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This paper traces the origins of the concept of personalisation in public sector services, and applies it to school education. The original conceptualisation stressed the need for ‘deep’ rather than shallow, personalisation, if radical transformation of services were to be achieved. It is argued that as the concept has been disseminated and implemented through policy documents, notably the 2005 White Paper, it has lost its original emphasis on deep personalisation. The focus in this article is particularly upon gifted and talented students whose education provides the best case example of how the theory of personalisation might work in practice. Two examples of the lessons in a sixth form college are used to illustrate the character of personalised pedagogy in practice. The implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

This paper addresses the somewhat neglected topic of envy and its relationship to education and social inequality in Britain. Drawing on the work of Rawls, Runciman and Crosland, the paper proposes a distinction between envy as a vice and ‘justified resentment’ aroused by perceived injustices in the social distribution of primary goods, including education. Various pejorative uses of the term ‘the politics of envy’ in UK politics are examined. The conditions necessary for a politics of justified resentment are then analysed. Current developments in higher education in the UK are discussed with reference to signs of the emergence of new social resentments among the relatively highly educated. Prospects for a wider politics of justified resentment are assessed in relation to a range of emergent policies and priorities of New Labour in government. [ABSTRACT FROM AUTHOR]

Discusses the quality control in education and schools in Great Britain. Different approach to the definition of quality comes from the literature of total quality management;Ways in monitoring the quality of schooling; Advantages of educational research over the other methods of judging the quality of schools.

This paper examines understandings of community and safety for Gypsy, Roma and Traveller (GRT) groups in schools in a metropolitan borough. One school in particular was identified as being the ‘Gypsy school’ and was attended by the majority of GRT children in the borough. The school was recognised as a model of ‘good practice’ reflecting its holistic approach towards the GRT community but it was also successful for wider reasons. A picture of the intersection of different communities emerged from interview accounts in which a GRT community with strong local attachments, socially negotiated and maintained, figured very strongly. The GRT community was also identified as sharing racist attitudes towards other non-white immigrants. This article examines children's perspectives of their engagement with the education process and how the strong GRT community played an important part in their understandings of safety and belonging. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to articulate a new perspective on British multi-faith religious education that both complements and, in part, subsumes existing critiques. My argument, while controversial, is straightforward: it is that British religious education has misrepresented the nature of religion in efforts to commend itself as contributing to the social aims of education, as these are typically framed in liberal democratic societies. Contemporary multi-faith religious education is placed in context and its underlying theological and philosophical commitments identified and criticised. It is concluded that current representations of religion in British religious education are limited in their capacity to challenge racism and religious intolerance, chiefly because they are conceptually ill equipped to develop respect for difference. [ABSTRACT FROM AUTHOR]

Character education is a specific approach to morals or values education, which is consistently linked with citizenship education. But how is it possible for a heterogeneous society that disagrees about basic values to reach a consensus on what constitutes character education? This article explores how character education has returned to the agenda of British education policy, having been largely neglected since the 1960s in response to unsatisfactory attempts at character education going back to the nineteenth century. Between 1979 and 1997 Conservative governments attempted to reverse a perceived decline in moral standards, established State control of the schools curriculum, imposed on State schools the duty to provide for moral and other development, and established a National Forum which attempted to articulate a set of consensus values in education. Labour has extended these developments in the curriculum, introduced compulsory citizenship education, and its White Paper of September 2001 speaks of ‘education with character’. The character and virtues Labour seeks to promote through schools are pragmatic and instrumental in intention, linked to raising pupil school performance, meeting the needs of the new economy, and promoting democratic participation. Otherwise the vision is pluralistic and evades explicit directives, and there is no explanation or analysis of its theoretical basis. The question of how agreement can be reached on what counts as character education may benefit from Sunstein's analysis of how law is possible in a heterogeneous society –‘incompletely theorized agreements on particular cases’ allow for common laws without agreement on fundamental principles. Many schools in fact operate in this way, but such a consensus is not entirely stable and runs the danger of teaching character education as a series of behaviour outcomes taught in a behaviourist fashion. [ABSTRACT FROM AUTHOR]

The article provides an introduction to this issue. The author discusses the articles contained in this issue, focusing on topics such as: religious education and the importance of recognizing religious diversity in a society; the purpose and meaning of a university; and teacher training. Other articles discuss attention deficit hyperactivity disorder (ADHD) and changes to submission process for manuscripts to the journal. Finally, a debate about the measuring of educational achievement gaps by Stephen Gorard and Paul Connolly is presented.

