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The demand for quality practice to support learners with English as an additional language (EAL) in educational settings across the globe remains ever present (Cunningham, 2020). Educators in secondary schools are constantly seeking ways to enable learners with EAL to effectively access their teaching and to succeed in all areas of the curriculum. This paper focuses on the issues that learners with EAL face in the core subject of science. Findings, drawn from original research conducted in an English secondary school, suggest that a suite of practical strategies and professional support is needed to positively address issues associated with vocabulary and writing that learners with EAL encounter. The paper recognises the significance of these findings for international contexts such as Kazakhstan that are adopting a tri-lingual system of education and who seek to embrace the model of English-medium science education in their secondary schools.

The call for more males to work with children in their formative years remains prevalent in education discourse across the globe. Assertions that these men will positively address boys' poor behaviour and underachievement, as well as serving as father figures and role models for boys, continue to fuel international policy making and shape media reporting and public opinion. This paper interrogates findings from original research which set out to explore the perceptions of white male primary school educators in England (both teaching and training) in relation to the term 'role model'. The results, drawn from a rigorous analysis of in-depth focus group interviews, highlight intriguing similarities and differences in professional thinking and suggest the need for a re-imaging of the term. The research has large-scale implications in terms of suggesting important revisions to 'more-men' policy making, for work-based professional training and development, and in informing societal discourse.

This paper focuses on the testimonies of three male primary school staff members who utilised social and emotional learning (SEL) in their everyday practice within their respective schools. The data, collected through individual interviews, illustrate how these three men interpreted SEL, and their role in the development of children's social, emotional and behavioural (SEB) skills, in response to their perceptions of pupils' home-life. In particular, the sample identified the children's fathers' perceived ability/inability as a main cause of pupils' SEB deficiencies. Consequently, the three male staff members maintained that in order to advocate and encourage alternative, appropriate behaviours, they should act as "replacement fathers" and become "role models". The findings contribute to existing debates relating to the notion of "positive male role models" in primary schools and the propensity for staff to engage in parental blame. The implications of these findings are discussed, and suggestions that call for a more democratic and cooperative exchange of knowledge between parents and teachers are made.

A cascade model of professional development presents a particular risk that "knowledge" promoted in a programme will be diluted or distorted as it passes from originators of the programme to local trainers and then to the target teachers. Careful monitoring of trainers' and teachers' knowledge as it is transferred through the system is therefore imperative. This paper focuses on the transfer of content knowledge through an in-service teacher professional development programme and offers an innovative methodology for investigating knowledge transfer, i.e. through insights gained during a mentoring process. The findings suggest that this methodology facilitated assessment of knowledge transfer because it involved the identification of knowledge in practice. The focus on knowledge in practice appeared to avoid a deficit model of trainers'/teachers' knowledge and revealed that content knowledge was generally being successfully transferred throughout the system. A detailed analysis of different aspects of content knowledge transfer suggested various foci for additional training.

This paper provides an exploratory discussion surrounding the views and experiences of women and men who work/train in the early years (0-8 years) by bringing together select findings from two independent doctoral research projects. In an effort to weave together the voices of females and males working/training in the early years sector, this paper focuses its attention on the different ways in which their working roles are constructed and the possible ways in which this leads to the imposition of gender roles upon professionals in the 0-8 workforce in England.

Abstract A distinctive feature of sizable university campuses across the globe is the large lecture hall. Home to the oldest and most widely used teaching method in tertiary educational institutions, the large lecture remains a prominent feature of academic programs, presenting content information to large numbers of students with the minimal amount of staffing resources. This Quick Fix article focuses its attention on those who are lectured, specifically those students who are able to physically stand. By making a stand, instructors can combat identified barriers to learner movement in the large lecture hall, supporting the improved physical activity, mental health, and learning of students. [ABSTRACT FROM AUTHOR]

The call for more "brave" male early years practitioners and primary classroom teachers remains prevalent as boys' underachievement continues to dominate education agendas. There is a recognised need, backed by government policy and public discourse in England, for more men to work in settings and schools (0-11) and act as "role models". This article reports on the complexities of this as a term by presenting select findings from the author's doctoral research. Through an investigation into the thoughts and perceptions of men who actively work with children in the 0-8 sector, research findings suggest that there is a general lack of clarity with regard to how the 'role model' is actually defined. The significance of this will be considered.

Young boys' "underachievement" and their disaffection with learning continue to dominate education agendas [Francis, B. 2006. "Stop That Sex Drive." "Times Educational Supplement" 30; Peeters, J. 2007. "Including Men in Early Childhood Education: Insights from the European Experience." "NZ Research in Early Childhood Education", 10. Accessed February 4, 2013. http://stop4-7.be/files/janpeeters10.pdf; Lloyd, T. 2009." Boys' Underachievement: What Schools Think and Do". A University of Ulster Research Project Funded by the Department of Education and Northern Ireland Office. November. Accessed January 10, 2014. http://www.socsci.ulster.ac.uk/sociology/research/y%20publications/Boys%20underachievement.pdf; Lloyd, T. 2011." Boys' Underachievement in Schools: Literature Review." Boys Development Project. Belfast: Centre for Young Men's Studies, Ulster University. Accessed February 4, 2013. http://www.boysdevelopmentproject.org.uk/downloads/reports/Boys%20and%20underachievement%20literature%20review%20edited%20in%20pdf.pdf]. In recent years, there has been an eruption of government policy making and public discourse in England [Moran, L. 2011. "Quarter of All Primary Schools Have No Male Teachers Despite More Men Entering Profession." "Daily Mail", September 2. Accessed February 4, 2013. http://www.dailymail.co.uk/news/article-2032970/Quarter-primary-schools-NO-male-teachers-despite-men-entering-profession.html#ixzz2JwpQjSL8; DfE (Department for Education). 2012b. "Poor White Boys 'Lagging Behind Classmates at Age Five'". The Telegraph, November 21. Accessed January 10, 2014. http://www.telegraph.co.uk/education/educationnews/9693409/Poor-white-boys-lagging-behind-classmates-at-age-five.html; "PARITY. 2013. Is Action Overdue on Boys' Academic Underachievement?" Briefing Paper, March. Accessed January 10, 2014. http://www.parity-uk.org/Briefing/BoysEducPaperRev1b.pdf] calling for more men to transform young lives by working in the 0-8 sector and acting as male role models in an attempt to narrow the "attainment gap". This paper critically explores the perceived qualities/characteristics of men who seemingly serve as "male role models" by reporting on select doctoral research findings which sought to investigate the ambiguities of the male role model from the perspective of men who work in the 0-8 sector. Research participants were asked to identify the qualities/characteristics that they felt "male role models" should exhibit for young boys in the early years (0-8). The qualities/characteristics identified were categorised by research participants as being "masculine" (e.g. diplomatic), "feminine" (e.g. caring) or "natural" (meaning authentic). Whilst research evidence suggests that male role models will present a diverse range of personal and professional qualities/characteristics, it is argued that these are likely to be shaped by not only the needs and circumstances of the children that the "male role model" comes into contact with, but also the expectations of others, e.g. parents/carers and staff. This paper argues that there is a real tension between those qualities/characteristics of the male role model that are created as a result of their personality/individual beliefs and those which are anticipated or enforced by others.