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Purpose: The paper provides analysis of the use of instructional coaching (IC) as a prevalent trend supporting new teachers in the English system and aims to inform ongoing policy development and implementation. The qualitative study examines mentors' conceptualisations and enactment of the role of instructional coach and the readiness of mentors to assume mentors' key stakeholder roles in the professional education of early career teachers (ECTs). Design/methodology/approach: Semi-structured interviews with 37 mentors explored mentors' understandings and experiences of becoming instructional coaches as part of a pilot support initiative to support ECTs in England. Two rounds of interviews were conducted to generate data related to the first six months of mentoring on the programmes. Thematic analysis identified seven semantic themes which describe manifest content found within the data and identify mentors' perceptions of their role and practice as instructional coaches. Three latent themes were developed from mentors' accounts which indicate challenges in becoming an instructional coach in this context. Findings: Concern to apply IC "correctly" according to the programme models was a strong feature amongst both novice and experienced mentors. A key finding is the lack of explicit knowledge of professional learning pedagogies amongst mentors and insecure understanding of how new teachers learn. Assuming the role of instructional coach presented both benefits of having a "model" to follow and disadvantages in fostering limited and over-prescribed concepts and practices related to the learning of new teachers. Research limitations/implications: The study investigated mentors during the first six months of a pilot programme and the paper reports on analysis of one type of data. The research results may lack generalisability, and a longitudinal study is necessary to further explore the validity of the findings. Practical implications: Sustained, high-quality professional learning for mentors is crucial to mentors' role as instructional coaches to enable mentors to develop deep, critical understanding of how IC might support new teachers and how to exercise professional judgement in working with "models". Judicious use of time and resource is needed to enable mentors to fulfil the potential of national mentoring programmes. Originality/value: The study is timely in its examination of mentors that assume the role of instructional coach as one response to national policy development that makes support for ECTs mandatory. Such strategies have wide international relevance where the retention of new teachers is a policy priority.

Based on data from the Welsh adaptation of the Langdon Induction and Mentoring Survey, this article presents the perceptions of induction and mentoring held by school leaders, mentors, classroom teachers and Newly Qualified Teachers in Welsh schools. Differences according to professional role were found, suggesting that school leaders have more positive perceptions of induction and mentoring in their schools than all other staff but particularly more than general teaching staff. Possible reasons for this variation in perspective are explored. The research conceptualises schools as complex, relational sites for the professional formation of new teachers. Within this context, induction and mentoring are multifaceted and comprised of multiple interactions between stakeholders and their respective engagements with the policy environment at all levels. Results suggest that, in this environment, induction and mentoring involve largely 'privatised' practices that and are not viewed as the concern of those not occupying a designated mentoring role. This presents a problem for the realisation of schools as professional learning organisations which can harness the professional capital of all staff -- including leaders -- in order to help new teachers, and all others, to thrive.

Schools are sites of teachers' professional learning for both new entrants and experienced practitioners. In this paper, schools are conceptualised as complex, multidimensional ecologies that are constituted by the relations that exist between school leaders, teachers, mentors and all members of the school community. As relational environments, the conditions affecting professional learning -- both formal and informal -- are constantly dynamic, with multiple and simultaneous interactions taking place between these stakeholders. Interactions are also multi-layered -- between the school system, individuals, classrooms, the community and the policy environment. School leaders are a major influence on these dynamics and affect how schools act as sites of professional formation, mediating external policy as well as affecting micro-dynamics within individual school systems. The challenge of realising professional learning within these relational contexts can be viewed as a 'wicked problem', a feature of complex systems that resists simplified solutions. In conceptualising a complex ecology at work, we illuminate the relational dynamics with a focus, for all stakeholders within schools, including leaders, on the need to recognise and value the importance of 'emergence' in professional learning. This means embracing inevitable uncertainty as a feature of schools as complex systems.

What is the significance of closure in mentoring relationships? This small-scale study explores mentors' reflections on coming to closure in preparing to end long-term mentoring relationships. It was conducted during the final term of mentoring on a three-year accredited national programme aimed at supporting the learning and development of early career teachers in Wales. A reflexive confessional methodology was used to collect qualitative data from thirty-seven mentors regarding their plans for closure and the rationales for their preparations within a high-stakes mentoring context. A conceptual framework for the study was based on an evolutionarily framework of mentoring. Priorities for action and underpinning principles to bring about effective closure with mentees are identified. Preparing for closure is a frequently under-estimated responsibility of mentoring. We conclude that closure is a mentoring practice characterised by distinct behaviours and actions. These are both formal and informal, some located within a final mentoring 'phase' that is time-limited, while others are transitional, spanning the end of the formal relationship and post-mentoring relations. We suggest the final mentoring phase should be reconceptualised to take account of actions that indicate an on-going investment in professional capital that exceeds the time frame of the mentoring relationship.

