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While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper, we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data, and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls' accounts.

Background: Coaches developing young talent in team sports must maximise practice and learning of essential game skills and accurately and continuously assess the performance and potential of each player. Relative age effects highlight an erroneous process of initial and on-going player assessment, based largely on subjective opinions of game performance. A more objective assessment of each player's progress by measuring essential skills during practice is warranted to guide and improve coaching and assessment of talented children. Purpose: To measure the effects of the coaching intervention on performance and learning during a group technical practice. A second purpose was to repeatedly measure each player's passing, first touch and an awareness response and to measure the reliability of peer assessment as an immediate source of objective feedback. Setting: Weekly coaching sessions at an English professional soccer club academy. A total of 22 practices occurred during the second half of a soccer season. Participants: Academy boys aged 10-12 years, with five players participating throughout the study. The coach was a European "A" licence holder and an experienced physical education teacher. Intervention: The coach and players defined the practice requirements and how to perform each skill successfully. Players were taught to observe, assess and record the performance of their peers. After the practice, players charted their objective scores and bonus game play was awarded based on self-set goal attainment. Research design: A single-subject, multiple-baseline experiment was used to assess the effects of the intervention on performance of the three skills and the reliability of the performance measures. The design and intervention enabled the repeated measurement of all players' performance and learning during each phase and condition of the experiment. Data collection and analysis: Baseline data were collected from video recording of practice and intervention data were collected from recording and live by a player and the coach. Percent correct scores for each skill were plotted on graphs for visual analysis. Agreements between live and primary video data were calculated to evaluate the reliability of peer-assessed scores. Findings: The intervention was shown to improve the level and consistency of performance in all five participants, which, for most players and skills, was maintained when the intervention was removed. Players were willing and able to reliably assess their peers and collect objective data on each player's performance. They enjoyed receiving and charting their scores and reported a greater confidence in these skills in competitive situations. Conclusions: The findings suggest this formal accountability, feedback and reinforcement procedure provides a promising method to maximise practice and learning and accurately assess the progress of talented youth soccer players. Further research is recommended to examine the congruent validity of performance measures from more complex learning tasks to discriminate talent and tackle relative age effects. Implications for future talent development coaching and coach education include the potential for repeatable and measurable systems (a technology) to track performance and learning during coaching-practice to help develop and determine the most able children. (Contains 7 figures.)

Young people, particularly girls, constructed in the education system as having behavioural, emotional and social difficulties are amongst the least represented voices in research. Frequently denied a place to speak from, we direct attention to the importance of hearing girls, who are troubled and troubling--deviating from the rules of school and the norms of their gender--speak about their dis/engagement in education. We argue that participatory research methods can provide meaningful ways for girls to construct and better understand their own narratives. In so doing we draw on our ongoing research in England with teenage girls excluded from mainstream provision. Findings from analysis of their narratives are discussed in relation to voice, space, audience and influence. This process reveals the significance of hearing and responding to the multilayered complexities of girls' voices in purposeful ways.

This paper explores the issues that secondary history teachers on an initial teacher education (ITE) programme in England encounter in attempting to incorporate more cultural and ethnic diversity into the history curriculum. It also assesses the impact that changes in their training course had on their views and pedagogical practice. Using questionnaires and scenario based interviews with three cohorts of trainee teachers, key challenges were identified, which were related to the purposes of teaching history and diversity, appropriate pedagogy and content, dealing with pupils, and teachers' personal concerns. A framework for analysing trainees' stances towards cultural and ethnic diversity based upon a confident-uncertain-uncomfortable continuum was developed. The research revealed that the course had had an impact, although this was in subtle rather than marked ways, which raises further questions about what is possible within the confines of an ITE training programme and the need for additional support beyond the course. (Contains 3 tables, 1 figure and 1 note.)

There is a general acceptance that inclusion is morally and ethically the most appropriate form of education. However, more research needs to focus on how best to accommodate and support the educational needs of all students, including those with physical disabilities. Listening to young people with physical disabilities talk about their educational experiences is one way to do this. The aim of this research was to investigate the life stories of a small number of young people with physical disabilities, in particular focusing on their educational experiences. Nine young people, between the ages of 10 and 13 years, who used a manual or powered wheelchair and had the cognitive ability to participate in a series of biographical interviews, were recruited. They collaborated in the writing of their life stories. One theme identified in the analysis of these life stories was their educational experiences. The results highlight that the participants held mixed views about their education. The four who attended a segregated special school were generally positive about their experiences. Participants who had attended a mainstream school talked about positive and negative experiences. Individual and differing perspectives on friendships and the ethos of their school were noted. It is suggested that young people with physical disabilities need to be considered as individuals and that if schools are to achieve the goal of inclusion they need to develop ways to accommodate each individual's needs.

