Search

Drawing on interviews via letter with 64 prisoners maintaining innocence across England and Wales, this article examines the perceived institutional consequences of claiming innocence within the prison environment. A myriad of areas, ranging from everyday living conditions, risk assessment, progression to ultimately parole, are all believed to be impacted by claims of wrongful conviction. As this article illustrates, such a position is often inconsistent with Prison Service Orders and Instructions. These prisoners are thus required to engage and work within a system that is not designed for them and that they believe penalises them as a result of their claims. [ABSTRACT FROM AUTHOR]

The career progression of teachers of black, Asian and minority ethnic heritage is a matter of much debate and research. Over the past decade, a body of research has confirmed that race discrimination/race inequality is a factor in the progression of teachers of black, Asian and minority ethnic heritage in England. Although it has been argued that 'Britain is not a racist nation', it nonetheless has, as described by Phillips in 2016, a '...deep sensitivity to...ethnic and cultural difference'. According to Miller, this sensitivity remains at the heart of a 'deep-rooted and continuing struggle among black, Asian and minority ethnic teachers and academics for equality and mutual recognition'. Drawing on Miller's 2016 typology of educational institutions: engaged, experimenting, initiated and uninitiated, this paper presents evidence from three English headteachers of Multi-Academy Trusts who devise, implement and embed positive actions in the recruitment, development, retention and progression of staff of black, Asian and minority ethnic heritage. The objective of this study was to examine the work of school leaders/institutions in taking steps to improve black, Asian and minority ethnic teacher progression in England, by identifying and highlighting 'what works', and how. Furthermore, by treating each school/leader as a unique 'case', this paper shows their motivation (personal and professional), experiences of 'race', school contexts and the type/s of leadership required and used in these institutional contexts to change attitudes, cultures and behaviours. [ABSTRACT FROM AUTHOR]

This article contributes to developing intersectionality theory by deepening understanding of how patriarchy and racism interact with other structural factors to influence low‐paid migrants' progression attempts. Using a critical realist approach and analysing interviews of 31 female and male migrants employed in five large organizations in Scotland and England, we reveal how major structural factors influence their main forms of identity work and the resources that they draw on in both the workplace and home. The feminist approach undertaken by this study makes significant advances to organizational intersectional theory in three ways. Firstly, it highlights the importance of examining the interaction of the influence of patriarchy within the home with racism and other structuring forces within the workplace. Secondly, it reveals how combinations of constraints and enablements that intersect with gendered and racialized identity work create formidable barriers to progression. Thirdly, it explores migrants' differential access to diverse resources, including financial, social, discursive and psychological resources in both spheres over time. These findings reinforce the need for policy actions that recognize the interaction of structural factors which influence female and male migrant progression and the need for support within and beyond the workplace. [ABSTRACT FROM AUTHOR]

Amid considerable interest in the experiences of early career professionals in social work in England and internationally, and the relationship between these and retention and progression, this article reports on the findings of one element of a larger evaluation. It reports the findings and analysis of interviews with 42 relative newcomers to social work, some 3 years following qualification, focusing on their current career orientations, and how these appear to affect their future intentions. We identified three distinct groups, designated as "strivers," "doers," and "seekers." Each of these groups demonstrated a different kind and level of commitment to their social work role and identity: Strivers were oriented towards career progression and taking on senior roles; doers were committed practitioners who saw themselves as continuing in front line service delivery for the foreseeable future; and seekers, although still committed to social work in principle, tended to be more unsure about their future place in the profession. This typology appears to be reasonably robust on the basis of our investigation and has implications for career planning and supervision of social work professionals, especially at the early stages of their careers. [ABSTRACT FROM AUTHOR]

The article focuses on a study conducted on the experience of black and ethnic minority students in practice education settings in social work programmes in England. It states that educational disparities have been seen between black and ethnic minority students and white students in all levels of education in Great Britain, Europe, and the U.S. The study identified several factors that impacted black and ethnic minority students' experiences of social work education.

This article reports on a qualitative study with lesbian, gay and bisexual students and key informants from social work programmes and the wider higher education institution (HEI) that aimed to examine participants' views about this group of students' progression on and experiences of social work programmes in England. Student participants did not consider that their progression had been adversely affected by reactions to their sexual orientation; however, key informants were unable to supply data on this. Although some students were broadly satisfied with their experiences, others reported specific instances of discrimination against them and, more commonly, homophobic comments by other students. Although key informants expressed a general commitment to combating unfair discrimination, few explicit accounts of mechanisms, policies or practices to achieve this were given. A lack of attention to these issues in both academic and practice curricula was also indicated. The paper develops a framework for social work educators and institutions to evaluate and audit their educational practice, which could be used to create more inclusive learning environments. Some ways in which institutions and individual educators could improve their practice are suggested. [ABSTRACT FROM AUTHOR]