Objectives: An accelerated diagnostic pathway is created to aid the management of low-risk patients presenting to the emergency room with chest pain. Records are taken of patient outcomes and factors influencing physician decision-making between inpatient invasive angiography versus early outpatient cardiac CT angiography. Methods: A cohort study at 30 days post discharge is undertaken over 1 year. Differences are observed between a population of patients who underwent early outpatient CT and a population of ambulatory haemodynamically stable patients who underwent inpatient fluoroscopic angiography. Results: Totally, 369 patients underwent CT (F = 46%) and 37 underwent angiography (F = 30%). Median outpatient CT was at 14 days. At 30 days, 0 patients suffered mortality or myocardial infarction. Eleven percent were recommended for invasive angiography. Two percent of CT patients underwent coronary revascularization. Median calcium score was 0. Twenty percent of the CT population were commenced on high-potency statin or had their pre-existing statin dose intensified. Calcium score affected a composition of statin commencement, angiography, and revascularization (OR 59, P < .001). Age, troponin, vascular disease, and previous coronary revascularization appeared to influence choice between coronary computed tomography angiography (CCTA) and invasive angiography. Conclusion: An accelerated diagnostic pathway for outpatient cardiac CT for chest pain resulted in no mortality or myocardial infarction, with a low level of downstream testing and coronary revascularization. Advances in knowledge: At a median time to CCTA of 14 days post discharge from the emergency department, there is no effect on patient major adverse cardiac events. [ABSTRACT FROM AUTHOR]

Ethics education exists in most professions internationally, yet is less prevalent in teacher education. This article reports on research exploring how ethics education is provided in university courses of initial teacher education (ITE) in England that was conducted as the second phase of an international survey study which considered the prevalence of ethics education in teacher education in five countries. Participants from the initial survey, all involved in the delivery of ITE programmes in English universities, were interviewed for this second phase of the research. Our key findings are that ethics is not offered as a stand-alone course in any institution, but is embedded in various ways within the curriculum. Ethics education is diffused among different areas of the curriculum and the activities used to develop ethical understanding are diverse. Barriers to providing ethical education include student resistance, lack of time, the complex nature of the provision and external demands.

Despite a broad consensus on the ethical dimensions of the teaching profession, and long-standing efforts to align teacher education with wider trends in professional education, little is known about how teacher candidates are being prepared to face the ethical challenges of contemporary teaching. This article presents the results of an international survey on ethics content and curriculum in initial teacher education (ITE). Involving five Organisation for Economic Co-Operation and Development (OECD) countries--the United States, England, Canada, Australia, and the Netherlands--the study's findings shed light on teacher educators' perspectives on the contribution of ethics content to the education of future teachers and provide a snapshot of how well existing programs line up with their aspirations. The results showed that 24% of the ITE programs surveyed contain at least one mandatory stand-alone ethics course. The meaning of the results vis-à-vis opportunities for expanding ethics education in preservice teaching programs is also discussed.

This article presents key findings from a Joint Information Systems Committee-funded project, which aimed to identify existing practices where technologies contribute to formative assessment and identify processes that take place around formative assessment where technologies play a significant role. Using a design pattern methodology, the project developed a range of cases of formative e-assessment with practitioners across a variety of settings through a series of participant workshops. From a selection of these cases, we identified key elements in how practitioners described the problems and solutions they addressed regarding assessment in relation to learning within their different contexts. The patterns were analysed to highlight aspects of them, which are considered critical in theoretical analyses of formative assessment. We provide an overview of the project and discuss an illustrative case and pattern, followed by an analysis which suggests the particular contribution of technologies to formative assessment. Ultimately, for assessment to have formative effects, tutors and students can be identified as appropriating both social "and" technological resources in learning situations and engaging with both to learn how to take control over learning experiences. (Contains 4 figures.)

This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project "Scoping a vision of formative e-assessment", namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the "domain" of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology--the design pattern methodology--as well as a critical discussion of the findings--namely the patterns and the role of technology--are the focus of a separate paper. This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of Black and Wiliam. In addition, Laurillard's Conversational Framework was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper. (Contains 3 tables.)

