Academy Status Research Articles

Firefighting, per- and polyfluoroalkyl substances, and DNA methylation of genes associated with prostate cancer risk.

Prostate cancer is the leading incident cancer among men in the United States. Firefighters are diagnosed with this disease at a rate 1.21 times higher than the average population. This increased risk may result from occupational exposures to many toxicants, including per- and polyfluoroalkyl substances (PFAS). This study assessed the association between firefighting as an occupation in general or PFAS serum levels, with DNA methylation. Only genomic regions previously linked to prostate cancer risk were selected for analysis: GSTP1, Alu repetitive elements, and the 8q24 chromosomal region. There were 444 male firefighters included in this study, with some analyses being conducted on fewer participants due to missingness. Statistical models were used to test associations between exposures and DNA methylation at CpG sites in the selected genomic regions. Exposure variables included proxies of cumulative firefighting exposures (incumbent versus academy status and years of firefighting experience) and biomarkers of PFAS exposures (serum concentrations of 9 PFAS). Proxies of cumulative exposures were associated with DNA methylation at 15 CpG sites and one region located within FAM83A (q-value <0.1). SbPFOA was associated with 19 CpG sites (q < 0.1), but due to low detection rates, this PFAS was modeled as detected versus not detected in serum. Overall, there is evidence that firefighting experience is associated with differential DNA methylation in prostate cancer risk loci, but this study did not find evidence that these differences are due to PFAS exposures specifically.

Early career primary teachers’ discursive negotiations of academisation

This article reports findings from a small-scale research project which explored the professional identities of early career teachers working in primary academies in England. During interviews and focus groups, these new teachers resisted identifying as ‘academy teachers,’ constructing academy status as an unimportant feature when deciding where to work. I theorise this phenomenon using Foucault, arguing that the willingness of new teachers to construct academy schools as ‘no different’ to their maintained counterparts is a key factor in the success of post-2010 academisation as a biopolitical project.

The Growth of Multi-Academy Trusts in England: Emergent Structures and the Sponsorship of Underperforming Schools

In England, schools are able to take on academy status, which is intended by the central government to give them greater autonomy (DfE, 2018). Groups of academies can form multi-academy trusts (MATs), which typically grow in size with additional schools becoming academies and joining. One mechanism for MAT growth is sponsorship, which occurs when an underperforming school is required to become an academy and to join a MAT to facilitate its improvement. It was to explore the emerging patterns of MATs and their operation, especially in relation to sponsorship, that the research we report here was carried out. The research was conducted in two phases. In the first phase, we sought to establish the emerging patterns of MATs that sponsor underperforming schools. In the second phase, we interviewed MAT chief executive officers (CEOs) to further explore emerging patterns of MATs, the factors affecting the growth of MATs and the nature of sponsorship. Our analysis shows the development of a complex and potentially unsustainable state schooling system in England, managed by Regional School Commissioners (RSCs) and dependent on the altruistic values and motivations of CEOs of MATs to improve schools that are underperforming.

A multifactorial comparison of Australian youth soccer players’ performance characteristics

The current study aimed to investigate the performance characteristics that discriminate Australian youth soccer players according to their academy status. A total of 165 youth soccer players participated in this study and were sub-divided into either an early adolescence ( n = 92, age = 13.0 ± 0.6 years) or mid-adolescence ( n = 73 age = 14.8 ± 0.6 years) group. Players completed multifactorial assessments of anthropometry, motor competence, physical fitness, decision-making and psychological traits. Statistical significance was set at p ≤ 0.05. Multivariate analysis of variance identified dynamic balancing ability (both age groups), object manipulation (mid-adolescence), lateral jumping ability (both age groups), linear speed over 5 m (both age groups), change of direction skill (mid-adolescence), intermittent aerobic endurance (mid-adolescence) and total response time on a decision-making assessment (early adolescence) to discriminate academy status. Interestingly, a binomial logistical regression showed that a 0.1 s decrease in sprint time (i.e. running faster) increased the odds of a player belonging to a tier one academy by 19% and 47% for early and mid-adolescent players, respectively. Overall, performance in the motor competence and physical fitness assessments were in favour of the tier one academy players. These findings are indicative of a potential selection bias in the Australian talent pool or a training effect whereby tier one academy programmes emphasise the development of physical attributes. However, future research is required to further substantiate this in a larger sample of youth soccer players from other playing regions within Australia.

