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Across the world, the international school sector is changing at a rapid pace, having an impact on all facets of international schools, from curriculum to clientele. This article describes an emerging concept from this sector that I have termed the internationally-national school, borne from the nationally affiliated schools that currently exist within the sector that have adapted and evolved. It seeks to contribute to the discourse on international schools and the typologies used to categorise them. In order to embed this concept as a subsection of international schools, this article critically analyses three established frameworks currently in use to classify international schools and positions the internationally-national school within each framework. From this analysis, I conclude that internationally-national schools should be a recognised part of the international school landscape and that there is a need for an update to some of these frameworks as they lack the flexibility required to keep pace with the everchanging sector.

The COVID-19 pandemic has created unprecedented chaos all over the world, and schools and their leaders have not escaped its impacts. This article analyses the leadership actions of the team from one international school in reopening after mandated lockdown; it seeks to contribute to the discourse on school leadership during these unprecedented times and to share leadership lessons with those bearing the weight of responsibility of leadership during the pandemic. Using the lens of a framework drawn from the example of Prime Minister Jacinda Ardern's leadership of New Zealand during the crisis, the actions of the school leaders are examined and linked to each of the good practices outlined. To connect this firmly to school leadership, the actions are categorised as either educational management or educational leadership, and then assessed to determine to what extent transactional and/or transformational leadership was appropriate to how the leaders responded to the various issues that arose during the events. From the analysis, I conclude that the actions of school leaders should fall under the guise of both leadership and management in order to successfully take a school through a period of uncertainty such as this, and should utilise both transformational and transactional leadership, dependent upon the circumstances with which they are faced.

Personal approaches to learning in Higher Education are acknowledged to offer an engaging and motivating approach to learning. This article argues that they can also enable students to learn more effectively, and apply this learning to their professional lives. Previous research has suggested that three of the most difficult facets of Master's level study for students are abstract thinking, unpredictability, and research skills. This practitioner study found that drawing on students' prior personal and professional experience is an effective way to develop these skills, because it provides the necessary contextualisation for learning. Interview data from one diverse cohort on a Master's in Education programme show that the students believed that this approach improved their understanding of these three areas, and their ability to use formal assignments to explore and explain their experience. This more personal and engaged approach to learning addresses a neglected area of higher education: attending to Master's students' academic skill development.

This article draws on the work of Nel Noddings to suggest that the current neoliberal, marketised system of education is eroding caring relationships in schools. Data are drawn from a small-scale qualitative study of an ethnically diverse group of high attaining sixth form students from a successful urban academy. Based on this data, we argue that two fundamental aspects of care, students' relationships with their teachers and an attention to their personal and social concerns, were neglected because of the overriding focus on examination success to maintain the school's position in the education marketplace. The article offers detailed evidence from the students' perspective to support the claim that the marketisation of the education system leads to students being valued only in as far as they bring value to the school. It also suggests that care is one of the main casualties in such a system.

With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of 'fundamental British values' (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and 'responsibilisation' of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.

Aim: To describe the clinical profile of acute rheumatic fever (ARF) presentations to paediatric cardiology tertiary services in Western Australia (WA). Methods: A retrospective clinical audit of individuals with confirmed ARF referred to the only paediatric tertiary cardiac service in WA (1 January 1987 to 31 December 2020). Comparisons between inpatient, outpatient, remote and non‐remote groups were assessed. Results: Four hundred seventy‐one episodes of ARF in 457 individuals (235 male; median age = 8 years) met clinical criteria. The majority were Aboriginal and Torres Strait Islander children (91.2%), with 62.1% living in remote areas. The number of ARF and rheumatic heart disease (RHD) diagnoses per year increased from 1987 to 2017 with notable peaks in 2013 and 2017. The average annual incidence of tertiary‐referred ARF in WA of 4–15‐year‐olds from 1987 to 2020 was 4.96 per 100 000. ARF features included carditis (59.9%), chorea (31%), polyarthritis (30%) and polyarthralgia (24.2%). RHD was evident in 61.8% of cases and predominantly manifested as mitral regurgitation (55.7%). Thirty‐four children (7.4%) with severe RHD underwent valvular surgery. 12% had at least one recurrent ARF episode. Remote individuals had more than double the rate of recurrence compared to non‐remote individuals (P = 0.0058). Compared to non‐remote episodes, remote presentations had less polyarthritis (P = 0.0022) but greater proportions of raised ESR (P = 0.01), ASOT titres (P = 0.0073), erythema marginatum (P = 0.0218) and severe RHD (P = 0.0133). Conclusion: The high proportion of Aboriginal and Torres Strait Islander Australians affected by ARF/RHD in WA reflects the significant burden of disease within this population. Children from remote communities were more likely to present with concurrent severe RHD. Our study reinforces the persisting need to improve primary and secondary ARF initiatives in rural and remote communities. [ABSTRACT FROM AUTHOR]

This article argues that neoliberal and neoconservative schooling policies in England legitimise a long-standing neglect of cultural difference in schools, and are having a particularly damaging effect on Muslim children's experience of schooling. It offers evidence that relationships between teachers and Muslim families in particular may be becoming more distant, and argues that this is largely a result of a complex series of pressures on teachers' working lives. Interview data from a small-scale interpretive, empirical study of eight primary teachers suggests that in some schools the most frequent response to issues involving Muslim families is avoidance. It is suggested this is because teachers did not see Muslims as individuals, but as representatives of an essentially different group. However, a major finding of this study is that when teachers were able to make connections with families, they gained a more complex understanding of the realities of the Muslim children in their classes.