Recently, "Team School" (School as a Team) has been proposed as a new image of schools in Japanese educational reform. Team School is an organizational model where teachers and non-teaching professionals (e.g., school counselors and school social workers) collaborate in order to respond to the increasingly complex and diverse issues the…

In today's hyper-connected world, children's exposure to technology as a tool to communicate, learn, and socialize has increased exponentially. As teachers and parents recognize the demands for increased use of technology among young children, they should be able to identify and address the challenges associated with such exposure. Cyberbullying,…

In spite of decades of research and more recent guidance by Government, bullying in schools remains a serious concern to young people and to educational practitioners. This two year qualitative study explored the meanings eight teenagers gave to bullying they had experienced, and related this to an analysis of previous research and school policies…

This article considers how developments in technologies have transformed the kind of social interaction possible over the Internet, making it feasible to undertake discourse and dialogue without having to rely solely on text-based mediation. This represents a fundamental change to learning, shifting from passive acquisition of someone else's ideas…

Over the last 20 years, international attempts to raise educational standards and improve opportunities for all children have accelerated and proliferated. This has generated a state of constant change and an unrelenting flood of initiatives, changes and reforms that need to be "implemented" by schools. In response to this, a great deal…

This article adopts "irony" as a frame for understanding some of the consequences of the reform movement in the UK. A distinction is drawn between the ironies that are endemic in all organizations and rooted in ambiguities and dilemmas, and the ironies that specifically flow from the disjunction between central policies and the…

Some aspects of the tension between the concept of the teacher as evaluator and the associated idea of school self-appraisal are discussed as they apply in the United Kingdom. Evaluation of students and educational policies and programs is discussed; and an institutional framework for action is outlined. (TJH)