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The purpose of this paper is to report on one UK secondary school English teacher and use his practice as a vehicle for exploring the classroom realities of dialogic assessment. Dialogic assessment, a term first proposed by Alexander (2004), is a position which seeks to synthesise the potentially powerful positions of both dialogic teaching and assessment for learning remains largely unexploited as an approach to developing effective teaching and learning.

Using video classroom evidence and interview, the authors explore the parameters within which dialogic teaching and assessment can be developed, and investigate the opportunities and obstacles which developing dialogic assessment bring about.

The authors develop a framework, drawing on the evidence, which demonstrates the development of dialogic assessment in the classroom.

This paper is an original look at dialogic assessment within the upper secondary sector.

The emergence of networks within education has been driven by a number of factors, including: the complex nature of the issues facing education, which are typically too great for single schools to tackle by themselves; changes to educational governance structures, which involve the hollowing out of the middle tier and the introduction of new approaches with an individualized focus; in addition is the increased emphasis on education systems that are “self-improving and school-led”. Within this context, the realization of teacher and school improvement actively emerges from establishing cultures of enquiry and learning, both within and across schools. Since not every teacher in a school can collaboratively learn with every other teacher in a network, the most efficient formation of networks will comprise small numbers of teachers learning on behalf of others.

Within this context, Professional Learning Networks (PLNs) are defined as any group who engage in collaborative learning with others outside of their everyday community of practice; with the ultimate aim of PLN activity being to improve outcomes for children. Research suggests that the use of PLNs can be effective in supporting school improvement. In addition, PLNs are an effective way to enable schools to collaborate to improve educational provision in disadvantaged areas. Nonetheless harnessing the benefits of PLNs is not without challenge. In response, this paper explores the notion of PLNs in detail; it also sheds light on the key factors and conditions that need to be present if PLNs are to lead to sustained improvements in teaching and learning. In particular, the paper explores the role of school leaders in creating meaningful two-way links between PLNs and their schools, in order to ensure that both teachers and students benefit from the collaborative learning activity that PLNs foster. The paper concludes by suggesting possible future research in this area.

Identifies discreet activities in marketing – defined as a service in which customers keep their interests and participation secret or hidden; such as Manchester’s gay village, betting shops, telephone chat lines, massage parlours, dating agencies and blood sports (to name a few). Cites some of the problems market researchers may encounter in gaining access to any of these establishments and suggests the best method of obtaining access is to develop an open relationship of trust with the staff and customers of the discreet service organization. Provides an example with the case of Sh!, a female only sex shop in London. Proposes alternative means of gaining access to the above‐named establishments – posing as a customer or undertaking some professional work (such as accountancy) for the organization. Raises ethical questions about such a covert approach.

The purpose of this paper is to review the current LIS literature for document supply and related topics.

The paper is based on the reading of about 150 journals, reports and web sites.

This study finds that the prices of the big deals are under greater attack than ever. Alternatives are being actively explored. A more assertive approach is being adopted to expand the role of open access. Resistance is growing, particularly in the UK, to the publishers' ability to override copyright law in their contracts with libraries.

This is the only regular literature review that focuses on document supply.

Given the ways in which the research pressures on university staff are becoming seemingly ever greater, an issue of the European Journal of Marketing that is given over to a survey of the kinds of research initiatives which are currently being carried out is timely. The study which provides the basis for this was conducted between December 1994 and February 1995, with questionnaires being sent to staff in universities throughout Europe. At the time the final selection was made, a total of 150 responses had been received from 18 countries.

History teaching in a multi‐cultural society was one of the most frequently discussed topics in educational circles in 1990. Anybody who learned history in the pre‐1960 period would, however, have been surprised to learn that it was thought that “multi‐cultural society” was a new‐thing in the UK. To them the history of these islands seemed to be one wave of invaders after another with a sort of English only established as a universal language some 400 years ago. This strand in our history was matched by another in which brave Britons went off in search of fame and fortune, or to head off a foreign threat, overseas.

In Chapter 1, a broad overview of the scope of entrepreneurialism in policing and criminal contexts which are broadly positive in nature was developed. In Chapter 2, the scrutiny to cover socio-cultural and organisational barriers to the implementation of entrepreneurial policing are extended. These include police culture, organisational traits such as ‘Machismo’ and ‘Conformism’, the restrictive nature of the police rank structure, the military model of policing, bureaucracy, risk-aversion, anti-entrepreneurialism, anti-intellectualism, the ‘Maverick’ stereotype, and the ‘Questioning Constable’. Many of these elements are of a negative nature and inhibit the implementation of entrepreneurial policing and practices. Also the entrepreneurial organisation and issues such as privatisation, commercialisation, innovation, and technology which also inhibit entrepreneurialism in policing contexts, but which also offer significant opportunities, are considered.