In the UK and elsewhere management has become a root metaphor. Educational practitioners must now acquire competence in management discourse. Yet education and management are different social processes. They interpenetrate since much education occurs in schools, which have to be managed. But teaching is not management. This paper identifies how…

As professional voice users, teachers are particularly at risk of abusing their voices and developing voice disorders during their career. In spite of this, attention paid to voice care in the initial training and further professional development of teachers is unevenly spread and insufficient. This article describes a questionnaire survey of 171…

This article seeks to explore existing conceptualisations of emotional capital in educational research, and to undertake a critical analysis of these conceptualisations, including a reflection on my own explorations of teachers' and students' emotional practices. Drawing from Bourdieu's work, I offer a theoretical discussion of how emotional…

This paper argues for an action-oriented conception of learning in higher education: one which marries higher order learning (coming to understand) with apprenticeship in knowledge work. It introduces epistemic tasks, forms and fluency as constructs that are useful in giving a more precise meaning to ideas about collaboration in knowledge…

Qualities of personal character would appear to play a significant role in the professional conduct of teachers. It is often said that we remember teachers as much for the kinds of people they were than for anything they may have taught us, and some kinds of professional expertise may best be understood as qualities of character. After (roughly)…

Believes that characteristics, such as individual, cultural, or situational affect motivational variables of student functionality. Presents results of the study in which three groups of high school students participated: (1) learning disabled students (n=61); (2) high achievers (n=60); and (3) average students (n=105). Includes references. (CMK)

Presents a study that recorded the teaching of educators in British infant (n=10), junior (n=10), and secondary (n=10) schools. Focuses on their use of different types of questions. Reports that the analysis of the three groups of teachers differed slightly. Includes references. (CMK)

Presents a study that focused on the school subject preferences of 11-12 year old girls (n=144) and boys (n=218) and 15-16 year old girls (n=269) and boys (n=300). Reports that there are gender differences in subject preference, while more traditional subjects were favored. (CMK)

Surveys how British primary schools group their students for different school subjects, such as according to class ability or mixed ability grouping. Finds that most schools used the class ability groupings, either in mixed or ability groupings. Includes references. (CMK)

Discusses the development of minority basic education in mainland China. Reports on the displacement of minority schooling, such as the Tibetan schools and classes. Concludes that the policy components of cultural responsiveness should be integrated into minority education development. Includes references. (CMK)

Presents the results of a study that focused on incidences of prescribed textbook usage in Namibian science classrooms. Indicates teacher dominated textbook use and restricted range of textbook references per lesson. States that the teachers used textbooks for diagrams and data and to verify factual information. (CMK)

Reports on research conducted on leadership succession in New South Wales Catholic schools in order to identify potential principals using data collected from middle and senior management staff (n=943). Explains that short-term targeting of this population may be helpful, but impediments to leadership succession need to be addressed. (CMK)

Presents a study that focused on the attempts to introduce a vocationally-oriented curriculum into the Junior Secondary Schools in Ghana. Uses interviews, documentary analysis, and case studies. Discusses the results in detail. Explains that there was no training or resources for the teachers. (CMK)

Examines an empirical model for predicting reported contribution of continuing education for teachers returning to college to complete their degrees. Focuses on inservice teachers (n=124) working on degrees in education in Israel. Explores their motives, course selection, and satisfaction. Includes references. (CMK)

Presents the results of a study that examined trainee teachers' perceptions of themselves as effective teachers. Focuses on the perceptions, ascertained through a questionnaire, of a Year 3 group (n=75) enrolled in a primary education teacher trainee course. (CMK)