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The "achievement gap"--the term typically used to refer to differences in pupil attainment associated with social class, ethnicity and gender--remains an enduring obstacle to government goals of creating a socially just society. This article explores the nature of the achievement gap and some of the mechanisms that serve to perpetuate disadvantage in education systems providing a context in which to consider the appropriateness of government policies aimed at addressing the gap. Accessing predominantly English research but also consulting studies conducted in other education systems including the US and elsewhere in the UK, we argue that in contrast to its noble rhetoric, government approaches to addressing the achievement gap are preoccupied with standardised assessment and accountability (such as the latest attempt at raising pupil standards in England, the introduction of Academies) while paying little more than lip service to the persistent, underlying roots of inequality. (Contains 1 note.)

Summer 2009 saw the introduction in England of the Masters in Teaching and Learning (MTL). Funded in full by the Training and Development Agency for Schools, the MTL aims to improve the quality of teaching and to raise standards in schools. In this paper we discuss what the MTL might mean both for in-service teacher education and initial teacher training. We explore issues relating to the structure and delivery of MTL including the tension between standardisation and personalisation of its content as well as the lack of focus on research and the costs of this to its reputation and appeal of the qualification. Furthermore, we question the extent to which newly qualified teachers are ready to benefit from undertaking the MTL and consider how availability criteria may give rise to equity issues. With these concerns in mind we discuss the future of the MTL and whether this Labour initiative will have a chance to prove itself under a Conservative-led coalition government at a time of severe austerity.

With teachers under pressure to meet curriculum targets, responsibility for including students with behavioural emotional and social difficulties (BESD) in mainstream schools falls heavily on non-teaching staff. In this article, semi-structured interviews were conducted with special educational needs coordinators (SENCos) and support staff in a small sample of secondary education settings in England, to examine their perceptions of their role, their relationships with students with BESD and their parents and their ability to facilitate inclusive practice. Despite both SENCo and support staff roles having been regarded as low-status roles in the past, findings reported here depict a set of highly skilled workers crucial to the inclusion of students with BESD. Through the creation of a nurturing environment combined with caring attitudes and accessibility, these staff were able to form positive relationships with these students and their parents. Implications regarding staffing, resources and inclusion are further discussed.

Factual information is more frequently read and discussed than fictional information. However, research on the role of communication in shaping stereotypes has focused almost exclusively on fictional narratives. In Experiments 1 and 2 a newspaper article containing information about heroin users was communicated along chains of 4 people. No stereotype-consistency bias was observed. Instead, a greater proportion of stereotype-inconsistent information was communicated than was stereotype-consistent or-neutral information. Three further experiments investigated explanations for the difference between the communication of fictional and factual information. Experiment 3 ruled out the possibility that participants' beliefs about the validity of the information could influence the way that it is communicated. Experiments 4 and 5 divided information into concrete (a specific event or fact) or abstract (opinion). A stereotype-consistency bias emerged only for abstract information. In summary, linguistic abstraction moderates whether stereotype-consistency biases emerge in the communication of stereotype-relevant factual information. Keywords: stereotypes; communication; newspaper articles; linguistic expectancy bias; linguistic abstraction

The number of refugees is increasing (UNHCR, 2019). The experiences of refugees are linked to impaired mental health yet, this population faces barriers to accessing mental health support (Shannon et al. 2016). Digital mental health interventions are increasingly recognised as an avenue for overcoming these barriers (WHO, 2017). The present paper begins by introducing the area of digital approaches to mental health and developments in this area targeted at refugee populations specifically. We then take a step back to look at the wider picture of refugee mental health and technology. Drawing on Toyama's Law of Amplification (2011; 2015) - that successful technical interventions amplify the intent and the capacity of the people involved - we discuss the importance of context, exploring the assumptions, possibilities and potential pitfalls in the use of digital technologies for addressing refugee mental health. We conclude that by collaborating with refugee populations, placing them at the centre of the design process for digital mental health interventions, we stand the greatest chance of creating the most useful tools. [ABSTRACT FROM AUTHOR]

Summer 2009 saw the introduction in England of the Masters in Teaching and Learning (MTL). Funded in full by the Training and Development Agency for Schools, the MTL aims to improve the quality of teaching and to raise standards in schools. In this paper we discuss what the MTL might mean both for in-service teacher education and initial teacher training. We explore issues relating to the structure and delivery of MTL including the tension between standardisation and personalisation of its content as well as the lack of focus on research and the costs of this to its reputation and appeal of the qualification. Furthermore, we question the extent to which newly qualified teachers are ready to benefit from undertaking the MTL and consider how availability criteria may give rise to equity issues. With these concerns in mind we discuss the future of the MTL and whether this Labour initiative will have a chance to prove itself under a Conservative-led coalition government at a time of severe austerity. [ABSTRACT FROM AUTHOR]