSTRACT FROM AUTHOR]

This article examines the spaces, materiality, and practices of (in)formal education and citizenship bound up in the educational cultures of the Council for the Preservation of Rural England (CPRE) in 1930s England. Founded in 1926, the CPRE aimed to preserve rural amenities through concerted action, by working through their constituent societies as a centre for furnishing or obtaining advice and information, and importantly, by educating public opinion. While much work has examined inter‐war preservationism and the CPRE's focus on planning legislation and design, less attention has been paid to the CPRE's cultures of education for children and young people. Drawing on archival research, this paper considers two educational topics, namely, nature study and school design, and makes three key contributions to the geographies of education. First, that the CPRE mobilised the notion of amenity to provide an experiential and intuitive education in preservationism: amenity was both education and educator. Second, that this education was linked to notions of (future) citizenship, hope, and (future) preservationism, becoming an education that would remain with the child throughout their life. Third, this article explores the CPRE's authority, revealing the ways in which it was often complex and precarious, as well as the ways in which the Council drew on other forms of authoritative identities, spaces, and structures. In so doing, this paper contributes to ongoing academic debates on the complex and fluid boundaries of (in)formal education. [ABSTRACT FROM AUTHOR]

A combination of structural barriers, inadequate student welfare provision and the absence of psycho-social and academic support make higher education access for forcibly displaced students challenging. Many of these students will have experienced many stressful and potentially traumatic events that may have or may continue to impact their mental health and wellbeing. This article draws on reflections by educators and findings from eight interviews with students who participated in a twelve-week preparatory course for access to higher education for refugees and asylum seekers in the United Kingdom. The paper firstly problematizes trauma as an organizing concept and challenges the dominant deficit approaches in forced migration studies when working with displaced students. Then, based on qualitative data collected from students and educators, it explores how creative skills were integrated and the importance of the student's voice as a culturally sustaining pedagogical approach to strengthening trauma-informed teaching approaches. The programme was designed to strengthen individual agency and promote well-being and mental health. Finally, this paper argues that working collaboratively with forcibly displaced students from an asset-based stance appeared critical in creating and sustaining a welcoming higher education environment which could contribute to promoting mental health. [ABSTRACT FROM AUTHOR]

This paper identifies an emerging commonality between the professional spheres of planning, education and social or community work constellating around the concept of sustainable development (SD). It explores the contested nature of the concept of SD giving rise to a wide variety of sometimes conflicting "readings". It then goes on to advocate a "strong" reading of SD, namely "Just Sustainability", which lays particular stress on "social justice", "environmental justice" and inclusion. This, in turn, is understood to require a form of education which is empowering and is referred to as "Education for Just Sustainability" (EJS). A particular focus of such work is the empowerment of local communities to understand and take action in their home localities. Therefore, place-based education is presented as an orientation suited to progressing EJS. A number of illustrative examples are presented to demonstrate the potential for such an educational approach. Finally, some concluding observations are made as to the potential and requirements for place-based EJS in the UK and other contexts. (Contains 7 notes.)

Young people have, in effect, had two years of normality taken from their lives by the pandemic—and for many this has occurred at a crucial time of development. Using the ASPIRE framework of Agency, Safety, Positivity, Inclusion, Respect, and Equity, this paper explores what has happened to adolescents in the UK and elsewhere, the impact this may have had on identity formation and establishing a meaningful sense of self, feelings of belonging and safety, mental health, hope for the future, and relationships. Students already facing disadvantages and adversity have been particularly hard hit. School attendance levels are falling, giving rise to further concerns about wellbeing. Referring to each principle, we discuss the options for responding in ways that support a more positive future. [ABSTRACT FROM AUTHOR]

This paper reviews prior applications of co-production principles and their potential impact on the mental health and wellbeing of care leavers. There is minimal research available on care leaver narratives of their experiences and consequent mental health and wellbeing needs. This paper explores the relevance of different, sometimes opposed, approaches to co-production, the knowledge which can be gained about the mental health and wellbeing needs of care leavers, and finally the potential for lifelong learning through co-production with care leavers. A systematic review was selected to draw conclusions about how the method of co-production could improve awareness of and provisions for care leaver mental health and wellbeing. This review included 14 sources with a total of 541 participants. Following a rigorous systematic review on these themes, conclusions were drawn suggesting that co-production involving care experienced individuals, whilst faced with a range of considerations to ensure success, can have largely positive impacts on care leaver mental health and wellbeing and is therefore a recommended methodology. [ABSTRACT FROM AUTHOR]

