bluuebunny/crossref_metadata_2025_split huggingface dataset:
In Memoriam: Jan Kott, 1914–2001; John McGrath, 1935–2002.
Authors: Trussler Simon 
Published: September 2003

Grieving:UNDER THE TITLE of ‘Old Friends’, Clive Barker mourned in the first issue of NTQ the passing of two men who, in very different ways, had devoted their lives to the service of the theatre – the American director Alan Schneider and the Scottish scholar who gave academic drama an international dimension, James Arnott. Both had been good friends and contributors to the old Theatre Quarterly.And now, two more old friends to mourn, yet whose lives and achievements must also be celebrated. Jan Kott died, after a long illness, on 22 December, at the age of eighty-seven. He was the only one of our original advisory editors still on the masthead after one hundred and ten issues of the two journals. John McGrath died of leukaemia one month later, on 23 January, at the age of sixty-six.
Analysis of National Value‐added Datasets to Assess the Impact of Selection on Pupil Performance
Authors: SCHAGEN IAN , SCHAGEN SANDIE 
Published: September 2003

AbstractThe impact of selective education systems on pupil performance has long been a contentious issue, but the advent of national value‐added datasets linking performance across key stages for the majority of pupils in England has enabled detailed analysis to throw some light on the issues. The main finding has been a distinct difference in Key Stage 3 test levels for pupils on the ‘borderline’ between grammar school and secondary modern school, even when prior attainment is taken into account. Possible explanations for this apparent ‘grammar school effect’ are discussed.
The Impact of Part‐time Jobs in Years 12 and 13 on Qualification Achievement
Authors: PAYNE JOAN 
Published: September 2003

AbstractMany students in full‐time secondary education in the UK hold part‐time jobs. Though this has benefits, there is concern that long hours of paid work conflict with students' studies. However, there is no recent nationally based UK evidence on the impact of paid work on examination results. This article fills the gap, with data on a large, nationally representative sample from the England and Wales Youth Cohort Study. It describes patterns of paid work amongst full‐time students in Years 12 and 13 and how these relate to time spent working for qualifications. It shows that, after controlling for a range of factors, paid work of a few hours per week has a negligible impact on A level grades, but that long working hours significantly reduce grades. The critical number of hours is lower in Year 13 than in Year 12. The impact of part‐time jobs on the probability of obtaining advanced vocational qualifications is much less clear.
Pathways and Possibilities in Professional Development: Case studies of effective teachers of literacy
Authors: POULSON LOUISE , AVRAMIDIS ELIAS 
Published: September 2003

AbstractThis article reports part of an empirical research project investigating the professional development, knowledge and beliefs of a number of teachers working in primary schools throughout England who were identified as effective at teaching literacy. The larger study employed a range of approaches, including a survey, interviews and observation of lessons. The article presents a detailed case study analysis of the literacy‐related professional development experience of a subsample of the effective teachers of literacy. The case studies highlight the interwoven nature of experience gained within a range of professional contexts, including classroom, school, local education authority and national loci. The importance of meso‐level support for professional learning and development, such as that provided by local education authority advisers, is highlighted. The case studies indicate the importance of the affective and personal dimensions within longer‐term professional development, and also the creative interplay between autonomy and collegiality. The non‐linear, and often long‐term, nature of career development is also emphasised: particularly in relation to primary schools, where teachers may change subject or phase orientations over time. It is argued that the long‐term nature of professional development poses particular challenges for policies that focus increasingly on measurable impact and outcomes.
Developing a Pedagogy of Metacognition and Transfer: Some signposts for the generation and use of knowledge and the creation of research partnerships
Authors: LEAT DAVID , LIN MEI 
Published: September 2003

AbstractSchools and teachers in England and Wales are under pressure to raise standards. Currently, there is little direct relationship between research activity and support for teachers in meeting these demands. The context for the article is teaching thinking which is being promoted as a means to raise standards by the current government. Teaching thinking includes the concepts of metacognition and transfer in its underpinnings but there is little practical assistance for teachers to make these concepts a reality in the classroom. The article describes 10 roles that teachers can perform to put these concepts into practice, which were identified by interviewing pupils who had been taught by teachers using the innovative practice of debriefing. The article discusses the broader issues of how teachers can be engaged in research and knowledge production in a more satisfying relationship than is currently the norm.
Gender Differences and High Attainment
Authors: TINKLIN TERESA 
Published: September 2003