Relative age, maturation, anthropometry and physical performance characteristics of players within an Elite Youth Football Academy

A professional English football club with Category 1 academy status was investigated to determine the magnitude of relative age effects (RAE) within the club and explore between-quartile differences for somatic maturity, anthropometry and physical performances. Birth dates of 426 players from Under 9 to First Team were categorised into four birth quartiles (Q) and examined for relative age effects. Additionally, data on 382 players (Under 11 to First Team) were obtained for somatic maturity, anthropometry, countermovement jump, sprint (10 and 30 m), agility T-test and Yo-Yo Intermittent Recovery Level 1 or 2 performance to determine between-quartile differences. Odds ratios revealed Q1 players were 6.0 times more likely to be represented than Q4 players. Multilevel modelling demonstrated between birth quartile similarities for each variable across all age groups, though there was a tendency for Q4 players to outperform Q1 players between Under 11 and Under 18 groups. Strong relative age effects exist within this club as well as a tendency to select players demonstrating advanced growth and/or maturity, with some indication that higher categorised academies in England may be at risk of amplified selection biases. Talent identification strategies in elite youth football should actively seek to adopt novel approaches to reduce selection biases and avoid wasted potential.

Imperial Medical and Surgical Academy

The main events related to the assignment of the «Imperial» Medical and Surgical Academy status are considered. In the days of the celebration of the Academy’s 100th anniversary, publications dedicated to this event asserted that grateful offspring would always honor the memory of the Academy high Founders and Patrons. Our great predecessors, who celebrated the jubilee ideologically and organizationally, had recognized and honored Emperor Paul I as its founder. But the name and status the «Imperia Academy» was received from the hands» of Emperor Alexander I. On August 27, 1808, the Medical Surgical Academy, which had received Permission to be called Imperial, that was, a new quality (education) and other rights, the advantages granted to it, opened its first solemn meeting. That day, in our opinion, can claim to be considered the Birthday of the Imperial Medical and Surgical Academy. We emphasize that it is only about of the «Imperial» status. At that meeting the president of the academy James Wylie announced that the emperor «deigned to take on the title of Honorary Member of the Academy». On September 18, 1809, another great celebration took place in the Assembly Hall of the Academy devoted Alexander I and other High Men receiving the title of Honorary Members of the Academy. At the same time, the Emperor «showed his special favor to the Academy and bestowed upon it the Highest Charter, which «protects the rights and advantages of the Academy for all time». The most important provision of the Highest Charter was that, as a pledge of special imperial favor, the Medical and Surgical Academy was given the title of the Imperial Medical and Surgical Academy. That great celebration, its ritual procedure were reflected in the academic records: a thanksgiving service in the name of the Smolensk Mother of God in the academic church; the arrival of guests to a large academic audience (Assembly Hall, Conference Hall), members of the State Council, members of the Holy Synod, government ministers, foreign ministers; the arrival of Emperor Alexander I in «the Academy house»; the announcement of the Highest Diploma; the presentation of the diploma by the Minister of Internal Affairs Prince A. Kurakin to Emperor Alexander I; the highest order to present the diploma of the Academy; the receipt of the diploma by the President of the academy James Wylie and his thank-you speech; receiving diplomas Honorary Members of the Academy; election of new Honorary Members of the Academy; final speech of the President of the Academy; a visit to the Emperor of the academic church; breakfast of the Emperor in the dining room and his departure from the academy; further celebrations in the academy.

The financial implications of academy status

With an election looming, Anthony David shares his views on the financial implications of opening new academy schools or opting for academy conversion for existing schools.

