Beyond Care?

Care is a feature of all of our lives, all of the time. An analysis of Scotland's Curriculum for Excellence reveals that care and caring permeate complex dimensions of life in and after school and we ask here, if, on some accounts, care can do the work required of it. Acknowledging the significance of her contribution to care, we focus on the work of Nel Noddings suggesting that she pays insufficient attention to other emotions implicated in the work of morally appropriate care. We argue here that Noddings' version of care would benefit from the support of an ethical theory of the emotions, including a moralized form of compassion, if care in schools is to be both better understood and more likely realised.     

Developing University Managers

This article reports the results of a study of the extent of management development programmes for managers of universities. The method used was a postal survey of all UK universities, which produced a response of over 60 per cent of universities. According to the responses received, about half of UK universities provide some organised management development for their managers with the other half doing nothing to develop their managers in any systematic way. On this basis, universities provide less management development for their managers than most other UK organisations. A few universities have achieved, and some are intending to seek, the Investors in People standard. Personnel managers within the universities are convinced of the need for management development for those who manage our universities. However, lack of resources and lack of commitment from vice-chancellors and other senior academics are the main barriers to the successful implementation of systematic management development.     

Evidence‐Based Strategies for Reading Instruction of Older Students with Learning Disabilities

Over a quarter of 8th‐grade students and more than one‐third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade‐level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence‐based instruction for students who continue to struggle with reading in late elementary, middle, and high school. Recommendations are organized into 5 areas that are critical to the reading improvement of older struggling readers: (1) word study, (2) fluency, (3) vocabulary, (4) comprehension, and (5) motivation. Much of the content in this article reflects our efforts with the Special Education and Reading Strands at the National Center on Instruction, funded by the Office of Special Education Programs and the Office of Elementary and Secondary Education. Two reports, both available at http://www.centeroninstruction.org/ , have particular relevance—Interventions for Adolescent Struggling Readers: A Meta‐Analysis with Implications for Practice and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction.