Women’s experiences of menopause at work and performance management

Presenting findings from our global evidence review of menopause transition and economic participation emboldened us to establish a menopause policy at the university where we all worked at the time. Our report was published in July 2017 and the policy was in place by November that year. Our critical reflection on this activism focuses on issues that are not commonly recognized around such interventions, and which we ourselves have only been able to acknowledge through engaged action. Challenges remain in normalizing menopause in organizations, specifically around gendered ageism and performance management. In drawing on Meyerson and Kolb’s framework for understanding gender in organizations, we highlight how policies are both vital and yet insufficient in and of themselves in revising the dominant discourse around menopause at work. At the same time, we highlight the importance and shortcomings of academic activism within these processes

Evaluating the impact of the new National Award for SENCos: Transforming landscapes or gardening in a gale?

This study, authored by Dominic Griffiths and Rachel Dubsky, both of Manchester Metropolitan University, considers the impact of the new National Award for Special Educational Needs Coordinators (NASENCo) in one English local authority. Data on the impacts upon both SENCos' personal professional development and upon their schools are drawn from semi-structured interviews with six SENCOs, their headteachers and one colleague from each of their schools. Factors that appear to have enhanced or modified the impact of the training are identified. The article discussed, firstly, the emerging theme of SENCos' own perceptions of their role, and then the implications of the study's findings for future NASENCo course design

Teaching Mindfulness to Teachers: a Systematic Review and Narrative Synthesis

School teachers report high levels of stress which impact on their engagement with pupils and effectiveness as a teacher. Early intervention or prevention approaches may support teachers to develop positive coping and reduce the experience and impact of stress. This article reviews research on one such approach: mindfulness-based interventions (MBIs) for school teachers. A systematic review and narrative synthesis were conducted for quantitative and qualitative studies that report the effects of MBIs for teachers of children aged 5– 18 years on symptoms of stress and emotion regulation and self-efficacy. Twelve independent publications were identified meeting the inclusion criteria and these gave a total of 13 samples. Quality appraisal of the identified articles was carried out. The effect sizes and proportion of significant findings are reported for relevant outcomes. The quality of the literature varied, with main strengths in reporting study details, and weaknesses including sample size considerations. A range of MBIs were employed across the literature, ranging in contact hours and aims. MBIs showed strongest promise for intermediary effects on teacher emotion regulation. The results of the review are discussed in the context of a model of teacher stress. Teacher social and emotional competence has implications for pupil wellbeing through teacher–pupil relationships and effective management of the classroom. The implications for practice and research are considered

Teacher govenors Guidelines on the education Act 1980: new arrangements concerning school government, election and role of teachers

SIGLELD:83/06651(Teacher) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Hope for the inner cities Conference report

SIGLELD:f83/1885 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Education for a multicultural society Evidence to the Swann Committee of Inquiry

SIGLELD:83/03289(Education) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

The response of the National Union of Teachers to the DFE discussion paper on exclusions

SIGLEAvailable from British Library Document Supply Centre-DSC:98/02309 / BLDSC - British Library Document Supply CentreGBUnited Kingdo