AbstractRecent emphasis on raising attainment has focused attention onto the ‘gender gap’ in school attainment levels. Using data from the Scottish School Leavers Survey, the article examines factors related to high attainment and asks whether these differ for males and females. A strong relationship is established between social advantage and high attainment within each gender. There is no evidence of differential progression rates for males and females between the ages of 16 and 18. The only factor which offers any explanation for gender differences in attainment is the evidence that girls took school more seriously than boys. This supports theories that girls and boys experience different peer pressures which influence their school attainment. Other factors have also been shown to influence gender differences in performance in the research literature. Factors affecting gender differences were found equally in all schools, suggesting that wider cultural factors are also influential in creating gender differences.
Media Representation of Research: The case of a review of ethnic minority education
Authors: HAMMERSLEY MARTYN 
Published: September 2003

AbstractConcern with the dissemination of research findings has increased in recent years, in the wake of critiques of research for failing to have an impact on policy‐making and practice. The most direct way in which research findings can be disseminated to a wide audience is via the mass media. However, coverage of social and educational research in the media is very limited. Furthermore, when it is covered researchers often complain that their work has been distorted. This article examines some of the media coverage of an Office for Standards in Education commissioned review of research on the education of ethnic minority children, published in 1996. Analysis of this media coverage is used as a basis for addressing questions about what is involved in media representation of research, how it should be evaluated, and what meaning can be given to the concept of distortion.
One‐way Traffic? Connections between Literacy Practices at Home and in the Nursery
Authors: MARSH JACKIE 
Published: September 2003

AbstractThis article reports on a small‐scale study which examined the home literacy practices of a group of 3 and 4 year‐old children in a working‐class community in the north of England and explored how far these practices were reflected in the curriculum of the nursery the children attended. The data illustrate that there was a dissonance between out‐of‐school and schooled literacy practices and that there was more evidence of nursery literacy practices infiltrating the home than vice versa. Children's literacy practices in the home were focused on media and popular cultural texts and the article argues for greater recognition of these contemporary cultural practices in early years policy documentation and curriculum guidance.
Bridging the Cultural Divide: The role of the home‐school support worker
Authors: WEBB ROSEMARY , VULLIAMY GRAHAM 
Published: September 2003

AbstractA three‐year Home Office funded project placed social work trained home‐school support workers on the staff of secondary schools with the aim of reducing school exclusions. Data from the project evaluation enabled an analysis of the possibilities and limitations of social work in school settings. A qualitative evaluation methodology was adopted with extended periods of fieldwork in the seven project schools and the use of a variety of qualitative and quantitative data collection techniques. It is argued that, if schools are to be successful sites for social work, the tensions arising from the different cultures of teachers and social workers must be recognised and addressed. A number of factors were found to be crucial for assisting social work trained support workers to become accepted in schools. The support worker role resulted in a variety of benefits for teachers, thus enabling the project to act as a bridge between social work and educational cultures.
Development of Nano Metal Powders for Ultra‐Low Fire MLC Inner Electrodes
Authors: de la Vega Fernando , Mtzner Eynat , Khasin Erik , Naor Aharon , Greenshpan Asaf 
Published: September 2003

The need to reduce metal content, especially Palladium content in the multi layer ceramic components is driven by two motives. The first is the need to reduce material costs which has become a major issue due to the sharp rise and instability of palladium price. The second motive is the need to build components with ever‐growing number of
layers, in order to achieve better performance.In this paper, a series of new metal powders, which were developed by NanoPowders Industries (NPI), will be discussed. These powders vary in composition, from pure silver, to silver–palladium, silver–platinum and silver–gold alloys. These powders are of very fine particle size. They open a broad working window for MLC design.The different properties of the powders will be discussed in this paper, including melting and sintering behavior.
How do I know if they're cheating? Teacher strategies in an information age
Authors: Williams Sadie 
Published: September 2003

ABSTRACTWhile potential dishonesty among students has always been a problem at all educational levels, current trends have introduced two new elements into the situation: the growing use of assessed coursework for externally examined syllabuses, and the widespread development of information technologies. These two factors taken together have led to increased doubts about the authenticity of students' work. This article reports on research into secondary school teachers' methods of assuring verification and finds four main strategies (‘CORD’) being utilized: the development of a culture of honesty, continual observation of student work, ongoing review of intermediate drafts and face‐to‐face discussion about the work. However, not all teachers have successfully developed new strategies of assessment and it is concluded from the results of this research that there is a real need for further discussion of methods and for more openness about the issues involved.
Active citizenship in schools and the community
Authors: Lawson Helen 
Published: September 2003

