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This article takes Margaret Meek Spencer's 1988 pamphlet "How Texts Teach What Readers Learn" to frame a discussion about the purpose of English Literature in English secondary schools. The primary data informing this article is taken from original interviews with ten Heads of English departments in English secondary schools. Henri Lefebvre's framework of conceived, perceived and lived spaces is used to analyse the data to understand how the Heads of Department conceptualise the place and purpose of English Literature in their schools. The views of the Heads of English are then discussed in light of Meek Spencer's work, highlighting how the current curriculum for English Literature produces a subject which is at odds with her ideas and contemporary views of the English curriculum and its purpose. The article concludes with some suggestions about how the teaching of English Literature in schools can be developed so that it is more in line with Meek Spencer's ideas, is more socially just and more ambitious.

Changes to education policy in England since 2010 have led teachers to reflect on what and how they teach. This paper presents original data exploring how a small selection (n = 10) of Heads of English in some English secondary schools are accommodating policy changes. Ball's analytic framework developed to explore neoliberal policy enactment in education is used to reveal how Heads of English might be at odds with recent policy changes, particularly regarding the range of text choices in available for examination studies, but are using their limited agency to accommodate their values in practice. This research shows how these Heads of Department are generally positive and confident in their approach to teaching English.

Since its publication in 1921, "The Teaching of English in England," otherwise known as the Newbolt Report, has informed both the shape of English as a school subject and the discourse about the teaching of English in England. The 1960s saw the report as promoting a cultural heritage rooted in outdated social values; the 1970s explored how it encouraged a version of personal growth through a love of literature. The 1980s returned to issues around social class, which were further developed in the 1990s. More recently there has been a limited reappraisal of the Newbolt Report, crediting it with introducing the modern discourse around English teaching. This paper argues that a deeper understanding of the Newbolt Report would allow teachers to become more engaged with the discourse about English teaching and re-connect this with their values.

This paper focuses on a neglected area of school policy and practice: metacognition. As education becomes increasingly evidence-informed policy makers, school leaders and teachers are becoming increasingly research literate and have ready access to an ever-growing range of evidence about 'what works' in schools. Influential sources of evidence, such as the Education Endowment Foundation's Teaching and Learning Toolkit, often indicate that teaching metacognition in schools can have a very positive effect on pupils' outcomes. In this paper, we examine over 50 studies to ascertain the effect of teaching metacognition in schools on pupils' outcomes and their wellbeing. Following our review it is clear that there is strong evidence indicating the when metacognition is effectively taught in schools then there is a very positive effect on pupil outcomes; there is less evidence about the relationship between teaching metacognition and pupil wellbeing, but the evidence which does exist is also very positive. Having identified that teaching metacognition can help improve pupil outcomes in schools, we then pose questions about the English government's attitudes towards evidence-based practice. We ask why the government adopts some policies and strategies which have an international evidence base, while not adopting other policies or strategies which have at least an equally strong evidence base. This paper concludes by suggesting how policies and practices can be improved in schools, Initial Teacher Education establishments and at the level of national policy.

Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12-13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children's concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training.

Mental toughness has frequently been associated with successful performance in sport; however, recent research suggests that it may also be related to academic performance in Higher Education. In a series of three exploratory studies, we examined the relationship between mental toughness and different aspects of educational performance in adolescents aged 11-16, focusing on academic attainment, school attendance, classroom behaviour and peer relationships. Study 1 revealed significant associations between several aspects of mental toughness (but particularly control of life) and academic attainment and attendance. Study 2 revealed significant associations between several aspects of mental toughness (but again particularly control of life) and counterproductive classroom behaviour. Finally, Study 3 demonstrated significant associations between aspects of mental toughness (confidence in abilities and interpersonal confidence) and peer relationships. The results are discussed in terms of the potential value of mental toughness as a useful concept in education.

If a programme were to be devised for the early-career development of science teachers, what might such a programme look like? This was the focus of a meeting of science educators interested in developing such a structure, from the start of initial teacher training onwards. The contributions, modified and written up here, include a suggested "five-year programme" that has ideas for broadening opportunities for trainee science teachers and early-career science teachers and that makes good use of the support provided by the Science Learning Centre consortia. Additional proposals for focusing on "threshold concepts" and on "core representations" add detail to the proposed programme. It is hoped that the contributions will provoke discussion among the science education community and that the introduction of such a programme will be given serious consideration.