Autonomy and Accountability

The notion of school autonomy was one of the main concepts underpinning the Education Reform Act 1988, widely regarded as the most significant piece of educational legislation in the UK since the Education Act 1944. The strengths and limitations of the 1988 Act were debated in a special issue of this journal, edited by Michael Strain and Tim Simkins in 2008. Brian Caldwell was one of the first proponents of self-managing schools and his article in the Special Issue (Caldwell, 2008: 250) concludes that ‘self management of schools is an appropriate strategy given that each school contains a unique mix of needs, interests, aptitudes and aspirations’. Ron Glatter (2012), in the 40th anniversary issue of EMAL, acknowledged Caldwell’s influence (Caldwell and Spinks, 1988 ) in promoting school autonomy. However, Glatter (2012: 564) also discusses the paradox that, ‘despite the persistent and growing emphasis on autonomy, most school practitioners consider themselves significantly constrained by government requirements’. This is because enhanced autonomy has been matched, or exceeded, by tighter accountability frameworks and processes, ‘a high stakes accountability framework’ (Glatter, 2012: 568), including national inspections and performance ‘league tables’. Autonomy and accountability are opposing aspects of school system change; twin dimensions of the reform agenda. School leaders and governing bodies are free to decide how to implement reform but not whether to do so. Defying government prescriptions, or Ofsted requirements, is a high risk strategy. In the first article of this issue, Rob Higham and Peter Earley assess the coalition government’s view that contemporary reform will increase the autonomy of schools in England. They note the Department of Education’s (2010) claim that ‘the case for the benefits of school autonomy has been established beyond doubt’. One central aspect of this agenda is the rapid expansion of academies, which are independent of local government. The authors conducted a large-scale survey of headteachers, governors, and senior and middle leaders, with almost 2000 responses, 8 school case studies, 20 telephone interviews and 3 focus group discussions. Significantly, more than half the heads did not believe that academy status would increase their autonomy in practice. The authors conclude that school leaders ‘anticipated greater power over aspects of school management but not over the aims and purposes of schooling’. The second article, by Andrew Peterson, discusses school leaders’ perceptions of the impact of extended services in England, a key aspect of the previous (Labour) government’s educational policy. The author notes that this provision mirrors similar initiatives in Australia, Scotland and the USA, all designed to provide services to local communities. Drawing on interview data with school leaders in a large local authority, the author concludes that extended services impacted ‘positively and symbiotically’ on the nature and depth of their relationships with families and communities. Educational Management Administration & Leadership 41(6) 697–700 a The Author(s) 2013 Reprints and permission: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1741143213499279 emal.sagepub.com

Who Owns the Classroom? Profit, Pedagogy, Belonging, Power

AbstractPrivate ownership is a significant issue. In England the concept of a school existing for the benefit of the local community looks uncertain in the face of forced transfer to Academy status and partnerships with external private sponsors against the will of parents and teachers. Who profits from for‐profit education and what impact does semi‐privatisation have on the experiences of art teachers and students in schools? This article suggests that artist educators can act intentionally to create art experiences that counter the sterilising nature of the corporate school environment. Through adopting strategies used by contemporary artists to critique ideas of ownership and profit, art teachers can use the site of the classroom and the school itself in ways that ultimately reclaim a sense of belonging for both teachers and students.

Local Government and Local Governance: 1944–2011

Since the establishment of the tri-partite system of state education after the Second World War, the once simple relationships between central government and local government and the individual school have become increasingly complex. This article considers the key governance issues for schools and colleges in England and how they have been affected by the redistribution of power between central government and local government. The principal foci are the main legislative changes and the impact they have had on the respective powers and responsibilities of central government, local government and schools and colleges. The radical developments since the formation of the coalition government in May 2010 have accelerated the shift of power to central government from local government and by the end of the first term of the coalition the local authority will have little more than a vestigial role in the provision of secondary education and a diminishing role in primary and special education. As academy status becomes the norm (as it already is for secondary schools in some authorities) central government will be dealing directly with autonomous schools and academy chains. With more schools directly employing staff and with funding levels set nationally, the pattern and nature of public education will have been irrevocably changed.

Academy status – to be or not to be?

Whether or not to convert to an academy is one of the fundamental questions facing primary leaders across the country today. Nick Bannister speaks to three heads about the factors that made them go for, or reject, academy status

Saying no to academy conversion

Continuing his look at academy status, Peter Chambers speaks to Hadley Learning Community about why they decided to say no.

Academy status: A case study of conversion

In the second of his series considering the pros and cons of academy status, Pete Chambers looks at the case of Morley High School.

