Legitimation, performativity and the tyranny of a ‘hijacked’ word

Outstanding education is a high level policy narrative in England rehearsed by school leaders, politicians, policy makers and inspectors alike. Lyotard’s (1979) work on the 'legitimacy' of knowledge and performativity, and Foucauldian discourse-based analysis (1972, 1991), are mobilised to examine outstanding. The paper explores how informants in the English state secondary education sector described and experienced outstanding. From examining policy documents and empirical data, the paper suggests that outstanding has become a performative tool "hijacked" by inspection regimes. It concludes that, despite the informants' best efforts, the neo-liberal and performative policy discourses which surround outstanding appear to increasingly wield a disproportionate, even tyrannical, influence upon the English education system

Studies in Sampling Technique: Cereal Experiments. I. Field Technique

RESP-75

Studies in Sampling Technique: Cereal Experiments. III. Results and Discussion

RESP-76

The estimation of yield in cereal crops by sampling methods

RESP-62

Responsible participation and housing: restoring democratic theory to the scene

Tensions between individual liberty and collective social justice characterise many advanced liberal societies. These tensions are reflected in the challenges posed for representative democracy both by participatory democratic practices and by the current emphasis on (so-called) responsible participation. Based on the example of ‘community’ housing associations in Scotland, this paper explores these tensions. It is argued that the critique of responsibility may have been over-stated – that, in particular, ‘community’ housing associations offer the basis for relatively more inclusive and effective processes of decision-making than council housing, which relies on the traditional processes and institutions of representative local government for its legitimacy

Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework

In the UK, the Research Excellence Framework is a mechanism used for ranking the quality of research in higher education institutions. While there has been analysis of the entire Research Excellence Framework, and of the Education unit of assessment more generally, analysis of how research on initial teacher education featured in the Research Excellence Framework has been minimal. In this article, we report on Phase I of an 18-month project that mapped the extent to which initial teacher education-focused research was included in the 2014 Research Excellence Framework. Employing a novel methodology and a theoretical framework based on policy as text and discourse, we identify a sample of 12 higher education institutions that provided initial teacher education programmes and returned outputs to the 2014 Research Excellence Framework. Analysis of over 1,600 outputs suggest that in the 2014 Research Excellence Framework only 5.5 per cent of these were focused on initial teacher education. We discuss the methodological approach, some headline findings and areas for future research, arguing that these add evidence to the literature of initial teacher education-focused research and, in doing so, can inform policy at the levels of schools, higher education institutions, Research Excellence Framework and the government. We conclude that although the Research Excellence Framework only concerns the UK, similar exercises are becoming increasingly prevalent globally, and therefore the extent to which research on initial teacher education was marginalised in the 2014 Research Excellence Framework is of interest to all concerned with teacher education

Neither a lender nor a borrower be? Exploring mathematics 'mastery' policy borrowing

This paper examines an instance of policy borrowing, specifically, the borrowing of ‘mathematics mastery’. In doing so, it considers some of the implications of parachuting policy from one setting into another. The process of borrowing mastery is examined not only as a policy technology, but also as a culturally located artefact embedded in the ‘high performing’ education systems of Shanghai and Singapore. Drawing on empirical evidence, the paper maps how teachers working in the East Midlands region of England borrowed, and enacted, mastery. Data suggests that the cultural 'baggage' implicit in mastery rendered it, at times, in conflict with structures inherent the English education system. The paper concludes by suggesting that the teachers’ attempts to enact mastery reported here, reveal some of the fundamental consequences inherent in policy borrowing. Consequences with, in this case at least, significant implications for the English education system at both the micro and macro levels

Policy, practice and innovative governance in the English further education and skills sector

This paper examines 'innovative' governance in English Further Education and Skills (FE) sector. Drawing on the work of Lyotard (1977), Foucault (1979) and Ball (2003), the paper explores how practitioners enacted innovative governance in a sector facing increasingly performative conditions. Analysis identified the key category of opportunity and risk where innovative governance was seen as paramount in leading change and changing practice. Innovative governance was not a 'golden bullet', rather, innovation was a complex set of interrelated understandings, strategies, values and norms. The paper concludes by suggesting that, in the cases reported here, innovative governance was at the forefront of defending the very essence of FE during a time of extraordinary funding, and philosophical, challenge

HIV-1 non-macrophage-tropic R5 envelope glycoproteins are not more tropic for entry into primary CD4+ T-cells than envelopes highly adapted for macrophages

BACKGROUND: Non-mac-tropic HIV-1 R5 viruses are predominantly transmitted and persist in immune tissue even in AIDS patients who carry highly mac-tropic variants in the brain. Non-mac-tropic R5 envelopes (Envs) require high CD4 levels for infection contrasting with highly mac-tropic Envs, which interact more efficiently with CD4 and mediate infection of macrophages that express low CD4. Non-mac-tropic R5 Envs predominantly target T-cells during transmission and in immune tissue where they must outcompete mac-tropic variants. Here, we investigated whether Env+ pseudoviruses bearing transmitted/founder (T/F), early and late disease non-mac-tropic R5 envelopes mediated more efficient infection of CD4+ T-cells compared to those with highly mac-tropic Envs. RESULTS: Highly mac-tropic Envs mediated highest infectivity for primary T-cells, Jurkat/CCR5 cells, myeloid dendritic cells, macrophages, and HeLa TZM-bl cells, although this was most dramatic on macrophages. Infection of primary T-cells mediated by all Envs was low. However, infection of T-cells was greatly enhanced by increasing virus attachment with DEAE dextran and spinoculation, which enhanced the three Env+ virus groups to similar extents. Dendritic cell capture of viruses and trans-infection also greatly enhanced infection of primary T-cells. In trans-infection assays, non-mac-tropic R5 Envs were preferentially enhanced and those from late disease mediated levels of T-cell infection that were equivalent to those mediated by mac-tropic Envs. CONCLUSIONS: Our results demonstrate that T/F, early or late disease non-mac-tropic R5 Envs do not preferentially mediate infection of primary CD4+ T-cells compared to highly mac-tropic Envs from brain tissue. We conclude that non-macrophage-tropism of HIV-1 R5 Envs in vitro is determined predominantly by a reduced capacity to target myeloid cells via low CD4 rather than a specific adaptation for T-cells entry that precludes macrophage infection