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Unlike qualifying education, forensic social work education is heterogeneous. This review provides a cross-national comparison of 10 countries: the United States, Brazil, England, the Netherlands, Hungary, Kenya, South Africa, Thailand, India and Australia. It aims to understand education models across diverse contexts and encourage further reflection on forensic social work pedagogy. Findings revealed that there is little mandating of educational standards or curriculum requirements in forensic social work. Moreover, current modelling is drawn from Eurocentric epistemologies and has a duty to incorporate and celebrate First Nations, non-Western and culturally inclusive paradigms. Opportunities exist to develop international standards for forensic social work education. [ABSTRACT FROM AUTHOR]

In recent years there have been increasing calls to 'decolonize' the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an 'epistemic urgency' to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education (RE) as examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this 'urgency' from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an 'urgency' to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners. [ABSTRACT FROM AUTHOR]

This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education. We argue that until the self is decolonized, the process of decolonialization becomes rhetoric. We also question how much we can decolonize whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d'être is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognize the tensions and resistance to decolonialize, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher–practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanizing and debilitating. [ABSTRACT FROM AUTHOR]

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This article arises out of work undertaken within the After Religious Education project. It synthesizes the curriculum expertise of established researchers, with the expertise of current teachers of RE in England. A question drives our shared interests: how should we approach curriculum development in RE and how do we justify the approach taken? The article proceeds in three steps. First, we elaborate, contextualize, and justify this question by introducing varied approaches to the curriculum production in RE. We argue that these approaches lack a foundational influence from general didactics: an understanding of subject matter that is informed by distinctively educational theory. Addressing this omission, the second step presents an alternative approach to RE established on the 'Bildung/didactic' tradition, and the specific general didactic analysis of Klafki. Third, we explore this approach in relation to two teaching contexts, modelling these applications, and the principles they exemplify. We demonstrate the value of synthesizing theoretical and practical expertise for RE theory and practice. [ABSTRACT FROM AUTHOR]

Purpose: During the COVID-19 outbreak, clinical schools across the UK were forced to switch their learning from face-to-face to online platforms. This paper aims to describe the experiences of psychiatry teachers and medical students at Cambridge University of the online psychiatry case-based tutorials during the COVID-19 outbreak and the lessons learned from this implementation. Design/methodology/approach: The authors conducted qualitative focus groups with students followed by in-depth individual interviews with students and teachers. Findings: In a data-led systematic text condensation analysis, this study found seven themes: the COVID-19 context, the structure of the course, teachers' educational ethos, beyond the (teaching) script, possibilities for learning or teaching reflective practice, attitudes to online learning and suggestions for future development. The authors then applied the normalisation process theory (NPT) as the theoretical frame of reference. This model has previously been applied to the implementation of telemedicine in psychiatry, to understand how new technology can become embedded in clinical care. Originality/value: This study's results show how the NPT model can be modified to support the delivery of medical education online, including reflective learning and practice as an iterative process at every stage of the implementation and delivery of the teaching. [ABSTRACT FROM AUTHOR]

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a case‐by‐case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. [ABSTRACT FROM AUTHOR]

The question of the role of theory in initial teacher education was one that interested Paul Hirst throughout his long and distinguished academic career. When the story of teacher education in England is told by philosophers of education and, crucially, by teacher educators, we are reminded of Hirst's contribution in two significant respects, as someone who not only taught teachers but also commented on the aim, purpose, and structure of teacher education. First, in the wake of the Robbins Report, Hirst supported Peters in helping to establish education at London's Institute of Education (IOE) as an academic subject which promoted theory, particularly philosophy, suited to the needs of pre-service teachers. Secondly, several decades later, Hirst provided invaluable comment on the influential Oxford internship programme. This provision reimagined the one-year professional programmes for postgraduates entering teaching as a partnership between schools and universities. Hirst's commentary, while generous and supportive, argued that teachers needed greater attention paid to the pursuit of 'rational public defence' during their pre-service formation than was evident in the 'practical theorizing' approach that underpins internship. Having examined Hirst's contribution to and commentary on teacher education as a philosopher of education, I will argue that his example continues to offer insight today. In these neoliberal times, there are ad hoc opportunities for philosophy of education to continue to be included meaningfully in teachers' professional formation, although the extent and reach it can exercise are limited where the dominant discourse describes teachers as being 'trained' rather than educated. I offer examples of theory developing in practice, building on established ideas of what is appropriate. [ABSTRACT FROM AUTHOR]

