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This paper is concerned with the recent growth of the co-operative schools movement (CSM) in education in England. It provides a detailed description of the demography and distribution of co-operative schools and the motivations for becoming a co-operative school. Based on data provided by the Co-operative College (2014) the paper will identify schools' geographical distribution, the particular loadings in terms of primary and secondary institutions, the school populations they served, and the correlation between the political complexions of the local areas within which these schools were located and their decision to follow the co-operative route at that point in time. A key component of our research has been to explore the motivations which encouraged schools to affiliate with the Schools Co-operative Society (SCS) rather than with other forms of trusts and academies. We thus complement the statistical analysis of data with interview data from key figures in the CSM and a consideration of the values base within which the CSM is set.

Abstract Background Long-term, low-level exposure to toxic elements in soil may be harmful to human health but large longitudinal cohort studies with sufficient follow-up time to study these effects are cost-prohibitive and impractical. Linkage of routinely collected medical outcome data to systematic surveys of soil quality may offer a viable alternative. Methods We used the Geochemical Baseline Survey of the Environment (G-BASE), a systematic X-ray fluorescence survey of soil inorganic chemistry throughout England and Wales to obtain estimates of the concentrations of 15 elements in the soil contained within each English and Welsh postcode area. We linked these data to the residential postcodes of individuals enrolled in The Health Improvement Network (THIN), a large database of UK primary care medical records, to provide estimates of exposure. Observed exposure levels among the THIN population were compared with expectations based on UK population estimates to assess representativeness. Results Three hundred seventy-seven of three hundred ninety-five English and Welsh THIN practices agreed to participate in the linkage, providing complete residential soil metal estimates for 6,243,363 individuals (92% of all current and former patients) with a mean period of prospective computerised medical data collection (follow-up) of 6.75 years. Overall agreement between the THIN population and expectations was excellent; however, the number of participating practices in the Yorkshire & Humber strategic health authority was low, leading to restricted ranges of measurements for some elements relative to the known variations in geochemical concentrations in this area. Conclusions The linked database provides unprecedented population size and statistical power to study the effects of elements in soil on human health. With appropriate adjustment, results should be generalizable to and representative of the wider English and Welsh population.

This article is based on research undertaken between 2009 and 2012 into the former Labour government's extremely ambitious "Building Schools for the Future" (BSF) Programme and its withdrawal by the Coalition government. The project, which utilises analysis of policy documents, case studies in six local authorities (LA) and semi-structured interviews with national and local policy actors, is being funded by Roehampton's Centre for Educational Research in Equalities, Policy and Pedagogy and the British Academy (SG100363). The focus of this article is the implications for social justice of BSF and its subsequent withdrawal. The structure of the article comprises an introduction to BSF and a summary of some of the main issues arising from it. We then move on to explore the social justice dimension of BSF as it is expressed in LA documents and in relation to the social policy aspirations of the former Labour government. In July 2010 the Coalition government discontinued the BSF programme and we track events and policy from that time, particularly focussing on the radical shift away from Labour's transformational and communitarian agenda in favour of criteria based on efficiency and value-for-money. We present data from our interviews with local actors on the equality and social justice impacts of this re-orientation of policy. We conclude by arguing against the view that Labour abandoned social justice suggesting that BSF was one of a number of policies through which equality was pursued, albeit by stealth.

