Children’s friendships in diverse primary schools: teachers and the processes of policy enactment

Drawing on data from a project exploring children's and adults’ friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children’s friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional learning (SEL) and teachers’ understandings of children’s friendships seek to govern children’s friendship behaviours, we turn to Foucault’s work to explore how power shapes relations between policy frameworks and teachers’ practices, and between those who teach and those who are taught. We discuss the disciplinary potential of SEL and teachers’ ‘common sense’ understandings of children’s friendships, but conclude by noting possibilities for teachers to create spaces in which all children can safely explore the nature of friendships

A sociologist teaches history: some epistemological and pedagogical reflections

This article discusses the concept of ‘historical sociology’ in relation to the teaching of a module on an undergraduate degree in Education Studies at a university in the United Kingdom. The module examines the history of education policy in England from 1870 until the present day. Drawing upon comparisons with Social Foundations of Education programs in the United States, I examine some key epistemological and pedagogical issues raised by the inter-disciplinary approach to teaching and learning followed within the module in which we combine historical and sociological perspectives as a means to understand the evolution of the English education system. In particular, using Bernstein’s concept of the pedagogic device as an analytical framework, I consider the epistemological congruence of sociology and history as the contributory disciplines of the undergraduate module. From a discussion of the concept of historical sociology, I conclude that although sociology and history are distinct subjects, they share a large amount of analytical ground which thus facilitates the inter-disciplinary approach pursued within the module. Following that, I examine some pedagogical issues that have arisen in my experience of teaching upon the module and I discuss how I have addressed these. I conclude the article by making comparisons to relevant examples from pedagogical practices in Social Foundations of Education programs in the United States

School Surveillance, Control, and Resistance in the United Kingdom

This chapter outlines the development of the current socio-political context within which U.K. schools experience surveillance and implement their security and disciplinary procedures. Schools are suggested to have developed their approaches to social control against a background of neoliberalism and audit culture. This involves the marketisation of much of the school system through an ‘academisation’ process; linked to this is an increased surveillance of teachers and students through datafication, CCTV and other digital means. Another form of surveillance- biopolitical control in schools- shows itself through the traditionalisation of gendered school uniform and the increasing pathologisation of the behaviour of ethnic minorities

Mapping the Paediatric Quality of Life Inventory (PedsQL™) Generic Core Scales onto the Child Health Utility Index–9 Dimension (CHU-9D) Score for Economic Evaluation in Children

Background: The Paediatric Quality of Life Inventory (PedsQL™) questionnaire is a widely used, generic instrument designed for measuring health-related quality of life (HRQoL); however, it is not preference-based and therefore not suitable for cost–utility analysis. The Child Health Utility Index–9 Dimension (CHU-9D), however, is a preference-based instrument that has been primarily developed to support cost–utility analysis. Objective: This paper presents a method for estimating CHU-9D index scores from responses to the PedsQL™ using data from a randomised controlled trial of prednisolone therapy for treatment of childhood corticosteroid-sensitive nephrotic syndrome. Methods: HRQoL data were collected from children at randomisation, week 16, and months 12, 18, 24, 36 and 48. Observations on children aged 5 years and older were pooled across all data collection timepoints and were then randomised into an estimation (n = 279) and validation (n = 284) sample. A number of models were developed using the estimation data before internal validation. The best model was chosen using multi-stage selection criteria. Results: Most of the models developed accurately predicted the CHU-9D mean index score. The best performing model was a generalised linear model (mean absolute error = 0.0408; mean square error = 0.0035). The proportion of index scores deviating from the observed scores by 13 years) or patient groups with particularly poor quality of life. ISRCTN Registry No: 1664524