English teachers in the digital age – a case study of policy and expert practice from England

This article is a case study of how English teachers in England have coped with the paradigm shift from print to digital literacy. It reviews a large scale national initiative that was intended to upskill all teachers, considers its weak impact and explores the author’s involvement in the evaluation of the project’s direct value to English teachers. It explores how this latter evaluation revealed how best practice in English using ICT was developing in a variable manner. It then reports on a recent small scale research project that investigated how very good teachers have adapted ICT successfully into their teaching. It focuses on how the English teachers studied in the project are developing a powerful new pedagogy situated in the life worlds of their students and suggests that this model may be of benefit to many teachers. The issues this article reports on have resonance in all English speaking countries. This article is also a personal story of the author’s close involvement with ICT and English over 20 years, and provides evidence for his conviction that digital technologies will eventually transform English teaching.

A framework for English? Or a vehicle for literacy? English teaching in England in the age of the Strategy

This article considers the evolution and impact on schools in England of the "Framework for English" since its introduction in 2001, a national initiative that follows on from the National Literacy Strategy, which focused on primary schools. Whilst acknowledging that the Framework is part of a whole school policy, "The Key Stage Three Strategy", I concentrate on its direct impact on the school subject "English" and on standards within that subject. Such a discussion must incorporate some consideration of the rise of "Literacy" as a dominant term and theme in England (and globally) and its challenge to a politically controversial and much contested curriculum area, i.e. "English". If the Framework is considered within the context of the Literacy drive since the mid-1990s then it can be see to be evolving within a much changed policy context and therefore likely to change substantially in the next few years. In a global context England has been regarded for some time as at the extreme edge of standards-driven policy and practice. It is hoped that the story of "English" in England may be salutary to educators from other countries.

Second tier professionals: English teachers in England

The policy context for mother-tongue educators at all levels in England has been dominated by a matrix with four key elements,running along two spectra, one of learning (content↘assessment) and one of teaching (autonomy↘accountability). In each case the trend has been towards increasing external control and decreasing professional autonomy. Whilst some imposed changes have been recognised as intrinsically valuable, the majority are viewed as detrimental to teachers' status and obstructive for students. The research community has been largely marginalised and has had little scope to influence proceedings. A rapidly developing crisis in teacher retention may yet reverse these trends as the government is forced to recognise the long-term implications of their treatment of the profession.

One size fits all: the increasing standardisation of English teachers' work in England

English teachers in England have experienced a lengthy period of external constraint, increasingly controlling their practice. This constraint was originated in the 1989 National curriculum. Although in its first version it was in harmony with practice, its numerous revisions have moved it a long way from teachers’ own values and beliefs. This move is illustrated through research into the teaching of literature, which is seen by English teachers as often arid and driven by examinations alone. This period has been increasingly dominated by high-stakes testing, school league tables and frequent school inspections. Another powerful element has been the introduction of Standards for teachers at every career level from student teachers to the Advanced Skills Teachers. Research demonstrates that this introduction of Standards has had some beneficial effects. However, research also shows that the government decision to replace all these, hierarchically structured standards, with a single standard is seen by many teachers as a retrograde step. Evidence from Advanced Skills Teachers of English shows that the government’s additional proposal to bring in a Master Teacher standard is equally problematic. The decline of the National Association for the Teaching of English, the key subject association for English teachers, is discussed in relation to this increasingly negative and constraining environment, concluding that many English teachers are choosing a form of local resistance which, while understandable, weakens the credibility of the profession and erodes the influence of its key voice, NATE.

Grasshoppers and crickets (Insecta : Orthoptera) from the lower cretaceous of southern England

This is a synoptic monograph of fossil Orthoptera from the English Lower Cretaceous (Purbeck and Wealden groups). The previously described taxa of these insects are revised on the basis of type specimens and examination of extensive new material. Eight new genera and 30 new species are proposed: Probaisselcana cretacea sp. nov., Minelcana membranacea gen. et sp. nov., Panorpidium proximum sp. nov., P. bimacillatum sp. nov., ?P. parvum sp. nov. (Elcanidae); ?Cyrtophyllites cretaceus sp. nov. (Haglidae); Aenigmodus minutus gen. et sp. nov., Pseudaboilus wealdensis gen. et sp. nov., P. purbeckensis sp. nov., Tettigoilus sonorus gen. et sp. nov., ?Agrionidium obscurum sp. nov. (Prophalangopsidae); Notocearagryllus britannicus sp. nov., N. grandispeculum sp. nov., N. cordispeculum sp. nov., Anglogryllus lyristes gen. et sp. nov., A. rotundispeculum sp. nov.. Speculogryllus acutispeculum gen. et sp. nov., Sharategia davisi sp. nov., S. batchelorae sp. nov., S. baldocki sp. nov. (Baissogryllidae); ?Araripegryllus orientalis sp. nov. (Gryllidae); Deinovitimia occidentalis sp. nov. (Ensifera: infraorder incertae sedis); Cretoxya rasnitsyni gen. et sp. nov. (Tridactylidae); Locustopsis posterior sp. nov., Zeunerella prior sp. nov., Zessinia borealis sp. nov., Mesolocustopsis anglica sp. nov., M. angusta sp. nov., M. problematica sp. nov., and Britannacrida distincta gen. et sp. nov (Locustopsidae). The subfamily Baisselcaninae is synonymized with Elcaninae, and a new subfamily (Archelcaninae subfam. nov.) is proposed for a segregate of Elcaninae. A preliminary comparison of the Purbeck/Wealden with other Early Cretaceous orthopteran faunas is given. (c) 2006 Published by Elsevier Ltd.