Dental healthcare students at the Peninsula Dental School, University of Plymouth, UK undertake community engagement projects as a core part of their undergraduate curriculum. Students work with their peers to develop a student-led, evidence-based project working with target groups in the local community to address oral health needs. The aim of the programme is to further the students' understanding of health inequalities and the health needs of different groups in the community, while developing skills that will help them deliver holistic dental care as part of their future professional practice. This report highlights our model of education delivery in collaboration with the community, the student-learning outcomes and discusses some of the benefits of this approach including examples of projects that have benefitted the community. We highlight the further work needed to evaluate the longer-term impacts on students of undertaking social accountability programmes. [ABSTRACT FROM AUTHOR]

Background: Top‐up training in person‐centred experiential therapy (PCET) was developed in 2011 and is offered, through four university centres, to counsellors working in Improving Access to Psychological Therapies (IAPT) services in England. Research into PCET training has now gained more importance, with the implementation of the IAPT Data Set Version 2.0 in September 2020, which requires IAPT services to report on the qualifications of care personnel. Previous research has explored the experiences of PCET trainees, but there is a need to investigate similarities and differences in the views and experiences of other stakeholders in the PCET initiative. Method: Ten trainers and developers of the model were interviewed, including the full population of those personnel currently delivering the training. The framework method was used in the analysis of transcripts. Findings: Tensions were identified between the individualism of the person‐centred approach and the standardisation expected by IAPT. Participants recognised that manualisation of the PCET model was controversial, but welcomed the coherence of the model and the ability to articulate theory and practice. Practical differences between centres were identified in the delivery of training, raising the question of whether such differences reflect the individualism of the person‐centred approach and the flexibility of the model, or reveal a lack of consistency in the understanding and delivery of PCET nationally. Conclusions: PCET training is an opportunity to improve the consistency of PCET therapists' theoretical understanding and practice, enhancing their status and opportunities for research. Differences between training centres may compromise this consistency. [ABSTRACT FROM AUTHOR]

Cancer survival rates are increasing, resulting in more people living with treatment or disease-related side-effects. Cancer is now considered to be a long-term condition and patients can present with a wide range of physical, psychological and social needs. Community nurses often see people living with or after cancer, but are not always recognised as part of the cancer workforce. This article outlines a pilot of a 'cancer in the community' four-day teaching module for community nurses in South West London. The conclusion and recommendations make the case for community nurses to receive education on cancer as a long-term condition and highlight key learning points from the pilot. [ABSTRACT FROM AUTHOR]

This article concerns the educational philosophy of S. Margery Fry (1874–1958) and its impact upon the design, organisation and functions of university residences for women in the twentieth century. According to Carol Dyhouse, Fry, the only woman on the University Grants Committee from 1919 to 1947, 'exerted considerable influence over the shape of provision for women across the country'. Taking a biographical approach based on Fry's personal papers and institutional archives, this article explores her ideas and locates the origins of them in her early experiences, both as a student and subsequently as the first warden of University House, Birmingham. [ABSTRACT FROM AUTHOR]

A new qualification benchmark, the Qualification and Credit Framework (QCF) Diploma Level 6 in Career Guidance and Development was established in the UK in 2011. This study was conducted to ascertain whether a theoretical nexus is necessary for practice and how this could contribute to the professionalisation of the adult careers sector in England. The study was undertaken with practitioners, all of whom had trained either through the work-based competency route or the academic route. Practitioners were asked to consider their theoretical modalities and how this influenced the embedding of theory within their professional practice. Analysis of survey and case study data revealed that degrees of exposure to theory during initial training affect capacities for theoretical integration during ongoing practice and development. [ABSTRACT FROM AUTHOR]

