School Based Induction Tutors: a challenging role

Since September 1999, all Newly Qualified Teachers (NQTs) in England who wish to teach in the maintained sector have to complete an induction period. In the light of the introduction of this statutory policy, this paper critically examines the key role of the school based induction tutor in managing the process. It draws upon an analysis of the government’s induction circulars (DfEE/S 1999;2000;2001) and uses empirical data from a large, national DfES-funded project which evaluated the implementation of the policy. We argue that, for the majority of schools the work of the induction tutor within the whole school context, including management by the headteacher, is the major factor in the success of the policy. Further, we argue that there remain some tensions in the policy between the professional development and the assessment agenda

A summary of research of manuscript writing

Thesis (Ed.M.)--Boston University This item was digitized by the Internet Archive

Eugenics in Education Policy and the Impact on African American Students

Eugenics was defined as a science which used selective breeding as a mechanism to increase desirable traits in a population while restricting and eliminating undesirable traits. Eugenicists fell out of favor in the United States after the fall of Nazi Germany. Yet, eugenic ideas continued to prevail as they heavily influenced medical, social, and academic systems in the U.S. The country’s education system still carries the legacy of eugenicists who helped to build it. The purpose of this qualitative study is to identify eugenic ideas in federal, district and local school policy and determine their connection to the very local school practices on the practices of school leaders and teachers that ultimately create restrictions for African American students at a middle school in northern California. Using a content analysis approach, the eugenic tenets of heredity and degeneracy were found in policy documents. The existence of these ideas has led to problematic characterization and restrictive practices for African American students

Postcard: Early Day\u27s in Kansas

This black and white photographic postcard features a sod house with a wooden roof. A wooden addition with a porch is on the right. A racoon stands on a box in the foreground. Written text is at the bottom of the card. Handwriting is on the back of the card.https://scholars.fhsu.edu/tj_postcards/2206/thumbnail.jp

The impact and outcomes of the implementation of the Wakefield Birth Centre

In today’s western society childbirth takes place mainly in hospital settings and is under the control of doctors (Kirkham, 2003). More recently there have been concerns about increasingly high caesarean section rates (ref), the decreasing number of practising midwives (Ball et al. 2002) and the worryingly small number of women experiencing a natural birth (Page, 2003). Maternity services at The Mid Yorkshire Hospitals NHS Trust provide for a social, cultural and ethnically diverse community and manage 3,600 births per year. Following reconfiguration in February 2002, including the relocation of hospital maternity services, the trust decided to implement some of the Department of Health’s Action Plan and open a standalone Birth Centre in Wakefield. Birth centres are facilities that provide individualised and family centred maternity care, with an emphasis on skilled, sensitive and respectful midwifery care. They provide a relaxed and informal environment where women are encouraged to labour at their own pace. Birth Centres seek to promote physiological childbirth by recognising, respecting and safeguarding normal birth processes. This philosophy enables women and their families to experience a positive start to parenthood (Shallow, 2001, Kirkham, 2003). Midwives are also able to practise “real midwifery” (Kirkham, 2003, p.14). The overall aim of this research was therefore to evaluate the impact and outcomes of the implementation of the Wakefield Birth Centre. The research was funded by the Centre for Health and Social Care Research (CHSCR) at the University of Huddersfield. Ethical advice was sought through School Research and Ethics Panel (SREP) at the university of Huddersfield and ethical approval was granted by the Local Research Ethics Committee (LREC) and the Mid Yorkshire Hospitals NHS Trust Research and Development

In the absence of proper jobs, therapists turn to precarious work

Mental health services are becoming a network of private practitioners with varying degrees of experience and training, writes Ruth E Jone

Interview with Ruth Jones

An interview with Ruth Jones regarding her experiences in a one-room school house.https://scholars.fhsu.edu/ors/1089/thumbnail.jp