This paper investigates the relationship between staff research and teaching in doctoral education with a special reference to disciplinary variations. The relationship between staff research (the 2001 RAE scores) and the effectiveness of doctoral education as perceived by students is analysed. On the whole, little relationship between departmental research performance (the Research Assessment Exercise scores) and effectiveness of doctoral education is found in Education and Chemistry, especially in the aspects of supervision. The results of research environment are more complex. Although the general findings--the absence of a significant relationship between research and teaching--apply to both Education and Chemistry departments, doctoral education is more favourably perceived by doctoral students in Chemistry than in Education. Finally, a theoretical diagram of Teamwork and Individualist research training structures in Ideal and Degenerative types is created to discuss these findings.

In the summer of 2014, Professor Mike Collins – one of the four founding members of the Leisure Studies (LS) Association – submitted a paper to LS that offered a retrospective review of the first 30 years of the journal (1982–2012). Sadly, whilst the paper was under review, Professor Collins passed away. Mike’s commentaries have always been significant; we include this piece in this particular issue of the journal because it underpins the range of articles we have selected that we feel address some of the central tenets of ‘leisure’. Held alongside the Editors introduction, this article speaks as much as anything else to the state of the field, its futures and its potentialities. Serving as a companion piece that looks to the multiple pasts, genealogies and histories of leisure (and indeed LS), we, the Editors, offer below a necessarily abridged and posthumous version of Professor Collins’ original submission to the journal. Any omissions, errors, mis-representations and mis-understandings are the result of our own editorial hand for which we unreservedly apologise. We hope we have been able to keep the spirit, critique and engaging style that, no doubt, Mike would have presented in a final version of this manuscript. [ABSTRACT FROM AUTHOR]

A review of the peer-reviewed literature relating to the education of children from armed forces families (service children) is presented. In England, service children have been identified by the Office for Students as an under-represented group in higher education. However, their educational journeys through compulsory education and towards higher education are relatively under-researched. Exploring literature from countries with similar educational, linguistic and armed forces cultures enables opportunities for researchers in the United Kingdom to be highlighted. The review identified a general lack of peer-reviewed research into educational outcomes for service children, a lack of consensus on the impact of service life on children, and a tendency to focus on the barriers and challenges arising through service life. [ABSTRACT FROM AUTHOR]

Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

Purpose: Contemporary organisational landscapes offer opportunities for hybrids to thrive. Public–private partnerships (PPPs) are one thriving hybrid form incorporating the use of resources and/or structures from both public and private sectors. The study examines the impact of such a hybrid structure on governance and accountability mechanisms in a context of institutional complexity. Design/methodology/approach: This study uses an approach that draws on institutional logics and hybridity to examine governance arrangements in the PPP policy created for the delivery of UK schools. Unusually, it employs a comparative case study of how four local governments implemented the policy. It draws on a framework developed by Polzer et al. (2017) to examine the level of engagement between multiple logics and hybrid structures and applies this to the delivery of governance and accountability for public money. Findings: The Polzer et al. framework enables a study of how the nature of hybrids can vary in terms of their governance, ownership and control relations. The findings show how the relationships between levels of engagement of multiple logics and hybrid structures can impact on governance and accountability for public money. Layering and blending combinations led to increased adoption of private sector accountability structures, whilst a hybrid with parallel co-existence of community and market logics delivered a long-term governance structure. Research limitations/implications: The paper examines the operation of hybrids in a complex education PPP environment in only four local governments and therefore cannot provide representative answers across the population as a whole. However, given the considerable variation found across the four examples, the paper shows there can be significant differentiation in how multiple logics engage at different levels and in varying combinations even in the same hybrid setting. The paper focuses on capital investment implementation and its evaluation, so it is a limitation that the operational stage of PPP projects is not studied. Practical implications: The findings have political relevance because the two local government bodies with more robust combinations of multiple logics were more successful in getting funds and delivering schools in their geographical areas. Originality/value: The study extends Polzer et al.'s (2017) research on hybridity by showing that there can be significant differentiation in how multiple logics engage at different levels and in varying combinations even in what was planned to be the same hybrid setting. It shows how in situations of institutional complexity certain combinations of logics lead to differentiation in governance and accountability, creating fragmented focus on the related public accountability structures. This matters because it becomes harder to hold government to account for public spending. [ABSTRACT FROM AUTHOR]

