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The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in-depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other, to those who are disinclined to dwell on barriers to success as forms of racism and are more predisposed to regarding them as failures of the system.

This article reports the findings of a research project which examines the reasons why minority ethnic trainees withdraw from teacher training courses. It highlights a number of issues, the most significant of which is that withdrawal is a process not an event. The most common causes of withdrawal were 'personal' and 'family' reasons. However, the combination of these two factors with various issues to do with the initial teacher training (ITT) institution and the placement school made it impossible for most trainees to stay on the course. With the exception of perceptions of racism by some minority ethnic trainees, the reasons for withdrawal given by majority ethnic and minority ethnic trainees were by and large the same. The article concludes by suggesting a number of strategies for ITT institutions and placement schools to improve the retention of trainees. It emphasises the need for better support from ITT institutions, more structured mentoring during school placements, continuous and effective communication between the ITT institutions and placement schools, flexibility in course structure, improved funding, availability of affordable childcare, and the tackling of discrimination. It also stresses that withdrawal is not necessarily final, and these trainees should be encouraged to return to teaching as many enjoyed the course and would make good teachers.

This book addresses the question of how we might better understand the task of teaching mathematics to young children.

1. Setting the Scene 2. Case Studies from Individual Schools Gudrun Heatley 3. Advanced Phonics: Teaching Strategies for Poor Readers at Key Stage 2 Sue Jennings 4. Temple Goes Mental Gary Gornell and Rob Halsall 5. Making a Difference: Not Only But Also Mandy Walsh and Dave Hustler 6. Balancing the Forces: Researching Primary Science in the Classroom Anne-Marie Roberts and Alan Cross 7. One Mouth Two Ears: Seeking Ways to Make Children and Teachers Effective Speakers and Listeners Claire Lawrenson, Sarah Brealey and Terry Stringer 8. Homing in on a Whole-School Time-Table Initiative Sandy Holt and Ian Stronach 9. Streaming Reviewed: An Attempt to Introduce Pedagogic Change and Equity Mike Berry, Helen White and Peter Foster 10. Speaking and Listening Liz Jones 11. Evidence-Based Practice Brian Corbin, Olwen McNamara and Ian Stronach 12. The Professional Self Anne Campbell 13. Partnership: 'Long Straws and Short Spoons' Olwen McNamara and Ian Stronach

The last few years have seen a sea change in the opportunities available for teachers to engage both in doing teacher research projects and in using existing findings from the wider research and evidence base. A number of recent initiatives have signposted the Government’s intention to support a form of evidence-based practice (EBP) which incorporates both of these elements. Performance Threshold Assessments, for example, require the evidencing of systematic engagement in professional development which could include research and evidence-based activities with a principal focus on teaching in the classroom (DfEE, 2000). In addition, the DfEE announced a new Professional Development Programme for 2000/01, now extended for a further three years, to improve classroom practice by funding Best Practice Research Scholarships which will support teachers in undertaking research and development work and becoming more informed by existing research (DfEE, 2001). The TTA itself, of course, has a relatively long history of supporting teachers’ engagement in and with research. The TTA’s Teacher Research Grants scheme has, since 1996, supported about thirty teachers a year, and in 1997 our own School-based Research Consortia initiative was launched. Finally, the DfEE has established the Evidence for Policy and Practice Information and Coordinating Centre (EPPI Centre) to commission and maintain systematic reviews of, in the first instance, school-based education research, in order to build resource databases and help practitioners and policy makers to locate and access relevant research.