A decade of decentralisation? Assessing the role of the government offices for the English regions

The Government Offices for the English regions were established in 1994 to coordinate the regional activities of three central government departments. A decade on, regional government in England is greatly expanded, and two other institutions of regional governance, the Regional Development Agencies and the Regional Assemblies, have also been created. In 2002 the Labour government proposed that this 'triad' of regional governance should be further reformed and strengthened, in some places being brought to democratic account. In this paper, we argue that academic research on the English regions has generally focused on the Regional Development Agencies and to a lesser extent the Regional Assemblies, to the exclusion of the Government Offices. This focus has led some to overstate the extent to which regional government represents the real decentralisation of power. Focusing on the role of the Government Offices, we argue that central government retains a great deal of power over the 'triad' institutions, which in their current form may be unable to challenge the structure of power in the English state.

Evidence for an apartheid-like social structure in early Anglo-Saxon England

The role of migration in the Anglo-Saxon transition in England remains controversial. Archaeological and historical evidence is inconclusive, but current estimates of the contribution of migrants to the English population range from less than 10 000 to as many as 200 000. In contrast, recent studies based on Y-chromosome variation posit a considerably higher contribution to the modern English gene pool (50-100%). Historical evidence suggests that following the Anglo-Saxon transition, people of indigenous ethnicity were at an economic and legal disadvantage compared to those having Anglo-Saxon ethnicity. It is likely that such a disadvantage would lead to differential reproductive success. We examine the effect of differential reproductive success, coupled with limited intermarriage between distinct ethnic groups, on the spread of genetic variants. Computer simulations indicate that a social structure limiting intermarriage between indigenous Britons and an initially small Anglo-Saxon immigrant population provide a plausible explanation of the high degree of Continental male-line ancestry in England.

Training drama teachers: a perspective from England

In England, drama is embedded into the National Curriculum as a part of the programmes of study for the subject of English. This means that all children aged between 5 - 16 in state funded schools have an entitlement to be taught some aspects of the subject. While the manifestation of drama in primary schools is diverse, in a great many schools for students aged between 11 – 19, drama and theatre art is taught as a discrete subject in the same way that the visual arts and music are. Students may opt for public examination courses in the subject at ages 16 and 18. In order to satisfy the specifications laid down for such examinations many schools recognise the need for specialist teachers and indeed specialist teaching rooms and equipment. This chapter outlines how drama is taught in secondary schools in England (there being subtle variations in the education systems in the other countries that make up the United Kingdom) and the theories that underpin drama’s place in the curriculum as a subject in its own right and as a vehicle for delivering other aspects of the prescribed curriculum are discussed. The paper goes on to review the way in which drama is taught articulates with the requirements and current initiatives laid down by the government. Given this context, the chapter moves on to explore what specialist subject and pedagogical knowledge secondary school drama teachers need. Furthermore, consideration is made of the tensions that may be seen to exist between the way drama teachers perceive their own identity as subject specialists and the restrictions and demands placed upon them by the education system within which they work. An insight into the backgrounds of those who become drama teachers in England is provided and the reasons for choosing such a career and the expectations and concerns that underpin their training are identified and analysed.

Domesticating the calendar: the hours and the almanac in Tudor England

This article examines two genres of text which were extremely popular in the late-medieval and early modern periods, and it pays particular attention to women users. The printed almanacs of sixteenth-century England were enormously influential; yet their contents are so formulaic and repetitive as to appear almost empty of valuable information. Their most striking feature is their astrological guidance for the reader, and this has led to them being considered 'merely' the repository of popular superstition. Only in the last decade have themes of gender and medicine been given serious consideration in relation to almanacs; but this work has focused on the seventeenth century. This chapter centres on a detailed analysis of sixteenth-century English almanacs, and the various kinds of scientific and household guidance they offered to women readers. Both compilers and users needed to chart a safe course through the religious and scientific battles of the time; and the complexities involved are demonstrated by considering the almanacs in relation to competing sources of guidance. These latter are Books of Hours and 'scientific' works such as medical calendars compiled by Oxford scholars in the late middle ages. A key feature of this chapter is that it gives practical interpretations of this complex information, for the guidance of modern readers unfamiliar with astrology.