This paper considers the professional responsibility of schools in England to provide effective induction practices in the context of a central government mandated policy. It looks at individual schools as "habitats" for induction and the role of school leaders and LEAs as facilitators or inhibitors. Notions of professional…

Considers the contrasts and changing nature of teaching in France, England, and the United States. Reveals that sweeping public policy directives in the early 1960s created radically different educational institutions in England and France. By contrast, the United States has remained fairly constant with its emphasis on local autonomy. (MJP)

Surveys recent government reports addressing problems of teaching English to the school population of England. States responses to these reports have exposed scholarly community conflicts. Notes the present demand for a return to formal grammar and standard English moving away from the 1970s movement towards the linguistic/vocational model. (NL)

Teacher effectiveness research has tended to neglect the analysis of values in two senses: the general values associated with the processes of education, and the more specific values underlying effective teaching. The possibilities for re-conceptualising teacher effectiveness, by incorporating a values dimension, are illustrated through two…