Magnetohydrodynamic code for gravitationally-stratified media

Aims. We describe a newly-developed magnetohydrodynamic (MHD) code with the capacity to simulate the interaction of any arbitrary perturbation (i.e., not necessarily limited to the linearised limit) with a magnetohydrostatic equilibrium background. Methods. By rearranging the terms in the system of MHD equations and explicitly taking into account the magnetohydrostatic equilibrium condition, we define the equations governing the perturbations that describe the deviations from the background state of plasma for the density, internal energy and magnetic field. We found it was advantageous to use this modified form of the MHD equations for numerical simulations of physical processes taking place in a stable gravitationally-stratified plasma. The governing equations are implemented in a novel way in the code. Sub-grid diffusion and resistivity are applied to ensure numerical stability of the computed solution of the MHD equations. We apply a fourth-order central difference scheme to calculate the spatial derivatives, and implement an arbitrary Runge-Kutta scheme to advance the solution in time. Results. We have built the proposed method, suitable for strongly-stratified magnetised plasma, on the base of the well-documented Versatile Advection Code (VAC) and performed a number of one- and multi-dimensional hydrodynamic and MHD tests to demonstrate the feasibility and robustness of the code for applications to astrophysical plasmas

Experiences of training on an employment-based route into teaching in England

In this article, experiences of beginning primary teachers on an English employment‐based route into teaching, called the Graduate Teacher Programme, are presented and evaluated. Factors affecting the progress of trainee teachers on the programme are explored, including prior work experience, expectations of the participants and levels of support provided by the schools. In general, those with prior classroom experience found the transition easier than those for whom this was a major career change, although schools often gave too much responsibility to those who had worked in schools before. Personal, informal support was regarded as vital in boosting trainees' often low self‐confidence, while formal support was valued more in retrospect. Contextual features such as the culture of the school made a significant difference to how the beginning teachers perceived their progress. Findings are analysed with reference to studies of the Graduate Teacher Programme, mature students and workplace learning

Women leaders in higher education: culture clashes?

Background to the topic The number of women entering higher education has increased significantly over the last ten years, as have the numbers of women working in higher education and gaining promotion. However, women are still under-represented in senior management positions and among the professoriate. It is important to study women who have already succeeded in obtaining senior university positions and to identify the leadership skills and qualities that they bring to such roles. Research questions/focus of the enquiry The study explored women leaders 19 perspectives of their day to day experiences in higher education, longer term strategies and goals, relationships with colleagues and leadership styles. Factors affecting their role, such as prior management experience, training, support from departmental colleagues and senior university managers, were also investigated. Research methods and/or mapping of the literature Research findings confirm the continuing under-representation of women in management and leadership positions in higher education and their marginalisation in structural and cultural ways. An interpretive, case study approach was used in order to elicit the perspectives of 12 women on their leadership roles, using in-depth interviews. The study was carried out in two higher education institutions in England: a pre-1992 university and a new university. The sample of women leaders, six in each university, consisted of heads of departments and deans from arts, social science and business departments. Theoretical framework The study is situated within a feminist theoretical framework. Feminist research (e.g. Morley & Walsh, 1996) has highlighted the under-representation of women in higher education leadership, the cultural clashes and contradictory positioning of women, as well as the transformative potential of women leaders. The framework will foreground social and cultural dimensions of the study, and highlight barriers and opportunities for women leaders. Research findings and/or contribution to knowledge Some major themes emerged from the analysis of findings: the importance of prior experience and training; nature of the work and management styles; relationships with colleagues and senior managers. Gender issues, such as the tension between authority and caring aspects of the role, are identified. The complexity of the work, rewards and challenges, the difficulties faced by women leaders on a day to day basis, as well as the strengths and many positive attributes that women can bring to leadership roles, are all highlighted. References Blackmore,J. & Sachs,J. (2001) Women leaders in the restructured university. In A.Brooks & A.Mackinnon (Eds.) Gender and the restructured university. Buckingham, UK: Open University Press. Morley,L. & Walsh,V. (Eds.) (1996) Breaking boundaries: Women in higher education. London: Taylor & Francis. Wisker, G. 1996. Empowering women in higher education. London: Kogan Page

Reflections of a researcher teacher

In this retrospective, autobiographical account, the author traces her career as a teacher, teacher educator and researcher, identifying critical incidents and key influences alongside changes in education and teacher education. The persistence of teacher and researcher identities, stemming from the early influence of Lawrence Stenhouse, is highlighted, as well as a continuing commitment to feminist research and innovative practice; but identity shifts and transitions are also prominent, according to personal and external contexts, policies and communities of practice

New models of school leadership in English schools: enhancing learning, teaching and communities

In this paper, the findings from a study of 12 federations (or linked schools) in England are presented and analysed with reference to previous research on federations and school leadership in England and India. Most of the federations were in areas of high social and economic deprivation, and eight were ‘performance’ federations, where a higher achieving school joined with one or more lower achieving ones. The headteachers and executive heads interviewed shared a strong vision of improving standards and social cohesion. Many benefits to federation as well as challenges were reported. Several recommendations are made, including the need for training for executive heads, staff and governors. Lessons to be learnt from school leadership projects in India are also highlighted