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A previous paper on RIS3 assessed its potential to influence growth strategies and their delivery. It held that significant further investment work was needed in tools and techniques, data and intelligence, and innovation in leadership capacity and capabilities. It further asserted that such investment was needed to be part of a commitment to a long-run learning and evaluation process. This paper considers synergies and dissonances between these national approaches to development in England. In particular, it explores how far RIS represents a step change from previous approaches to innovation-led growth. Alternatively, is it more accurately an incremental facelift and rebranding of previous orthodoxies? Does it add value to or detract from national policy for England? What roles might the approach play in the so-called ‘devolution revolution’? Can the (small scale, ‘light touch’) Advisory Hub approach support and promote those roles? What, if anything, might the England experience have for other nations and regions of Europe? [ABSTRACT FROM AUTHOR]

This study analysed 40 planning applications in the East of England to investigate the practice of translating paper recommendations in the environmental statement (ES) into legal conditions and obligations. A high proportion (50%) of suggested mitigation measures were not translated into planning conditions or obligations. However, a significant number of additional conditions or obligations, not directly based on the ES, were imposed on developers. The research suggests a mismatch between the practice of those producing ESs and the expectations of planning authorities, leading to inefficiency and, possibly, emasculation of environmental impact assessment through a failure to implement mitigation. Several recommendations are made to increase the effectiveness of the implementation and integration of mitigation measures. [ABSTRACT FROM AUTHOR]

This paper employs data from the 2021 UK census to initially explore sub-state (English, Welsh) national identities among minority ethnic groups. This shows that these identities remain much more exclusive of people in minority groups than is a British identity, and that this exclusion is particularly marked with respect to English identity. The analysis then builds on this observation using similar data to examine English identification among the White British ‘majority’ in a ‘superdiverse’ city – London. Attributes which are typically shared by London boroughs in which identification as English deviates most from the national average, and multi-variable analysis which considers the ethnic structure of the borough in which an individual lives alongside other key factors (age, education, social class) suggest differences in identification between people living in boroughs that are characterised by more established and extensive ethnic diversity and those in boroughs transitioning from a previously more homogeneous (white) ethnic structure. In exploring how the articulation of a specific national identity might relate to ethnically-diverse or ‘superdiverse’ contexts, the paper uniquely contributes to recent research which calls for a stronger focus on how people who do not belong to migrant-minority groups might respond to living in such contexts. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of a small sample of girls in English schools at risk of permanent exclusion. A range of visual methods were used to collect data from girls in mainstream secondary schools and an alternative provision setting which formed the basis of subsequent interviews. Through an examination of extant research and the data from this study, it is argued that issues of visibility and voice continue to be prevalent for girls at the margins of education. This paper contends that within the current educational climate in England, girls’ experiences appear to have remained the same as, or deteriorated compared to their contemporaries 20 years ago. It concludes by suggesting some possible next steps and implications for schools and those supporting girls in educational settings. [ABSTRACT FROM AUTHOR]

This paper explores the ways that private equity practices of financialised value extraction have migrated to the water sector in England. In line with the financialisation literature more broadly, we show how private equity investors have found innovative financial mechanisms for increasing investor returns that are unrelated to productive activity. The resulting financialised, highly-indebted corporate structures create costs and risks for utilities which raise concerns for social equity. The regulatory response to these financial innovations has been slow and had limited effect. The regulatory toolbox, governed by a narrative of competition, has consistently been biased towards investors and misses much of the scope of financialised corporate extraction. A review of the activities of a major private equity investor, Macquarie, active across numerous infrastructure sectors in the UK, illustrates the dynamic way in which infrastructure funds are moved across investments and sectors in ways that can escape regulatory processes and increase investor returns. The paper shows how the regulator is caught in an impossible bind in meeting the contradictory and contested interests of investors, end users and the state such that we question whether the socially equitable regulation of financialised infrastructure can ever be possible. [ABSTRACT FROM AUTHOR]

As the global neo-liberal reform movement in education continues to evolve, so does the simultaneous transfiguration of the profile and status of primary school teachers in England. Reform continues to delineate the aims and purpose of primary education in increasingly essentialist terms. This paper explores English primary school teachers' perceptions and experiences of teaching, and of being a teacher, in a period of considerable change. Extending the existing research literature about primary school teachers, it explores the progressively strategic nature of policy enactment and the tactics employed by teachers to manage conflicting demands. The paper draws upon rich qualitative data from two sets of interviews with 22 primary teachers employed in the South-East of England. Thematic analysis facilitated findings about teachers' encounters with, and responses to, neo-liberal policy reform, notably in relation to accountability and managerialism. The view that 'nothing is ever good enough' reflects recurrent data affirming the relationship between school leadership and teachers' demoralisation, as well as perceived reputational decline more broadly. Findings highlight the emergence of the primary practitioner as 'tactician', and of a particular brand of survivalism necessary for a context that acts to pedagogically and philosophically constrain the purpose of primary education. [ABSTRACT FROM AUTHOR]