This paper reflects on the needs of early career, pre-service and newly qualified teachers (NQTs) in the English education system, specifically the contested place of what we term the academic dimension within their preservice professional formation. This largely theoretical paper begins with a philosophical review of an established debate concerning the relationship between theory, research, and professional knowledge in teaching, arguing that the discussion is irreducibly normative. Hogan's notion of teaching as "heart work" is extended to include "head work" and the case made for teachers developing a conceptual map as part of their professional formation to guide them in making good judgements in classrooms. From this, a pedagogical problem follows, in developing new approaches to engage teachers with theory given this is relatively absent in the English context. Four themes are identified from a brief review of existing studies concerned with engaging teachers in the academic dimension of pre-service teacher education which we relate to illustrative comments we have gathered informally from our own students which suggest they may appreciate the value of critical reflection on practice promoted by universities more than some policy makers in this context recognise. We conclude by suggesting ways in which one innovation in ITE in England with which we have been involved, Philosophy for Teachers (P4T), integrates the academic dimension and developing practice which relate to the four themes found in the review of existing literature, while focused on educational theory specifically. P4T fosters, we maintain, characteristically humanistic and relational reflection that is otherwise under-represented in professional formation for pre-and in-service teachers in England. [ABSTRACT FROM AUTHOR]

Dozens of early modern treatises claim to offer straightforward instructions on the theory and practice of alchemy, including all the steps necessary to produce the philosophers’ stone and a range of medicinal elixirs. Yet the resulting works often seem to obfuscate more than they explain: omitting vital information, disguising ingredients and practices behind cover names, and describing outcomes that seem, to modern eyes, impossible. Were such ‘instruction manuals’ ever intended to offer guides for actual practice, or did they serve other ends – from attracting patrons to persuading sceptics of the truth of alchemy? Drawing upon alchemical dialogues written, compiled and annotated by English alchemists in the late fifteenth and the sixteenth centuries, I argue that these works of ‘philosophical’ alchemy could indeed serve as technical manuals, although not always of the kind we might expect. Such writings offer advice not only on practical techniques, but also on the process of reading alchemically: guiding readers through the exegetical minefield of alchemical writing, in order both to extract meaningful chemical recipes from obscure texts, and to craft the practitioner’s own persona as an alchemical philosopher. [ABSTRACT FROM AUTHOR]

In higher education, the term 'values-based learning' is used to emphasise aesthetic, values-based knowing; that is, the art, rather than the science, of caring. In midwifery, aesthetic learning is premised on the creation of meaningful relationships and the use of knowledge and skills that recognise individuality and support humanity. Therefore, it was deemed important to develop a midwifery curriculum that recognised the aesthetic values of care and compassion and those of midwifery educators. The new midwifery curriculum was developed over a 2-year period of iterative discussion with the midwifery academic team and wide consultation with stakeholders. This article presents a pragmatic approach to designing and developing values-based learning opportunities in a midwifery undergraduate programme in one English university, and how a values-based midwifery curriculum model was conceptualised and made central to the learning and teaching strategy for a new curriculum. [ABSTRACT FROM AUTHOR]

Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery ( N = 132) with a 20-week version of the same programme starting in Reception ( N = 133). The intervention groups were compared to an untreated waiting control group ( N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. [ABSTRACT FROM AUTHOR]

Similar to other professional disciplines, the importance of supervision within school psychology has attracted considerable attention within recent years. Despite this, systematic review of current literature reveals a dearth of empirical literature proposing underlying theoretical structures. This study extends recent qualitative research by surveying 310 school psychology students undertaking a preparatory doctoral training programme within the 12 approved universities in England and Wales. Data were obtained from a 21-item closed questionnaire developed from previous empirical findings and subjected to Exploratory Factor Analysis. Findings reveal three key supervisory components: Safe space for authentic learning, instructional support, and reference points for professional learning. Comparisons with other theoretical models are made and implications for practice explored. A framework for professional practice, based on key findings and other important theoretical developments, is proposed. [ABSTRACT FROM AUTHOR]

Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant 'professional development' and 'what works' traditions of teacher research. It is shown here, however, that this curricular focus has been maintained in the published discourse of history teachers in England. Using a citation analysis to illuminate the growth of professional knowledge, this paper shows how curricular issues drove history-teacher published discourse between 2004 and 2013, and how this discourse drew upon a highly subject-specific knowledge base in this period. Research by teachers in a tradition of 'curriculum theorising', it is argued here, could prove to be a powerful component in establishing a more systematic knowledge base for the profession. [ABSTRACT FROM AUTHOR]

