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Drawing on an analysis of education policies and qualitative research data, the impact of education reform on the roles of English primary headteachers and their Finnish counterparts is examined and compared. Global forces have resulted in similar policy trends in both countries but owing to contrasting cultural values and education traditions there are marked differences in the mechanisms for change at both national and local levels. However, irrespective of globalisation and differing national contexts, there were considerable similarities in the perspectives of headteachers and principals on the rewards and constraints of their role and the realities of leadership and management.

Some methodological issues are discussed that arise from our comparative research conducted since the early 1990s into primary schooling in Finland and England. This research has been identified as part of a "new" comparative education that uses qualitative research strategies and which prioritises sensitivity to cultural context in data collection and analysis. The procedures used in our research are considered. Several challenges for cross-national qualitative research are addressed--particularly in relation to language and data analysis. In conclusion brief examples from the findings illustrate how the research approach enabled a comparison between national policy intentions and school outcomes.

The article is a comparative analysis of the policy and practice of professional learning communities (PLCs) in primary schools in England and Finland. The concept of PLC has become a globally fashionable one and has been explicitly advocated in policy documents in both countries. Drawing from a database of qualitative semi-structured interviews with primary teachers, four key themes affecting their work and well-being are identified: the primary school community; collaborative working; continuing professional development and trust and accountability. The realities of PLCs as experienced by primary teachers in each country are contrasted. Similarities in teachers' responses were found, especially in examples of education policy borrowing. However, the different cultural contexts in each country resulted in some fundamental differences that strongly influenced the nature of, and possibilities for, school PLCs. While ideal notions of PLCs may be difficult to realise, it is argued that it is an important concept worth developing for its potential contribution to teacher well-being.

The article examines the impact of New Labour policies--particularly the National Literacy and Numeracy Strategies and the subsequent Primary National Strategy--on classroom practice at Key Stage 2 in England. Evidence is drawn from fieldwork conducted in 2003-2005 from a sample of 50 schools, replicating a study conducted a decade previously in the same schools. The data base consists mainly of 188 transcribed in-depth teacher interviews and fieldnotes from observation of 51 lessons. By comparison with other research studies on primary classroom practice from the 1970s through to the mid-1990s, our study suggests that there have been more changes in the last five years in teaching styles and in classroom organisation throughout the whole curriculum at KS2 than in the previous two decades. Such changes include a dramatic increase in whole-class teaching, the use of learning objectives shared with pupils and changes in pupil seating arrangements. Through compliance with centrally imposed changes in pedagogy, teachers' experiences have led them to change some of their professional values concerning desirable pedagogy. The article concludes by considering some of the implications of our evidence for theories of educational change and of teacher professionalism.

This article analyses the impact of processes of globalization on both policy and practice in relation to primary school leadership and management in England and Finland. Data are drawn from case study research carried out from 1994-1996 in six schools in Finland and six schools in England and a follow-up study on teacher professionalism (2001-2002) that involved 37 of the original participants being re-interviewed. The article contributes to the ongoing debate concerning the extent to which global trends lead to homogeneity in educational systems or a "glocalized" response. Such a glocalized response is derived not only from different cultural mediations at the national policy level but also from the various innovation biographies of different schools and the values of particular head teachers/principals. It is argued that, on the one hand, as a result of globalization there is growing uniformity, particularly in relation to the consequences of marketization and managerialism. Owing to the latter, principals in Finland like their English counterparts were found to be experiencing work intensification and role diversification that negatively impacted on their educative leadership. On the other hand, there is evidence also of processes of glocalization in terms of differential national educational policy changes (as, for example, in relation to testing and inspection). Global recommendations for the management of educational reform through collegial working relationships, distributed leadership and schools as learning organizations were promoted in both countries. However, the processes involved in these recommendations illustrate the manner in which national cultural influences and school factors lead both to some similarities and striking differences in their implementation.

This article portrays Key Stage 2 primary school teachers' perspectives on, and experiences of, New Labour's education policies. Evidence is derived from fieldwork conducted in 2003-2005 in a sample of 50 schools throughout England, replicating a study conducted a decade previously in the same schools. It is suggested that there have been more changes in teaching methods in the last five years than in the previous two decades. However, the ability to motivate and develop children's learning has remained at the core of primary teacher professionalism. It determined teachers' condemnation or approval of government prescribed changes in classroom practice and led to reassessment of some of their professional values concerning desirable teaching methods.