This theoretical paper provides valuable insights into the ongoing debates on OfSTED’s fitness for purpose and effectiveness. It critically examines the current education inspection system in England through the lens of complexity theory. The paper begins with a review of significant changes in the system from 2019 to the present, explaining that education inspection, as a complex system, is characterised by path-dependence, self-organisation, co-evolution, emergence, interdependence and adaptability. This is followed by a comprehensive discussion concerning the underlying power dynamics contributing to the gradual lock-in of the inspection system over the past three decades. Furthermore, it evaluates whether the system has reached a tipping point, potentially transitioning towards a new era. The complexity theory equips change agents, policymakers, policy implementers and school practitioners with a useful theoretical framework to navigate the landscape of educational inspection and facilitate meaningful changes. For change agents to embrace complexity thinking when envisioning a new inspection system, this paper presents several recommendations: surveying the evolving landscape and collecting new evidence, benchmarking against other inspection systems, balancing the power dynamic between OfSTED and schools and paying switching costs while incentivising change adopters. [ABSTRACT FROM AUTHOR]

As part of an investigation into the relationship between classroom dialogue and student outcome, a test of reasoning has been developed that is suitable for preadolescents (i.e. c.10–13-year-olds). Building on previous work but expanding this considerably, the test focuses upon four areas of reasoning: differentiation of facts from opinions, differentiation of reasons from conclusions, inference of implications, and evaluation of multiple reasons. This paper reports on the test's design and development (including the repeated cycles of piloting and redrafting), highlighting the methodological challenges that were faced (e.g. from linguistic demands), and how these were addressed. It also outlines how the test was trialled in English schools, including its use in a paper-based version with 218 students, and in a digital version with 129 students. Patterns of student performance were comparable across the two samples and also provide evidence for acceptable test reliability and validity. Thus, in addition to spotlighting methodological issues of general relevance within educational research, the paper presents a test that successfully assesses key aspects of student reasoning. The test is the first of its kind to be designed for this age group, and is offered as freely available for future research. [ABSTRACT FROM AUTHOR]

Pregnancy ends and its materials are framed differently depending on the social and historical context. Engaging with scholarship on the plasticity of meaning around pregnancy materials, this paper illustrates how the approach to pregnancy remains has changed in England since the 1980s, with remains progressively being treated as human remains with associated assumption of mourning. The paper revisits interview data collected between 2014–2016 with women who had recently miscarried, revealing diversity in approaches to miscarriage and pregnancy remains. The women’s experiences preceded the issuance of guidance by the Human Tissue Authority (HTA) in 2015, which informed revising of clinical approaches to pregnancy remains disposal. The data is important in documenting practices around pregnancy remains and the way such approaches were formalised in activities of care. During the unfamiliar experience of miscarriage, the clinic was a key site of prescription and exploration, having a defining role in the meaning of pregnancy materials. Drawing on ethnographic research the paper provides examples of how women navigate these practices and possible frictions that emerge when approaches differ. The paper argues that clinical practices do not provide sufficient flexibility to respond to the diversity of women’s approaches to their pregnancy material. [ABSTRACT FROM AUTHOR]

In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates teachers working in schools with a collegial culture are more likely to remain committed and motivated. We propose that engagement with CLA may enable early career teachers to critique and resist dominant discourses which differentiate and hierarchically divide them from their colleagues, and therefore, the utility of CLA should be explored within future iterations of the Early Career Framework. [ABSTRACT FROM AUTHOR]

This paper assesses the relationship between economic resilience in English regions and the allocation of the UK government’s Community Renewal Fund (CRF). The CRF is part of the government’s ‘Levelling Up’ agenda to address place-based inequalities. Economic resilience is measured using a composite index comprising productivity, skills, unemployment, population density and household income. Data were obtained for the five indicators at local authority (LA) level in England. Regional resilience scores were produced by calculating the weighted mean score of the constituent LAs. Regional resilience values were used to generate an ‘expected share’ funding allocation, which was compared with the actual allocation using differences and correlation. Regional resilience scores ranged from 28.5 (North East) to 66.6 (London). A total of £125.56 million was allocated in the first round of the CRF. All regions in the North received less than their expected share allocation of the CRF, with the least resilient region in England (North East) receiving £13.4 million less. The South West received £9.9 million more than their expected share. All regions in the North of England received less than their expected share allocation of the CRF. There was no significant correlation between resilience values and CRF allocations (r = −0.16, p = 0.68). The current method for CRF allocation may therefore widen existing inequalities rather than ‘level up’. [ABSTRACT FROM AUTHOR]

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This article identifies new arrangements between the state and non-state actors in the public sector, one that extends current understandings of education privatisation, the transformation of public services 'by substitution' and, specifically theories of the 'shadow state'. Drawing on data from the Political Economy of Teacher Education (PETE) project, the paper's context is the current situation of post-qualification teacher development in England and its point of departure the Teaching and Leadership Innovation Fund (TLIF) initiative, in the wider context of Conservative political interests in promoting 'social mobility' through enhancing 'teacher quality'. Through a political economy analysis of public records, course information, Freedom of Information (FOI) requests and interviews, the paper offers an emerging typology of enterprises to describe the organisations that won TLIF funding to provide Continuing Professional Development (CPD) for teachers in designated 'Opportunity Areas'. Further, the paper extends available theorisations of the shadow state by identifying three kinds of shadow state structure – autonomous, intermediate and co-created – in relation to CPD provision under TLIF. This provisional identification is offered for critical examination beyond the immediate context of English CPD policy. The paper argues that these different relations of power and interdependence represent a new political economy of teacher development in England. [ABSTRACT FROM AUTHOR]