Aim: To examine the diagnostic reasoning skills of two nurse practitioner student cohorts. Introduction: Nurse practitioners continue to play a pivotal role in health care provision. Diagnostic reasoning is a core skill of advanced practice. A comparative diagnostic reasoning study between two student cohorts was undertaken between 2018 and 2019. Methods: A validated diagnostic reasoning scale was completed by nurse practitioner students in the United Kingdom and the United States of America at the beginning and end of their clinical placements. The study utilized descriptive quantitative statistics from the data submitted by 22 survey respondents from an online survey. Results: Analysis of the diagnostic reasoning skills suggested there was a difference in the structural memory scores when compared with the beginning of their clinical placements and the final semester of their clinical placements. Conclusion: Diagnostic reasoning skills are a core skill of advanced practice. As students progress through their training, these skills improve. Despite the statistical difference in diagnostic reasoning scores, caution should be made in determining any larger implications due to the small number of participants in this study. Further study is needed in this area. Summary statement: What is already known about this topic? Diagnostic reasoning is a core skill for nurse practitioners.There is minimal research in this area.Diagnostic accuracy is vital for ensuring patient safety. What this paper adds? Structural memory scores improved at the end of nurse practitioner clinical placements. What are the implications of this paper for policy/practice/research/education? Further global research in the field of diagnostic reasoning for nurse practitioners and nurse practitioner students is needed to validate these findings.It is important to ensure nurse practitioners have competency in diagnostic reasoning to reduce diagnostic error.Curricula could be designed to incorporate the use of the DTI to evaluate a student's progress throughout the clinical portion of the nurse practitioner programme. [ABSTRACT FROM AUTHOR]

Background: This cross-sectional study investigates the educational background and entry routes of otolaryngology higher surgical trainees in the UK. Method: A survey was disseminated to trainees through training programme directors and 60 responses were received. Results: Most trainees decided to pursue otolaryngology early in their training, with 50 per cent making the decision four or more years before applying for a higher surgical traineeship. Similarly, 68.3 per cent of trainees undertook otolaryngology-themed core surgical training, while two-thirds had an otolaryngology rotation during their foundation training. Most trainees (86.7 per cent) were accepted into core surgical training on their first attempt, and 71.7 per cent gained entry to higher surgical training on their first attempt. Conclusion: The findings highlight the importance of early exposure to otolaryngology and the pursuit of themed core surgical training programmes for building a competitive application. However, unsuccessful first attempts at core surgical training or higher surgical training should not discourage candidates from pursuing a career in otolaryngology. [ABSTRACT FROM AUTHOR]

Electrochemistry education of future researchers is crucial if we are to decarbonise economies and reach targets for net zero, and this arguably begins with education in electrochemistry within undergraduate degrees. This paper reviews the teaching of electrochemistry in UK universities at the undergraduate degree level. We review where and how electrochemical concepts are introduced into chemistry, chemical engineering and materials science programmes. We provide some motivation for this review, which was stimulated by discussions from a workshop on the 'Future of Fundamental Electrochemistry Research in the UK', held in 2022. We summarise briefly how consensus on UK degree programme course content has been reached and inconsistencies that remain. Electrochemistry curriculum content from a convenience sample of UK universities, and disciplines, has been collected and is summarised, with a reflection on some trends. Finally, we present some implications for policy. A roadmap is suggested to ensure that the teaching of electrochemical fundamentals is addressed in the curriculum at an appropriate level to underpin the many technically relevant applications of electrochemistry that graduates will encounter in their further education or employment. [ABSTRACT FROM AUTHOR]

An editorial is presented on Educational and Child Psychology, which includes legislation, adolescent development and learning, therapeutic intervention and supporting interventions and challenge and support the work of psychologist in UK and internationally and the strength of response pays testament to the profession's ability to utilize the research role of educational psychologists.

Nurse‐led research and innovation is key to improving health experiences and outcomes and reducing health inequalities. Clinical academic training programmes for nurses to develop research and innovation skills alongside continued development of their clinical practice are becoming increasingly established at national, regional and local levels. Though widely supported, geographical variation in the range and scope of opportunities available remains. It is imperative that clinical academic opportunities for nurses continue to grow to ensure equity of access and opportunity so that the potential of nurse‐led clinical academic research to improve quality of care, health experience and health outcomes can be realised. In this paper, we describe and report on clinical academic internship opportunities available to nurses to share internationally, a range of innovative programmes currently in operation across the UK. Examples of some of the tangible benefits for patients, professional development, clinical teams and NHS organisations resulting from these clinical academic internships are illustrated. Information from local evaluations of internship programmes was collated to report what has worked well alongside 'real‐world' set‐up and sustainability challenges faced in practice. Clinical academic internship schemes are often opportunistically developed, making use of hybrid models of delivery and funding responsive to local needs and available resources. Key enablers of successful clinical academic internship programmes for nurses were support from senior clinical leaders and established relationships with local universities and wider organisations committed to research capacity building. [ABSTRACT FROM AUTHOR]

