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The aim of this paper is to examine the impact of the health promoting school (HPS) on adolescent well‐being.

Data from the 2006 Health Behaviour in School‐aged Children: WHO‐collaborative Study in Scotland were analysed using multilevel linear regression analyses for outcome measures: happiness, confidence, life satisfaction, feeling left out, helplessness, multiple health complaints (MHC) and self‐rated health.

Particularly high proportions of both boys and girls reported high life satisfaction and no MHC. For the majority of outcomes, mean proportions of young people reporting positive well‐being were greater for schools that had or were working towards HPS status compared with those that did not. The odds of young people in a HPS never feeling left out were significantly greater than those in a school with no HPS status (OR=1.54, with 95 per cent CI (1.03, 2.29) for boys, OR=1.60 (1.03, 2.50) for girls). Similarly, among girls, the odds of never feeling helpless were also significantly greater (OR=1.57 (1.07, 2.16)). However, the odds of excellent health were lower for girls in a HPS (OR=0.60 (0.38, 0.95)).

The findings suggest that while achieving an atmosphere of inclusion in schools, the HPS may also have increased awareness of health among girls, but may not have had much influence on life satisfaction, confidence or happiness.

The mental well‐being of children and adolescents is a priority area for the World Health Organisation and the Scottish Government. This is a relatively new field with little research undertaken to date looking at the impact of HPS on mental well‐being.

The concept of parallel leadership that is introduced in this article derives from a five‐year research project that was first reported in IJEM in 1997. Parallel leadership represents a relationship between teacher leaders and principals that is grounded in the values of mutual trust, shared directionality and allowance for individual expression. It appears to provide a leadership foundation upon which successful school reform can be built. Thus, the lid of what Hallinger and Heck have called the “black box” of school reform may have been prised open.

THE Fifty‐First Conference of the Library Association takes place in the most modern type of British town. Blackpool is a typical growth of the past fifty years or so, rising from the greater value placed upon the recreations of the people in recent decades. It has the name of the pleasure city of the north, a huge caravansary into which the large industrial cities empty themselves at the holiday seasons. But Blackpool is more than that; it is a town with a vibrating local life of its own; it has its intellectual side even if the casual visitor does not always see it as readily as he does the attractions of the front. A week can be spent profitably there even by the mere intellectualist.

This chapter presents a critical analysis of administration and its dysfunctional relationship to teaching and learning. Researchers conducted an ethnographic study over the course of 2 years. The reflective narrative (Nielsen, 1995) is of an iteration of Smith and Geoffrey's (1968) insider–outsider technique revealed systemic dysfunction, professional deference, and disregard. It provides the framework from which to view the dysfunctional behavior of both teachers and administrators. The critical analysis provides a research to practice component, which informs the preparation of future administrators through the revelation of the study's administrative challenges and expectations in the field of education.

This chapter focuses on the critical work of Dorothy Lipsky and Alan Gartner’s Inclusion and School Reform: Transforming America’s Classrooms, specifically through their 1987 piece, Beyond Special Education: Toward a Quality System for All Students. The chapter explores the five broad, interrelated areas of: (1) The Separate Special Education System; (2) Inclusive Education; (3) School Restructuring; (4) The Reform of Education and the Remaking of American Society; and (5) Amplification of Inclusion Issues. The chapter shows how the work of Lipsky and Gartner examines each theme in a discrete way whilst also showing how they are interrelated, analogous to jigsaw pieces that ultimately create a more comprehensive analysis of inclusive education scholarship and practice.

There has been virtually no explication of poetry-writing pedagogy in historical accounts of Australian distance education during the 1930s. The purpose of this paper is to satisfy this gap in scholarship.

The paper concerns a particular episode in the cultural history of education; an episode upon which print media of the 1930s sheds a distinctive light. The paper therefore draws extensively on 1930s press reports to: contextualise the key educational debates and prime-movers inspiring verse-writing pedagogy in Australian education, particularly distance education, in order to; concentrate specific attention on the creation and popular reception of Brave Young Singers (1938), the first and only anthology of children's poetry written entirely by students of the correspondence classes of Western Australia.

