Under-representation of males in the early years: the challenges leaders face

This article investigates why there appears to be an under-representation of males in comparison to their female colleagues in the Early Years (EY) sector, and the perception of male teachers progressing more quickly to leadership positions when they do enter this context. Using case studies of final year male students on an Initial Teacher Training (ITT) undergraduate degree course at one university, we attempt to analyse data on male under-representation in Early Years against contemporary theories of identity, power and leadership. Questionnaires and interviews were conducted with the male sample group and male senior leaders in primary schools to gain an overview as to the leadership support they needed and provided. Our tentative findings suggested that male trainees are happy to work in an Early Years context and take leadership positions, but the challenge for leaders is that male trainees require strong leadership mentoring processes to help overcome perceived contextual barriers

Bridging divides–social science, educational policy and the improvement of education and training systems:An appreciation the contribution of David Raffe (1950–2015)

This Introduction provides an overview of the distinctive contribution of the late David Raffe to educational research in the UK and internationally over a 40-year period. His wide-ranging research on post-compulsory education and training systems was enriched by the development of conceptual distinctions that have become part of the lingua franca of sociology and the study of education reform. David’s particular style of scholarship focused on the improvement of education systems through collaborative working; historical and comparative analysis and the processes of policy learning. In particular he argued that both researchers and policy actors should understand the specificities of their own national contexts rather than simply engage in ‘policy borrowing’ from other contexts or countries. The Introduction also outlines how the various contributors to the journal have engaged with David’s scholarship, and demonstrates the continuing relevance of his intellectual legacy to understanding today’s turbulent political and policy world

A large effective population size for established within-host influenza virus infection

Strains of the influenza virus form coherent global populations, yet exist at the level of single infections in individual hosts. The relationship between these scales is a critical topic for understanding viral evolution. Here we investigate the within-host relationship between selection and the stochastic effects of genetic drift, estimating an effective population size of infection Ne for influenza infection. Examining whole-genome sequence data describing a chronic case of influenza B in a severely immunocompromised child we infer an Ne of 2.5 × 107 (95% confidence range 1.0 × 107 to 9.0 × 107) suggesting that genetic drift is of minimal importance during an established influenza infection. Our result, supported by data from influenza A infection, suggests that positive selection during within-host infection is primarily limited by the typically short period of infection. Atypically long infections may have a disproportionate influence upon global patterns of viral evolution

Leaders’ orientations to diversity: two cases from education

This article explores two case colleges in England to consider how context, conceptualisation, orientation and action interact in relation to diversity issues in leader ship. Focus group and individual interview data are analysed. Context is perceived as influential in shaping concepts and action. In one case, the diversity and socio-economic disadvantage of the community create a perceived imperative to address diversity, resulting in multiple conceptions of diversity and systemic action. In the second case, the context of a perceived homogeneous community interacts with an equal opportunities conceptualization of diversity to justify little or no action. A tentative theoretical model is suggested to frame further enquir

Inferring Transmission Bottleneck Size from Viral Sequence Data Using a Novel Haplotype Reconstruction Method

The transmission bottleneck is defined as the number of viral particles that transmit from one host to establish an infection in another. Genome sequence data have been used to evaluate the size of the transmission bottleneck between humans infected with the influenza virus; however, the methods used to make these estimates have some limitations. Specifically, viral allele frequencies, which form the basis of many calculations, may not fully capture a process which involves the transmission of entire viral genomes. Here, we set out a novel approach for inferring viral transmission bottlenecks; our method combines an algorithm for haplotype reconstruction with maximum likelihood methods for bottleneck inference. This approach allows for rapid calculation and performs well when applied to data from simulated transmission events; errors in the haplotype reconstruction step did not adversely affect inferences of the population bottleneck. Applied to data from a previous household transmission study of influenza A infection, we confirm the result that the majority of transmission events involve a small number of viruses, albeit with slightly looser bottlenecks being inferred, with between 1 and 13 particles transmitted in the majority of cases. While influenza A transmission involves a tight population bottleneck, the bottleneck is not so tight as to universally prevent the transmission of within-host viral diversity. IMPORTANCE Viral populations undergo a repeated cycle of within-host growth followed by transmission. Viral evolution is affected by each stage of this cycle. The number of viral particles transmitted from one host to another, known as the transmission bottleneck, is an important factor in determining how the evolutionary dynamics of the population play out, restricting the extent to which the evolved diversity of the population can be passed from one host to another. Previous study of viral sequence data has suggested that the transmission bottleneck size for influenza A transmission between human hosts is small. Reevaluating these data using a novel and improved method, we largely confirm this result, albeit that we infer a slightly higher bottleneck size in some cases, of between 1 and 13 virions. While a tight bottleneck operates in human influenza transmission, it is not extreme in nature; some diversity can be meaningfully retained between hosts.Peer reviewe

