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One approach to the crisis in the supply of teachers in Britain is to attract back to the profession qualified teachers who have left. To know whether this approach is viable, however, it is important to know about the reasons for leaving teaching and factors affecting return. Therefore, a study was conducted to survey trained teachers not currently in full-time employment, to ask why they had left teaching, whether they were likely to return to the classroom, and what measures would encourage them to do so. The study is reported in this document, which is organized into four sections. The first, "Returning to Teaching," presents key findings and their implications. Section 2, "Why Teachers Leave Teaching," discusses child care and domestic commitments, personal circumstances, disillusionment with school teaching, failure to obtain a permanent position, and career change. The third section, "Barriers to Returning," addresses whether the leavers want to return; what prevents teachers from returning; difficulties in getting an appropriate position whether it be part-time, a job share, full time, or substitute teaching; and worries about the educational system and conditions in schools. The final section, "What Employers Might Do," includes keeping in touch with teachers, informing about vacancies, a reintroduction to teaching, support for returners, managed career breaks, salaries commensurate with experience, and child care. The research design and methods and a profile of the sample are appended. Five tables complete the document. (LL)

This study described teaching methods in use in business studies classes, explored the reasons for their use, and explored perceptions of effectiveness. Four main research methods were used: semistructured interviews; observation of teaching in one class and of presentations of business plans to the panel of experts in the other; perusal of course documents; and informal collection of information by talking to students and teachers. One class studied involved class teaching by the tutor and speakers; the self-study course used multimedia materials backed up by tutor telephone support. Three main dimensions of effectiveness for students were identified: learning about the feasibility of setting up one's own small business; learning about the world of small business; and gaining a sense of purpose in life. Data suggested six subsidiary factors that influenced teaching effectiveness: attendance/commitment; student isolation; tutor isolation; costs/fees; class composition; and evaluation and assessment. (Nine references and two course descriptions are appended.) (YLB)

This study described teaching methods in use in computer studies classes, explored the reasons for their use, and explored perceptions of effectiveness. Four main research methods were used: semistructured interviews; observation of teaching; perusal of course documents; and informal collection of information by talking to students and tutors. One class studied had a slightly more formal approach--lectures supported by handouts and overhead projector slides followed by practical exercises for the students; the other had a less formal approach--brief talks interspersed with practical activities, self-selection of computing activities, and social activities. Students found plenty of hands-on experience backed up by individual support from tutors most effective. Four main dimensions of effectiveness for students were identified: effectiveness as learning about computing; effectiveness as an interest in computing; effectiveness as enjoyment of the course; and effectiveness as gaining self-awareness. Data suggested six subsidiary factors that influenced teaching effectiveness: guidance and continuous support; class composition; student isolation; tutor isolation; resources; and evaluation/assessment. (Nine references and descriptions of evening and day courses are appended.) (YLB)