The quality of clinical placements is an important factor in nurse education and depends, partly, on the quality of the mentoring. In a hub and spoke model of practice learning, pre-qualifying nursing students are allocated to their placement (hub) in the traditional way and, in addition, are formally supported by their mentor to work in other settings and with different clinicians (spoke experiences) for one week in eight. In a first pilot in three children’s wards, participants reported the wide-ranging benefits of this model, which included: a richer learning experience; a heightened sense of belonging; enhanced understanding of the patient journey; greater insight into the roles and responsibilities of the multiprofessional team; and increased awareness of possible career choices. The project’s students were able to work more confidently with different clinicians and teams, which should help them become nurses who deliver high quality, modern health care. [ABSTRACT FROM AUTHOR]

An essay is presented on the philosophical enquiry of education by Scottish moral philosopher Alasdair MacIntyre who claimed that there can be no independent philosophy of education. It notes his moral seriousness character in which his writings have been characterized by an earnestness on human good worthy of a Solzhenitsyn or a Wojtyla. It cites his 1950 essay which prompted a fear for erosion of the distinctive tradition of the provincial universities in England.

The introduction of the 'National Strategies' for primary education in 1998, positioned 'strategy' as a powerful instrument for mobilising the school 'workforce' in England in the cause of continuous improvement. Government approaches to strategy formulation and enactment appear to reflect an instrumentalist orientation found in many mainstream strategic management publications. This paper reflects on how the strategic pursuit of quick, 'spectacular' gains may lead to the loss of ethics of care. Phenomenological insights into modes of being- in- the- world are drawn upon to suggest that a preoccupation with strategy and its accompanying 'toolkit' of targets, standards and inspections diminishes a deeper engagement with the meaning and purpose of education. Based on Heidegger's premise that understanding is at the core of being human, it is posited that the concern with 'spectacular' outputs is both superficial and potentially de-humanising. At the root of strategic thinking and the resulting forgetfulness of being is the Cartesian dogma and its dualistic (mis)understandings. [ABSTRACT FROM AUTHOR]

In this article I begin by discussing the persistent problem of relations between educational inequality and the attainment gap in schools. Because benefits accruing from an education are substantial, the 'gap' leads to large disparities in the quality of life many young people can expect to experience in the future. Curriculum knowledge has been a focus for debate in England in relation to educational equality for over 40 years. Given the contestation surrounding views about curriculum knowledge and equality I consider the thinking of two philosophers, Jacques Derrida and Emmanuel Levinas, and their work on justice, to trouble the curriculum framework and discourse of knowledge promoted through the policy text of The Importance of Teaching: The Schools White Paper (2010) and later associated policy reforms to the General Certificate of Secondary Education ( GCSE) curriculum in England. The Schools White Paper aims to make the curriculum more challenging to students by introducing tight controls in terms of the assessment framework and curriculum knowledge. I argue that, when considered through Derrida's perspective on language and meaning and Levinas' view on the ethical responsibility for the other, the reforms present obstacles to the search for a just curriculum. I look to the work of Sharon Todd and Paul Standish for a re-imagination of curriculum as or through relations in the light of Derrida's and Levinas' philosophies. [ABSTRACT FROM AUTHOR]

Research into the relationship between the Anglican tradition and its schools is relatively undeveloped in England. The research reported here draws on Benne's (2001) significant components of the relationship between educational institutions and their founding religious tradition to examine whether these components are a helpful way of describing religious character in Anglican schools. While school leaders and staff are committed to the Christian faith and seek to establish an ethos informed by Christian beliefs and practices, they are less able to articulate a distinctive philosophy of education particularly with respect to teaching, learning and the curriculum; some reasons for this are discussed. [ABSTRACT FROM PUBLISHER]

The author discusses the 13th century poetic encyclopedia "Lumere as lais" by Pierre d'Abernon, focusing on the text's importance in terms of the history and philosophy of medieval education. Pastoral care literature, the education of rural people in England by Christian clergy, and vernacular translations of Latin texts are discussed, as well as medieval manuscripts, Pierre's perception of his readers, and the division between laity and clergy.