Mediation, translation and local ecologies: understanding the impact of policy levers on FE colleges

This article reports the views of managers and tutors on the role of policy ‘levers’ on teaching, learning, and inclusion in colleges of Further Education (FE) in our research project, ‘The impact of policy on learning and inclusion in the Learning and Skills Sector (LSS)’.i Using data from five research visits conducted over two years in eight FE learning sites, we explore the processes by which colleges ‘mediate’ and ‘translate’ national policy levers and how this affects their ability to respond to local need. The paper tentatively develops three related concepts/metaphors to explain the complexity of the policy/college interface – ‘the process of mediation’, ‘acts of translation’ and ‘local ecologies’. We found that policy levers interacted with a complex set of national, local and institutional factors as colleges responded to pressures from the external environment and turned these into internal plans, systems and practices. We conclude by suggesting that national policy-makers, who design national policy levers, may not be fully aware of these complexities and we make the case for the benefits of greater local control over policy levers, where these interactions are better understood

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages

Celebrity culture and public connection: bridge or chasm?

Media and cultural research has an important contribution to make to recent debates about declines in democratic engagement: is for example celebrity culture a route into democratic engagement for those otherwise disengaged? This article contributes to this debate by reviewing qualitative and quantitative findings from a UK project on 'public connection'. Using self-produced diaries (with in-depth multiple interviews) as well as a nationwide survey, the authors argue that while celebrity culture is an important point of social connection sustained by media use, it is not linked in citizens' own accounts to issues of public concern. Survey data suggest that those who particularly follow celebrity culture are the least engaged in politics and least likely to use their social networks to involve themselves in action or discussion about public-type issues. This does not mean 'celebrity culture' is 'bad', but it challenges suggestions of how popular culture might contribute to effective democracy

Gender and educational leadership in England: a comparison of secondary headteachers' views over time

In the context of gender being a barrier to accessing leadership, this paper presents a comparison of the views of men and women head teacher (principals) of secondary schools in England in the 1990s and in 2004. The same survey instrument was used on both occasions. The perceptions of the head teachers show change in some areas and no change in others. Overall, women are more likely to become head teachers and are now less likely to be categorised into pastoral roles, but in some cases women still meet prejudice from governors and others in the wider community. Women head teachers are more likely to have partners and children than in the 1990s, sharing equally or carrying most of the domestic responsibilities, whereas male colleagues are most likely to have partners who take the majority of responsibility in the home. Essentialist stereotypes about women and men as leaders still prevail, although both the women and men head teachers see themselves as adopting a traditionally ‘feminine’ style of leadership. Women head teachers are likely to see some benefits in being a woman in a role stereotypically associated with men. However, there has been an increase in the proportion of women who feel that they have to prove their worth as a leader, and this may be linked with increased levels of accountability in schools

Policy, Performativity and Partnership: an Ethical Leadership Perspective

This article identifies the need to think differently about educational partnerships in a changing and turbulent post compulsory policy environment in England. The policy and institutional contexts in which universities and colleges currently operate seem to be fuelling performativity at the expense of educational values. There appears to be a sharp interruption in the steady increase in educational partnerships as a vehicle for increasing and widening participation in higher education. We are witnessing a marked change in university / college relationships that appears to be a consequence of government calling a halt to increased participation in higher education, creating an increasingly competitive market for a more limited pool of student places. The implication that educational policy at the national level determines a particular pattern or mode of leadership decision making throughout an institution should however be resisted. Policy developments that challenge the moral precepts of education should not be allowed to determine how a leader acts, rather they should prompt actions that are truly educational, rooted in morality, and atached to identifiable educational values. Educational leaders have agency to resist restricted discourses in favour of ethical and principled change strategies that are a precondition for sustainable transformative partnerships in post compulsory education. University leaders in particular are called upon to use their considerable influence to resist narrow policy or managerial instrumentalism or performativity and embrace alternatives that are both educationally worthwhile and can enhance institutional resilience