This paper outlines action research that was undertaken as a part of a DfES Best Practice Research Scholarship (BPRS). The aims of the research were, firstly, to investigate how girls at Key Stage 3 and 4 feel about evaluating and being evaluated in dance and, secondly, to devise a range of evaluation tasks which enable pupils both to evaluate with confidence, and to use the information to improve their performance. The research utilised questionnaires and interviews to obtain information about girls' feelings about evaluation. The results reveal that the girls found the social environment they worked in significantly influenced their feelings and performance in dance. In particular they experienced feelings ranging from "nasty and hypocritical" to "embarrassed and self-conscious". These feelings were fuelled through the use of the video camera. Evaluating was found to be difficult because of such factors as the speed of the movement, too many things to look for and a lack of knowledge of composition. A preference was shown by the pupils for evaluation to be conducted in a one-to-one situation or by self-evaluation from a video, so long as it was conducted privately. Finally, the study identifies the importance of evaluation for helping pupils make progress and improve, as well as illustrating the pupils' growing recognition of the importance of such processes. (Contains 5 notes.)

Explores the multiplicity of ways in which lesbian physical education students and teachers construct and manage their respective identities within higher education and the schooling system in England. Analyzes in-depth interviews and questionnaires to reveal how many are forced to comply with dominant discourses of hegemonic heterosexuality. (MJP)

This article aims to draw the reader into an interdisciplinary conversation between the co-authors about the use of imagery in dance creation placed under very different disciplinary lenses. The conversation has two points of departure. First, for nearly a decade the choreographer Wayne McGregor has engaged in an interdisciplinary collaborative research with cognitive scientists with the aim to develop new understandings of the choreographic process. A large percentage of this research has focused on imagery in creativity and has resulted in the development of the Choreographic Thinking Tools, currently in use by McGregor and his dance company. One third of this article is dedicated to a description of these developments combined with figures that illustrate the scientific theory lying behind them. The second point of departure and second third of this article brings these ideas into conjunction with somatic practices, as reflected in the writing of an expert practitioner invited to introduce somatics to McGregor's dance company in the framework of the Choreographic Thinking Tools. The final section that concludes the article reintroduces scientific theory with the goal to articulate some of the contrasts and overlaps between the different approaches represented in this conversation. [ABSTRACT FROM AUTHOR]

This paper outlines action research that was undertaken as a part of a DfES Best Practice Research Scholarship (BPRS). 1 The aims of the research were, firstly, to investigate how girls at Key Stage 3 and 4 2 feel about evaluating and being evaluated in dance and, secondly, to devise a range of evaluation tasks which enable pupils both to evaluate with confidence, and to use the information to improve their performance. The research utilised questionnaires and interviews to obtain information about girls' feelings about evaluation. The results reveal that the girls found the social environment they worked in significantly influenced their feelings and performance in dance. In particular they experienced feelings ranging from 'nasty and hypocritical' to 'embarrassed and self-conscious'. These feelings were fuelled through the use of the video camera. Evaluating was found to be difficult because of such factors as the speed of the movement, too many things to look for and a lack of knowledge of composition. A preference was shown by the pupils for evaluation to be conducted in a one-to-one situation or by self-evaluation from a video, so long as it was conducted privately. Finally, the study identifies the importance of evaluation for helping pupils make progress and improve, as well as illustrating the pupils' growing recognition of the importance of such processes. [ABSTRACT FROM AUTHOR]

This paper explores the significance of space(s) for the construction and contestation of lesbian teachers' sexual identities. In so doing it reveals how spaces are not neutral, but are shot through with power, such that some locations, be they public or private, become hostile places for lesbians. Nevertheless, queer activists have begun to reclaim the largely heterosexual landscape and to extend the boundaries of sexual citizenship. Schools in England however remain largely sites of compulsory heterosexuality, where few have dared to cross the (sexual) boundaries. Finally, attention is also directed to the city and to the home as sites of resistance and places for possible border crossings. [ABSTRACT FROM AUTHOR]