In April 2013 the local public health function in England was returned from the National Health Service (NHS) to local government, reversing the transfer to the NHS made in 1974 with the abolition of the medical officer of health. Although many in the field had long felt that local government was the appropriate home for public health given its wide-ranging responsibilities for the social determinants of health, the timing was poor. Local government was in the third year of what continued to be an unprecedented ten-year period of austerity imposed by central government with cumulative cuts of the order of 40% for many local authorities. And despite an initial commitment to a ring-fenced public health grant, this grant has been cut each year since 2015–2016 in addition to the wider local authority funding cuts which have had inevitable knock-on effects on the public health function. Crucial public health services such as early years, smoking cessation and sexual health services have all been cut. Despite these cuts the UK government continues to claim a commitment to improving public health and tackling inequalities in health. This study examines the government's discourse on funding local public health services, and the ways in which it has responded to critics through a detailed documentary analysis of key government white papers, ministerial statements and its responses to criticisms, particularly from parliamentary select committees and professional bodies. The paper concludes by considering the implications for effective local public health action in a national regime of austerity. [ABSTRACT FROM AUTHOR]

AbstractEthnic inequalities in housing in England are entrenched and long-standing. Minority ethnic groups are more likely than the White British population to experience housing disadvantage and deprivation. In recent years, little attention has focused on what steps housing policy is taking to promote race equality. This study fills this gap in knowledge. Focusing on four key housing policy interventions, it traces the policy approach to race equality in England since 2000. A paradigmatic shift is revealed. Previously, policy actively promoted race equality. Inequalities remained but progress was made tackling disadvantage. In contrast, the contemporary policy approach is characterised by non-intervention. This shift is related to the retreat from multiculturalism and increasing influence of postracial notions about the fading legacy of racism, allied with neoliberal understandings of inequality as the product of individual responsibility and choice. In conclusion, the paper calls for research to scrutinise these presumptions and explore whether policy is following a similar trajectory in other countries. [ABSTRACT FROM AUTHOR]

Compelling international evidence illustrates the potential of reading for pleasure for enhancing student reading achievement along with other learning and wellbeing outcomes. Yet profound challenges exist for nations seeking to encompass attention to students' volitional reading. In this paper we critically review the growing research evidence in this area by drawing systematically on cognitive psychological studies of reading attainment and motivation, educational studies of classroom practice, and the work of literary scholars and medical professionals. We consider and critique the methodologies deployed and read between the lines, exposing contradictions and complexities across this interdisciplinary field before considering the demands of operationalising this agenda in education. Through a dual focus on England and Australia, where, exemplifying international trends, young people's voluntary reading continues to decline, we examine difficulties and dilemmas which play out in policy and practice contexts. Our points of commonality and comparison surface key issues for consideration in countries working to reconcile the push and pull of performativity and reading for pleasure agendas in order to nurture children's volitional reading. To conclude, we examine ways forward for research, policy and practice which deserve increased global attention, and offer future-focused recommendations to advance this significant social justice agenda. [ABSTRACT FROM AUTHOR]

Decentralization policy in English education has resulted Multi-Academy Trusts (MATs)-groups of schools governed and led by trustees. Research illustrates that many of these organizations are failing to connect with the school communities they serve. This paper uses documentary analysis and interviews with 30 MAT Board Members to examine this key area. The paper reveals that although there are some strategies in place to overcome this issue, that failure to implement fundamental processes such as communication strategies are leading to fragmentation and feelings of disconnect, and this raises questions as to the extent to which MATs are in touch with and serving their school communities. [ABSTRACT FROM AUTHOR]

This paper assesses the recent Heritage Protection Review (HPR) process, which culminated in the publication of the Heritage White Paper “Heritage protection for the 21st century” (DCMS, 2007). It argues that although the White Paper makes laudable and useful attempts at streamlining and clarifying the management and protection process, many of its proposed changes operate at the rhetorical level only. Indeed, it does little to challenge the dominant and elitist understandings of “heritage” and attendant cultural values and meanings, and thus fails to adequately address social inclusion/exclusion issues in the cultural sector. [ABSTRACT FROM AUTHOR]

