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This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3-year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co-ordinate and implement specific reasonable adjustments as required by UK legislation.

The role of schools in providing extended services to their communities continues to undergo change and development. This has raised issues regarding the training of student teachers who are increasingly likely to take up appointments in schools offering extended services. This research project investigated the development of resources to prepare student teachers for a changing working environment. The project used a case study approach to gather data from primary and secondary schools providing extended services. From these case studies training materials were developed and trialled with focus groups of students in initial teacher training. Findings demonstrate the importance for tutors in initial teacher education to have access to authentic school-focused materials to assist them in equipping students for the realities of school life.

Argues that the British government-recommended procedures for assessing oral communication are impractical. Questions the value of any sort of assessment of oral communication. (ARH)

Examines the format and nature of the two required writing tasks in the General Certificate of Secondary Education (GCSE) English Examination. Asserts that the test assignments do not properly assess writing ability and are problematic, tedious, and ineptly-conceived ordeals for pupils. Discusses the use of writing folders as an alternative. (KEH)

Examines the Working Party on English Literature's report on the General Certificate of Secondary Education (GCSE). Concludes that the report attempts both to validate and challenge some basic GCSE assumptions, and that its total rejection of criterion-referencing constitutes a much-needed stand against GCSE grading practices. (MM)

There are increasing calls for parliamentary select committees to take on additional tasks, becoming more involved in the legislative process with the aim of enhancing scrutiny of the executive. Analysis of the role of the Commons Welsh Affairs Select Committee in the process of devolving additional powers to the National Assembly for Wales under the Government of Wales Act (GoWA) 2006 highlights some of the challenges that select committees face in undertaking such work, particularly in a complex constitutional context where the aims of scrutiny are subject to conflicting interpretations. Although the referendum result in Wales on 3 March 2011 and the consequent coming into effect of Part 4 of the GoWA have rendered the Legislative Competence Order procedure largely obsolete, there are also lessons to be drawn from the Welsh Affairs Committee's experiences in the 2005–2010 Parliament about the role of select committees in providing a bridge between the devolved legislatures of the UK and Westminster. [ABSTRACT FROM PUBLISHER]

This research investigated the school practice placement experiences of six student teachers with dyslexia representing each year of a 3-year initial teacher training course at a UK university. Placement performance and outcome has enormous implications for student teachers in demonstrating their professional competence and ability to meet the Training and Development Agency for Schools Professional Standards for Teachers and obtain qualified teacher status. The research focused thematically on student strengths, challenges and management strategies using a case research approach. Findings indicate student teachers with dyslexia bring unacknowledged strengths to placements but face a number of challenges despite proactive adoption of management strategies. A model of placement support to enhance student effectiveness has been developed. Conclusions indicate the importance of listening to the student's voice to understand individual placement requirements and co-ordinate and implement specific reasonable adjustments as required by UK legislation1. [ABSTRACT FROM AUTHOR]

Background and purpose: Radiotherapy is the most frequently used treatment for men with localised prostate cancer. Conformal radiotherapy (CFRT) is a relatively new development. MRC RT01 was set-up to explore optimum CFRT dose.Patients and methods: RT01 was an international multi-centre randomised controlled trial for men with T1b-T3a, N0, M0 prostate cancer that evolved from a single-centre pilot trial of similar design. All men received at least 3 months of pre-radiotherapy hormone treatment, before randomisation to standard (64 Gy) or high dose (74 Gy) radical CFRT. Accrual was completed in December 2001 with 843 men randomised from 25 centres in less than 4 years. RT01 has been a catalyst for implementing CFRT across UK. In addition to the Trial Management Group, independent Data Monitoring and Ethics Committee and independent Trial Steering Committee, a Quality of Life and Health Economics (QL/HE) group, a radiotherapy Quality Assurance (QA) Group and a Radiography Trial Implementation Group were set up. The QL/HE group ensured implementation, compliance, analysis and interpretation of the QL and HE data in the trial. The inauguration of QA and Radiography groups facilitated inter-centre collaboration. The QA Group ensured procedures were in place before and during trial participation, and monitored quality and consistency with systems including a physics questionnaire, a clinical examples exercise, a standard operating procedure document, designing and building a phantom, and convening a complications modelling subgroup. The Radiography group agreed and implemented technique improvements.Results: More centres participated than initially predicted, enabling recruitment better than scheduled. The trial expedited the implementation of CFRT in many UK radiotherapy centres. Additionally, the QA and Radiography groups helped ensure smooth initiation and established consistency in planning, dosimetry and delivery of prostate CFRT services at participating UK centres. Considerable data has been collected; a series of papers will be produced, although mature clinical trial results are not anticipated until 2006–2008. [Copyright &y& Elsevier]