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This narrative systematic review examined relationships between school attainment, socio-economic status and gender in the United Kingdom from 2000 to 2012. The influence of socio-economic status was considered at the individual and school level, while gender was examined at the individual level. To ensure consistency among included studies, the Programme for International Student Assessment (PISA) was selected as the attainment measure. Following screening and the application of inclusion/exclusion criteria, 23 studies were included in this review. The most common measures of socio-economic status were parental occupation, parental education and individual/school mean of economic, social and cultural status. This review found that individual and school level factors of socio-economic status were consistent in the magnitude and direction of their influence over time. Gender was also a statistically significant indicator of attainment. However, variation was evident in the effects of gender according to the PISA cycle, UK country and subject. This review also provided a critical discussion on the quality of included studies, questioning study reliability owing to variation in reporting sample sizes, data manipulation and summary statistics. The review concluded greater consistency in reporting PISA results, especially descriptive and summary statistics would improve comparability of studies within and between PISA cycles, transparency of methodological approaches and the overall reliability of studies.

"Setting" is a widespread practice in the UK, despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion groups and individual interviews with 33 students, conducted as part of a wider project on secondary school grouping practices, we examine the views of students who experience setting, exploring the extent to which the legitimacy of the practice is accepted or challenged, focusing on students' negative views about setting. Analyses show that privileged students (White, middle class) were most likely to be in top sets whereas working-class and Black students were more likely to be in bottom sets. Students in the lowest sets (and boys, Black students and those in receipt of free school meals) were the most likely to express negative views of setting and to question the legitimacy and "fairness" of setting as a practice, whereas top-set students defended the legitimacy of setting and set allocations as "natural" and "deserved". This paper argues that setting is incompatible with social justice approaches to education and calls for the foregrounding of the views of those who are disadvantaged by the practice as a tool for challenging the doxa of setting.

The deterioration and loss of our historic environment due to natural erosive processes, exacerbated by climate change, already outpaces available resources for preservation and will accelerate over the coming century. While this process is divisive and destructive, it is also bringing together international collaborators who are developing more holistic approaches to addressing heritage at risk. In 2018, an intensive fieldtrip and series of workshops as part of the Learning from Loss project brought researchers and practitioners from both sides of the Atlantic together with community stakeholders. Over twelve days, the delegates considered alternative futures for heritage at risk, exploring diverse perspectives and observing action previously taken at threatened sites by both heritage professionals and local communities, often working in collaboration. Recognising that not everything can be saved, the structured discussions and site visits revealed a number of insights into ways that action could be planned in the future. The suggestions also highlighted differences in the way that heritage is managed in the UK and the US. This paper summarises the findings of the field trip and discusses how there may need to be a sea-change in thinking in the United Sates in order to prepare for the growing disaster facing an increasing number of archaeological monuments [ABSTRACT FROM AUTHOR]

‘Setting’ is a widespread practice in the UK, despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the lowest sets. Taking a Bourdieusian approach, we propose that setting can be understood as a practice through which the social and cultural reproduction of dominant power relations is enacted within schools. Drawing on survey data from 12,178 Year 7 (age 11/12) students and discussion groups and individual interviews with 33 students, conducted as part of a wider project on secondary school grouping practices, we examine the views of students who experience setting, exploring the extent to which the legitimacy of the practice is accepted or challenged, focusing on students’ negative views about setting. Analyses show that privileged students (White, middle class) were most likely to be in top sets whereas working‐class and Black students were more likely to be in bottom sets. Students in the lowest sets (and boys, Black students and those in receipt of free school meals) were the most likely to express negative views of setting and to question the legitimacy and ‘fairness’ of setting as a practice, whereas top‐set students defended the legitimacy of setting and set allocations as ‘natural’ and ‘deserved’. This paper argues that setting is incompatible with social justice approaches to education and calls for the foregrounding of the views of those who are disadvantaged by the practice as a tool for challenging the doxa of setting. [ABSTRACT FROM AUTHOR]