This paper examines populous perspectives of the government's responsibility to intervene in situations of possible parental neglect of children in England, Finland, Norway, and California (USA), and ask if institutional context, defined as child protection system and children´s wellbeing situation, are formative for people's perspectives on government responsibility for children in vulnerable situations and how they view children´s future. With representative samples of populations responses to a survey vignette using ordered logistic regression, findings indicate that the institutional context shed some light on differences on state responsibility. However, similarly to welfare state research, there are differences and contradictions in important dimensions that require further investigation, especially on citizens perceptions of neglect and on intrusive interventions. Citizens with a comparatively higher education are evidently much more supportive of state responsibility for children and child protection interventions than other citizens. This finding is similar to those of other studies of state responsibility. Overall, there is a high level of support in populations for the provision of public services to children and families in vulnerable situations. [ABSTRACT FROM AUTHOR]

A lack of regional data on the occupational structure in England and Wales during the interwar years has so far prevented extensive study of this time period. In the current paper, we fill this gap by reconstructing the occupational structure at the district level, based on a recently-digitized register for 1939 and by linking this dataset with the population censuses of 1911 and 1921. The resulting data reveals significant regional differences in the expansion of the tertiary sector, and the relative decline of agricultural and industrial activities. For industry, we find an increase in the level of geographical concentration during 1911–1921, to decline by 1939. The primary sector followed a similar pattern, whereas activities in the tertiary sector became less concentrated. [ABSTRACT FROM AUTHOR]

The regulation of bank capital has evolved from minimum capital requirements for joint-stock banks to elaborate risk-based capital adequacy rules. How did these regulations come about? How and why have they changed over time in different coutnries? Sweden began to regulate minimum capital in the nineteenth century. In 1911 an early version of capital adequacy was introduced. In addition to stringent regulation a separate inspection agency was given wide-ranging powers to ensure compliance. Britain also had minimum capital rules in place but during the twentieth century these two countries followed different paths in regulation and supervision of capital rules. This paper examines the Swedish case in detail and contrasts that with the British case. It is suggested that their respective civil and common law traditions may explain the divergent approaches to defining and regulating capital adequacy. [ABSTRACT FROM AUTHOR]

This paper has two aims: to provide a critical commentary on the value of neoliberalism in explaining contemporary housing policy and to critically examine recent practices that have been shaped by ideas most commonly associated with neoliberalism. It begins by distinguishing different interpretative variants of neoliberalism and some of the criticisms regarding its explanatory capability. Taking the example of housing associations in England, the paper makes use of Dardot and Laval's notion of 'entrepreneurial governmentality' to interpret how contemporary welfare professionals attempt to reconcile the competing tensions of individualism and egalitarianism in practice. Amongst the arguments put forward is that the extension of commercialism, commodification and competition have generated new fissures and dissonance within the sector. The conclusion suggests that contemporary variants of neoliberalism are best understood as a rationality that establishes entrepreneurial governmentality across sectors of government, the economy and social life. [ABSTRACT FROM AUTHOR]

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England. Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teachereducationmodel does not fit within the teachertrainingviewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms. Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper,The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered. Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform. [ABSTRACT FROM PUBLISHER]

This paper offers a comprehensive account of Irish teachers' perspectives on life inside schools in England, as reported in empirical studies. The research literature shows that Irish teachers report experiencing intense pressure from the inspectorate, but also internally as a consequence of the demands placed on English schools. Within these low-trust environments they experience what they feel to be unsustainable and time-consuming workloads which compound and perpetuate the pressure and stress they feel. Of most significance are Irish teachers' views on the motives of English schools, which they interpret and perceive to be dictated by and for the inspectorate as opposed to serving the best interests of students. Overall, Irish teachers' experiences in English schools are shaped by the overarching and inescapable pressures of high-stakes accountability and are far from positive. [ABSTRACT FROM AUTHOR]

In this paper, drawing on semi-structured interviews with generalist teachers of year-one children in England and Sweden, we examine comparatively the influence of the intended curriculum (teachers in both countries work within mandated national curricula) and the received curriculum (the collectively assumed efficacious practices and goals handed down from one generation of teachers to the next) on teachers’ expressed number-related learning goals. Analyses, framed by a literature-derived and curriculum-independent set of eight forms of number-related competence each implicated in later mathematical learning, identified both similarities and differences in the two groups’ expressed goals. Key similarities concerned expectations that all children should become additively competent, supported by supplementary goals concerning systematic counting, number bonds, the number line and an appropriate mathematical terminology. Key differences concerned English teachers’ strongly-expressed emphasis on place value and a desire for children to learn to multiply. Overall, the strongly-framed English curriculum appears to influence teachers’ goals more than the weakly-framed Swedish, while Swedish teachers seem to draw on a received curriculum more closely aligned with the literature-derived developmental goals than the English. Finally, when set against the literature-derived and curriculum-independent developmental goals, the English curriculum, unlike the Swedish, expects year-one children to learn much age-inappropriate material. [ABSTRACT FROM AUTHOR]

This paper explores English national identity through qualitative interviews with English-identifying voters in rural South-West England, amidst post-Brexit and COVID-19 uncertainties. Analysing 16 in-depth interviews, the study uncovers micro-level foundations of English identity, revealing a multifaceted view where participants consider it an absent identity. As members of the dominant cultural group, they define Englishness by their perceived 'normal,' distancing anything diverging from their norms as foreign. The study suggests a connection between English identity and reactive resentment towards perceived asymmetrical identity norms compared to neighbouring devolved nations. These findings shed light on the nuanced nature of English identity in rural areas and contribute to discussions about fostering a progressive and inclusive English identity. [ABSTRACT FROM AUTHOR]

