City of London School and Communities that Care: Researching Pupil Experience to Inform Policy and Practice in the Independent Sector

This article is an account of the decision by an independent school to participate in its local Healthy Schools Scheme. One of the factors that influenced this decision was the value the school gained from a pupil survey. The same survey was used to track the impact of the school's Personal, Social and Health Education curriculum and pastoral work on pupils' experience of the school, and academic achievement. In particular, the authors explore the role of survey analysis and consultancy advice in interpreting survey results and developing school practice. The survey contributed to pupil participation in school development. The use of an external consultant as critical friend was perceived as an aid to school reflection and self-review.     

Maximal exercise performance and lean leg volume in men and women.

The purpose of this study was to compare the maximal exercise performance during cycle ergometry of 34 men and 47 women. External peak power output (OPP) and optimized pedalling rate (ORPM) were calculated from data gathered during an optimization procedure performed on a friction braked cycle ergometer. In addition, lean leg volume (LLV) and lean upper leg volume (LULV) were determined using an anthropometric technique. Both OPP and ORPM were greater in men than in women (1007 +/- 135 vs 673 +/- 109 W and 119.5 +/- 7.0 vs 104.5 +/- 8.4 rev min-1, respectively; P less than 0.001). The LLV and LULV were also greater in men than in women (7.41 +/- 0.82 vs 5.19 +/- 0.85 l and 4.96 +/- 0.63 vs 3.35 +/- 0.62 l, respectively; P less than 0.001). The ratio standards OPP/LLV and OPP/LULV did not differ significantly between men and women (136.3 +/- 14.7 vs 131.0 +/- 20.6 W l-1 and 204.4 +/- 27.1 vs 204.4 +/- 37.0 W l-1, respectively; P greater than 0.05). Peak power output was related to each of the anthropometric indices in both men and women (LLV:r = 0.614 and 0.527, P less than 0.001; LULV:r = 0.489 and 0.396, P less than 0.01). Analysis of covariance revealed no significant differences between the groups in the variance about regression and the regression coefficients (P greater than 0.05), but the elevation of the regression lines did differ (P less than 0.001). The results suggest that there are differences between maximal exercise performance in men and women that are independent of estimated lean leg volume. They also demonstrate that, in this case, consideration of ratio standards is misleading and that a comparison of regression standards is more appropriate.     

'Coming out': Gender, (hetero)sexuality and the primary school

Foregrounding the primary school as a key cultural arena for the production and reproduction of sexuality and sexual identities, this article goes some way to addressing what are absent from many sociological portrayals of young children and schooling. Drawing on data derived from an ethnographic exploration into children's gender and sexual identities during their final year of primary school, the article examines how dominant notions of heterosexuality underscore much of children's identity work and peer relationships. The article further illustrates how boys and girls are each subject to the pressures of compulsory heterosexuality, where to be a 'normal' girl or boy involves the projection of a coherent and abiding heterosexual self. The implications of recognising children's sexual cultures and the pressures to conform to a heterosexual culture are discussed briefly in the concluding section.     

How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?

State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.     

Teaching Assistants managing behaviour – who knows how they do it? A review of literature

This article reflects on the specific challenges facing teaching assistants (TAs) when managing behaviour. It considers the variety of existing research into this area, and why the paucity of specific research is problematic. It discusses how difficulties in access to training, its availability, the levels of preparation for lessons, the lack of guidance on teacher and TA working relationships, all impact on the way TAs manage behaviour. The article also highlights some of the conflicts inherent within broader issues which impact, either positively or negatively, on TAs ability to manage behaviour, including TA role definition, deployment and the wider pedagogical aspects of their evolving role.     

Using the Opinions and Lifestyle Survey to examine the prevalence and characteristics of families who home educate in the UK

This paper has two aims, first to examine the feasibility of using an omnibus survey to estimate the prevalence and characteristics of families who home educate and secondly to provide an empirical contribution to recent research on home education in the UK. Because there is no statutory requirement for families who home educate to register with the Local Authority, there are no nationally representative data on the prevalence and characteristics of the home educating population in this country. Therefore gathering data from a fully randomised sample of home educating families would be prohibitively expensive. In this study we used a national omnibus survey to collect data on the homeschooling experiences of over 6000 households from across the UK, of whom 52 were found to have engaged in homeschooling. Our findings estimate that around 1% of families with dependent children have home educated either on a full or part-time basis. Provision of home education was often episodic and reflects the diversity of the home educating population. While the findings presented here largely confirm previous work on home education in the UK, other work tends to be based largely in the home educating community and often lacks a comparison with the general population. Using an omnibus survey like the Opinions and Lifestyle Survey enables researchers to gather data from a nationally representative sample of a small and diverse social group.