ABSTRACTDuring the 1980s the government of the time mooted the need for active citizenship which was associated with education for citizenship. The re‐emergence of citizenship education as an important part of the curriculum has meant that notions underpinning the idea, including the meaning of active citizenship, are once again under scrutiny.This article examines different understandings of citizenship and how they give rise to different beliefs about what the rights and responsibilities of the citizen should be. It then discusses the present government's understandings of active citizenship and their intention to create a socially inclusive society, shifting from a rights‐based paradigm of citizenship to one based on mutual obligation. It concludes by examining how those intentions might translate into the school context, drawing from recent research in three secondary schools in the United Kingdom.
Neuro‐linguistic Programming and learning theory
Authors: Craft Anna 
Published: September 2003

ABSTRACTThis article explores relationships between Neuro‐linguistic Programming ‐ a growing school of thought and practice ‐ and established learning theory, drawing a distinction between models, strategies and theories. Some evaluative comments are made about the coherence of Neuro‐linguistic Programming as it currently stands, both in terms of its internal consistency, and in relation to established learning theories. In relation to its internal structure, questions are asked as to how far copying an expert's behaviour can really lead a learner to becoming an expert, and about the lack of attention within the theory given to the domain of application. Two other important areas are examined: the dissonance between the claim that Neuro‐linguistic Programming caters to individuality in learning while also proposing a view that learning is best done experientially; and a specific aspect of the theory, named the ‘logical levels’, asking whether learners are really as predictable and as subject to cause/effect as this theory would suggest. Finally,the epistemological basis of Neurolinguistic Programming is questioned. It is argued that, though Neuro‐linguistic Programming has begun to make an impact in education, it remains a set of strategies rather than a theory or a model, and these internal inconsistencies need to be addressed if it is to have a place among the dominant learning theories of our age.
Staff involvement in the design of a key skills curriculum model: a case‐study
Authors: Kelly Anthony , West Mel , Dee Lesley 
Published: September 2003

ABSTRACTThis case‐study follows a school as it struggles to prepare for the changes brought about by Curriculum 2000 and the new key skills qualification. It describes the curriculum debate within the senior management team as it balanced the conflicting needs of subject popularity and necessity. It relates how inherent structural flaws were uncovered in the proposed curriculum strategy, how this very failure was used as an opportunity to initiate staff involvement in the design of curriculum structures and how success was subsequently fashioned from the process. It is a story of failure, consideration, reflection and improvement, and offers some insight into the lessons learned by management and teaching staff as they reflect on the process of change and their own participation in it.
Academic progress in the 16–19 curriculum: some senior staff perceptions of current monitoring systems and operational procedures
Authors: Higham Jeremy , Sharp Paul , MacHin David , Wilson Michael 
Published: September 2003

ABSTRACTIn outlining its programme of target‐setting for post‐16 provision in 1997, the DfEE sought to promote the monitoring of academic progress in order to raise achievement both at institutional level and also at the individual student level. This article, based on research conducted in schools and colleges in North and West Yorkshire, focuses on the latter and examines senior staff perceptions of current monitoring systems and operational procedures. The article gives an overview of the main systems used and how these are adapted to suit the circumstances of a particular institution. The authors suggest that in general the implementation of target‐setting has been viewed positively, largely due to the current flexibility for senior staff to adapt whatever system best suits their needs. It recommends that this should be seen as a strength of the current situation and that the introduction of more uniform systems should be avoided if it is at the expense of meaningful procedures adapted to local requirements.
The National Literacy Strategy: success with literacy for all?
Authors: Riley Jeni 
Published: September 2003

ABSTRACTThis article discusses critically the implementation of the National Literacy Strategy (NLS). The following issues are addressed: the importance of literacy in advanced societies; increasing public concern about literacy standards in English and Welsh primary schools; the perceived need for a large‐scale intervention into the teaching of literacy from the standpoint of international comparisons and school inspection evidence. The literacy process, its complexities and controversies, are considered and critiqued, along with the extent to which the NLS is able to accommodate the implications of research findings. In conclusion, the evaluation reports on the impact of the NLS are discussed.
The history of citizenship education in England
Authors: Heater Derek 
Published: September 2003

ABSTRACTThe publication of the Crick report (1998) on citizenship education and the subsequent Order for implementing the compulsory status of the topic for Key Stages 3 and 4 have generated considerable comment. However, the historical background to this development has been only sketchily treated. This article attempts to provide a little more detail, to suggest a framework of analysis to illuminate the history and to indicate the relevance of this past experience for current work. The analytical framework is provided by the identification of five factors that have shaped the evolution of citizenship education in England. These are: the lack of central guidance and reliance on private initiatives; the extension of the franchise and the issue of maturity; social class and examination structures; war and peace; Empire and Commonwealth.
Curriculum development for professional ethics in Australian human service university programmes
Authors: Fox Tricia , Lonne Bob , McDonald Catherine 
Published: September 2003

