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This paper explores the media coverage of UK national examination results. Utilising the findings from a previous Economic and Social Research Council-funded investigation into the media coverage of the release of General Certificate of Secondary Education and Advanced-level General Certificate of Education results, the paper builds on the findings of that study to explore wider implications. The earlier study had revealed the use of some standard "media templates", which led to a fairly predictable range of news stories whatever the pattern of results might be in any given year. This paper explores ways in which Awarding Organisations and others might be more proactive in trying to improve the way in which assessments and examinations are portrayed in the media. It also considers the wider implications of the role of the media in influencing the public understanding of assessment issues.

Hofstede's model of cultural difference has been used widely for exploring aspects of culture in educational settings. In this paper, we review Hofstede's model and explore some of its limitations, particularly in relation to the field of higher education. These limitations include an oversimplification of cultural differences, inconsistencies between his categories, lack of empirical evidence from educational settings and overall a model of culture as static (instead of dynamic). We argue that educationalists interested in the field of students' experiences in internationally diverse settings ought to treat Hofstede's model more critically. Other models are recommended that take into account flexible notions of culture, based on research evidence from a range of educational settings, which can be critically and explicitly examined against different educational theories. (Contains 1 table.)

This paper reports a study of the classroom assessment practices of 12 sixth form college mathematics teachers in Malta. It explores the extent to which these teachers are knowledgeable about their students' learning of mathematics and the implications that this has for their classroom practices. It reveals that these teachers' knowledge of their students' understanding of certain mathematical concepts is fairly limited. It then goes on to discuss this phenomenon in terms of a process that can hinder rather than promote learning. The research illuminates the position of teachers who appear to lack certain detailed information about their students which, it can be argued, could inform more effective teaching strategies. The paper concludes by exploring possible implications for similar situations where learning could be enhanced by more effective classroom assessment strategies and their use to inform future teaching and learning activities. (Contains 1 table.)

Different approaches to conducting and theorising school leadership have become a major preoccupation within school systems throughout the world. This reflects the importance placed upon school-level education and the belief that leadership issues can play a big part in increasing the effectiveness of pupil's learning. This paper re-visits some findings from an earlier review and examines them in the light of more recent research both within education and from other fields, where leadership models have come under close scrutiny. The paper will argue that much is to be gained from sharing insights into leadership across different areas of professional activity and illustrate some of the benefits of such an approach.

News coverage of public examination results in the United Kingdom has escalated in recent years. The years 2002 and 2003, in particular, witnessed a bitter media debate over A-level results. Yet, while educationalists often deride the quality of the annual examination debate, there has been minimal research into the specific ways in which exam news issues are constructed by news media. This article discusses the critical findings of an interdisciplinary study, conducted by education and media specialists, of print and broadcast news coverage of the publication of A-level results in August 2002 and 2003. The article focuses upon three particular elements: the distribution of different headline categories and themes; the structural, narrative and presentation templates in which A-level news items were embedded, and the discursive features that have characterised the dominant template for A-level news coverage: the claim that examination standards are "falling". The article concludes by briefly considering some of the broader questions about the relationship between the education sector and news media in the United Kingdom, reflecting upon the ritualistic and polarised nature of coverage, the subtext of anxieties over the "massification" of post-compulsory education and the readiness (or not) of educationalists to engage in a debate being played out for increasingly high stakes. (Contains 4 tables and 2 notes.)

The publication of A-level examination results in England, Wales and Northern Ireland has become one of the major diary items in the news media's calendar. This paper is based, in part, upon the findings of an inter-disciplinary study funded by the Economic and Social Research Council (ESRC). It explores two key questions about the relationship between the education sector and news media in the UK. Firstly, it asks why educationalists appear to have become pessimistic about the possibilities for raising the quality of media debate about education. Secondly, it takes the example of the annual coverage of A-level results, in order to discuss why education news coverage tends to adhere to templates that many educationalists criticize as producing ritualistic and polarized coverage. The paper concludes by exploring some suggestions for those who are seeking ways to influence the quality of education news coverage.

Evaluates the results of the first three years of the national Secondary Education Certificate in Malta to determine its impact on educational equity. The new examinations attempt to offer access, relevance, and appropriate assessments to a wide range of students. There have been some implementation problems, but much has been achieved. (SLD)

A United Kingdom study investigated the affective responses of 30 faculty, administrators, and supervisors in occupational therapy courses when failing students. Patterns of feelings reported at each stage of the decision-making process, factors influencing judgments, and reactions of others are described. Understanding more about affective responses may assist assessors making critical judgments at the margins of professional competence. (Author/MSE)

The Czech Republic Ministry of Foreign Affairs (MFA) assumed powers after the collapse of communism. The changes in the structure and operations of the MFA are evaluated and compared to see if they were as successful as other nations in the area and suggestions for further improvement are made.

Identifies problems in assigning final grades to students based upon summing up a number of examination components. Presents a critical analysis of an article on the same topic by P. J. Squire which appeared in the journal in 1978. (Author/DB)

Sex differences in GCE 'O' level examination performance are reflected both in the number of boys and girls entering for different subjects and in the numbers obtaining the higher grades. From a review of possible factors, it seems that sex-role stereotyping is the most influential. (Author/SJL)