Whilst NHS Health Service management is usually characterized by hierarchized bureaucracy and profit-driven competitiveness, the COVID-19 pandemic drastically disrupted these ways of working and allowed London-based non-clinical management to experience their roles otherwise. This paper is based on 35 interviews with senior non-clinical management at a London-based NHS Trust during 'Alpha phase' of Britain's pandemic response (May-August 2020), an oft-overlooked group in the literature. I will draw upon Graeber's theory of "total bureaucratization" to argue that though the increasing neo-liberalization of the health-services has hitherto contributed toward a corporate mentality, the pandemic gave managers a chance to experience more collaboration and freedom than usual, which ultimately led to more effective realization of decision-making and change. The pandemic has shown NHS managers that there are alternatives to neoliberal logics of competition and hierarchy, and that those alternatives actually result in happier and effectively, more capable staff. [ABSTRACT FROM AUTHOR]

During the late 1500s, the imperial centres of London and Marrakech could not have been more different. Both Queen Elizabeth I (1553–1603) and Sultan Ahmad al-Mansūr (1549–1603) reigned over kingdoms whose political, cultural, and religious landscapes appeared to be worlds apart. Yet despite these divergent realities of Tudor England and Sa'di Morocco, both Elizabeth I and Ahmad al-Mansūr shared one common goal that eventually brought them together to form an unlikely alliance: empire-building. From a shared curiosity of one another's fledgling empires to a desire to strike a mutually beneficial alliance, Elizabeth I and Ahmad al-Mansūr forged ties that were unprecedented for both Tudor England (1485–1603) and Saʿdi Morocco (1554–1660). Moreover, their alliance was not necessarily one of power imbalances, as one might anachronistically presume. During their reigns, England had yet to establish its first colony in the Atlantic, while Morocco had extended its territorial control deep into the Niger Delta after successfully invading the West African Songhay Empire in 1591. Elizabeth I and Ahmad al-Mansūr each held a significant amount of leverage in setting the terms for their alliance. Throughout their communications, these two rulers contrived plots against foes, negotiated trade agreements, and, most importantly, took steps to secure their respective imperial interests. By situating the correspondences between Elizabeth I and Ahmad al-Mansūr alongside historical developments, this paper argues that the alliance between these two rulers was foundational in each of their ascents to the ranks of Atlantic powers and that the fates of their empire-building projects were intertwined. [ABSTRACT FROM AUTHOR]

In this paper we present analyses of three textbooks currently used in the teaching of mathematics to year-one children in England. One is an established English-authored textbook, while the others are Singaporean-authored imports promoted by government as solutions to perceptions of systemic failure. Every task in each textbook was coded against a set of eight number-related competences known to support children's learning in both short and long terms. Such a framework, which is literature-derived and curriculum-independent, enables meaningful comparison of materials deriving from different cultural contexts. Analyses of the proportions of all tasks coded for the different competences showed that none of the three books adequately addresses all eight competences, although the English-authored comes closest. Moving averages, undertaken to show the temporal location of the opportunities presented for children to acquire the eight competences, showed them distributed throughout the school year in the English-authored textbook but only during the first half of the school year in the two Singaporean-authored textbooks. Some implications for the importation of such materials are discussed. [ABSTRACT FROM AUTHOR]

Over the past decade, several European countries have undergone reforms that modified the distribution of allocated powers and/or the geographical area of intervention of local authorities. This paper focuses on the institution of metropolitan governments. National legislative and executive powers usually claim that they want to provide densely urbanized areas with a more integrative level of action. As a result, the public authorities in large cities would get a greater capacity to deal with issues such as economic growth, increased soil sealing, socio-spatial inequalities, etc. This paper explores the motivations and forms of such metropolitan reforms in three European countries within the last decade, with the creation of Combined Authorities in England, of métropoles in France and of citta metropolitane in Italy. We argue that the forms of metropolitan government that have emerged in the three countries are embedded in very different institutional systems (Section 2). Considering the strategies of key protagonists, we show that the new modes of governance differ across and sometimes within countries (Section 3). In particular, the spatiality and the autonomy of the new metropolitan governments vary in the three countries (Section 4). [ABSTRACT FROM AUTHOR]

Multi-academy trusts are groups of schools in England led by an Executive Head Teacher and a Board of Trustees. High profile failures of these organisations raise questions over the way they are strategically led. Leadership studies argue that the absence of strategic thinking is a major detractor from performance & sustainability. However, creating strategy for a single organisation is very different to creating it for a collaboration. This article adopts a schema-based approach to examine the ways in leadership boards approach strategy as learning. Drawing on 42 qualitative interviews it asks: What evidence is there that strategy is a learning activity; What organisational implications are there for this? What are the implications of this for Trustee and CEO development in this area? And what theoretical contribution does this study make to what is known about strategy learning in multi-level organisations? The paper concludes that there is evidence to suggest that respondents view strategy as learning, whilst also suggesting areas for professional development for school leaders. From a theoretical perspective, the paper adds to knowledge on the role of metacognition in a strategy as learning approach to strategic decision-making. [ABSTRACT FROM AUTHOR]