Browne (2010) renewed debate regarding minimum tariff registration to higher education (HE) in England. This was proposed to be linked to HE finance and was a way of imposing number controls. The White Paper: 'Students at the Heart of the System' (DBIS, 2011) has not fully implemented this but nevertheless has placed a renewed focus upon higher academic qualifications and re-positioned students with alternative and lower entry criteria as marginal to much HE provision. This paper seeks to demonstrate that work-based students (WBS) who often enter HE on lower and vocational tariffs may offer a 'good deal' or 'safe bet' to universities. As part of their Access Agreements, English universities charging maximum fees of £9,000 must demonstrate they are working to attract underrepresented students and WBS tend to contribute well to widening participation (WP) statistics. Universities are also reviewing their Key Performance Indicators (KPIs), to determine competitiveness in the marketplace, such as percentage of students who achieve 'good honours'. WBS generally contribute as well as their 'traditional' counterparts to overall figures of retention, attainment and progression (RAP). This paper argues that university Access Agreements would be well served to maintain academic freedom upon tariff for some programmes of study and to prioritise financial support for these groups. [ABSTRACT FROM AUTHOR]

This article traces and analyses some of the key features of 14-19 education and training in England over the 30 years since such a phase was first mooted. It does this through an introductory narrative outlining the key policies and initiatives and the development of six themes drawing on analysis of a body of research and policy. The themes are: the waxing and waning of policy in relation to a 14-19 phase; policy imperatives driving 14-19 education and training; curricular commonality, differentiation and unification; pathways and progression; qualifications-led curriculum change and partnership, institutional autonomy and competition. The article concludes by outlining the implications of the analysis for the current political and policy context in relation to education and training for 14- to 19-year-olds. [ABSTRACT FROM AUTHOR]

Ensuring effective progression from vocational qualifications to higher education has become an important issue internationally as a part of government strategies to raise skill levels and to provide more equitable access to tertiary level study. From September 2008, the Government in England has begun to introduce a new set of qualifications for 14-19-year-olds, called Diplomas, intended to prepare young people for both employment and higher education. In competition with the traditional General Certificate of Education Advanced Levels, the reputation of the Diploma will depend on its ability to provide a progression route to university. Drawing on evidence from a variety of sources, including five seminars involving further education teachers, higher education admissions tutors and representatives of national agencies, this article suggests that the potential of the Diplomas to become a major route to higher education will be constrained by what we term a 'low uptake, low understanding, low recognition and high complexity syndrome'. Using historical sources, the article also points to key similarities between the new Diplomas and the earlier, ill-fated Advanced General National Vocational Qualifications as middle track awards in the English triple-track qualifications system. We conclude by suggesting two contrasting possible strategies to address this issue. [ABSTRACT FROM AUTHOR]

This article discusses learner progression within further education (FE) colleges in England and the role that both internal college practices and wider system factors play in the transition of 16-19 year olds from school to further study and the workplace. Focusing on a sample of 118 learners from 19 lower level courses in a large general FE college and using a series of interviews with learners and 23 of their tutors, this paper raises issues about how far current policy levers promote the concept of progression and how inclusive practices are in FE colleges. The article concludes by suggesting that changes need to be made at both institutional and national policy levels in order to ensure effective learner progression from school, through further education to employment. [ABSTRACT FROM AUTHOR]

Abstract: Europe''s commitment to language learning has resulted in higher percentages of pupils studying foreign languages during primary education. In England, recent policy decisions to expand foreign language learning at primary level by 2010 create major implications for transition to secondary. This paper presents findings on transition issues from case studies of a DfES-funded project evaluating 19 local authority Pathfinders piloting the introduction of foreign language learning at primary level. Research on transition in other countries sets these findings in context. Finally, it investigates the challenges England faces for transition in the light of this expansion and discusses future implications. [Copyright &y& Elsevier]

Abstract: This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curriculum areas. The paper introduces the analytic framework which emerged from the study, and summarises some of the key findings, with a particular focus on teacher stance, taking this slice of analysis further than is done in the original research report and discussing in particular teachers’ attitudes toward creative learning and toward teaching for creative learning. [Copyright &y& Elsevier]

The article explores the challenges faced by geography teachers when they attempt to design curricular structures to support progression in their students' geographical understanding in England and Wales. From the perspective of a school's geography department, the external requirements are an all-pervasive practical consideration, alongside the time, staff and material resources allocated to the subject and the many practical decisions which are an inevitable part of the processes of curriculum planning and teaching. Theoretical considerations are related more closely to significant ideas which can inform planning and teaching for progression. The concept of progression is applicable to how students' geographical understanding can advance over a period of time, and how courses can be designed to facilitate such advances. They address the extent to which progression in understanding can be guided by the structures of intended learning outcomes, by the ways in which students' cognitive capabilities appear to develop, and by analyses of the qualities which appear to characterize progression in geographical understanding; and how the curriculum can be structured to facilitate progression.