Background: Skin diseases are very common and can have a large impact on the quality of life of patients and caregivers. This programme addressed four diseases: (1) eczema, (2) vitiligo, (3) squamous cell skin cancer (SCC) and (4) pyoderma gangrenosum (PG). Objective: To set priorities and reduce uncertainties for the treatment and prevention of skin disease in our four chosen diseases. Design: Mixed methods including eight systematic reviews, three prioritisation exercises, two pilot randomised controlled trials (RCTs), three feasibility studies, two core outcome initiatives, four funding proposals for national RCTs and one completed national RCT. Setting: Secondary care, primary care and the general population. Participants: Patients (and their caregivers) with eczema, vitiligo, SCC and PG, plus health-care professionals with an interest in skin disease. Interventions: Our three intervention studies included (1) barrier enhancement using emollients from birth to prevent eczema (pilot RCT); (2) handheld narrowband ultraviolet light B therapy for treating vitiligo (pilot RCT); and (3) oral ciclosporin (Neoral®, Novartis Pharmaceuticals) compared with oral prednisolone for managing PG (pragmatic national RCT). Results: Systematic reviews included two overarching systematic reviews of RCTs of treatments for eczema and vitiligo, an umbrella review of systematic reviews of interventions for the prevention of eczema, two reviews of treatments for SCC (one included RCTs and the second included observational studies), and three reviews of outcome measures and outcome reporting. Three prioritisation partnership exercises identified 26 priority areas for future research in eczema, vitiligo and SCC. Two international consensus initiatives identified four core domains for future eczema trials and seven core domains for vitiligo trials. Two pilot RCTs and three feasibility studies critically informed development of four trial proposals for external funding, three of which are now funded and one is pending consideration by funders. Our pragmatic RCT tested the two commonly used systemic treatments for PG (prednisolone vs. ciclosporin) and found no difference in their clinical effectiveness or cost-effectiveness. Both drugs showed limited benefit. Only half of the participants’ ulcers had healed by 6 months. For those with healed ulcers, recurrence was common (30%). Different side effect profiles were noted for each drug, which can inform clinical decisions on an individual patient basis. Three researchers were trained to PhD level and a dermatology patient panel was established to ensure patient involvement in all aspects of the programme. Conclusions: Findings from this programme of work have already informed clinical guidelines and patient information resources. Feasibility studies have ensured that large national pragmatic trials will now be conducted on important areas of treatment uncertainty that address the needs of patients and the NHS. There is scope for considerable improvement in terms of trial design, conduct and reporting for RCTs of skin disease, which can be improved through wider collaboration, registration of trial protocols and complete reporting and international consensus over core outcome sets. Three national trials have now been funded as a result of this work. Two international initiatives to establish how best to measure the core outcome domains for eczema and vitiligo are ongoing. Trial registration: Current Controlled Trials Barrier Enhancement for Eczema Prevention (BEEP) (ISRCTN84854178 and NCT01142999), Study of Treatments fOr Pyoderma GAngrenosum Patients (STOP GAP) (ISRCTN35898459) and Hand Held NB-UVB for Early or Focal Vitiligo at Home (HI-Light Pilot Trial) (NCT01478945). Funding: This project was funded by the National Institute for Health Research (NIHR) Programme Grants for Applied Research programme and will be published in full in Programme Grants for Applied Research; Vol. 4, No. 18. See the NIHR Journals Library website for further project information.

The Labour Government launched the "Building Schools for the Future" programme (BSF) in February 2003 with the aim of refurbishing or rebuilding all secondary schools in England over a 15-year period, with an anticipated budget of 45 billion British Pounds. In this article, we locate BSF in a wider public policy context which has already had important implications in other sectors of public provision. The local improvement finance trusts (LIFTs) initiative within the National Health Service (NHS) is of particular relevance to this discussion both because it reflects contemporary developments within New Public Management and because it also reveals new ways of extending and developing the private finance initiative (PFI) approach to public provision. We shall also consider the purposes and "delivery" mechanisms of BSF and identify some of the key commentaries which have been provided by parliamentary reports and other evaluations. Although still in the early stages of its implementation, the BSF is of such significance for the future shape and form of educational provision that it is important to begin the process of considering possible directions and dimensions for a research agenda which will provide a secure empirical and analytical foundation on which to base discussion. (Contains 12 notes.)

This paper acknowledges and refers to the recent online release and updating of the Teacher Education Group (TEG) bibliography. It offers a brief summary of how and why it was felt necessary to create the resource, what it covers and how it can be used. Broader issues of what skills and prior understanding a naive user of its various search facilities might need are raised. It is suggested that additional pedagogically focused tools will need to be developed and suggests what these might be. Finally the paper argues that for the Bibliography to be used more widely, further development work will be needed, focused around the provision of user tools and support materials. (Contains 6 tables.)

The need for capacity-building in teacher education in the UK has been raised as a serious issue by a number of commentators. Tensions about the place of research in teacher education have persisted for many decades, but following changes to the core funding mechanisms in the UK, the maintenance of education research bases within many universities has become increasingly tenuous. This paper provides an analytical account of an initiative conducted by the Teacher Education Group (TEG) to build research capacity in teacher education. With reference to a review of the national contexts for research in the UK and research on teacher educators, the article argues that, in order to build research capacity initiatives we need to provide motivation and new types of networking opportunities for researchers, as well as developing their expertise. In developing this argument, the article also explores the relationships between national policy changes, institutional research cultures and individual habitus and agency in research capacity-building. The paper also describes a new initiative in England, the Teacher Education Research Network (TERN).