This article investigates the ways in which drawing is taught and assessed in post‐16 UK schools and colleges, with a particular focus on A Level art and design courses. Through an historical survey of the development of syllabi and assessment methods, it traces how the role of drawing in the curriculum has changed over the past sixty years. From a series of prescribed observational drawing exercises, the A level exam has evolved into a holistic exploration of each student's creative process, and drawing is now seen mainly as an integral part of that process. The article demonstrates how the art history element of the syllabus has also been gradually integrated into practice, and thus into the drawing process itself. Questions are raised about how these changes have influenced the nature of the portfolios which students entering higher education bring to interview. In short, this article seeks to answer the question: do we now teach and assess observational drawing skills 'through a glass darkly', obscured by other considerations within the art educational curriculum? [ABSTRACT FROM AUTHOR]

This article reports and reflects on an element of a recent survey of UK public health professionals, specifically in relation to the Public Health Knowledge and Skills Framework (PHSKF) and the ethical requirements that underpin public health practice. Only 38.4% of respondents reported accessing the PHKSF and a mere 13.7% reported accessing the accompanying background paper on ethical public health practice. Given that ethical practice underpins the PHSKF, it is concerning that so few respondents are familiar with the PHSKF and one of the source documents. While issuing frameworks and guidance is one way to support public health practice, there is a further need for greater integration of skills and knowledge around ethical public health practice within education and training initiatives. [ABSTRACT FROM AUTHOR]

The conventional view since the early 2000s has been that participation in higher education (HE) is a risky pathway for disadvantaged young people in England; the social risk of entering an alien environment combines with the financial risk of rising costs and questionable long-term returns. This riskiness has been constructed as a major barrier to participation. However, national administrative data cast doubt on whether this analysis still holds true. Despite significant rises in tuition fees, the proportion of disadvantaged young people entering HE has continued to rise, with advantaged groups seemingly being more price-sensitive. Data from recent qualitative studies has also suggested that young people are now less attuned to risks. This paper considers whether circumstances in wider society have shifted perceptions of risk. The volatility resulting from the global financial crisis appears to have repositioned HE as a less risky option than early entry to the labour market, especially with more jobs becoming 'graduate', while the social risk has declined as HE has diversified. The paper draws on theoretical perspectives from Beck, Boudon, Simon and Kahneman to argue that many disadvantaged young people now view HE as a form of 'insurance' against an uncertain future. [ABSTRACT FROM AUTHOR]

This article comments on the relationship between educational research and the practice of teaching in Great Britain. There has been pressure on teachers to ensure that their work is informed by research. The Carnegie Academy for the Scholarship of Teaching and Learning, whereby practicing teachers are helped to come together to share their thinking about their practice, both among themselves and with researchers who seek to offer relevant and helpful research-based ideas. Teachers need a knowledge of, at least a respect for and a readiness to learn about, their students' community cultures. According to the author that the knowledge that educational research can offer teachers can at best only complement the other kinds of knowledge upon which teachers need to draw.

This article presents the comment of professor Jerry Miner on the books written by Mark Blaug and John Vaizey about the economics of education in Great Britain. The essential issue hinges on the relation of educational conditions and opportunities and the behaviors of individual decision-makers. Vaizey denies the very notion of a unique return to any sort of capital, physical or human. Further, his rejection of the notion that rates of return to education measure any systematic association between education and social or private benefits abjure any prospect for reconciliation with Blaug. Blaug's excellent survey of empirical work on human capital seems now to locate him a few steps further away from the neoclassical position than he was at the time of his book Economics of Education. The burden of the empirical studies he reviews seems clearly to indicate that people have not been able to demonstrate that individuals take education to the point where its yield is brought into equality with the opportunity cost which confronts the taker. The consumption and investment benefits of education are too intertwined and the opportunity costs to different groups of individuals too diverse to allow to test the hypothesis of personal investment optimization in education.

