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The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation-inspection) are considered, linked to findings and ideas reported in the literature. The study was undertaken using interviews (which included reflection on critical incidents during inspection) and incorporated the use of drawings as a research tool. Much of the data gathering and analysis were undertaken by five Third-Year undergraduate Education Studies students working under the direction and tutorage of the author (Hopkins). The findings validated those reported in the literature about the negative experiences of external evaluation (inspection) and point towards ways in which these might be reduced. The use of drawings alongside semistructured interviews proved to be a particularly powerful means of eliciting teachers' thinking and feeling. The involvement of undergraduates as co-researchers provided them with a rich and authentic opportunity to gain insights into the professional world of teachers which they were preparing to join.

This article seeks to provide an insight into little known numerical methods for deriving meaning from ancient sacred texts to give an understanding of some of the symbolism contained in the wonderful artwork and sculptures of Venetian artist Tobia Rava. The author describes how he used Rava's artwork to inspire a multi-faceted mathematics project. He also describes how the work of Tobia Rava inspired his students to produce their own "mathematical" art work.

Environmental equality, social justice and well-being are national headline indicators for the United Kingdom (UK), and community vibrancy is a rural headline indicator. All four of these indicators were designated as headline indicators prior to any robust definition or methodology for their measurement was articulated. Prior to the establishment of social justice and environmental equality as headline indicators, research commissioned by the Department for Environment, Food and Rural Affairs indicated that, at least in the foreseeable future, it would not be possible to operationalise these concepts as indicators of sustainable development. Research into well-being and community vibrancy also illustrated significant problems with their measurement, but in terms of these two indicators that research was carried out after their establishment as headline indicators. These findings illustrate problems with dialogue between the government and relevant experts: difficult to measure concepts have been erroneously designated as headline indicators for the UK.

Dual sector universities (or duals) are a growing international phenomenon that cut across the divide that typically exists in post-secondary education. Duals combine "further" and "higher" education within a single institution providing enhanced opportunities for student transition between post-secondary sectors. This paper reports the results of an international survey of duals in Australia, Canada, New Zealand, South Africa and the UK. The results indicate that duals operate divergent operational models in managing the structural challenges of cross-sector education characterised as unitary and binary. Many duals contend that state and provincial government regulation militates against the integration of structures, processes and human resources within a dual sector context.

Within his classroom, the author is often confronted by students who fail to see, or accept, the relevance of mathematics both to their lives and the world around them. One topic which is regularly perceived as being disconnected from people's daily lives is that of circle theorems, especially among less motivated students. In this article, the author shares mathematics work from his classroom that has been inspired by crop circles.

The increasing quantities of waste produced by society have implications not only for waste management but also for the social and environmental impacts that these activities generate. This paper examines the impacts that a well-established United Kingdom (UK) landfill site has on the people who live around it and uses a stated preference choice experiment to estimate the magnitude of these impacts in monetaryterms. It is found that many residents experience minimal impacts having learnt to live with the landfill site. Willingness to pay for reducing impacts is relatively low and any reduction in landfill operations is likely to have little effect on the amenity of local people. [ABSTRACT FROM AUTHOR]