Introduction: This small-scale study explores the experiences of staff and students in using a pyramidal model of peer-assisted and long-arm supervision in a role-emerging practice placement in the United Kingdom (UK). Method: Two final year postgraduate diploma occupational therapy students from a UK university entered into a peer-assisted learning arrangement with two occupational therapy students from a Polish university, with UK university staff acting as long-arm supervisors. The setting was a home for older people with no occupational therapy service. This participatory action research preliminary study used interviews to explore the student and supervisor experiences whilst on placement. Findings and discussion: The findings suggest that high levels of personal and professional development can develop in students when this model is used. [ABSTRACT FROM AUTHOR]

Introduction: Despite an explosion of interest in improving safety and reducing error in health care, one important aspect of patient safety that has received little attention is a systematic approach to education and training for the whole health care workforce. This article describes an evaluation of an innovative multiprofessional, team-based training program that embeds patient safety within quality improvement methods. Methods: Kirkpatrick's 'levels of evaluation' model was adopted to evaluate the program in health organizations across one city in the north of England. Questionnaires were used to assess reaction of participants to the program (Level 1). Improvements in patient safety knowledge and patient safety culture (Level 2) were assessed using a 12-item multiple-choice questionnaire and a culture questionnaire. Interviews and project-specific quantitative measurements were used to assess changes in professional practice and patient outcomes (Levels 3 and 4). Results: All aspects of the program were positively received by participants. Few participants completed the MCQ at both time points, but those who did showed improvement in knowledge. There were some small but significant improvements in patient safety culture. Interviews revealed a number of additional benefits beyond the specific problems addressed. Most importantly, 8 of the 11 teams showed improvements in patient safety practices and/or outcomes. Discussion: This program is an example of interprofessional education in practice and demonstrates that team-based learning using quality improvement methods is feasible and can be effective in improving patient safety, but requires time and space for participants. Alignment with continuing education arrangements could support mainstream adoption of this approach within organizations. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to encourage re-reading and re-evaluation of a series of educational polemics published in the UK in the 1960s and 1970s, the Black Papers. These works proposed, for the most part, avowedly conservative views on education: condemning so-called "progressive" teaching methods and the re-organisation of secondary schools in the UK (especially England) into non-selective comprehensives. It is argued, however, that much said and written about the Black Papers since has concentrated only on selected "high profile" contributors, to the neglect of other contributors, often anonymous, whose comments were sometimes more measured/thoughtful. Design/methodology/approach - The work proceeds first by re-visiting the facts surrounding the writing of the Black Papers and their critical reception. It then analyses the nature of the contributors and describes selected essays not usually referred to when the Black Papers are discussed by historians and others. Findings - The work finds that the Black Papers are often infuriatingly and unhelpful polemical in nature but that much written about them since has concentrated only on selected contributors, ignoring others who were more measured. Originality/value - The work is perhaps the first critical re-reading of the Black Papers in any depth in several decades. It does not simply dismiss them as hysterical rants by ill-informed authors and suggests that they re-pay careful attention, despite their often polemical nature. [ABSTRACT FROM AUTHOR]

Little is known about the impact on social work educators and social work programmes of employer sponsorship of social work students through secondment or traineeship schemes, often referred to as Grow Your Own (GYO) schemes. This article reports on social work educators' views of sponsorship, the effects on their activities and the dynamics of mixed student cohorts. The study took place in England during 2007–2009 and comprised a review of the literature, interviews with a range of social work educators (n = 23), GYO students (n = 35), and employers (n = 27), and the production of a good practice guide based on stakeholder contributions. Social work educators reported that GYO activity may enhance and enrich social work programmes. They valued secured and guaranteed practice placements, considered that employer-sponsored students enriched the total student cohort, facilitated an expansion of student numbers, and strengthened partnerships with local employers. A further advantage was that GYO benefited the teaching programme overall with more robust employer/university relationships. Social work educators reported that such schemes required careful management and investment of time and might lead to some tensions about the balance between education and training. These findings are placed in the context of developments in social work education in England. [ABSTRACT FROM PUBLISHER]

This article reviews recent policies for 14-19 learning in Wales and Scotland, and discusses the extent to which these policies have diverged from England following parliamentary devolution in 1999. It distinguishes different types of divergence and suggests that many policy differences have not been about major issues of educational philosophy or political principle but rather about different ways in which similar policy strands have been woven together in distinct agendas or programmes, and about associated differences in policy styles. Current policy differences do not necessarily indicate divergence; significant policy differences already existed in 1999. [ABSTRACT FROM AUTHOR]