Aim: To ascertain the perceptions and experiences of candidates of national recruitment and multi‐station interviews for the selection of oral surgery specialty trainees to UK during the first 3 years of being introduced. Material and methods: A pre‐piloted questionnaire was administered in paper format to applicants immediately following completion of the final recruitment day. Applicants were asked six questions regarding appropriateness of each of the stations using a Likert scales (1 strongly disagree to 5 strongly agree). Results: During a 3‐year period, feedback was favourable for those stations most likely to be associated with a career in oral surgery, which was in stark contrast to the critical appraisal station which consistently received feedback regarding the time allocated to it. Survey feedback each year was presented to the working group and helped to develop and inform future stations. Conclusions: Candidates considered national recruitment to be both a fair and transparent process, which the majority supporting the move away from traditional CV‐focused interviews. [ABSTRACT FROM AUTHOR]

This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]

This paper investigates social class inequalities in English school qualifications. The analytical focus is pupils' outcomes in General Certificates of Secondary Education (GCSEs). The original aspect of this paper is the operationalisation of data from the British Household Panel Survey (BHPS) and the UK Household Longitudinal Study (UKHLS), which facilitates analyses from 1991 to 2013. We observe a general trend of improved educational outcomes in more recent cohorts of school pupils, which is consistent with national results. The central empirical finding is that there is a persistent social class gradient. Pupils growing up in families in less advantaged social classes have less favourable school GCSE outcomes. This is especially concerning, because having fewer good GCSEs is likely to limit children's participation in more advanced education and restrict their options in the labour market. Changes in the structure and content of GCSEs lead us to conjecture that sociological analyses of social class inequalities in school qualifications will continue to be important. We highlight the limitations of using administrative educational data, and we outline the data resources that would better facilitate the study of social class inequalities. [ABSTRACT FROM AUTHOR]

Background: Speech and language therapy (SLT) education must meet the needs of the future workforce, training enough students who are competent practitioners able to meet the workforce demands. Increasing student numbers and the impact on placement providers mean students must be equipped for learning on placement. Simulation is a way of supporting students to develop their clinical skills and decision‐making in a safe, supportive environment. Aims: To explore the perspectives of SLT students who were introduced to simulation during their undergraduate degree at a UK university as part of a pilot study. The aim of the pilot was to listen to the students' voices to begin to understand their lived experiences of simulation and to gather views on how simulation can support their clinical learning. Methods & Procedures: Focus groups and semi‐structured interviews were carried out with second‐year BSc SLT students in semester 2 following the simulated learning activities and clinical placement. Qualitative data were gathered and thematic analysis was applied to the data to identify the barriers and enablers to students' clinical learning in simulation. Outcomes & Results: A total of 11 students responded out of a cohort of 38. Three key themes were identified from the analysis: individual learning needs, facilitator skill and programme‐level organization. Conclusions & Implications: Student experience of simulation was positive. One of the key elements students found to support their clinical skills was the importance of the safe space; support for learning instead of correction led them to engage in active learning. Key barriers to simulation related to having sufficient prior knowledge, the skills of the facilitator, group size and the wider learning landscape of the programme. In response to this pilot, there are plans to continue developing this model of simulation and embed simulation across the programme, led by a sound pedagogical approach with clear preparation and planning and building the necessary infrastructure. Other SLT programmes and practice educators developing simulation as part of their programmes or placement may wish to consider some of these findings to support the use of simulation in their workplace. What this paper adds: What is already known on this subject: Simulation as a teaching methodology is widely used in medicine and nursing programmes. It is now used in various allied health professions and in some SLT programmes. There is evidence to suggest simulation increases student confidence and clinical skills without increasing the capacity on those offering clinical placements in practice. What is already known on this subject: This study offers a practical example of introducing simulation in an established undergraduate programme for SLT students. It explains the background to this innovative way of teaching clinical skills and explains why this approach could be beneficial for the future speech and language therapist. What are the clinical implications of this work?: This study gives practical examples of how simulation can work to facilitate student clinical learning and knowledge. It may offer ideas to those working in clinical practice to organize placements differently or add simulation elements to improve the student experience. Other educational establishments and placement educators may find the recommendations helpful in developing their own simulation approach. [ABSTRACT FROM AUTHOR]

The Capsule Reviews are intended to provide a short succinct review of each paper in the issue, in order to bring the content to a wider readership. This issue's Capsule Reviews were compiled by Fairouz Kamareddine. Professor Kamareddine is an Associate Editor of The Computer Journal and is based in the School of Mathematical and Computer Sciences at Heriot-Watt University, Edinburgh, UK. [ABSTRACT FROM PUBLISHER]

