How are Heads of English responding to policy changes in the English school system?

2021 ◽  
pp. 1-12
Author(s):  
John Perry
2020 ◽  
pp. 089202062096989
Author(s):  
Paul Armstrong

Drawing on empirical data from case study research exploring the working lives and practices of school business leaders in the English school system, this article explores the notion of professional development among this relatively under acknowledged cohort of the school workforce. I adopt the position that professional development must be understood as a multi-dimensional concept constituting both formal and informal processes. It is the latter of these two with which the article is concerned, to illuminate aspects of professional development among school business leaders in England that are often concealed within the everyday interactions and routines of working life and therefore potentially unrecognised and unappreciated as developmental. This article contributes to a burgeoning knowledge base surrounding what seems to be an under-acknowledged constituency of the school workforce, by highlighting the informal ways in which school business leaders enhance their professional development.


Multilingua ◽  
2017 ◽  
Vol 36 (5) ◽  
Author(s):  
Richard Y. Bourhis ◽  
Rana Sioufi

AbstractThis article analyses how language laws favouring French improved the vitality of the Francophone majority relative to the declining Anglophone minority of Quebec. Part one provides a review of Canadian Government efforts to provide federal bilingual services to Francophones and Anglophones across Canada. Using the ethnolinguistic vitality framework, part two reviews key language policies adopted in Quebec designed to increase the status of French relative to English in the province, while part 3 assesses the impact of such laws on the demographic vitality of Francophones and Anglophones. Part 4 analyse how such laws succeeded in reducing the institutional vitality of the Anglophone minority especially their English schools. Pro-French laws did succeed in having 95 % of the Quebec population maintain knowledge of French, keeping 82 % of all its citizens as users of French at home, ensured that 90 % of Francophone employees used French at work, increased to 70 % French/English bilingualism amongst Anglophones and reduced the size of their English school system by 60 %. Nationalist discourse highlights threats to French, given that Quebec Francophones remain a linguistic minority in North America. Can Francophones accept a ‘paradigm shift’ by reframing their position from a


1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.


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