This article discusses the first stages of the work of the Teacher Education Group (TEG) in building research capacity in teacher education research and identifies the potential of the model adopted for future European initiatives in the field. The TEG work is part of the second phase of the Teaching and Learning Research Programme (TLRP), based on an embedded social practices model of research capacity building. The article opens by outlining the broad context of research capacity building initiatives and identifying general factors which create concerns about the sustainability of teacher education research in the United Kingdom. It then describes the initial impetus, within the TEG, for the creation of an up-to-date annotated mapping of current research in teacher education and outlines the practices used to generate the model used for the mapping. In conclusion, the article discusses some of the methodological, ethical and epistemological issues raised by the mapping exercise and the challenges ahead in disseminating and embedding the initiative. (Contains 3 notes.)

This paper describes, in the context of one highly circumscribed element of English educational policy, namely, "Threshold assessment," the ways in which the boundaries between the public and the private have become increasingly porous and blurred. In this context, some consequences and implications of private sector involvement in public education are explored. Points of articulation between the specific issues we have encountered in our recent research project "The impact of performance threshold assessment on teachers' work" (ESRC R000239286), and more general debates about public/private policy relationships, are discussed. The paper concludes with some general observations about the nature of those debates and the issues we have encountered. (Contains 3 notes.)

The paper reports on aspects of an ESRC project, "The impact of Performance 'Threshold Assessment' on teachers' work" (ESRC R000239286). The paper begins by explaining the nature and technology of "Threshold Assessment," and its location nationally within the performance management system recently introduced into schools in England. We review the monitoring procedures adopted for Round 1 of "Threshold" and draw attention to the limitations of such statistical data as are available. We locate "Threshold" within recent international developments characterised by managerialism and the culture of performativity that have increasingly come to dominate both the nature of policy-making and definitions of 'professionalism'. Drawing on interview material gained from thirteen case studies carried out in primary and secondary schools and in Local Education Authorities, we analyse the ways in which "Threshold Assessment" carries different significance for women and men teachers, heads and threshold assessors. We conclude that the new policies represent a further step towards the masculinization of education.

This article reports on the emotional impact of Threshold Assessment on teachers and schools. Using data from an ESRC funded project, 'The impact of Performance Threshold Assessment on teachers' work' (ESRC R000239286), we seek to contribute to a growing literature on teachers' emotions by sharing some of the insights gained from 76 interviews undertaken in nine case study primary and secondary schools between 2001-2003. The research has revealed a number of (apparently) unintended consequences of Threshold Assessment as well as considerable variability of experience. We underline the significance of contextual factors in the way that the policy was handled in schools and in the degrees of vulnerability and exposure experienced by teachers as they struggled to come to terms with the demands of 'performativity'.

This paper considers two examples of recent policies affecting teachers' work, Performance Threshold Assessment in England and Chartered Teacher status in Scotland. Through tracing their origins and motivations, a comparative analysis is offered, which seeks to explore the extent of the influence of national contexts on developments in the restructuring process. Both policies purport to meet the professional needs of teachers who are a few years into their careers, yet the Scottish example is strongly oriented towards professional development, while the English example is oriented towards performativity and teacher assessment.

This article draws on data from the authors' recent research project "The Impact of Performance Threshold Assessment on Teachers' Work", funded by the Economic and Social Research Council (ESRC R000239286) for two years from May 2001. Within its wider context of performance management the authors focused on "Threshold Assessment", employing a range of methods to identify policy sources, track the processes of development and implementation and analyse the impact and significance of "Threshold" in relation to: individual and particular cohorts of teachers; their cultures; their work; and the institutional consequences for schools. This article considers some of the impacts on teachers, drawing mainly on the 70 interviews with staff in nine case-study schools. (Contains 1 table and 2 notes.)

Following the 1998 Green Paper on teachers' work, the UK government introduced Threshold Assessment of teachers in England and Wales in 2000. Teachers who met the Threshold standards were rewarded with a pay rise and access to an upper pay spine. At the time ministers gave assurances that equal opportunities would be taken very seriously in the implementation of the policy. Drawing on a study funded by the Economic and Social Research Council (ESRC R000239286), this article examines the extent to which these assurances were carried through, with particular regard to the monitoring of applications and success rates by the ethnicity of the candidates. Major deficiencies are identified in the manner in which Threshold Assessment has been managed. These deficiencies are thrown into stark relief by the subsequent enacting of the Race Relations (Amendment) Act 2000, which requires all public bodies to carry out systematic ethnic monitoring. (Contains 12 notes.)

Evaluated the literacy and numeracy skills tests currently required for entry into teaching in England. Interviews with students, teachers, administrators, and other stakeholders indicated that teachers and student teachers were frustrated and stressed by the requirement. Institutions varied in their approaches to testing. Testing imposed a huge strain on institutional resources. Many respondents expressed concern about test reliability and validity. (SM)

Discusses the United Kingdom's current situation with teacher education, focusing on the teacher supply and demand crisis and responses from governmental and other quarters. The paper suggests that responses fail seriously to consider quality in teaching. It outlines principles and structure for ensuring continued maintenance and development of teaching quality. (SM)

This paper offers an analysis of the current state of teacher education research in the United Kingdom (UK). It commences with a brief historical overview of developments over the last century. Some recent «capacity building» initiatives designed to enhance and develop teacher education research are described. There is then a focus on a particular web-based resource that draws together a significant number of publications in UK teacher education research from 2000-2008. This database is then analysed in order to identify in which journals and by which authors this work is produced. The range of methodological approaches and substantive areas of focus that appear to predominate in teacher education research in the UK are reviewed, according to categories within the database. This demonstrates that there are some very real challenges to be faced by teacher education researchers in the years ahead, similar but not identical to those faced elsewhere.

Abstract Background All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral'). Conclusions Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.

Abstract Background Basal cell carcinoma is the commonest human cancer. Despite increasing incidence it remains poorly researched. While not life threatening it can cause significant cosmetic disfigurement. Imiquimod, a cream which enhances the body's immune response, may help deal with the number of cases that occur in low-risk sites, especially when good cosmetic results and home use without surgery are needed. This study aims 1. To compare excisional surgery with imiquimod cream for nodular or superficial basal cell carcinoma in low risk sites, with respect to 3 year clinical clearance, cost-effectiveness and cosmetic results. 2. To ascertain if certain phenotypic features and gene polymorphisms predict tumour responsiveness to treatment. Methods/Design Five hundred participants with low risk nodular or superficial basal cell carcinoma will be recruited from hospitals to this multi-centre, randomised, parallel group, controlled phase III trial. Treatment in the imiquimod group is for 6 weeks for superficial basal cell carcinoma and 12 weeks for nodular basal cell carcinoma. Both treatment groups are followed up in clinic for 3 years. Primary outcome variable: the proportion of participants with clinical evidence of success (no recurrence) at 3 years. The primary outcome will be compared between the two treatment groups. Secondary outcomes include: i) clinical success at 1, 2 and 5 years, ii) time to first recurrence, iii) cosmetic appearance of lesion site after treatment, iv) level of pain, and v) cost-effectiveness. Safety and tolerability data will also be reported. Discussion This study protocol describes a pragmatic randomised controlled trial which it is hoped will address the above uncertainties. Three-year results will be available towards the end of 2010. Trial registration Meta-register: NCT00066872, Eudract No. 2004-004506-24, ISRCTN48755084.

Abstract Background The shift away from a biological science to a social science model of nursing care has resulted in a reduction in pharmacology knowledge and understanding in pre-registration nursing students. This has a significant impact on nurse prescribing training where pharmacology is a critical component of the course from a patient safety perspective. Methods Reusable learning objects (RLOs) are electronic resources based on a single learning objective which use high quality graphics and audio to help engagement with the material and to facilitate learning. This study used questionnaire data from three successive cohorts of nurse prescribing students (n = 84) to evaluate the use of RLOs focussed around pharmacology concepts to promote the understanding of these concepts in students. A small number of students (n = 10) were followed up by telephone interview one year after qualification to gain further insight into students' perceptions of the value of RLOs as an educational tool. Results Students' perceptions of their own understanding of pharmacology concepts increased substantially following the introduction of RLOs to supplement the pharmacology component of the course. Student evaluation of the RLOs themselves was extremely positive with a number of students continuing to access these tools post-qualification. Conclusion The use of RLOs to support the pharmacology component of nurse prescribing courses successfully resulted in a perceived increase in pharmacology understanding, with some students directly implicating these educational tools in developing confidence in their own prescribing abilities.