This article reports the findings of a qualitative investigation into the e-learning experiences of educational practitioners in England studying for accredited Continuing Professional Development. The research was conducted with a cohort of participants studying on a mixed-mode professional learning masters programme for teachers. It focused on the subjective and perceptual aspects of the e-learners' experiences, and aimed to investigate how they can be gauged as part of an evaluation strategy which is built into course design. An innovative methodology was devised based on the collection of learner narratives which required a continuous process of meta-level engagement with their experiences by the participants. Both novices and experienced e-learners experienced unforeseen challenges in e-learning activities related to professional development. The study identified opportunities for meta-learning as central to the teachers' successful adaptation to collaborative e-learning processes within such programmes. (Contains 3 figures and 1 note.)

This article is based on qualitative empirical research into the ways in which teachers view their experiences as learners in the context of an online tutor group who are studying for the mixed-mode Master of Teaching degree at the Institute of Education, University of London. Data collected from a stratified sample of teacher participants is analysed according to themes which focus on the social and psychological dimensions of the e-learning experience. Embracing the collaborative potential of electronic discussion groups emerges as potentially problematic, and bringing about change in participants' perception of the medium to facilitate their own learning and the learning of others emerges as a complex process. The teachers offer multiple and contradictory accounts of their online activities, and polarised conceptions of "autonomous" and "collaborative" learning are inadequate to describe their experiences. Conclusions indicate that participants adopt various degrees of (sub)conscious adaptation and resistance to the collaborative learning context. By drawing on Schwienhorst's classification of learning perspectives in computer-assisted foreign language learning, the authors propose that participants exhibit "learning trajectories" which can be identified in in terms of the differing relations that exist between the individual, the online texts they engage with and electronic peer discourse. (Contains 2 tables and 2 figures.)

Background: Despite the increased uptake of intravascular lithotripsy (IVL) for treating severely calcified coronary lesions, there is limited patient-level data examining the effect of IVL on quality of life, symptomatology, and outcomes beyond 30 days. We sought to assess demographics, procedural characteristics, outcomes, and impact of IVL on patient-reported angina after a minimum of 6 months follow-up. Methods: A retrospective single-center study was conducted of patients treated with coronary IVL between January and October 2020. Baseline demographics were obtained from electronic patient records and SYNTAX scores were calculated from index coronary angiograms. Technical success and complications were assessed along with clinical outcomes, which included all-cause mortality, myocardial infarction (MI), target lesion revascularization (TLR), and MACE (composite of death, stroke, MI, and TLR). Canadian Cardiovascular Society (CCS) angina classification was assessed at virtual clinical follow-up. Results: Forty-seven consecutive patients were included. At a mean follow-up of 306 ± 74 days, the mean CCS angina score was reduced by 53% post-IVL-assisted PCI (2.9 vs 1.4, p < 0.001). Technical and procedural success were high (94% and 92%, respectively). One patient (2%) met the pre-specified criteria for in-hospital MACE and 4 (9%) met pre-specified MACE at follow-up, including 2 deaths and 2 TLR. Procedural complications included coronary dissection (11%) and coronary perforation (6%) and were managed either conservatively or with PCI. Conclusions: Coronary IVL is a safe and effective adjunctive therapy for treating heavily calcified coronary lesions. This cohort shows high procedural success and a significant reduction in CCS angina at follow-up. [ABSTRACT FROM AUTHOR]

This article explores the effects upon teacher learning of engaging in classroom research within the context of a teacher's professional life as a middle manager in a large urban school. The article is co-written by the teacher and his tutor on the Master of Teaching programme at the Institute of Education, University of London, where teacher research is a core requirement of the degree. The article is written from a narrative perspective, and offers an insight into the professional gains to be had from studying for a Master's degree, undertaking classroom research, leading a department and teaching full time--a combination which may, at first sight, appear overwhelming. The perspectives of both teacher and tutor are offered, with the teacher's story framed by an analysis of how teachers need to be able to develop "practical theories" as part of their professional growth.

In this paper we outline how the Institute of Education's new Master of Teaching degree for teachers in their early professional development applies the concept of scholarship of teaching, developed originally in the context of higher education teaching, to the education and development of teachers at primary, secondary and post-compulsory level in order to foster intellectual dimensions of teaching. We delineate how we are working towards new approaches to pedagogy around computer-mediated communication drawing on social interactionist perspectives on learning and the notion of knowledge construction. We argue that unless such novel ways to teacher development are conceived and unless higher education teacher education is prepared to re-conceptualize its role, purpose and nature, lifelong teacher learning is in danger of remaining mere rhetoric.