Educational parenting programmes are an integral part of parenting policy. The use of parenting programmes in England as an element of UK government parenting policy since the late 1990s has attracted the critical attention of academics in education, social policy and other related fields. This paper puts parenting 'support' and, specifically, the use of educational parenting programmes in England, in the wider global and regional context. It examines the drivers of that policy choice, the international and European framework within which parenting policy and programmes sit, and makes comparisons with other countries in Europe and Asia. In addition, it uses evidence derived from research conducted into key initiatives and programmes in England from the 1990s to 2015, along with international data related to evidence-based parenting programmes, to examine the validity of the critique of parenting support in England over the last two decades. In doing so, the paper presents the first comprehensive challenge to critical scholars' interpretation of parenting support policies in England. [ABSTRACT FROM AUTHOR]

This paper assesses the experiences of gay men living and working in rural areas of Ireland and England. Fieldwork conducted in both countries, finds that gay men who live in the rural space share many similar experiences, concerns and worries. While life outside the cities can bring a number of distinct advantages, such as tranquillity, and a more relaxed pact of life, the men also report numerous challenges which include social isolation, powerful hegemonic narratives around rural masculinity, and a pervasive heteronormative culture. The rural context shapes how the men negotiate their sexual identity, and mediates the nature of their sexual citizenship. In assessing the men as sexual citizens, the paper highlights the tendencies of sexual citizenship to promote a de-sexualised, de-politicised, and de-radicalised gay identity; tendencies which are exacerbated by the context of the nonmetropolitan, small town, and rural spaces. The paper concludes that, while the men may be considered, constitutional sexual citizens, with legal citizenship rights, there remains a legacy of stigmatization, which leads to compromised citizenship on a number of levels. [ABSTRACT FROM AUTHOR]

This paper analyses the factors central to the practices and realities of historical educational support for destitute and neglected children in the Manchester Certified Industrial Schools (MCIS) to determine how the schools acted to support the lives of children who were removed from parental guardianship. In nineteenth-century England, the most vulnerable children, destitute and often neglected (specifically, those considered to have improper guardianship), posed a serious challenge to public order in urban society. This study employs primary records to trace the experiences of four children during and after MCIS enrolment. Prior to the current study, none of these records had been used in research. The analysis of records demonstrates that MCIS officers supported and followed up students even after they were discharged to help them survive without their parents and become conventional members of society. [ABSTRACT FROM AUTHOR]

Statutory regional spatial strategies were abolished in England, United Kingdom in 2010. There are, however, increasing calls in favour of a re-introduction of statutory comprehensive spatial strategies at the regional level to enhance integrated economic growth and address exacerbating spatial inequalities. Through a survey and in-depth interviews conducted with experts and policymakers of the North-West region of England, this paper explores whether the introduction of such statutory strategies could find justificative grounds through policy integration of transportation, housing, and employment policies. We conclude with a set of mechanisms that could foster this re-introduction serving regional geographies beyond the North-West. [ABSTRACT FROM AUTHOR]

The systemic changes in the education policy landscape in England under the academies reform movement have nurtured a growing prevalence of educational organisations such as Multi-Academy Trusts (MATs) operating as meso-level institutional actors that shape the implementation of policies and mediate between social structures and individual contexts and environments. This paper presents findings from an analysis of instructional improvement efforts in two MATs drawing on data from interviews with 13 executives and school leaders. Insights from neo-institutional theory provide an important lens for examining the ways in which logics of state, market and community influence executive leaders' decisions and practices towards system-wide instructional reform. Findings demonstrate the different ways in which executive leaders perceived these logics influencing their actions and how school leaders experienced the expectations from the executive leaders in the wake of multiple accountability demands. The contextual analysis of institutional logics provides new knowledge on the perceived impact of the macro level policy development and implementation at the meso- and micro-level structures, beliefs and practices revealing the complexity of instructional reform. [ABSTRACT FROM AUTHOR]

Decent, affordable housing continues to be a major concern for policy-makers, providers and society at large. This paper contributes to the debate over the future of social housing in England by reviewing the Affordable Homes Programme (AHP). The AHP (2011–2015) saw the level of grant funding reduced dramatically; with the shortfall to be filled from housing associations own resources, increased rents and borrowing. To understand the implications of the AHP, this paper utilizes the concept of financialization. Financialization is a multifaceted process that seeks to explain the increased role and power of the financial markets in society. Specifically, the paper shows that the AHP leads to increased debt levels in the social housing sector, is predicated on short-termism and accumulation by dispossession. Finally, by employing financialization the paper also addresses debates about the nature of housing policy and how it can best be conceptualized. [ABSTRACT FROM AUTHOR]