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]

Background: Children with persistent speech disorder (PSD) are at higher risk of difficulties with literacy, with some evidence suggesting an association with poorer educational attainment. However, studies to date have either used small clinical samples, which exclude children who have not been referred to clinical services, or relied on parent–teacher report of children's speech development. There is a need for an inclusive study to investigate the impact of PSD on educational outcomes using a population‐based sample and robust measures of speech development. Aim: Using a large prospective UK population‐based study—the Avon Longitudinal Study of Parents and Children (ALSPAC)—this study investigated: (1) how children identified with PSD at age 8 years perform on educational attainment tests at ages 10–11 and 13–14 years in comparison with children without PSD; and (2) whether children identified with PSD at age 8 years are more likely to receive a label of special educational needs (SEN) in secondary school. Methods & Procedures: We examined the data for 263 children with PSD and 6399 controls who had speech assessed at age 8 years in a research clinic. Educational attainment was measured using data from English school standard attainment tests. Data on SEN categorization were obtained between 11 and 13 years of age. Children with PSD and controls were compared using regression analyses adjusted for biological sex, maternal age, verbal, performance and full‐scale IQ. Outcomes & Results: Children with PSD at age 8 years were more likely to achieve lower attainment scores at ages 10–11 years in English and mathematics and across all three subjects of English, mathematics and science at ages 13–14 years after controlling for biological sex and maternal education; score below target levels for English at both time points after controlling for verbal IQ, and at ages 13–14 years after controlling for performance IQ; and receive a label of SEN (typically for the category of cognition and learning needs or communication and interaction needs) in secondary school. Conclusions & Implications: PSD identified at age 8 years is associated with poor educational attainment at ages 10–11 and 13–14 years in the core subjects of English, mathematics and science. Children with PSD at age 8 years are more likely to be identified with SEN at ages 11–13 years, particularly cognition and learning needs, and communication and interaction needs. We need to be aware of the potential for the long‐term impact of PSD on educational attainment in providing appropriate and effective support throughout school. What this paper addsWhat is already known on the subjectSpeech‐sound disorder is associated with reading and spelling difficulties, with some evidence to suggest that PSD is associated with a higher risk of literacy difficulties. Limited evidence also suggests that speech‐sound disorder may be associated with poorer educational attainment. However, studies to date have used small clinical samples or parent–teacher report of speech development and there is a need to determine whether the association is observed in larger and more inclusive population‐based samples.What this paper adds to existing knowledgeThis prospective, longitudinal study of a large community‐based sample of English children has shown that PSD is associated with poorer educational attainment at the end of primary school and at ages 13–14 years. Children with PSD are also more likely to be identified as having SEN in secondary school, especially communication and interaction needs but also including cognition and learning needs.What are the potential or actual clinical implications of this work?Understanding the long‐term implications of PSD on educational attainment highlights the importance of ongoing monitoring and support to enable children to reach their potential throughout primary and secondary school. The identification of children with a history of PSD during transition to secondary school will enable effective support to be put in place. The intervention for children with PSD should involve close collaboration between speech and language therapists and education professionals. [ABSTRACT FROM AUTHOR]

In this paper, the author considers the contribution of creativity to pastoral care in education. Since its advent in English schools in the early 1970s, pastoral care has placed the affective realm and individual enrichment centre stage in both its curriculum aims and teaching approaches. These principles have, however, had much to contend with over the past 50 years; from the obtrusive effects of state intervention in schools, to the challenges confronting young people growing up in increasingly complex societies. For many teachers and practitioners, engaging young people in creative pursuits has come to be regarded as a necessary counterpoint to increasingly performative school cultures and an essential means to enabling vibrant forms of positive self-expression. The power of creative activities has received new impetus as a pastoral concern in light of two national trends. The first as creative arts provision in the curriculum in English state secondary schools declines as a consequence of Government qualification reforms, and second as an increasing number of young people are referred to Alternative Educational Provision with mental health issues. As a consequence, many pastoral educators have turned or, indeed, returned to creativity and creative practices as a primary means of supporting and enriching the lives of young people, particularly for those who now struggle in contemporary school environments. In light of these developments and drawing on research and practice in the field of creativity and pastoral care, this paper aims to cast further light on creativity in pastoral education. [ABSTRACT FROM AUTHOR]