Comberton's academy conversion

In the final of his series of four articles looking at the pros and cons of academy status, Peter Chambers speaks to Comberton Village College, which has embraced conversion.

Forced conversion puts leaders under threat

As primary schools are being targeted for forced academy status, many headteachers are not being given the benefit of the doubt. Headteacher Update investigates the story behind the conversion statistics

Does Gove Really Want to Set Us Free?

This article argues that one of the central paradoxes of neo-liberalism is currently being played out in the UK Coalition Government’s education policy. Rhetoric that talks of freedoms to be enjoyed by schools and teachers is at variance with a centrally imposed, reductive view of the curriculum, continuing high-stakes scrutiny and the forcing of schools towards academy status. The coalition’s hastily constructed legislation reveals a view of education that bears the hallmark of pragmatic marketisation with such limited freedoms as may be enjoyed existing in the context of reward for the compliant and acquiescent. The article concludes with a brief -and necessary -consideration of possibilities for resistance. The Conservative Party will give you freedom to teach how you want to. (Michael Gove, Speech to Association of Teachers and Lecturers, Conference 2010 [ATL, 2010]) There is no calling more noble, no profession more vital and no service more important than teaching. (Foreword to the White Paper, The Importance of Teaching [Department for Education (DfE), 2010]) When it came to education, the Coalition Government that found itself in office in May 2010 was in a hurry. Fifteen days after the formation of the coalition itself on 10 May, the Queen’s Speech promised that ‘legislation will be introduced to enable more schools to achieve academy status, giving teachers greater freedom over the curriculum and allow new providers to run state schools’ (Number 10, 2010). On the same day, all schools with an Ofsted ‘outstanding’ rating were written to inviting them to consider applying for Academy status. The Coalition’s 17-point plan for education was published the day after, on 26 May (The Coalition, 2010) and on 27 May the Academies Bill was first debated in the House of Commons. Some 39 working days later this became an Act (Academies Act, 2010), thereby leaving in its wake the Terrorism Prevention and Investigation Measures Bill which had first been

Teachers' Professional Autonomy in England: are neo-liberal approaches incontestable?

This article is informed by a longitudinal research project undertaken with 22 teachers, four head teachers and two other related education professionals in England between May 2010 and April 2011. Drawing on 50 semi-structured interviews and some related email correspondence, the project investigates this cohort’s view of teachers’ professional autonomy. It takes as its starting point the hegemony of neoliberal policy and the adoption and reinforcement of this by UK political parties of all persuasions. The outcomes of the project demonstrate that notwithstanding the thrust of such policy -manifested most obviously by the current conversion of increasing numbers of schools to semi-privatised academy status -teachers acknowledge, explicitly or otherwise, the prevalence of performativity and survivalism yet often retain loyalty to the concept of education as a liberal humanist project as opposed to that of a provider of human capital. In short, they manage to cling to a notion of teaching that transcends the demands of the pursuit of measurable standards. They also recognize the central paradox of the current policy ensemble embodied in the inconsistency of rhetoric from government about professional autonomy alongside strong central control and scrutiny. The article goes on to ask whether, given the expressed antipathy on the part of this government and its predecessors towards research informed policy in general, and to qualitative research in particular, it is possible that such voices will be heeded by power. There are clear implications here for teacher education at initial and post-qualification

Who wants the excluded children?

If more and more schools do take on academy status and competition gets sharper, where will this leave the minority who hinder rather than help league tables? Headteacher Update examines the current policy for dealing with excluded pupils and wonders wher

Who wants the excluded children?

If more and more schools do take on academy status and competition gets sharper, where will this leave the minority who hinder rather than help league tables? Headteacher Update examines the current policy for dealing with excluded pupils

Ruthless suppression of the creative mind

WE HAVE a coalition government whose education department so far seems intent on giving more ‘power to the people’. Free schools, academy status, teachers being given more freedom to teach (sounds good on paper, wonder what the reality will be like?) and other nods to greater freedom and more chances to wrestle free from the tight grip of central control. These are all positive ideas and many of you reading this will hope that the same freedoms are extended to the early years sector – although we do have to hope that greater freedoms are not bought by funding cuts and a haphazard approach to standards.