Women secondary head teachers in England: where are they now?

The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty

To what extent is behaviour a problem in English schools?:Exploring the scale and prevalence of deficits in classroom climate

The working atmosphere in the classroom is an important variable in the process of education in schools, with several studies suggesting that classroom climate is an important influence on pupil attainment. There are wide differences in the extent to which classroom climate is considered to be a problem in English schools. Some ‘official’ reports suggest that behaviour in schools is ‘satisfactory or better’ in the vast majority of schools; other sources have pointed to behaviour being a serious and widespread problem. The paper details four studies conducted over the past decade which aimed to explore these disparities. The aim of the research was to gain a more accurate insight into the extent to which deficits in classroom climate limit educational attainment and equality of educational opportunity in English schools. The findings question the suggestion that behaviour is satisfactory or better in 99.7% of English schools and the concluding section suggests ways in which deficits in classroom climate might be addressed. Although the study is limited to classrooms in England, OECD studies suggest that deficits in the working atmosphere in classrooms occur in many countries. The study therefore has potential relevance for education systems in other countries

Article on John Berger and art education

Articles containing the full text of John Berger’s acceptance speech at the 1972 award ceremon

NOP/TES Survey of Political Attitudes of Teachers, Lecturers and Post-Graduate Students, 1974

Abstract copyright UK Data Service and data collection copyright owner.The purpose of this study was to examine the educational field's voting intentions at the October 10th General Election and their attitudes to a number of educational issues. In addition, it was decided to re-interview those asked about their voting intentions immediately after the election to determine how they actually voted.Main Topics:Attitudinal/Behavioural Questions There were three types of questionnaire: 1. University lecturers, polytechnic lecturers and post-graduate students 2. College of education/further education lecturers 3. Secondary/primary school teachers Issues covered in all three: Years of teaching experience, voting intention, political support and previous voting pattern, opinion of a Coalition Government. Educational issues: role of parents, statutory incomes policy, elimination of grammar schools, direct payment of education staff by central government, raising the school leaving age. Questions asked only in: 1. Faculty/subject(s) taught/studied, occupational grade, opinion on control of universities/polytechnics by an oligarchy (professionals and heads of departments). 2. Faculty/subject(s) taught/studied, occupational grade. 3. Subject taught, occupational grade. Background Variables Age, sex, type of institution