This paper discusses how academic support prepares undergraduate students for their workplace experience, involving cohorts of students from two universities in England, who offer an undergraduate level, three-year, Early Childhood Studies (ECS) degree. By adopting an interpretive approach, questionnaires were administered to the students concerned (n = 65), to seek their views and opinions on the placement experience. These were administered prior to them attending their first placement and then again on their return. The study found that students were more prepared than they originally perceived themselves to be when undertaking placement, and that a lack of confidence derived from fearing the unknown. The findings indicated that tutor and peer support were most valued as preparation tools and it is suggested that this support is a major factor in the confidence levels of students. This paper argues that the explicit knowledge gained from studying a degree course, and the tacit knowledge and skills that are gained through placement should be viewed as a combined approach rather than two separate entities which should, in turn, aid in confidence building. This is of significance both nationally and internationally for those who may be considering including a workplace experience within their programme. [ABSTRACT FROM AUTHOR]

This paper reports on the initial stage of a research project which aims to develop deeper understanding of the contribution teacher education, as a sub-discipline within Education, makes to Higher Education in England. The study is located in the intersection between the domains of teacher education and higher education scholarship, which in England represents a contested and ambiguous professional space. Tensions between competing accountability measures, pulling away from university-based to exclusively school-based teacher education, are exacerbated by proposed policy changes arising from the government's recent market review. Findings drawn from analysis of qualitative data from a national survey are discussed in the context of Elizabeth Povinelli's critique of late liberalism and previous scholarship on the nature of teacher educators’ work. Evidence from the study demonstrates numerous benefits to higher education of hosting teacher education departments, including contributions to standard metrics, regional development and knowledge exchange within a strategic social justice agenda. However, teacher educators themselves may find articulating these benefits difficult, because of marginalisation from the dominant ways of achieving and accounting for excellence in the modern university. These findings offer a cautionary tale to international colleagues whose governments may be embarking on equivalent paths of teacher education reform. [ABSTRACT FROM AUTHOR]

Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers. Inclusive education is vital in order to ensure education for all. Efforts to include teachers with diverse characteristics into the workforce are being promoted globally, however; this rarely includes disabled teachers. If education is to be truly inclusive then we need to support and encourage not only children with disabilities, but also work to support and encourage the careers of disabled teachers. This study is comprised of in-depth interviews with 10 teachers in England who reflect on what it means to be disabled and to pursue a career in mainstream schools. [ABSTRACT FROM AUTHOR]

In 2015, the High Court ruled that the British Government had made 'a false and misleading statement of law' when it claimed a Religious Studies (RS) GCSE syllabus that excluded the systematic teaching of non-religious worldviews like humanism would meet the statutory requirements for teaching Religious Education (RE) at Key Stage 4. This was because the narrowly religious specification of the syllabus would permit RE teaching that constituted a failure in the state's duty to 'take care that information or knowledge included in the curriculum is conveyed in a pluralistic manner' and 'accord equal respect to different religious convictions, and to non-religious belief'. This duty, enshrined in international human rights law via Article 2 of Protocol No. 1 to the European Convention on Human Rights and given further effect in UK law by the Human Rights Act, has underpinned every case regarding RE to come before the European Court of Human Rights. However, to date, Fox v Secretary of State for Education is the only domestic case law to deal with the subject in England or Wales. This paper examines the legal implications of the Fox judgment, before turning to a critical policy analysis of its influence on RE policy in England and, more recently, Wales. [ABSTRACT FROM AUTHOR]

Although housing crises are rooted in both demand-side pressures and supply-side blockages, perceived regulatory impediments to building new homes are the softest target for policy reform. Critics argue that the English planning system's case-by-case consideration of development applications hands excessive power to existing homeowners, who regularly veto those applications, thereby generating uncertainty for the development sector, impeding supply, and amplifying wealth inequalities. Drawing on interviews with planning and development actors, this paper explores the potential of rules-based zoning, in which consultation is restricted to plan-making and compliant applications proceed 'automatically', to address the supply sub-component of the housing crisis. [ABSTRACT FROM AUTHOR]

High school students are expected to make choices about which subjects they study. These choices are not completely open; however, they are steered by what is on offer, previous achievement and conversations with teachers, family and friends; choices are patterned by class, gender, able-ness and race. We offer the perspective of subject choice as resistance. The paper uses student focus group data from a 3-year study of the visual and performing arts in 30 schools in England. We show that students chose the arts not only because what it might do for them in the future, but also for what it provided for them in the everyday. We suggest that the quotidian is an important aspect of choice-making, which, in the case of arts pedagogies, both accommodates the highly regulated norm and offers a counter. This analysis points to avenues for further research on subject choice as well as provides important clues for school reform. [ABSTRACT FROM AUTHOR]

River basins are difficult units to manage. Society is generally not organized on the basis of river basins, yet river basins are important units for society and vice versa. This paper discusses the development and effectiveness of river basin management, using the Great Ouse Basin in the east of England as an example. Because of conflicting interests between upstream and downstream areas in this basin, it took some 70 years, from 1850 to 1920, to establish the first basin-wide management body, and because of these interests this body was initially not very effective. Over the years management was scaled up until in 1989 a national rivers authority was established. A fundamental issue was the lack of a sense of community at the basin scale. This could have mitigated the conflicts of interests and facilitated better cooperation. The paper recommends more research on the role of community in river basin management and suggests to extend the notions of ‘institutional’ and ‘socio-ecological fit’ to include ‘community fit’. [ABSTRACT FROM PUBLISHER]