Outdoor learning experiences in Higher Education (HE) provide students with the opportunity for emotional development, cognitive development and learning. Despite this, the literature exploring the impact of emotive outdoor learning experiences on students’ development and learning is scarce. The aim of this paper is to present an overview of the key factors important for the delivery of outdoor learning experiences in HE. The paper will also incorporate the authors personal experience of delivering emotive outdoor learning in HE (visiting Holocaust sites with undergraduate students). Broad recommendations for the future design and delivery of emotive outdoor learning experiences is also discussed. [ABSTRACT FROM AUTHOR]

This paper focuses on the ‘mainstreaming’ of charities into schools. There have been growing concerns about the permeation of business and business values in education, but relatively little attention has been paid to the ways in which schools are increasingly engaged in the ‘business’ of fundraising for charities. Drawing on survey data from the WISERDEducation Multi-Cohort Study (WMCS), the paper outlines young people’s relationship with charities. The data show that young people have a high degree of engagement with charities, in which schools play a significant part. There are likely to be many positive aspects to this engagement, inasmuch as it fosters and reflects young people’s sense of collective responsibility. However, there are also issues about the extent to which this high level of involvement marginalises other approaches to promote the social good and increases the permeation of business values and business into school. The paper concludes that the current mainstreaming of charities into schools is not necessarily a self-evident ‘good’ and that this under-researched phenomenon deserves greater critical attention within and outwith schools. [ABSTRACT FROM AUTHOR]

Practitioner research, as one example of research supported by universities, has developed in unexpected ways, some of them unhelpful and has not always generated the benefits predicted. This paper argues that practitioner research has become shaped more by the needs of universities than by the schools and teachers it was hoped it would serve. The paper goes on to explore the idea that the promise of practitioner research has been so beguiling that it has commandeered more than a wise share of attention in universities and that this has been at the expense of exploring some other avenues of engagement with schools. The paper notes that the evolution of practitioner inquiry has taken place at a time when regimes of accountability driven by central government have been visible globally and when universities and schools each had significant pressures to fulfil policy imperatives. The pressure towards performance has in England drawn the attention of universities and schools away from, rather than towards, each other: schools to revised curricula and performance, universities to research and funding. Practitioner research became developed as a skeleton for higher degrees and in that arena universities came to have a role in promoting and at the same time inhibiting and possibly damaging its development. Hopes that practitioner research would come to contribute to mainstream research were not fulfilled and both educational and more especially practitioner research remain problematic in the wider university research agenda. One response is to renew efforts to improve existing approaches and examples of this are now widespread. However, the paper observes that, at present universities’ support for schools seems to reflect only a small part of their much wider expertise and argues that education departments in universities might think much more radically about the range of expertise that they can offer schools, a more imaginative exploration. The paper continues by noting that the challenge for university departments of education of working together equally with schools and teachers is easy to aspire to, but not to fulfil, and this impacts on working with the authentic concerns of schools and on sharing expertise. Further opportunities are available: beyond education departments: for example, other university departments have expertise that education departments might link with which has hitherto remained unexplored. Additional areas which remain under-researched are the processes of incorporating educational change and in making judgments about educational initiatives. Readers are reminded that the accidental barriers produced by the categories of research, teaching and administration are accountancy categories and may demand creative and determined responses. The paper concludes that there is too much to lose by not exploring these or other wider possibilities and much to gain by doing so including opportunities in research. [ABSTRACT FROM AUTHOR]

This paper contributes to the literature on complementary schools as sites of learning and social and cultural identification. We draw on a small-scale multi-method qualitative study conducted in Albanian and Bulgarian community schools in London to explore the agendas of ‘new’ Eastern European complementary schools with respect to learning and heritage and their impact on migrant students’ identities and experiences with education in the UK. Findings demonstrate that different models of complementary schooling and students’ experiences of mainstream education affected students’ views in different ways. The paper explores how the ‘hard’ and ‘boring’ culture of Bulgarian complementary school resulted in students’ expressions of greater liking for learning in mainstream school and valuing of its multiethnic context. It further examines how practices in another complementary school and students’ wider social experiences resulted in a stronger sense of Albanian heritage identity in students, but in more problematic views of UK cultural diversity. In elaborating these themes we seek to draw some implications for policy and practice. [ABSTRACT FROM PUBLISHER]

The article presents information on the various papers published in the 2006 issue of the periodical "Studies in the Education of Adults." In one of the papers the author presents information on how academics participating in the Research Assessment Exercise in Great Britain have been much exercised by the possible use of metrics, including citations and journal ranking, as a proxy for the objective measure of the quality of research. Another paper explores critically a number of popular discourses of pedagogy in adult education theory and practice. A papers presents information on a recent email survey of professors of education in the United States and in Great Britain. A paper reports on a research with archaeologists working in the Yucatan in Mexico to try and create an archaeology that is less damaging to local environments, cultural resources and local communities than many archaeological projects. A paper presents information on activity theory and situated learning perspectives in education.

