Secondary Schools for Norwich Girls, 1850-1910: Demanded or benevolently supplied?

This article uses archival material from the city of Norwich to trace the development of girls' secondary education from 1860 to 1900. It examines the provision of differentiated education for girls of differing social status in the context of national legislation and the local labour market for women. Also considered is the issue of causality in the supply-demand equation for girls' education, relating this to issues of gender-determined access to education that underlie the study of developing education systems both past and present. I conclude that the growth in the provision and use of education for girls in Norwich during this period mirrors that of other parts of the nation, seeming to have been little influenced by local economic and political forces, or an initial local demand. Instead, a national campaign carried on by women activists at the national level for the improvement of education for girls, together with the provision of schools offering an extended and higher quality academic education for girls by the Girls' Day School Trust, the Norwich School Board, and private individuals, appears to have overcome local disincentives to educate girls and created a demand for secondary schooling for them.     

On recursive averaging processes and Hilbert space extensions of the contraction mapping principle

If T maps a convex domain D_T into itself, and if {ω_n} is a real sequence with range in (0, 1] then the recursive averaging process,

$\text{X}{}_{\mathrm{n+1}}\text{=(1?omega;}{}_{\mathrm{n}}\text{)}\text{X}{}_{\mathrm{n}}\text{+ω}{}_{\mathrm{n}}\text{+ω}{}_{\mathrm{n}}\text{T}\text{x}{}_{\mathrm{n}}\text{,}\text{x}{}_0\text{=ξ?D}{}_{\mathrm{T}}$

generates a sequence {x?_n}; with range in D_T. Under suitable conditions on D_T, T and {ω_n} the sequence {x?_n} will converge in some sense to a fixed point of T. We prove that if D_T is a closed convex subset of a complex Hilbert space H, if Tω = (1 ? ω) I + ωT is a strict contraction for some ω ? (0, 1], and if {ω_n} satisfies the conditions,

$\text{ω}{}_{\mathrm{n}}\text{→ 0}$

and

$\text{∑}\text{n=0}\text{∞}\text{ω}{}_{\mathrm{n}}\text{=∞}$

then, for arbitrary ξ ? D_T, {x?_n} converges strongly to (the unique) fixed point of T. We also prove that if D_T and {ω_n} satisfy the foregoing conditions, if T has at least one fixed point, and if Tω is non-expansive for some ω ? (0, 1], then for all ξ ? D_T, {x?_n} converges at least weakly to some fixed point of T. Finally, we apply these results to linear equations involving bounded normal operators and obtain an extension of the classical Neumann operator series.     

Lost in translation? Emotional intelligence,affective economies,leadership and organizational change

Not until the late 1990s did the rational/emotional binary embedded in mainstream literature on educational leadership and management come under challenge. Now the emotional dimensions of organisational change and leadership are widely recognised in the leadership, organisational change and school improvement literature. However, the dissolution of the binary did not draw from feminist social theory, critical organisational theory, the sociology of emotions or critical pedagogy. Instead, the strongest influence in educational leadership and administration has been from psychological theory, management theory and brain science, mobilised particularly through Goleman's notion of emotional intelligence. This article undertakes a feminist deconstruction of two texts: one from organisational theory by Goleman and the other on educational leadership and school improvement, in order to explore how ‘emotion’ has been translated into educational leadership. As a counterpoint, I identify the gaps and silences, appropriations and marginalisation identified from feminist perspectives. I argue that the emotional labour of teaching and leading cannot be individualised because emotion is both relational and contextual.     

Case Study: Improving Customer Satisfaction,Quality, and Performance Using Performance‐Centered Solutions at ADDS Communications

A team of performance consultants looks closely at the operations of a cable services provider to identify existing performance gaps, barriers to performance, declining customer satisfaction ratings, and increased call volumes. The team used performance‐centered design (PCD) solutions in order to overcome technical support challenges through increased first‐call resolution. This article summarizes the root cause analysis, process, and the application of PCD solutions to close performance gaps, along with lessons learned from this case study.     

Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.     

A Comparative Demographic Study of Student Teachers from the North and South of Ireland

90.4% of the 1977 entrants to concurrent general Teacher Education courses in Ireland North and South responded to a demographic questionnaire. The results are analysed and the two regions contrasted with respect to personal, professional and geographical variables. These indicate that some interesting differences exist but that there are many overall similarities.