Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education

The commitment to establish a ‘school-led’ system of teacher education in England, announced by the Coalition Government in 2011 and relentlessly pursued thereafter, represented a radical departure from previous kinds of initial teacher education partnership. While it is entirely consistent with a neoliberal agenda, with its strong regulatory framework and appeal to market mechanisms, it is also underpinned by a particular conception of teaching as a craft – ‘best learnt as an apprentice observing a master craftsman or woman’. In 2014, the government established a Review of Initial Teacher Training, led by a primary school head teacher, Sir Andrew Carter. This signalled the recognition of teacher education as a ‘policy problem’, adopting Cochran-Smith’s term. The ensuing report, published in early 2015, was more nuanced than might have been anticipated, although a number of profound tensions emerge from a closer analytical reading; four of these tensions are similar to those previously defined by Cochran-Smith and two are newly emergent. This paper identifies and discusses these tensions as they appear in the Carter Review and relates them to wider debates about the links between teaching, teacher education, evidence and research and to policy-making processes in education.     

In one's own image: ethics and the reproduction of deafness

The ethics of the use of genetic screening and reproductive technologies to select against and for deafness is presented. It is argued that insofar as deafness is a disability it is ethical to act in such a way as to avoid the conception or birth of children with genetic or congenital deafness. The discovery and recognition of signing deaf communities as cultural and linguistic communities (minorities) does not alter this basic ethical position, although the consequences of widespread application of this technology appears destined to lead to the eventual disappearance of these communities. The argument that acting to avoid deafness is unethical because it will lead to the elimination of a linguistic or cultural group (genocide or ethnocide) or conversely that acting to ensure deafness is ethical, if not praiseworthy, can only be sustained if deafness is not regarded as a disability at all. I argue that the premise that deafness is not a disability of some sort is false and thus the claim that genetic selection against deafness is unethical is untenable.     

Forearm oxygenation and blood flow kinetics during a sustained contraction in multiple ability groups of rock climbers

Currently, the physiological mechanisms that allow elite level climbers to maintain intense isometric contractions for prolonged periods of time are unknown. Furthermore, it is unclear whether blood flow or muscle oxidative capacity best governs performance. This study aimed to determine the haemodynamic kinetics of 2 forearm flexor muscles in 3 ability groups of rock climbers. Thirty-eight male participants performed a sustained contraction at 40% of maximal voluntary contraction (MVC) until volitional fatigue. Oxygen saturation and blood flow was assessed using near infrared spectroscopy and Doppler ultrasound. Compared to control, intermediate, and advanced groups, the elite climbers had a significantly (P < 0.05) higher strength-to-weight ratio (MVC/N), de-oxygenated the flexor digitorum profundus significantly (P < 0.05) more (32, 34.3, and 42.8 vs. 63% O₂, respectively), and at a greater rate (0.32, 0.27, and 0.34 vs. 0.77 O₂%·s^?1, respectively). Furthermore, elite climbers de-oxygenated the flexor carpi radialis significantly (P < 0.05) more and at a greater rate than the intermediate group (36.5 vs. 14.6% O₂ and 0.43 vs. 0.1O₂%·s^?1, respectively). However, there were no significant differences in total forearm ? blood flow. An increased MVC/N is not associated with greater blood flow occlusion in elite climbers; therefore, oxidative capacity may be more important for governing performance.     

Second Screening and Political Persuasion on Social Media

This article seeks to explain political persuasion in relation to second screening—people’s use of a second screen (i.e., smartphone/laptop) while watching television to access further information or discuss TV programs. Employing a two-wave-panel survey in the United States, results show this emergent practice makes people more open to changing their political opinions, particularly among those who habitually use social media for news or frequently interact with others in social media contexts.     

Student Success and Failure: As a matter of fact or just how they are portrayed?

This paper introduces and analyses three broad discourses of academic achievement and failure, specifically those that speak of students' deficits, disadvantages and differences. It draws on interview data collected from teachers working in Australian primary (elementary) and secondary (high) schools and on academic literature that speaks to the field. The paper argues that 'deficit', 'disadvantage' and 'difference' represent discourses of considerable influence in determining how teachers, students and parents define what constitutes success or failure in schools, which respective approaches educators employ, and the beliefs we hold about students who fail and those who succeed. In this respect, the paper is concerned with matters of inclusion and exclusion in schooling. In particular, we seek to tease out the stories that these discourses tell about student diversity, as a way of unmasking how students are differently represented and how these representations serve to include some and exclude others from the benefits of schooling and society more broadly.