Children's life chances remain unequal with vulnerable children caught in a cycle of poverty and crime. In this article, Margaret Hodge, Minister of State for Children, outlines how the reforms proposals in the Children's Green Paper will help to protect vulnerable children and enable them to lead fulfilled lives. [ABSTRACT FROM AUTHOR]

One of the most significant and far-reaching shifts taking place in contemporary British higher education is that from an institution-centred approach to a learner-centred approach. This paper explores the implications of this new dynamic, proposing in Section 1 three ways in which institutions will be challenged to adapt: in their overall perception of and goals for their students; in their educational objectives and focus, and in the structure and mode of delivery of their programmes and courses. The proposals challenge the existing status quo, and reference is made to some of the theological principles said to underpin current practice. Section 2 takes this further, similarly examining the alternative from a theological perspective, focusing on the dual yet related issues of communion and selfhood (with individualism). The knotty question of the Church's role in society provides the backdrop for the summary and conclusion, which suggest that institutions would do well in this instance to accommodate societal change rather than stand against it. Such accommodation is not necessarily negative; indeed, there are many ways in which it can be seen as healthy and theologically sound. While the intention of the paper is to provoke discussion before promoting new pathways, its underlying message is one not only of challenge but also of hope. [ABSTRACT FROM AUTHOR]

Sport is often framed as a panacea for social disharmony, especially within the context of marginalised youth populations, and is widely promoted as a mechanism through which a multiplicity of social policy objectives can be achieved. Yet while political rhetoric has long pointed towards sport's transformative abilities, the basis for such claims remains unproven. Theory-based approaches to evaluation have been posited as a useful device to explore the impact of specific initiatives and indicate where best practice may operate. The aim of this paper is to highlight one such theory-based framework that has been devised by practitioners in recent years around the operationalisation and evaluation of sporting interventions in criminal justice settings and which has come to be adopted as the dominant 'theory of change' across sport and criminal justice practitioner settings in the UK, but has, as yet, eluded academic scrutiny. To address this omission, the present discussion offers an in-depth analysis of this framework with the aim of discerning more clearly 'what might work' within sport and criminal justice contexts. In turn, the paper aims to stimulate further academic debate around the instrumental role of sport within criminal justice and the value of such frameworks for both policy and practice. [ABSTRACT FROM AUTHOR]

This article outlines findings from exploratory research undertaken by the Royal Town Planning Institute (RTPI) considering questions of supply of and demand for town planners. Three themes are identified in the literature in this field: skills and training needs, recruitment and retention issues, and perceptions of the planning profession. Noting that these strands are often interdependent, the paper discusses solutions and findings. As an exploratory exercise, the paper points towards the other avenues of research for which it sets the ground, recognising that the results of this and other research will help the RTPI refine its educational activities. [ABSTRACT FROM AUTHOR]

This paper presents a conversation that took place via Zoom on 6 September 2022, between Adriana Schneider Alcure and Bruce Adams, curated by Pedro de Senna. In it, Alcure and Adams discuss their experiences, respectively, at the Universidade Federal do Rio de Janeiro (UFRJ) and Middlesex University, London (MDX). Both universities offer BA courses in theatre directing, but follow very different models. Both universities also offer MAs in Theatre Arts (MDX) and 'Artes da Cena' (UFRJ), with similar interdisciplinary ethea. Mediated by de Senna's experience of both cultural contexts, Adams and Alcure talk about commonalities and differences, addressing two key pedagogical questions: in what ways can directing be taught, if at all? And: what is the role of theatre (and theatre directors) in society? The conversation is not directly transcribed, but edited and organised by de Senna, drawing on the themes explored, and addresses contemporary theatre director training from an intercultural perspective. The exchange touches on questions of academic and artistic labour, student cohorts, curriculum design, interdisciplinarity; and the relationship between 'training' and 'education', when it comes to the performing arts in general, and theatre directing in particular: are these terms even adequate? It is clear that these questions are imbricated with those relating to the purpose of, and access to, the arts and education more broadly, in societies that, while very different, have more in common than might at first be acknowledged. [ABSTRACT FROM AUTHOR]