Acknowledging the affective in higher education

This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.     

Language approaches used with deaf pupils in Scottish schools: 2001-2004

In this article we address "language approach" data as a key variable in quantitative, large-scale research on educational achievement, focusing on our work for the Achievements of Deaf Pupils in Scotland (ADPS) project. The complexity of approaches is addressed, with a particular focus on a "no-exclusion" model of service. In this context 3 years of language-related data are discussed, using constructions of language variables that take into account the variability in deaf pupils' hearing loss levels, types of provision, and professional practice. We see this as a necessary first step toward offering a nuanced context for understanding patterns in the educational outcomes among the ADPS population to be reported in a later article. The ADPS data on language approach can reveal general patterns at macro levels: our analysis suggests that, in Scotland, the extent and quality of British Sign Language/English provision may be determined more by local factors than by linguistic requirements and that ostensibly responsive policies can mask a limited spectrum for pupils and their families. However, the ADPS data are insufficiently sensitive to detailed and local variations to reflect the full complexity of language situations over time-a situation which represents an ongoing challenge for all long-term, large-scale studies.     

Changing and/or reinscribing gendered discourses of team leadership in education?

In this article, prevailing professional, business and managerial discourses of team leadership are ‘troubled’ by some feminist critiques and analyses of collectivity and gendered discursive relations of power. I draw on a study of primary school co‐principalships to describe and reflect on Karen’s (a pseudonym) accounts of her personal and shared leadership practices within a three teacher co‐principalship. The article indicates how feminist consciousness, politics and relationships can contribute to social, cultural and organizational change within ‘mainstream’ institutions. ¹ 1. I am grateful to the reviewers of this article, one of whom made this point. View all notes It also explores how pre‐constructed discourses about gender, class and leadership, can be unwittingly stitched back into an individual’s collaborative practices, limiting the potential for democratic change. My aim is to contribute to the kind of work called for by Davies when she argued that if we are alerted to the work being done by the various discourses we are invoking, then we can more effectively reflect on how limiting and disempowering discursive constructions can be challenged and changed.     

Self-instruction training: A potential tool for school psychologists

Self-instruction training is a cognitive-behavioral approach to self-control in which children are taught to use covert speech to modify their own behavior. The potential effectiveness of self-instruction training as an intervention technique for school psychologists to enhance student academic and/or social behavior in the classroom is the focus of this review. Research results addressing the practical issues of how, when, and with whom to use this strategy, its generalizability, and its long-term and comparative effectiveness are presented. Implications for further research in the schools are discussed.     

Current Issues in Pastoral Management

REVIEW ARTICLE

The Health-Related Behaviour Questionnaire Service from the Schools Health Education Unit: Some Comments on the Review by Lambourn, reviewed by Davis Regis

REVIEWS

The Effective Teacher, by Cedric Cullingford. London: Cassell, 1995. 205pp. pb ISBN 0 304 33177 5, £13.99, hb ISBN 0 304 33180 5, reviewed by Don Baines

Cooperation in the Multi-Ethnic Classroom: The Impact of Cooperative Group Work on Social Relationships in Middle Schools, by Helen Cowie, Peter Smith, Michael Boulton and Rema Laver. London: David Fulton Publishers, 1994. 214+viiipp. pb ISBN 1 85346 284 5, £14.99, reviewed by Andrew Wright

Areas for Growth, by James Hanratty. Cambridge: Cambridge University Press, 1994. 108pp. pb ISBN 0 521 46910 4, £25.95, reviewed by Joy Widdows

Refugee Children in the Classroom, by Jill Rutter. Stoke-on-Trent: Trentham Books, 1994. 288pp. pb ISBN 185856 008 X, £13.95, reviewed by Caroline Lodge