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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.

BackgroundIn animal models, it is possible to induce different alcohol-related dysmorphic abnormalities based on the timing of prenatal alcohol exposure (PAE). Our objective was to assess whether patterns of PAE differentially predict alcohol-related dysmorphic features in 415 infants.MethodsWe analyzed a prospective pregnancy cohort in western Ukraine enrolled between 2008 and 2014. Five distinct trajectories were previously identified to summarize PAE: (i) minimal/no PAE (n = 253), (ii) low/moderate PAE with reduction early in gestation (n = 78), (iii) low/moderate sustained PAE (n = 20), (iv) moderate/high PAE with reduction early in gestation (n = 45), and (v) high sustained PAE (n = 19). A dysmorphology examination of body size, 3 cardinal, and 15 noncardinal dysmorphic features was performed at approximately 6 to 12 months of age. A modified dysmorphology score was created based on previously published weights. Univariate comparisons were made between each dysmorphic feature and trajectory group. Features that differed by trajectory group were assessed in multivariable analyses. Models were adjusted for maternal age, prenatal vitamin use, socioeconomic status, smoking, and child's age at dysmorphology examination, with censoring weights for losses to follow-up.ResultsThe 3 highest trajectories predicted total dysmorphology score, with larger effects in sustained exposure groups. Cardinal features: The 3 highest trajectories were each associated with a 2- to 3-fold increased risk of having 2 + cardinal facial features. When assessed individually, there were no consistent associations between the individual trajectories and each cardinal feature. Noncardinal features: The 3 highest trajectories were associated with increased risk of hypotelorism. Only the highest trajectory was associated with heart murmur. The highest trajectory predicted

This article offers a comparative analysis and interpretation of leadership in the four UK education jurisdictions (Scotland, Wales, England and Northern Ireland), informed by the articles in this special issue and by a project report, all outcomes of an initiative, 'Educational Leadership, Management and Administration in the United Kingdom: A Comparative Review', funded by the British Educational Leadership Management and Administration Society. The article explores the constructions of leadership in the school systems of the four jurisdictions and the purposes those constructions are fulfilling concerning the governance of education. The comparative analysis identifies four purposes -- relational, institutional-reform focused, masking and space-making. This typology of purposes is used to illuminate the different emphases across the jurisdictions. A relational purpose may be discerned more strongly in Wales and Scotland, a neo-liberal institutional-focused purpose more so in England, and relational and neo-liberal threads are intertwined in Northern Ireland in the context of legacies of community divisions. At the same time in all four jurisdictions, each of the purposes is given expression alongside, intermingling with or challenging neo-liberal threads of change and the dynamic between them helps shape the context in which leaders in the school systems create and practise leadership.

This is an edited transcript of the Caroline Benn Memorial Lecture, given by Ken Jones, at the request of the Socialist Education Association, in November 2020. The lecture situates Caroline's work in the context of the 'Long Revolution' of twentieth century Britain. The lecture discusses the meaning of that revolution for education; it charts the course of the right-wing reaction to it from 1976 onwards, and the growth of managerial cultures at the level of the school which have blocked its further development. The effects within education of the Black Lives Matter and the COVID pandemic have revived, in both practical and ideational ways, some of the themes of the Long Revolution. The lecture argues that this is a change of historical significance. The possibility of change as a collective democratic project has been reawakened.

The Covid-19 pandemic has created global disruption in education. It has served to highlight pre-existing inequalities, at the same time as it has stimulated new forms of educational provision, notably 'online learning'. This article focuses on the debates and conflicts provoked by the pandemic's impact on schooling in England. It aims to show how the historic policy preferences of Conservative governments have been carried forwards into a new situation and suggests how such preferences are at odds with ways of working developed by teachers. It places these different orientations in a broader European context and identifies a common tendency to evoke a meaning of teaching represented as at odds with the policy choices that have characterised government response to the pandemic.

The article describes the increasing discrepancy between the curriculum policies of the Conservative government and the policy directions argued for by business organisations and other advocates of a human capital perspective in education. It traces some of the origins of the current Conservative preference for cultural rather than economic goals in this area of policy, and suggests a new understanding of the relationship between neoconservative and neoliberal thinking on the educational right. It argues that a return to ideas and practices developed in the late twentieth century offers a basis for curriculum policy more productive than either human capital theory or Conservative traditionalism.

This paper offers a historically comparative picture of the latest waves of policy and technological changes that have occurred between 2000-2006 and discusses their impact on the practices of secondary school English in the UK. It draws on data from two previous research projects to explore significant moments of micro-interaction in a classroom that can be framed and integrated in the broader macro social and policy contexts of the production of school English. Specifically the paper offers a comparison of two distinct "moments"--2000, when the first data set was collected, and 2006 with a focus on the impact of technological and policy change for English. (Contains 1 table and 2 footnotes.)