Background: Guidelines for commencing therapy for HIV infection have been based upon HIV-1 RNA and CD4 lymphocyte thresholds. The influence of confounding factors such as gender, ethnicity and co-infections is unproven. Objectives: To analyse ethnic discordance in plasma HIV-1 viral load (VL) and CD4+ count and its potential clinical significance in Black and Caucasian groups. Study design: Retrospective, cross-sectional, observational study of 537 antiretroviral naı¨ve HIV-1-positive individuals attending two East London clinics. Baseline data were obtained from individuals who registered at the clinic from November 1996 to August 1999. An analysis was performed comparing ethnic differences in plasma HIV-1 VL, CD4+ count, CD8+ count, co-infections, CDC disease category, AIDS-defining illnesses and mode of transmission. Results: Plasma HIV-1 VL was significantly lower in Blacks (4.5 copies/ml versus 4.7 copies/ml; P<0.05) despite lower baseline CD4+ counts and similar rates of disease progression to Caucasian groups. This association remained for patients with less advanced disease after stratification for CD4+ count (CD4+ 200–500, VL 4.5 copies/ml versus 4.7 copies/ml, P<0.01; CD4+ >500, VL 3.4 copies/ml versus 4.3 copies/ml, P<0.001) and disease category (non-AIDS, 4.4 copies/ml versus 4.7 copies/ml; P<0.005). On multivariate analysis, the association persisted following adjustment for gender, age, co-infections, CD4+ count and mode of transmission. Conclusions: These results suggest that plasma HIV-1 VL is discordantly low in Black compared with Caucasian groups stratified for CD4+ count, in this cohort of antiretroviral naı¨ve HIV-1-positive individuals living in London. Although there are a number of possible explanations for this finding, it has considerable clinical relevance for the management of Black HIV-1-infected patients within UK, with significant implications for the decision about when to commence antiretroviral or immune-based therapies. [Copyright &y& Elsevier]

Background: Type 2 diabetes (T2D) is common and increasing in prevalence. It is possible to prevent or delay T2D using lifestyle intervention programmes. Entry to these programmes is usually determined by a measure of glycaemia in the 'intermediate' range. This paper investigated the relationship between HbA1c and future diabetes risk and determined the impact of varying thresholds to identify those at high risk of developing T2D., Methods: We studied 4227 participants without diabetes aged ≥ 40 years recruited to the Exeter 10,000 population cohort in South West England. HbA1c was measured at study recruitment with repeat HbA1c available as part of usual care. Absolute risk of developing diabetes within 5 years, defined by HbA1c ≥ 48 mmol/mol (6.5%), according to baseline HbA1c, was assessed by a flexible parametric survival model., Results: The overall absolute 5-year risk (95% CI) of developing T2D in the cohort was 4.2% (3.6, 4.8%). This rose to 7.1% (6.1, 8.2%) in the 56% (n = 2358/4224) of participants classified 'high-risk' with HbA1c ≥ 39 mmol/mol (5.7%; ADA criteria). Under IEC criteria, HbA1c ≥ 42 mmol/mol (6.0%), 22% (n = 929/4277) of the cohort was classified high-risk with 5-year risk 14.9% (12.6, 17.2%). Those with the highest HbA1c values (44-47 mmol/mol [6.2-6.4%]) had much higher 5-year risk, 26.4% (22.0, 30.5%) compared with 2.1% (1.5, 2.6%) for 39-41 mmol/mol (5.7-5.9%) and 7.0% (5.4, 8.6%) for 42-43 mmol/mol (6.0-6.1%). Changing the entry criterion to prevention programmes from 39 to 42 mmol/mol (5.7-6.0%) reduced the proportion classified high-risk by 61%, and increased the positive predictive value (PPV) from 5.8 to 12.4% with negligible impact on the negative predictive value (NPV), 99.6% to 99.1%. Increasing the threshold further, to 44 mmol/mol (6.2%), reduced those classified high-risk by 59%, and markedly increased the PPV from 12.4 to 23.2% and had little impact on the NPV (99.1% to 98.5%)., Conclusions: A large proportion of people are identified as high-risk using current thresholds. Increasing the risk threshold markedly reduces the number of people that would be classified as high-risk and entered into prevention programmes, although this must be balanced against cases missed. Raising the entry threshold would allow limited intervention opportunities to be focused on those most likely to develop T2D., (© 2021. The Author(s).)

The question in the title was addressed by dividing the elements of geoscience fieldwork into eight different strands and then subdividing these into different items addressed during fieldwork. Separate small groups of experienced geoscience educators (mainly geology teachers of 16–18-year-old and younger students) were then asked to sort the items for each strand into order, from the most simple to the most difficult, and then to assign the items to levels of difficulty identified in the progression of scientific skills given in the National Curriculum for Science in England. The results indicate that, whilst those involved found the exercise fairly difficult, nevertheless it was possible to identify an agreed progression in each of the strands. It is hoped that this exercise will provoke geoscience educators to carry out further research into progression in geoscience fieldwork education, enabling them to confirm such a progression. Meanwhile raising awareness amongst teachers of geoscience fieldwork that there is the opportunity to teach elements of fieldwork in order of increasing difficulty, as identified in the research, should enable them to plan more effective progression in their fieldwork teaching. The strategy and methodology used could also enhance professional development in the teaching of geoscience fieldwork. [ABSTRACT FROM AUTHOR]