Transitions and progress: teachers' views of progress in attainment of pupils age 5-10

There has been a longstanding concern in England and Wales with the year on year progress made by pupils, but particularly at times of change, such as transfer from primary to secondary school at age 11. In Coalton, a former mining town in the North of England, a five year UK government funded initiative known as Charter for Transition has been put in place to try to overcome some of these difficulties and improve the learning opportunities for pupils aged 5-16. The programme takes place over a 5-year period in various stages, but in this paper we make use of data from the first two years. The research team examines the viewpoints of teachers from schools that were receiving additional support in their efforts to raise achievement in phase one and the pilot phase of the project about what they saw as the main benefits of this work. We present the beginnings of our exploration of teachers’ judgements of this work, and what they saw as the difficulties with associating the project with pupil attainment.</p

The development of the professional values and practice standard in the secondary graduate initial teacher training route in England

The paper reports on a pilot research project to investigate how trainee teachers develop an understanding of the competences that must be reached in the area of professional practice and values , which is one of the standards that needs to be met before the award of Qualified Teacher Status in England. Data were collected from secondary trainee teachers, their placement mentors in schools and university tutors. Data have been interpreted in the context of potential threats to the professionalism of teachers, through the introduction of managerialist influences in public funded education. The main findings are: that trainees think that the most dominant influence on developing understanding of professional values are their school placements ; there were little differences in the responses from four subject areas studied ; mentors and other lead teachers play an important role in the development of understanding of professional values; the grades awarded by mentors when assessing professional practice and values varies between the four subjects studied. The explanation for these findings is complex and is related to the understanding and interpretation of the standard by both mentors and trainee teachers. The findings highlight some of the difficulties in attempting to assess competency standards in an area that is underpinned by values and suggest that initial teacher training can best assist the development of the standard when it is approached in a critical way by all parties.</p

Reversible and irreversible evolution of a condensed bosonic gas

We have formulated a kinetic theory for a condensed atomic gas in a trap, i.e., a generalized Gross-Pitaevskii equation, as well as a quantum-Boltzmann equation for the normal and anomalous fluctuations [R. Walser et al., Phys. Rev. A, 59, 3878 (1999)]. In this article, the theory is applied to the case of an isotropic configuration and we present numerical and analytical results for the reversible real-time propagation, as well as irreversible evolution towards equilibrium.Comment: 15 pages RevTeX, 8 figures, reviewed PRA resubmissio

The development of the secondary vocational curriculum in a northern local authority in England

This paper reports on the findings from the evaluation of two projects directed at improving the vocational provision in a Northern Local Authority in England during 2006. The two projects are: Pathways to Success - partly funded by the European Social Fund and Rotherham Ready - with the evaluation funded by the Regional Development Agency, Yorkshire Forward. The evaluation of the two projects had different but overlapping intentions that reflect each project's contribution to the development of the vocational curriculum 14-16 in the local authority. Rotherham Ready has been characterised as a Learning-oriented evaluation whereas Pathways to Success has followed a more traditional evaluation model with more attention given to outputs and the achievements of pupils. However ultimately both investigate the change in culture within schools as they promote a more vocational curriculum for 14-16 year old students</p

New Pathways: evaluating the implementation of a major work- related programme in Northern England

The evaluative research upon which this paper is based is focussed on the implementation of a three-year programme “Pathways to Success” (usually shortened to “Pathways”) in South Yorkshire, England. It is part of a much larger regional regeneration project funded by the European Social Fund (ESF) from 2001-2004. The Pathways programme is concerned with developing innovative curricula for the 14-19 age range in four Local Education Authorities (LEAs)1 and is taking place in 76 secondary (high) schools. A team from Sheffield Hallam University was responsible for evaluating the success of the Pathways programme and our findings reported here refer to the first year of implementation.</p

Evaluating teachers' and trainers' development in a large scale curriculum development project in South Yorkshire

The evaluative research upon which the paper is based focuses on the first three years of a six-year project “Pathways to Success” (PW) currently taking place in South Yorkshire and funded by the European Social Fund (ESF) as part of the Objective 1 programme from 2001-2007. Matched funding has been provided by schools, colleges and LEAs. The PW project is concerned with developing innovative curricula to raise achievement and improve youngsters' employability skills. The project is set in the context of regional regeneration in an area where unemployment is higher than the European (and national) average, due to the decline of traditional steel and coal industries and where the gross domestic product is less than 75% of the European average. South Yorkshire is also an area where overall achievement in schools at all stages is lower than the national average and participation in post-16 education and higher education is persistently below national figures. Although employment is slowly rising due to reorientation from manufacturing towards a service and knowledge-based economy, pockets of severe unemployment and deprivation remain and are among the ten worst in the country.</p

Bridging the gap? The role of transition advisers in the move from compulsory education

The quality and impartiality of careers advice has been in question for as long as it has been provided, with numerous studies (see Morris, 2004 for a summary of NfER research in this area) pointing to the efficacy of impartial guidance, but also pointing to gaps in provision for particular groups. It is possible to distinguish three areas of educational policy - although this is not exhaustive - which have had a clear effect on young people's experience of advice and guidance over recent years. The first area is in provision of careers advice itself. The second area is the 14-19 learning environment. Linked to this shift in the 14-19 environment is the third area, the impact of market-driven reforms starting with the Education Reform Act in 1988.</p

Quantum Kinetic Theory for a Condensed Bosonic Gas

We present a kinetic theory for Bose-Einstein condensation of a weakly interacting atomic gas in a trap. Starting from first principles, we establish a Markovian kinetic description for the evolution towards equilibrium. In particular, we obtain a set of self-consistent master equations for mean fields, normal densities, and anomalous fluctuations. These kinetic equations generalize the Gross-Pitaevskii mean-field equations, and merge them consistently with a quantum-Boltzmann equation approach.Comment: 15 pages, no figures; reviewed version; to be published in PR