ABSTRACTAustralian academics and practitioners in the human services are particularly susceptible to social, political and economic influences in respect of their relevance, viability and operations. In fact, it can be argued that the impact of these influences has placed human service practitioners and academics in a perpetual state of vulnerability. Australian universities have been challenged to make their programmes more relevant and viable to the community at large, and practitioners face increasing workloads with limited resources based on restricted fiscal allocation, and the changing relationship between government and service providers. Drawing on interview data from twenty‐one (n = 21) practitioners, this article highlights their identified problems regarding the notion of professionalism in the human services with a particular focus on ethical dilemmas in human service practice. Gleaning these details will be a basis for recommending necessary professionalethics curricula content in human services programmes offered in Australian universities. Moreover, while the research data is Australian based, the authors contend that the universal theories and principles underpinning human service practice justify the significance and value of the data as an important source for international consideration in curriculum development of human service academic programmes.
Exploring difficulties in learning to teach English post‐16
Authors: Butcher John 
Published: September 2003

ABSTRACTThis article investigates the experiences and training needs of student teachers as they learn to teach post‐16 English on a secondary Post Graduate Certificate in Education. A case‐study was conducted on a sample of Open University PGCE English students and mentors over a six‐month period. Five research instruments were developed and used iteratively to generate qualitative data. The study reveals significant problems, resulting in students feeling underprepared at the end of their 11–18 PGCE for the demands of post‐16 English teaching. The results illuminate the need for more effective models of learning to teach post‐16 English.
Developing narrative skills through case‐studies
Authors: Davies Peter , Bentham Jo , Cartwright Sarah , Wilson Jo 
Published: September 2003

ABSTRACTThis article describes the adaptation of ‘story grammar’ to developing the subject understanding and literacy of 14–16‐year‐old students. ‘Story grammar” analyses the structure of episodes of a typical story and it was developed through research into the narrative development of younger, frequently language‐delayed, children. Reasons for expecting this story grammar to provide a helpful basis for teaching older students are summarized. An application of story grammar in teaching business studies is described through the activities designed for students and evidence from students' work. Implications for understanding of literacy in a subject context are discussed.
Frog Oocytes: A Living Test Tube for Studies on Metabolic Regulation
Authors: Ureta Tito , Preller Ana , Kessi Eduardo 
Published: September 2003

AbstractThis review is intended to illustrate how live frog oocytes may be advantageously used to address the study of some problems of in vivo glucose metabolism. Glucose microinjected into the cells is preferentially committed to glycogen synthesis. We present evidence showing that both the direct and indirect pathways for polysaccharide deposition are operative in oocytes. A small amount of the injected glucose (< 5%) is released as labeled CO2 mainly through the pentose‐P pathway. Coinjection of NADP+ and glucose significantly stimulates 14CO2 production, half‐maximal stimulation being obtained at 0.13 mM. Finally, we show the use of frog oocytes to measure in vivo the control coefficient of hexokinase on glycogen synthesis and the pentose‐P pathway. A value of 0.7 was found for the control coefficient of hexokinase on glycogen synthesis, while the enzyme has no control at all over the pentose‐P pathway. Therefore, the frog oocyte may be used as a living test tube for the study of almost any metabolic process of interest.
Casein Kinase I: From Obscurity to Center Stage
Authors: Vielhaber Erica , Virshup David M. 
Published: September 2003

AbstractThe casein kinase I (CKI) family of protein kinases is a group of highly related, ubiquitously expressed serine/threonine kinases found in all eukaryotic organisms from protozoa to man. Recent advances in diverse fields, including developmental biology and chronobiology, have elucidated roles for CKI in regulating critical processes such as Wnt signaling, circadian rhythm, nuclear import, and Alzheimer's disease progression.
Disaccharide Modulation of the Mitochondrial Membrane Fluidity Changes Induced by the Membrane Potential
Authors: Ricchelli Fernanda , Camerin Monica , Beghetto Claudia , Crisma Marco , Moretto Vittorio , Gobbo Silvano , Salvato Benedetto , Salet Christian , Moreno Giuliana 
Published: September 2003

AbstractThe influence of the medium composition on the dynamic properties of mitochondrial membranes on depolarization was studied by following the fluorescence anisotropy changes of mitochondriabound 1,6‐diphenyl‐1,3,5‐hexatriene (DPH) and hematoporphyrin (HP) as reporters, respectively, of lipid and protein regions. On collapse of the potential, the membrane fluidity increased in NaCl‐, KCl‐, and monosaccharide‐based media and decreased in disaccharides. Infrared spectroscopy experiments suggested that disaccharides likely change water's structure and association on the membrane surface. These results indicate that disaccharides induce membrane perturbation, which may interfere in the study of structure‐function correlation in biological membranes.