The aim of this paper is to bring critical attention to the ways in which notions of 'success' and 'failure' are applied to teaching and learning in schools in England and Wales. The main philosophical text that guides the discussion is Derrida's 'Signature event context', which contains a reading of J.L. Austin's theory of the performative utterance. Derrida finds much to admire in Austin's philosophising. However, he argues that Austin's treatment of context misses something important about how things are done with words. Derrida maintains that, having shown how truth claims are bound up with performative concerns, Austin takes a step backwards by fixating on external contextual factors that must be in place for the performative utterance to be happy-for it to 'succeed' in doing what the speaker intends it to do. This ignores the iterability of language and the ways in which words are ultimately bound neither by the intentions of the speaker, nor by any other aspect of the environment in which the utterance takes place. The current thinking in regards to successful teaching and learning invites a comparison with Austin's treatment of context-for a lesson to be successful, a set of contextual factors must be put in place. In this paper, I argue that treating teaching and learning in these terms represents an overdetermined understanding of 'success' and 'failure' that sees language as something to be tamed by context. Once we recognise that words cannot always or necessarily be brought under control then this will open the door to creative ways of thinking about teaching and language. [ABSTRACT FROM AUTHOR]

The purpose of this article is to investigate the involvement of Information and Learning Services (ILS) staff in the delivery of the Research Training Programme (RTP) at the University of Worcester, UK, with a focus on researcher receptivity, that is, how research students receive and engage with the session delivered. This article proposes that by constantly reflecting on the development of that part of the programme delivered by ILS and by examining feedback from the sessions, it is possible to improve and increase the level of researcher receptivity. It is hoped that such examination and reflection will be of value and relevance to the IL community. This article outlines the support given to research students at the University of Worcester since 1998, examines the changes leading to present programme delivery and reflects on considerations for future support. The article is underpinned by reference to current research undertaken in international (albeit Westerncentric) contexts and the rationale behind programme development is embedded in the current adult learning and teaching theory. In an increasingly competitive research environment where funding is dependent on a statistically monitored research output, the aim of such support is to integrate any IL contribution into the wider research training programme. Thus resource discovery becomes part of the reflexive research cycle. Implicit in this investigative reflection is the desire of the IL community to embed IL into research support programmes which are perceived by researchers as highly valuable to the process and progress of their work. [ABSTRACT FROM AUTHOR]

The paper opens with a discussion of some of the methodological difficulties inherent in comparative educational research, and outlines ways in which systemic inequalities in doing comparative work can be reduced. The social circumstances in Thanet and Lille are delineated, and the paper then considers structural differences in denominational education delivery in approximately matched schools in the two regions. Structural reasons for the differences in the delivery are explored, a Marxist analysis of the circumstances is proposed, and the paper closes with some conclusions concerning the functions and validity of denominational education, and the deleterious effect it has on social exclusion. [ABSTRACT FROM AUTHOR]

The most significant objective of pre service teacher education is to educate qualified teachers. How this quality can be attained seems possible by designing teacher education programs which enable students to acquire skills such as reaching knowledge and solving problems. It is thought that student teachers begin to understand the profession through the practices of teaching. In this way they will be able to improve themselves and reinforce their professional knowledge and skills effectively, and learn how to act accordingly. This is an important factor of achieving success in the field if necessary steps can be taken in terms of teacher education. When everything considered, it seems crucial to examine the recent changes in the developed countries carefully in teacher education and to scrutinize their effects on the teacher education system in Turkey. The objective here is to compare the models of teacher education in the USA, England, and Turkey as a majority of post-graduate students sent abroad from Turkey to the mentioned countries above. Qualitative data have been collected through analyzing the literature in the field. The results concerning the models of teacher education in the aforementioned countries have been presented here comparatively. [ABSTRACT FROM AUTHOR]

This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of 'academic identities'. Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic identity is complex and that, moreover, it cannot be read off from descriptions of teaching, research, or management roles. Respondents in all roles were able to maintain highly distinctive, strongly framed academic identities. Experiences of class, gender and the significance of family are reported as having continued salience in respondents' lives. Moreover, despite all the pressure of performativity, individuals created spaces for the exercise of principled personal autonomy and agency. The article concludes that paying detailed attention to how changes are being experienced is an important element in theorising trends in the sector. [ABSTRACT FROM AUTHOR]

