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The purpose of this paper is to describe the background for, the design of, and the implementation of Lesson Study in a teacher education program in Norway. Lesson Study was chosen as an intervention in an attempt to shift pre-service teachers’ focus from themselves to their pupils, attempting to strengthen their possibilities to learn more about the consequences of their instructional decisions for their pupils.

The study used a time-lagged experiment where one group of second year pre-service teachers took part in their three-week field practice as usual (business-as-usual-condition), and one group, the following year, took part in Lesson Study cycles during their three-week field practice period. The students were recruited from four subject areas in both conditions: Math, Physical Education, Science, and English.

The use of Lesson Study created more collaborative inquiry among the pre-service teachers. At its best, the pre-service teachers formulated research questions, took active part in observations, and used data (pupils’ work, interviews and observations) to inform their choices about how to create improved learning for their pupils.

The study is a small scale study due to the need to test before upscaling.

The paper includes a description of how Lesson Study was implemented in a Teacher Education Department, and this can be valuable information for others who are attempting the same.

This paper fulfills an identified need to learn more about pre-service teachers\ learning and lesson study in teacher education.

THE activity of librarianship during September was almost breathless. Visitors to Chaucer House in the third week of the month had possibly the most cosmopolitan experience of their lives. It was, as our readers know, the assembly time of the International Federation of Librarians, which divided its London meetings between Chaucer House and the equally hospitable University College. The members, coming from a score or more of countries east and west, had, many of them, been present at the successful and crowded conference of Aslib at Ashorne, and were now conferring further, and being entertained by the Library Association, together with members of the Unesco Library School. That school spent its first week in Manchester, with a tour of Derby County libraries; its second week was in London. Amongst the guests at the reception given by the British Council at Portland Place, and at the L.A's own reception at Chaucer House three days later, many distinguished librarians were met, including Dr. Munthe, Dr. Sevensma, Dr. Ranganathan, the state librarian of Ankara, the University Librarians of Istanbul, Copenhagen, Trondhjem, of Alexandria; and many others, including those of England and Scotland, the Chief Keeper of the Printed Books, Bodley's Librarian, and the Librarian of the National Central Library. Moreover, as these gatherings coincided with the meeting of the Library Association Council, the official leaders of the profession were present, including the President (Mr. Nowell).

FULL CIRCLE? The Danish public library service is one of the most developed systems in the world. From unlimited borrowings of books, loans of records and artworks, to concerts, filmshows and public meetings, the average Danish public library is genuinely a community centre. Danish authors receive a lending right payment for the use of their books in public libraries.

There is little evidence regarding how to best support the emotional well-being of children in foster care. This paper aims to present the evaluation of an adaptation of the reflective fostering programme, a group-based programme to support foster carers. This study aimed to explore whether a version of the programme, co-delivered by a social work professional and an experienced foster carer, was acceptable and relevant to foster carers and to gather data on programme effectiveness.

In total, 38 foster carers attended the programme and took part in this study. Data was collected regarding carer- and child-focused outcomes at pre-intervention, post-intervention and four-month follow-up. Focus interviews were also conducted to further assess acceptability and relevance for foster carers.

Analysis of quantitative outcome showed statistically significant improvements in all outcomes considered including foster carers stress and carer-defined problems, as well as carer-reported measures of child difficulties. Focus group interviews with foster carers suggested that the programme as co-delivered by a foster carer and a social worker was felt to be relevant and helpful to foster carers.

These results provide a unique contribution to limited understandings of what works for supporting foster carers and the children in their care. Promising evidence is provided for the acceptability and relevance of the revised version of this novel support programme and its effectiveness in terms of carer- and child-related outcome measures. This work paves the way for further necessary impact evaluation.