Discusses efforts of the British Association for the Advancement of Science aimed at promoting scientific education in British schools. Date the association was founded; Number of members appointed to study the scientific qualifications of inspectors in elementary schools; Reason why the committee's term of reference was altered in 1981.

Editorial. Introduces the articles published in the June 1993 issue of the periodical "British Journal of Educational Studies". Topics of the articles; Authors who contributed to the issue; Editorial policies of the publication.

Comments on the joint venture between business and education service in a local community to provide educational and employment opportunities for young people in Great Britain. Industrial and economic awareness in the preparation of the next generation of teachers; Shift in moral language through educational evaluation; Role of local business in the curriculum of schools.

Examines the way in which criticism of the work of primary school teachers in Great Britain have attempted to redefine the professional identity of early years teachers. Objection to the manner in which critiques have been formulated; Call for educational researchers to adopt a less reverential attitude to government proposals for the reform of primary education.

Addresses the issue of the need for the development of a post compulsory curriculum adequate to the demands of the 21st century in British education. Qualitative and quantitative issues involved in the development of a 21st century curriculum; Circumstances that can influence curriculum development efforts in the country.

Discusses the occupation of the curriculum high-ground in secondary schools by the Technical &Vocational Education Initiative (TVEI) in Great Britain. Impact of the occupation on initiatives in teaching and learning; Influence of many of the central organizing ideas and educational themes of TVEI of the working practices of curriculum areas; Result of the redefinition and reconstruction of the TVEI by its sponsors and by curriculum coordinators in schools and colleges.

Recounts an author's experience as the local evaluator of the Sheffield Technical and Vocational Education Initiative (TVEI) scheme which is funded through the Manpower Services Commission in Great Britain. Focus on the formative aspects of local curriculum evaluation; Analysis of the major component of the TVEI scenario referred to as a plethora of enquiry; Distinction between summative and formative evaluation.

Reports on the context of the philosophical debate between Paul Hirst and D. J. O'Connor about the influential account of educational theory in Great Britain. Justification of principles for the rational determination of educational practices; Assessment of performance that may raise questions about the validity of the operational theories employed; Role of educational research in the development of good educational practice.

Evaluates the implications of career education research for schools of unemployment and the growing uncertainties about the future of work in Great Britain. Aspects to be noted in evaluating the state career education; Effects of the rise in employment on education in general and career education in particular; Issues relating to the future of work.

Discusses the tension between the central government's responsibility for provision and the principled assertion of independence on the part of the providers that constitutes the main themes of teacher education in Great Britain. Series of changes in professionally trained graduate profession; Requirements that makes professional training desirable; Changes in the validating bodies both reflected and influenced conflicting curriculum philosophies; Need to balance training between primary and secondary shift; Development of secondary courses within certificates.

Comments on the implications of A level examinations on the system of post-16 education in Great Britain. Increase in the demand for continued education; Reaction of pupils toward learning; Perception on the relevance of education.

Talks about regulations purposely for the education sector in Great Britain. Provisions of the 1988 Education Act; Action taken to kindle the taken for granted regulations; Reason behind the continuation of radicalism and authoritarianism in educational policy across the region.

Introduces the articles discussing about education in Great Britain published in July 1988 issue of the "British Journal of Educational Studies." Disdain in the 19th century form of liberal education; Ambivalent view towards social and personal development in the developing shape of education; Rediscovery of utility in education.

Presents an overview of issues related to policy developments in education in Great Britain. Assessment of quality in schools; Role of the Technical and Vocational Education Initiative on the quality; Critique of educational policies.