Published under the auspices of the Australian Council for Educational Research (ACER) with funds originating from the Carnegie Corporation, two men in particular proved crucial to the development and culmination of Brave Young Singers. As the end result of a longitudinal study conducted by James Albert Miles with the particular support of Frank Tate, the publication attracted acclaim as a research document promoting ACER's success in educational research investigating the “experiment” of poetry-writing instruction through correspondence schooling.

The paper pays due critical attention to a previously overlooked anthology of Australian children's poetry while simultaneously presenting an original account of the emergence and implementation of verse-writing instruction within the Australian correspondence class curriculum of the 1930s.

As shown in their earlier stories, while at differing times and places Janice and Mary searched for a research methodology that felt congruent with who they were each becoming and the inquiries they imagined, they both became drawn toward the relational aspects of narrative inquiry. As Clandinin and Connelly wrote: “Relationship is key to what it is that narrative inquirers do” (2000, p. 189). Key in negotiating relationships as narrative inquirers is our collective sharing of stories of experience. This relational storytelling shapes both shared vulnerability among storytellers as each person awakens to the complexity of lives being composed and recomposed and, too, a growing sense of working from, and with, stories as a way to shape personal, social, and institutional change (Clandinin & Connelly, 1998, 2000; Connelly & Clandinin, 2006). Clandinin and Connelly (1998) describe this kind of narrative change as taking shape in the following ways:For us, the promise of storytelling emerges when we move beyond regarding a story as a fixed entity and engage in conversations with our stories. The mere telling of a story leaves it as a fixed entity. It is in the inquiry, in our conversations with each other, with texts, with situations, and with other stories that we can come to retelling our stories and to reliving them. (p. 251)Furthermore, Maenette Benham (2007) writes thatthe power of narrative is that, because it deeply explores the tensions of power by illuminating its collisions (e.g., differences of knowledge and practices), it reveals interesting questions that mobilize processes and resources that benefit native people and their communities. Indeed, the political impact of narrative cannot be dismissed. (pp. 513–514)

Through the application of Hirst’s “forms of knowledge” theory, it is shown that the Shakers’ nineteenth century management principles had many similarities to Deming’s tenets. For example, Shakers were committed to perfection in work, taking their time in pursuit of quality. Training was accomplished through sharing community expertise, apprenticing, and rotating jobs. Also, equality and cooperation were encouraged among the “brothers” and “sisters.” This example of management history research provides a baseline from which management concepts can be understood and potential mistakes avoided.

The fundamental problem of designing a wide scope general revenue tax can be reduced to the selection of the base used for administering the tax. Our current personal income tax is a hybrid version of a tax assessed on the basis of a tax unit's annual income receipts. An alternative to an income‐based tax that has received much theoretical treatment but little actual application is an expenditure‐based tax. An expenditure tax (also called a consumption tax or cash flow tax in the context of this paper) differs from an income tax in that it exempts net saving and investment from the tax base. Though the details of a consumption tax design are discussed more fully elsewhere in this paper, the tax base of an expenditure tax is roughly determined by subtracting net savings from gross receipts (including wages, tips, salaries, income from investments, interests, etc.). Withdrawals from savings constitute dissavings and are appropriately included in net savings. The cash flow tax, with wealth transfers deductible to the donor and included in the tax base of the recipient, would be a tax on an individual's standard of living. Similar to the present income tax standard deduction, some universal credit or exemption for a small level of consumption could be allowed.

This article suggests that Patrick Pearse’s thought and work was rooted in the child‐centred movement of the late nineteenth‐century, was informed by the tenets of progressivism and predated the work of later influential educational thinkers. It is further argued that Pearse developed a unique conceptualisation of schooling as a radical form of political and cultural dissent in pre‐1916 Ireland. Aspects of Pearse’s thought that are evidently problematic are highlighted and the article suggests that discussions of his work might benefit from moving to these more substantial and germane areas.