Metaphorical Imagination: Resonance, Re-orientation, Renewal

James Conroy's Betwixt and Between: The Liminal Imagination, Education and Democracy implies three main aims: first, to celebrate aspects of imagination in education and politics; second, to challenge defensive closure in varieties of discourse, especially in the language of economic and monetary management in education and politics; and third, to open up, for reciprocal enrichment, situations and discourses pertaining to consideration of state funding for religiously affiliated schools. Liminality, characteristic of thresholds and borders, calls for interpretation and mediation, as well as appreciation of uncertainties. Liminality of imagination is explored in contexts associated with this third aim, but also in other kinds of context associated with the first two aims. As well as offering critical assessment of the book, this review article indicates some scope for interpretation and development.     

Danish Engineering Education Has Changed

SUMMARY The Working Group on Curriculum Development of Société Européenne pour la Formation des Ingéniews has recognized a need for more comprehensive presentations of European engineering education systems. This article describes the changes that Danish engineering education is undergoing. The titles civilingeniør and diplomingeniør are described, as are the institutions offering engineering education. Previously, there were two engineering societies in Denmark—now there is only one.     

Dissemination: implementing the findings of research

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Normalisation: An analysis of aspects of special educational needs

An exploration of the governmental policy, prison works, and its attendant recidivism provides the general opening. The 1944 Education Act is then taken as furnishing the medical model of personal handicap and deficiency which informed special education at an early stage. The Warnock Report's attempt to shift considerations to educational grounds is examined with a particular focus upon the ensuing definition of special needs and its legacy in legislation following the 1981 Act to the present. Foucault's concept of normalisation is the basis for analysis of the normative elements in the main features of the national curriculum and testing. This latter together with aspects of the 1988 Education Reform Act are examined with regard to their impact upon special educational needs. The conclusions are that 'education works' and the rediscovery of the medical model of personal deficiency.     

Designing a New Kind of Sculpture Garden

Carvings and castings of every variety, classical to grotesque, wait in ambush in all kinds of places, likely and unlikely, to capture the visitor. A great eagle spreads his wings, overhead lions perch on fences, and odd faces peer out of banks of greenery.¹     

湖北省农村乡镇中小学体育现状调查

运用问卷调查等方法对湖北省农村乡镇中小学体育现状进行了调查，结果表明：湖北省农村乡镇中小学体育教师学历达标情况较好，但数量不足，兼职比例过高，工作负担较重，工资待遇偏低；体育课开设情况较好，但教材使用、教学组织情况较差；体育场地、器材、资金严重不足，限制了体育教学和课外体育活动的开展；早操与课问操情况较好，但课外体育锻炼、体育比赛情况较差。建议加强宣传教育，促进观念转交；加强组织领导，推进依法治教；加强教师队伍建设，提高教师工作待遇；加强教学管理，推进教学改革；多方筹集资金，改善基础设施；建立农村学校与城市学校之间的交流机制。     

Analysis of National Value-added Datasets to Estimate the Impact of Specialist Schools on Pupil Performance

National value-added pupil-level datasets covering key stages 3 and 4 have been linked to information about specialist school status. Analysis of pupil progress across key stages controlling for a range of factors has given information about the apparent impact of these types of school. Technology and language colleges performed slightly above the norm on all outcomes, while sports colleges were slightly above the norm at GCSE, but not at key stage 3. Arts colleges were above the norm for English, but below for mathematics and science at both key stages. There was some evidence for a negative impact of the presence of specialist schools in an LEA for the value-added results of pupils in non-specialist schools at GCSE, but not at key stage 3.