Primary objectives: To determine the understanding of educational professionals around the topic of childhood brain injury and explore the factor structure of the Common Misconceptions about Traumatic Brain Injury Questionnaire (CM-TBI). Research design: Cross-sectional postal survey. Methods and procedures: The CM-TBI was posted to all educational establishments in one region of the UK. One representative from each school was asked to complete and return the questionnaire ( n = 388). Main outcomes and results: Differences were demonstrated between those participants who knew someone with a brain injury and those who did not, with a similar pattern being shown for those educators who had taught a child with brain injury. Participants who had taught a child with brain injury demonstrated greater knowledge in areas such as seatbelts/prevention, brain damage, brain injury sequelae, amnesia, recovery and rehabilitation. Principal components analysis suggested the existence of four factors and the discarding of half the original items of the questionnaire. Conclusions: In the first European study to explore this issue, it is highlighted that teachers are ill-prepared to cope with children who have sustained a brain injury. Given the importance of a supportive school environment in return to life following hospitalization, the lack of understanding demonstrated by teachers in this research may significantly impact on a successful return to school. [ABSTRACT FROM AUTHOR]

The growing accessibility of digital technologies has led to an increase in media projects enabling young people to connect and communicate with international peers. These projects are often uncritically celebrated as opportunities for young people to learn something about a cultural 'Other' and, in so doing, enhance their tolerance of difference, their consciousness of global issues, and their appreciation of diversity. Projects conceptualised in this way, however, risk reinforcing problematic notions of multiculturalism. This article describes the Durban Plymouth Story Exchange, a youth media project facilitated by the author. The project attempted to use the creation and exchange of audio recordings between young people in Durban, South Africa and Plymouth, UK to encourage self-reflection, self-expression and cultural learning. By putting knowledge of self rather than knowledge of the Other at the centre of this project, the author/facilitator hoped the project would avoid some of the pitfalls of conventional multiculturalism. [ABSTRACT FROM AUTHOR]

This article considers the significance of stakeholding for an NHS trust. The trust concerned was confronted with significant changes in its environment which posed a threat to its services and, therefore, its contract income. The trust appeared to be in a vulnerable position because it had not given adequate consideration to its relationship with its stakeholders. To establish where the trust needed to improve relations with stakeholders, the article adopts a model drawn from Johnson and Scholes (1993) and presents an analysis of the views of key individuals through the use of structured interviews. [ABSTRACT FROM AUTHOR]

Zippy’s Friends is a social and emotional learning programme currently delivered in UK primary schools as well as across 30 countries worldwide. It aims to develop coping and social skills among five to seven year old pupils. It typically runs over the course of one school year, and is designed to be delivered by the class teacher on a whole-class basis. This protocol details the methodology underpinning the first large-scale, rigorous evaluation of the programme in a UK context, consisting of a cluster randomised controlled trial and process evaluation. It will assess the impact of the programme on both socio-emotional and academic outcomes, and is the first evaluation to include a direct assessment of academic attainment. [ABSTRACT FROM AUTHOR]

Purpose: EPHOS-B aimed to determine whether perioperative anti-HER2 therapy inhibited proliferation and/or increased apoptosis in HER2-positive breast cancer., Patients and Methods: This randomized phase II, two-part, multicenter trial included newly diagnosed women with HER2-positive invasive breast cancer due to undergo surgery. Patients were randomized to: part 1 (1:2:2), no treatment (control), trastuzumab or lapatinib; part 2 (1:1:2) control, trastuzumab, or lapatinib and trastuzumab combination. Treatment was given for 11 days presurgery. Coprimary endpoints were change in Ki67 and apoptosis between baseline and surgery tumor samples (biologic response: ≥30% change). Central pathology review scored residual cancer burden (RCB). Relapse-free survival (RFS) explored long-term effects., Results: Between November 2010 and September 2015, 257 patients were randomized (part 1: control 22, trastuzumab 57, lapatinib 51; part 2: control 29, trastuzumab 32, combination 66). Ki67 response was evaluable for 223 patients: in part 1 Ki67 response occurred in 29/44 (66%) lapatinib versus 18/49 (37%) trastuzumab (P = 0.007) and 1/22 (5%) control (P < 0.0001); in part 2 in 36/49 (74%) combination versus 14/31 (45%) trastuzumab (P = 0.02) and 2/28 (7%) control (P < 0.0001). No significant increase in apoptosis after 11 days was seen in treatment groups. Six patients achieved complete pathologic response (pCR, RCB0) and 13 RCB1, all but two in the combination group. After 6 years median follow-up, 28 (11%) had recurrence and 19 (7%) died. No recurrences or deaths were observed among patients who achieved a pCR. Ki67% falls ≥50% associated with fewer recurrences (P = 0.002)., Conclusions: Early response after short duration anti-HER2 dual therapy identifies cancers dependent on the HER2 pathway providing a strategy for exploring risk-adapted individualized treatment de-escalation., (©2022 The Authors; Published by the American Association for Cancer Research.)