Teachers' and teacher educators' lives: the role of emotion

This paper reports research which focuses on ways of enhancing understandings by teachers of the key role that emotions play in their personal professional growth. It combines the narrative, autobiographical accounts of teachers attending part-time masters degree programmes in England (Continuing Professional Development and School Improvement) and Northern Ireland (Personal and Social Development) with an interrogation of the underlying values which affect the practices of their tutors. It reveals the effects of powerful and often unacknowledged interaction between personal biography and professional and social contexts upon teachers in schools and higher education.

New dates for first millennium BC tephra isochrones in Ireland

Three distinct, first millennium BC tephras (BMR-190, OMH-185, GB4-150) have been recognized in Irish peat deposits, including a previously undated ash (BMR-190). We present the results of a programme of high-precision 14C wiggle-matching on a peat profile containing all three tephras from Glen West, County Fermanagh, Northern Ireland. The wiggle-match provides highly refined dates of 705-585cal. BC for BMR-190, 755-680cal. BC for OMH-185 and 800-758cal. BC for GB4-150. The tephras constitute valuable, widespread isochrones for palaeoecological research across the first millennium BC, when a prolonged 14C calibration plateau between 750 and 400 cal. BC presents a major problem to dating and correlating palaeoenvironmental events from multisite, multiproxy studies of the period.

Caged birds and cloning machines: how student imagery 'speaks' to us about cultures of schooling and student participation

With the advent of the United Nations Convention on the Rights of the Child (CRC), there is an increasing requirement that schools ensure children and young people's views are voiced, listened to and taken seriously on matters of significance. Encouraging these shifts by law is one thing; changing the culture in schools is another. For a significant proportion of schools, actively engaging students' voices on how they experience education poses a significant challenge and crucial gaps may exist between the rhetoric espoused and a school's readiness for genuine student involvement. This ethnographic study illuminates tensions that persist between headteachers' espoused views of how students are valued and students' creative images of their actual post-primary schooling experience. If cultures of schooling are to nurture the true spirit of democratic pupil participation implied by changes in the law, there is a need to develop genuine processes of student engagement in which students and staff can collaborate towards greater shared understandings of a school's priorities.