This article explores the process by which different elements of the material culture of educational settings, including learning tools, classroom design and other aspects of the physical environment that embody a particular educational philosophy, become transmuted when taken over by those with very different pedagogical aims. The article focuses on the adaptation of Froebel’s kindergarten pedagogy for the Babies’ Classes and Infant Schools established by the London School Board from 1870 to 1904 and opens with a brief historiography of infant education in London in this period. The development of infant education in the UK was underpinned by a very different approach to the education of young children from that evident in the Froebelian kindergarten and the article identifies the role played by Samuel Wilderspin in shaping practice in London’s Infant Schools and the control exerted by the Education Department through Her Majesty’s Inspectorate. Key aspects of Froebel’s educational philosophy are described, suggesting how the physical environment, the learning materials (the Gifts and Occupations) and elements of the curriculum embodied his ideas. An account of the reception of Froebel’s kindergarten pedagogy in the UK precedes an interrogation of practice in London’s Babies’ and Infant classes, demonstrating the hiatus between the aims and intentions of Froebel and those of the School Board and central government, which funded the provision of infant education. However, tensions arose between those infant teachers seeking to introduce less rigid methods drawing on Froebel’s pedagogy and the Inspectorate. Reference to visual evidence from schools and kindergartens, together with committee minutes and logbooks, is used to support the argument. The changing emphasis in Froebel’s writings between free play and creative activity and a more prescriptive, adult-led model of practice provided grounds for differing interpretations of his ideas, exemplified by the revisionist debate within the Froebel movement at the turn of the century, which reveals dissenting voices concerning orthodox practice within the Froebel camp itself. The conclusion suggests that, despite the limitations in the interpretation of his educational philosophy, Froebel’s pragmatism may have led him to approve the use of his materials in London’s Babies’ Classes and Infant Schools [ABSTRACT FROM AUTHOR]

This article offers an introduction to the four philosophical perspectives on school inspection that are presented in the articles which follow. Several aspects of practical contexts relating to school inspection are outlined (with particular reference to England) and major points made in the articles are outlined. [ABSTRACT FROM AUTHOR]

The article focuses on the School of Dentistry at University of Central Lancashire (UCLan), England, citing several courses offered by the university, as of October 2015. Topics include establishment of UCLan by the Cumbria and Lancashire Medical and Dental Education Consortium of England with the intention of offering Bachelor of Dental Surgery (BDS) degrees; structure of the BDS degree course of the school; and the Dental Education Centers of UCLan.

The article presents an analysis of arts education in primary and secondary schools in Cornwall, England. The focus of the discussion is the way in which the subjects taught by arts teachers are determined in relation to the curriculum, based on the mental construction process of these teachers. The composition of arts subjects is looked at through the required pairing of similar subjects. Examples of this are the arts subjects, which include music, drama, English, dance, and art. The conclusion reached by the author is that there is not enough emphasis on the creative or aesthetic elements in arts education.

The article focuses on the life of Thomas Henry Huxley as a science teacher in England. The secret of Huxley's greatness as a teacher is to be sought not so much in his own intense love of pure knowledge as in his increasing desire to apply that knowledge in the guidance of the lives of other people. The philosophy of education which Huxley evolved during his attempt to make science known to the masses has exerted a profound effect on contemporary educational thought. In the selection of material for his lectures, Huxley was at all times conscious of his audience and all of his lectures involved an immensity of labor.

The article asserts that in a broad sense all adult education is essentially a process of self education. Every man who rises above the common level has received two types of education: the first from other people, the second and more important, from himself. It is often said that there is nothing like observing and thinking, and doing things for oneself. In fact, the education which a man gives himself is ever the most lasting and the most effective. In a broad sense all adult education is essentially a process of self education, even when under the guidance of an expert teacher, and its intrinsic value is likely to be directly determined by the degree of student effort it calls forth. But in a more exact sense the idea of self education is an established part of the English tradition of adult education. The history of adult education in England has to be shaken out in terms of social hopes and aspirations. As one expression of the social philosophy of self-help in the nineteenth century it constitutes an important strand in the history of the adult education movement.

