Primary teachers as readers

In the context of the continued pressure and politicisation of the teaching of reading in England, the United Kingdom Literacy Association (UKLA) sought to ascertain patterns in primary teachers' reading, both personally and professionally. The project, undertaken in 11 Local Authorities in England, explored 1200 primary teachers' personal reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of texts in the classroom through a questionnaire. In addition, it sought to establish the extent of the teachers' involvement with and use of local area/school library services. This paper reports on the findings with reference to the teachers' personal reading, the frequency of this reading and the sources they use to select their reading material. It also considers the teachers' favourite childhood texts and the books they identified as highly significant to them, as well as their perceptions of the importance of literature. Connections are made to the data gathered about their knowledge of children's literature, and how primary teachers decide which literature to work with in the classroom.     

The magic roundabout: work‐related learning within the 14–19 curriculum

This article examines the cyclical nature of government policy vis‐à‐vis work‐related learning. First, it looks at the purposes and types of work‐related learning which exist in the 14–19 educational phase. Second, it describes the policy history surrounding work‐related learning, highlighting policy emphasis on recurring themes such as enterprise education, workplace socialisation, motivation and academic achievement. Third, the way in which work‐related learning has been organised is described. This leads to a discussion of whether and to what extent the multiplicity of purposes of work‐related learning set out by the government can actually be achieved. More importantly, it suggests that the organisational and policy aspects of work‐related learning are offered as ‘new and improved products’ every so often, and that more empirical research should be undertaken and thought given before the results of this agenda can be judged effectively.     

‘In the driving seat’, or reluctant passengers? Employer engagement in qualifications development: some evidence from two recent 14–19 qualification reforms in England

Vocational education and training has received substantial policy attention in recent years that is paired with the ambition for the UK to become a leading country for jobs, productivity and skills. Recommendations from two recent reviews form the basis for substantial policy reforms within the 14–19 curriculum. Discourse of employer engagement has been a persistent theme in the reform agenda and the pressure on employers to engage has been intensified. Recent policy documents, particularly within the 14–19 phase, carry the exhortation for employers to jump ‘in the driving seat’ when it comes to qualifications development. This article examines employer engagement in two recent reforms; Diplomas (2005–2010) and 16–19 Study Programmes (2011-present). It reflects on the extent to which employers are able to fulfil policy expectations and what lessons could be learnt from previous attempts to engage them in qualification design and delivery. The article concludes that employer engagement within the 14–19 curriculum continues to be encouraged. The level of employer engagement, however, must be carefully matched to the expertise, experience, capacity and motivation of employers. It is argued that lessons should be learnt from previous experiences of qualifications development to avoid employers abandoning the journey completely.     

Anthropometric and physical abilities profiles: US National Skeleton Team

The aim of this study was to characterize sprint ability, anthropometry, and lower extremity power in the US National Team Skeleton athletes. Fourteen athletes (male n = 7; mean +/- SD: height 1.794 +/- 0.063 m, body mass 81.2 +/- 3.7 kg, age 26.9 +/- 4.1 years; female n = 7; 1.642 +/- 0.055 m, 60.1 +/- 5.9 kg, 27.3 +/- 6.9 years) volunteered to participate. Sprinting ability was measured over multiple intervals using custom infrared timing gates in both an upright and a crouched sprint. The crouched sprint was performed while pushing a wheeled-simulated skeleton sled on rails on an outdoor skeleton and bobsleigh start track. Crouched skeleton sprint starts were able to achieve about 70% to 85% of the upright sprint times. The mean somatotype ratings for females were: 3.5-3.5-2.1, and males: 3.6-4.9-1.9. Lower extremity strength and power were measured via vertical jumps on a portable force platform using squat and countermovement jumps, and jumps with added mass. Jump height, power, rate offorce development and peak force were determined from force-time data. Lower extremity strength and power were strongly correlated with both upright and crouched sprint times. The results indicated that these athletes are strong sprinters with varying body structures, mostly mesomorphic, and that stronger and more powerful athletes tend to be better starters.