Neuro-linguistic programming and learning theory: a response

In an earlier issue of this journal, Craft (2001) explored Neuro-linguistic Programming (NLP) in relation to a classification of learning theories. Craft also offered various observations on, and criticisms of, aspects of NLP such as its theoretical coherence, modelling, Dilts’s ‘logical levels’ and possible dissonance of NLP’s espousal of individuality in learning with its experiential emphasis. This article offers a response to Craft’s article. It describes the origins and nature of NLP, and explores its theoretical identity. NLP is portrayed here as based primarily on the cybernetic epistemology of Gregory Bateson (1972, 1979). The article offers a critique of many of the views put across in Craft’s article, and builds on her attempt to position NLP theoretically. The broad aims of this article are to offer an informed perspective on the nature of NLP; to extend the academic literature on NLP; and to develop debate about its relevance to the theory and practice of education.     

After inspection in special schools: action planning and making progress

As a high proportion of special schools 'fail' their inspections, the DfEE commissioned researchers from the University of the West of England (UWE) to examine post-inspection improvement. Can other schools learn from the 'best practice' identified? John Dwyfor Davies, John Lee, Keith Postlethwaite, Jane Tarr and Wan Ching Yee (all of whom lecture and research at UWE) and Gary Thomas, now Chair of Education at Oxford Brookes University, report on their findings, which point strongly to the need for good target-setting and monitoring, together with strong support.     

Using an action learning set (ALS) to support the nurse and allied health professional consultant role

Advanced clinical practice roles are now an integral feature of many healthcare services and have been adopted in a diversity of areas. However, mentoring of these roles is not well documented in the literature and formal mechanisms of support are limited. An action learning set (ALS) was developed to provide support for consultants currently in post. The purpose was to facilitate clinicians in developing and meeting the demands of these posts by providing peer supervision, identifying strategies for leading service developments, providing a focus for problem solving and reflection. The ALS meets bi-monthly and is externally facilitated with the option to attend individual sessions with the facilitator. Participants also completed questionnaires measuring coping skills and stress, which were fed back in the individual sessions, providing opportunity for further opportunities for reflection. Initial evaluation was conducted formally using a structured questionnaire and reflective accounts, and provided evidence of the value of the ALS and an indication of how the criteria for success were being met, with greatest achievement reported in the area of work–life balance. The evaluation demonstrates the ongoing value of this ALS and the effectiveness of this method of supporting senior clinical staff.     

Developing Literacy in Inner-city Schools

This article examines the impact of a two-year multimedia computer-based program of structured learning and assessment introduced into fifteen primary schools in three London boroughs. The project was evaluated and the results are reported here. The evaluation had two purposes: to explore the actual effects of the programs during the time span of the project, and to understand the contexts in which they operated.