The marketisation of education in England began in the 1980s. It was facilitated by national testing (which gave objective and comparable information to parents), and by the New Public Management (which introduced a posteriori funding and competition among providers). Now a new complementary phase of marketisation is being introduced: personalisation, whose intellectual provenance is in marketing theory. Conceptually, personalisation is imprecise; practically, at this stage, its intended effects within schools may amount to no more than a new legitimatory rhetoric which leaves pedagogy and the curriculum little changed. [ABSTRACT FROM AUTHOR]

Though it is being widely argued that expanding young people's capacity to learn is a viable and desirable goal of education, it it not always clear what this means, how it is to be achieved, and how the effectiveness of interventions is to be assessed. It is argued that the capacity to learn should be interpreted as a portmanteau term that comprises a varied set of positive learning dispositions. These are illustrated, and the idea of ‘expansion’ is glossed in terms of broadening, strengthening and deepening these dispositions. [ABSTRACT FROM AUTHOR]

The article presents Paul Connolly's response to commentary by Stephen Gorard concerning the author's research. The author identifies a number of areas in which he argues that Gorard created "red herring" arguments. The author discusses his desire to encourage debate in the area of educational inequalities. The author has written on the idea of using phi as a way to analyze educational inequalities. The author discusses the importance of evaluating the gaps in achievement among students over time. The article also examines disparities between boys and girls in academic achievement.

This article is concerned with the relationship between assessment information and teacher planning. In the UK, although planning used to be central to characterisations of formative assessment, the most recent government proclamations under the‘Assessment for Learning’ banner offer no clear role for teachers making decisions about what to do based on assessment information. In this article, the reasons behind the shift will be examined.‘Contingent planning’ will be proposed as a mechanism for using assessment information in a planning context. [ABSTRACT FROM AUTHOR]

Lists the books received for review in the September 1993 issue of the periodical "British Journal of Educational Studies". Titles of the books; Authors of the publications; Publishers.

Discusses the use of metaphor in human attempts to communicate religious experience and insight in Great Britain. Literal interpretation of metaphors; Examples of primary school children's writing to illustrate the problem of literalism in religious understanding; Recommended teaching of metaphor throughout the education.

Explores the community education in Great Britain. Dominant modes of community education practice; Reason for the failure to change practice; New Right definitions of appropriate parental roles.

Studies the school leadership in Great Britain. Problems confronting the study of school leadership; Elements of school leadership; Commodification of education and management studies,

Evaluates the effect of introducing markets into the institutional system of education and promotes the claim of a learning democracy in Great Britain. Chubb and Moe's arguments on markets and democratic control; Markets' promotion of autonomy; Suggested reading by Ministers of Education for their civil servants.

Focuses on the issue of teachers' competence in Great Britain. Capacities and dispositions that comprise the concept of competence; Various views on dispositional competence; Ways of identifying and understanding professional capacities and practical knowledge; Moral basis of educational practice; Correlation between reason and practice.

Addresses the debate surrounding the issue of post-compulsory education systems in Great Britain. Features of the proposed unified system of post-compulsory education and training; Influence of the Howie Committee report on the debate about systems; Comparison between multi-track and unified systems of education; Implications of the debate on the educational system of the country.

Studies the policies governing teachers' work in Great Britain. Elements of the national curriculum; Ways by which the changing power relations of the curriculum affect teachers' work in the country; Impact of the introduction of market forces on the redefinition of teachers' work; Relationship between the control exercised over teachers by parental choice and competition.

In his study, "Labour Party's Education Policy on Primary and Secondary Education 1979-89," published in a recent edition of the journal "British Journal of Educational Studies," writer Bill Inglis argues that, on the question of education, Labour has `lost the initiative' to the Conservatives. He alleges that between 1979 and 1987 the Labour Party's approach to education policy was `complacent' and that Labour failed to prepare for the `Conservative challenge' in the late 1980s. From 1987, Labour's education policy is said to have been characterised by a`mixture of acceptance and defensiveness in the face of Conservative educational initiatives.'

