Head teachers' experiences of school inspection under Ofsted's January 2012 framework

This article focuses on head teachers’ experiences of inspection under Ofsted’s revised school inspection framework, their views of its principles and its implications for school leaders and leadership. The article draws on findings from a mixed-methods study to show that inspections are more focused on pupils’ attainment and progress. Head teachers intend to prioritize these and other judged areas over those no longer explicitly judged. Whilst broadly agreeing with the framework’s principles, many head teachers report that inspection was less positive owing to variation in inspector quality and rigidity in the (interpretation of the) framework. The article argues that leaders of schools serving socio-economically disadvantaged areas might find it harder to obtain a good Ofsted rating, with implications for head teacher recruitment and retention. It argues for improved Ofsted inspector training, a broad, values-driven leadership agenda by head teachers, and the recognition and promotion of contextual responses to educational challenges. </jats:p

Keywords in education policy research: A conceptual toolbox

The field of education policy research is a dense, crowded space owing to its complicated relationship to different intellectual histories and the influence of various ontologies or ‘turns’. To aid comprehension and clarity, this book describes the history, contribution and application of over 90 keywords in the field of education policy research. It is designed as a reference, learning and teaching tool to assist students, educators and researchers with: •complex learning and teaching; •wider and background reading and knowledge building; •critical scholarship and research; •interdisciplinary thinking and writing; •theory development and application

A response to the House of Commons Education Committee report on Multi-Academy Trusts

The number of schools joining multi-academy trusts has grown over the last five years, and it is expected that this growth will continue. The House of Commons Education Committee has, as a result, looked into the performance and role of these trusts. Steven J Courtney, Ruth McGinity, Steven Jones, Robert Hindle, Stephen M Rayner and Belinda Hughes focus on four key aspects of the Committee’s report and argue that broader questions about the government’s policy remain untouched

Thinking with ‘lexical’ features to reconceptualize the ‘grammar’ of schooling: Shifting the focus from school to society

From Springer Nature via Jisc Publications RouterHistory: registration 2020-08-03, online 2020-08-13, pub-electronic 2020-08-13, pub-print 2021-08Publication status: PublishedAbstract: Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article ‘The “Grammar” of Schooling: Why has it been so hard to change?’ argued that several features of the American education system are so persistent as to warrant being understood as the ‘grammar’ of schooling. In this article, we reconceptualize this ‘grammar’ by taking seriously Tyack and Tobin’s insistence that ‘grammar’ organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the ‘grammars’ of schooling—and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, ‘lexical’ features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape

A new public educative leadership?

From SAGE Publishing via Jisc Publications RouterHistory: epub 2020-07-21Publication status: Publishe

Differential presynaptic ATP supply for basal and high-demand transmission

The relative contributions of glycolysis and oxidative phosphorylation to neuronal presynaptic energy demands are unclear. In rat hippocampal neurons, ATP production by either glycolysis or oxidative phosphorylation alone sustained basal evoked synaptic transmission for up to 20 min. However, combined inhibition of both ATP sources abolished evoked transmission. Neither action potential propagation failure nor depressed Ca(2+) influx explained loss of evoked synaptic transmission. Rather, inhibition of ATP synthesis caused massive spontaneous vesicle exocytosis, followed by arrested endocytosis, accounting for the disappearance of evoked postsynaptic currents. In contrast to its weak effects on basal transmission, inhibition of oxidative phosphorylation alone depressed recovery from vesicle depletion. Local astrocytic lactate shuttling was not required. Instead, either ambient monocarboxylates or neuronal glycolysis was sufficient to supply requisite substrate. In summary, basal transmission can be sustained by glycolysis, but strong presynaptic demands are met preferentially by oxidative phosphorylation, which can be maintained by bulk but not local monocarboxylates or by neuronal glycolysis. SIGNIFICANCE STATEMENT Neuronal energy levels are critical for proper CNS function, but the relative roles for the two main sources of ATP production, glycolysis and oxidative phosphorylation, in fueling presynaptic function in unclear. Either glycolysis or oxidative phosphorylation can fuel low-frequency synaptic function and inhibiting both underlies loss of synaptic transmission via massive vesicle release and subsequent failure to endocytose lost vesicles. Oxidative phosphorylation, fueled by either glycolysis or endogenously released monocarboxylates, can fuel more metabolically demanding tasks such as vesicle recovery after depletion. Our work demonstrates the flexible nature of fueling presynaptic function to maintain synaptic function

Reference design and operations for deep borehole disposal of high-level radioactive waste.

A reference design and operational procedures for the disposal of high-level radioactive waste in deep boreholes have been developed and documented. The design and operations are feasible with currently available technology and meet existing safety and anticipated regulatory requirements. Objectives of the reference design include providing a baseline for more detailed technical analyses of system performance and serving as a basis for comparing design alternatives. Numerous factors suggest that deep borehole disposal of high-level radioactive waste is inherently safe. Several lines of evidence indicate that groundwater at depths of several kilometers in continental crystalline basement rocks has long residence times and low velocity. High salinity fluids have limited potential for vertical flow because of density stratification and prevent colloidal transport of radionuclides. Geochemically reducing conditions in the deep subsurface limit the solubility and enhance the retardation of key radionuclides. A non-technical advantage that the deep borehole concept may offer over a repository concept is that of facilitating incremental construction and loading at multiple perhaps regional locations. The disposal borehole would be drilled to a depth of 5,000 m using a telescoping design and would be logged and tested prior to waste emplacement. Waste canisters would be constructed of carbon steel, sealed by welds, and connected into canister strings with high-strength connections. Waste canister strings of about 200 m length would be emplaced in the lower 2,000 m of the fully cased borehole and be separated by bridge and cement plugs. Sealing of the upper part of the borehole would be done with a series of compacted bentonite seals, cement plugs, cement seals, cement plus crushed rock backfill, and bridge plugs. Elements of the reference design meet technical requirements defined in the study. Testing and operational safety assurance requirements are also defined. Overall, the results of the reference design development and the cost analysis support the technical feasibility of the deep borehole disposal concept for high-level radioactive waste