Introduction: There are multiple drivers to move healthcare into community settings, including people’s own homes. Traditional healthcare training, particularly medical training, is largely hospital-based, and hospital-based models of care. Few professions have explicit training in how best to assess an individual at home, and the additional elements to examine when visiting an induvial in their own home. To meet this training need Croydon Health Services were successful in a bid for funding to develop training to meet this gap. With this funding, a programme was developed and after attempts at simulation home visits in the simulation centre, a virtual reality (VR) home visit scenario was devised and filmed in the community using a professional actor to simulate a housebound individual. The recording was then professionally edited by a specialist VR team tomaximise its effectiveness including interactive educational elements. Methods: A pilot study examining the acceptability of the virtual reality home visit scenario was designed. A user group of medical staff with limited community experience participated in undertaking the virtual reality scenarios, delivered via SamsungNote 8 devices combined with Samsung Gear VR headsets. Feedback was received from participants by standardised paper-based surveys. Results: 7 responses were obtained. 100% of respondents described the scenario as easy to use, as well as agreeing that the same experience could not be gained from watching a standard video of the same scenario. 100% of respondents felt that the on-screen information was helpful. Feedback on areas for improvement suggested a desire for greater interactivity of other aspects of home assessment, and a desire to improve interactivity with the simulated patient, including history taking. Conclusions: Virtual reality home visit simulations are an acceptable and effective tool to introduce new concepts to staff. Further development should aim to maximise interactivity in the scenario and explore options for greater interaction with the simulated patient. Further role out of the virtual reality is planned for local and regional training sessions. [ABSTRACT FROM AUTHOR]

This article reports a study evaluating the implementation of Collaborative Learning in Practice models at a university School of Nursing and Midwifery with practice partners across the South West of England. We conducted four focus group interviews with 40 students with experience of Collaborative Learning in Practice placements, and two focus groups with eight clinical practice staff with responsibility for implementing and supporting such models in their areas. Data were transcribed and analysed using the Framework Method. Key themes were 'Real time' Practice of Collaborative Learning Implementation, Collaborative Learning as Preparation for Registrant Practice, and the Student/Mentor Relationship. We conclude that Collaborative Learning in Practice utilising models of coaching and peer support, offers benefits to students who are exposed to the reality of nursing practice from the beginning of their placement experiences, enabling them greater responsibility and peer support than under normal mentoring arrangements. Furthermore, there are benefits to the registrants because the burdens of supervising students are spread more widely. This is timely given the review of Nursing and Midwifery Council standards for programmes and student support and the need to increase placement capacity as a response to global nursing shortages. • Collaborative Learning in Practice can increase placement capacity for students. • Collaborative Learning in Practice offers benefits to students learning. • These include greater responsibility for patient care, better preparation for registrant practice and peer support. • Coaching can replace mentoring and should reduce their burden in relation to student support. • This matches new UK Nursing and Midwifery Council standards for programmes and student support. [ABSTRACT FROM AUTHOR]

The article reports on the proposals for a new model of pre-registration nurse education in Great Britain, the "Shape of Caring," review chaired by Liberal Democrat peer Lord Willis, and the meetings conducted by academics at the University of Salford and London South Bank University in England.

Introduction: Peer observation of teaching is important in the development of educators. The foundation curriculum specifies teaching competencies that must be attained. We created a developmental model of peer observation of teaching to help our foundation doctors achieve these competencies and develop as educators. Methods: A process for peer observation was created based on key features of faculty development. The project consisted of a pre-observation meeting, the observation, a post-observation debrief, writing of reflective reports and group feedback sessions. The project was evaluated by completion of questionnaires and focus groups held with both foundation doctors and the students they taught to achieve triangulation. Results: Twenty-one foundation doctors took part. All completed reflective reports on their teaching. Participants described the process as useful in their development as educators, citing specific examples of changes to their teaching practice. Medical students rated the sessions as better or much better quality as their usual teaching. Discussion: The study highlights the benefits of the project to individual foundation doctors, undergraduate medical students and faculty. It acknowledges potential anxieties involved in having teaching observed. Conclusion: A structured programme of observation of teaching can deliver specific teaching competencies required by foundation doctors and provides additional benefits. [ABSTRACT FROM AUTHOR]