The paper details the findings of a study which focused on the analysis of the cultural representation of disability in school textbooks in Iran and England. The paper argues that whilst inclusive education could facilitate the incorporating of disabled pupils into mainstream schools, there needs to be deeper examination as to how this transition should take place for children aged 3–13. The paper suggests that in such examinations, school textbooks might be of significance in familiarising non-disabled pupils, teachers and authorities with the issues related to disability and disabled pupils. [ABSTRACT FROM PUBLISHER]

In this paper, we examine the national curricula for primary mathematics for each of the four constituent nations of the United Kingdom (England, Northern Ireland, Scotland and Wales) for the estimation-related opportunities they offer children. Framed against four conceptually and procedurally different forms of estimation (computational, measurement, quantity and number line), the analyses indicate that computational estimation and measurement estimation were addressed in all four curricula, albeit from a skills-acquisition perspective, with only the Scottish offering any meaningful justification for their inclusion. The process of rounding, absent in the Northern Ireland curriculum, was presented as an explicit learning objective in the English, Scottish and Welsh curricula, although it was only the Scottish that made explicit the connections between rounding and computational estimation. In all curricula, both quantity estimation and number line estimation were effectively absent, as was any explicit acknowledgement that learning to estimate, irrespective of its form, has a developmental role in the learning of other mathematical topics. [ABSTRACT FROM AUTHOR]

This paper looks at how trends in contraceptive prescribing by General Practices in England were affected by the Covid pandemic and lockdown. It compares English prescribing data from May 2014 to May 2021, including the period of 'lockdown', from April 20-June 20. A retrospective analysis of the English Prescribing Dataset which reports monthly on prescribed items from English General Practices was carried out. Data on all forms of prescribed contraceptive methods were extracted using British National Formulary (BNF) codes, and total quantities tabulated by method, then transformed into 'months of contraception provided' by each method. Prescription of the combined oral contraceptive pill reduced by 22% during the period of lockdown compared to the same three months in 2019. Prescriptions of Progestogen-Only pills remained stable. This continued a trend in oral contraceptive prescribing evident from May14. Prescription of long-acting methods reduced during the period of lockdown, with the greatest reductions in implants (76% reduction from pre-lockdown levels), intra-uterine systems (79% reduction from pre-lockdown levels) and intrauterine devices (76% reduction from pre-lockdown levels). These rates of contraceptive provision recovered quickly after the period of lockdown ended. The disruption of face-to-face contraceptive consultations in General Practice during a Covid-19 'lockdown' has resulted in a reduction in oestrogen –containing methods compared to progestogen-only methods, which require less face-to-face monitoring. Implant and intrauterine contraceptive device prescription reduced by three quarters over the first three months of lockdown, but rebounded in the next year. [ABSTRACT FROM AUTHOR]

This paper presents an exploratory study of English and Swedish teachers' perspectives on the role of homework in year-one children's learning of number. In order to ensure cultural integrity, data were analysed independently by two colleagues in each context. Analyses yielded three broad but cross-culturally common themes reflecting culturally situated notions of common sense. These concerned the existence of homework, the purpose of homework and the role of parents in homework's completion. While homework was unproblematic for all English teachers, half the Swedish cohort spoke against it, arguing that variation in home background would compromise principles of equity. All teachers who set homework, whether English or Swedish, spoke of homework as a means of supporting children at risk of falling behind their peers, a process by which children practice routine skills. English teachers' homework-related justifications were located in a discourse of target setting that was invisible in the Swedish. [ABSTRACT FROM AUTHOR]

Research frameworks for archaeology in the UK have a long history. Since the 1990s research frameworks have been developed in formal programmes initially driven by state heritage bodies. These were intended to facilitate better decision-making in development-driven archaeological projects, and to provide an interface between archaeologists. However the effectiveness of such frameworks is limited by a number of constraints. These include 'internal' boundaries created by historic environment professionals: chronological borders; professional borders; disciplinary borders; and borders limiting access and regulating control. There are also boundaries created by others, which include institutional and resourcing constraints as well as the geographical limits of modern administrative boundaries. This paper discusses these issues through the prism of the border region between England and Wales, a borderland zone with long histories of conflict and co-operation. Some suggestions are offered for future changes. [ABSTRACT FROM AUTHOR]

This paper focuses on the contentious transition to viability-driven planning in England, whereby development viability and the potential for land value capture dominate the work of planning. Drawing on interviews and fieldwork in London and the north east of England, the paper reflects on the variable outcomes and challenges in places with different development markets, political cultures, development histories and capacities for action. It finds that viability-driven planning is further entrenching already existing spatial disparities and inequalities and draws conclusions about the state of English urban policy in the context of a broader shift towards the marketisation of planning. [ABSTRACT FROM AUTHOR]