Focuses on several issues concerning the work of primary teachers in Great Britain. Implementation of a new national curriculum that changes the nature of teaching; Examination of the working hours of infant teachers in a week; Assessment of the working conditions of teachers; Increase in the tasks of primary teachers.

Looks into the bureaucracy and education of the poor during nineteenth century in Great Britain. Importance of educating the poor; Role of bureaucracy in our lives as proposed by Michael B. Katz; Efforts of Joseph Lancaster in teaching poor boys; History of education.

Discusses the benefits of establishing professors of education in universities to address the neglected area of research in the history of education in Great Britain. Reference to early studies in education research; Concerns for the professorial side of education; Qualities of a professor of education.

Focuses on the importance of values education among students in Great Britain. Importance of creating values in the act of choosing; Role of religion in values inculcation; Dimensions of religion which serves as framework for the subsistence of moral values.

Focuses on the remarkable technological, educational, economic and political developments have contributed to make appropriate a re-examination of the place, scope and potential of vocational educational in post-primary schools in Great Britain. Reason for Britain's economic and industrial decline; Emphasis of government and employers on the need for job-related skills training in schools critics of the new vocationalism; Prevalence of circumstances of high youth unemployment.

Focuses on the underlying philosophical ideas on the issues raised by educational provision for those individuals with learning difficulties in Great Britain. Contrast between physical impairment and disability; Assumptions on people with learning difficulties such as they are subhuman, menace to society and objects of pity; Risks in integrating those menace to society into the normal school system.

Examines the impact of government policy and financial stringency on the academic affairs of the university sector of higher education in Great Britain. Solution offered by the Universities Grants Committee to the problem of university and government relationships; Central theme of finance and academic autonomy in relation to government interests; Uncertainty as to how the market economy can be made to operate in the field of higher education.

Focused on efforts aimed at harmonizing two national educational curriculums in Great Britain. Overview concerning Stalin's curriculum; Ten foundation subjects under Baker's curriculum; Role of political control in harmonizing both curricula.

Discusses the contemporary rhetoric and practices dominant in British education. Major changes introduced in the British educational system; Impact of the economic condition of the country on education; External factors that affects the condition of education.

Identifies the role of Frederick James Gould in the transformation of moral education in Great Britain. Promotion of non-theological moral instruction in the country and throughout the world until Gould's death in 1938; Advocate in reflecting the assumptions of a broad range of British liberal intellectuals about morality, education and individual freedom; Writings that contributed to the transition of moral education from its roots in fixed standards of personal morality to a tool to inculcate a civic and social morality.

Focuses on the function of comprehensive secondary schools in Great Britain in the 1980s. Need to distinguish the activity of reflecting about education from the more specific form of reflecting called theorizing; Examination of Denis Lawton's theory that the curriculum should be based on a selection from the culture; Inclusion of the egalitarian theory, in which mixed ability teaching is an article of faith, in the comprehensive ideal.

Focuses on the influence of motivation to the learning process of students in Great Britain. Reluctance of adults to reenter formal education; Reinforcement used by parents and teachers; Importance of developing balanced combinations of motives to students.

Focuses on the importance of traditional learning in Great Britain. Assessment of students for cultural and political values; Development of educational guidelines for better learning; Objective of the study of humanities in the university.

Discusses the considerations of religious education in Great Britain. Details of the 1944 Butler Act, sections 25-30; Proposal to establish state-aided Muslim schools; Implication of the creation of denominational schools for the society.

Looks into the post-war impact of war-time reform in educational government in Great Britain, both local and institutional level. Nature of the governmental process emerging in education; Political popularity of educational expansion; Significance of contemporary initiatives in funding and controlling aspects of further education and of vocational education in schools.

Provides a critique on the manifesto presented by the Education for Capability movement before the Higher Education Group during a conference on April 1982 in Great Britain. Text of the manifesto; Central idea of the pronouncement; Reason why the term of reference of the word capable is so wide.