This is a revised version of the 2003 British Association for International and Comparative Education (BAICE) Presidential Address delivered at the 7th Oxford International Conference on Education and Development. The processes of globalisation have been viewed by some as a major threat to the qualitative research tradition in education. Two main aspects of the impact of globalisation on qualitative research are addressed here. Firstly, it is argued that given the vital role of culture in mediating global policies at different levels, qualitative research still has a very important role to play. Secondly, it is argued that the knowledge and information revolution associated with globalisation has created an increasingly positivist climate that represents both a challenge for, and a challenge to, comparative education as it is currently conceived--particularly in the UK. This is illustrated by the growing international interest in systematic review methodology and its associated privileging of quantitative research strategies, such as randomised controlled trials, in evidence-based policy.

The article presents some findings from the York-Jyvaskyla Teacher Professionalism project. The project was a follow-up study to earlier case-study research in six schools in Finland and six schools in England on the impact of educational reforms on teachers' work. Data were collected by re-interviewing a sample of teachers from the original schools six years later. The views of English and Finnish teachers concerning the ways in which changes in practice, pay and working conditions affected their perception of teaching as a profession are contrasted. The crucial factors discouraging teachers from remaining in teaching were work intensification, low pay, deteriorating pupil behaviour and a decline in public respect. Positive influences on teacher retention were commitment to children, professional freedom and supportive colleagues. Suggestions are offered as to how policy makers should act to preserve the commitment of primary teachers and to promote their retention.

Policy-makers' conceptions of teacher professionalism currently differ markedly in England and Finland. In England they are shaped by agendas associated with the drive to raise standards and "commercialized professionalism" whilst in Finland they are influenced by notions of "teacher empowerment". This article analyses findings on the theme of teacher professionalism derived from re-interviewing a sample of English and Finnish teachers in 2001 as a follow-up to earlier ethnographic research in six schools in each country during 1994-1996. Issues of professionalism are addressed through three broad themes: the impact of curriculum and pedagogical reforms; working together to implement these reforms; and accountability and control. It is argued that in each country teachers' conceptions of their professionalism were undergoing reconstruction. These conceptions were shaped by past and present ideology, policy and practice and displayed multiple and situational dimensions.

Surveyed English elementary school teachers regarding their roles as teachers and caregivers and their provision of social work support to parents and their children. Common roles included helping parents with personal problems, supporting students with emotional and behavioral problems, participating in child protection, and working with agencies related to these and other issues. Social work demands were especially prevalent in schools in low income areas. (SM)

Focuses on child protection in primary schools. Focuses on findings of the Social Work in Primary Schools project, based on a national questionnaire survey and qualitative research in primary schools. Addresses the views of child protection coordinators. Includes references. (CMK)

Compared policies and practices of curriculum change in English and Finnish primary schools. Case studies documented the implementation of reforms at the classroom level and teachers' attitudes toward them. Though England promoted a national curriculum and Finland was moving away from one, teachers in both countries had common responses to change, were confronting similar issues, and were trying unfamiliar approaches. (SM)

The York-Finnish Project compares how national-policy changes affect implementation in two countries where curriculum reforms are moving in opposite directions. English primary schools were implementing National Curriculum changes while Finnish schools developed decentralized curricula. Teachers in both countries experienced negative work-intensification effects, except in smaller schools. Contains 58 references. (MLH)

Compares the policies of inspection in Finland and England where the former promotes school self-evaluation and the latter utilizes the Office for Standards in Education (OFSTED). Finds that OFSTED inspections affect teacher morale and focus on policies and procedures; in Finland, inspections lack a whole-school strategy but encourage changes in classroom practice. (CMK)

Examines the impact of innovations associated with the Education Reform Act (England) on the management of school change in primary schools. Documents growing tensions between collegial and top-down managerial styles based on quantitative data. Discusses ways to reconcile the emphasis on cooperative working within the context of increased managerialism. (DSK)

Questionnaires returned by 92 of 127 British teacher-researchers and interviews with 12 revealed the following: (1) sharing of findings was hindered by the individualistic culture of teaching; (2) teacher-researchers preferred working within the system to effect change; and (3) the values and processes of teacher research can create a more collaborative, critically reflective culture. (SK)

Presents a study of ways in which teachers believe that their research promotes professional development and educational change. Identifies factors that promote and constrain change. Suggests that, for teacher research to effect change throughout a school, the school must value critical reflection on practice and the sharing of ideas. (SG)