A comparison of the governing of primary and secondary schools in England

In England, governing bodies continue to be responsible for the conduct of publicly funded schools. This article compares the governing of publicly funded primary schools (for 5–11 year olds) and secondary schools (for 11–18 year olds). The research analysed policy documents and the governing of 16 primary and 14 secondary schools. The main governance mode for both primary schools and secondary schools is hierarchical and similar in nature, and the governing bodies of primary and secondary schools use broadly similar governing instruments. However, they differ in significant ways. In primary schools, governing is smaller in scale and less complex. Primary school governing is closer to the school and children, and the images held by governors of the system to be governed are better developed in primary schools. Functional knowledge was more useful in primary school governing, and the use of informal meetings as instruments of governance was more widespread in primary school governing. The findings and their implications need to be taken into account in the analysis of and policy making for school governing.     

Student as institutional mirror: What campuses can learn from nontraditional populations

Jeff Davis explains how the challenges of students on the autism spectrum shine a light on the often‐invisible impediments of first‐generation students.     

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作为一名法国队的球迷,尽可能多地收集法国国脚的签名是我一直以来的梦想。然而,由于法国球员不是很热情,法甲的球队回信率也较低,我的回信收获寥寥无几。     

Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum

This article is an investigation of art and design graduates' identities as they embark upon their training as teachers. The expressive, ‘confessional’ nature of forum posts from their Virtual Learning Environment are analysed in relation to the students' identity transformation into teachers. This transition is profound in the case of artist teachers, for whom the contrast between their practice as a critical artist and that of a regulated professional can be severe. The usage of these socially‐oriented virtual forums, and the students' identity transition is analysed in terms of identity theorists such as Butler, hooks and Wenger. There are problems of expression that are brought about by the juxtaposition of visually and spatially adept artist‐learners constrained within a largely textual environment, yet this impediment appears to be ameliorated by their social‐expressive exploitation of the forums.