This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of Professional Standards in 2007.It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher identity, performativity and professional development. It suggests the possible emergence of a 'post-performative' identity; a generation of teachers who experience as pupils has been of an increasingly performative schooling system. These postperformative teachers cannot be categorised as either 'compliant' or 'resistant' to the demands of performative management systems and government initiatives. They are still largely motivated by affective rewards but have clear career ambitions; they are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these. This paper reflects on the views of these teachers in the light of further developments in masters-level qualifications and their possible impact on the shape of professionalism and professional development.

IntroductionThe management of public sector services, not just in the UK, but globally, has been revolutionised in recent years, with two related developments emerging. The first of these has been the increased marketisation of service delivery, with the second being the growth of an 'audit culture' in which performance is rigorously measured against externally-determined targets. It is this second development that we examine here in the specific context of the work of teachers and teacher educators in England, by tracing the changing ways in which their performance is regulated and inspected.Since the early 1990s, inspection has been transformed from the relatively collegial regime of assessment/guidance of 'experts' and peers (Her Majesty's Inspectors/Local Authority advisory teams) via a relatively short period of intensive inspection (and sanctioning of 'underperforming' schools) by external state agencies (Ofsted, the English school inspectorate), into a model in which the 'inspectocracy' has withdrawn to the role of overseer whilst the profession polices itself. We examine the implications of this self-policing, which, despite being located in a discourse of 'selfevaluation' and constructive inter-professional dialogue, has replaced teachers' fear of the triennial Ofsted visitation with the permanent presence of the mechanisms of surveillance within the school itself (Troman 1997). This is a particularly significant discussion because it takes place as a new inspection methodology for Initial Teacher Education (ITE) 1 is being introduced which largely replicates the self-surveillance methodology applied to schools.The value of data-driven auditing of the performance of professionals is frequently portrayed incontestable, the 'common sense voice of the people' in a 'consumer democracy' in which critical perspectives can be portrayed as backwards-looking and obstructive (Mahony & Hextall 1997). However, whilst being lauded by government ministers as increasing accountability and the quality of service delivery, this policy

Restrictions in the USA on registered sex offenders (RSOs) are examined from the spatial aspects. The long history of various restrictions imposed by government, particularly local ones, is covered in the introduction. Spatial aspects, such as delineation of zones from which certain activities or certain people are excluded is the focus. Then the nature of restrictions on RSOs is considered at the state, county and municipal level. Typical of restrictions are that RSOs are prohibited from moving into residence within a prescribed distance of certain features in a community. The distances are typically 1,000 feet but are quite variable. Typical proscribed venues are schools, parks and day care centers, but there can be many others such as bus stops. Spatial aspects of these restrictions, such as how offender locations are geocoded and represented and how proscribed venues are delineated is analyzed. Specific details and theoretical concerns related to the many problematic issues with RSO restrictions is presented. In particular questions of their constitutionality and efficacy are raised. The paper concludes with a discussion of the implications of RSO restrictions for the discipline of geography in general and for the evolution of increasingly precise methods of spatial analysis in particular.

This study explores the motivation of 'high-status' professionals to change career and enter teaching, and their experience of undertaking initial teacher education (ITE) programmes in England. The study builds on previous research which found that career-changers are disproportionately more likely to fail to complete their ITE studies, and that those who do complete the transition into teaching frequently experience frustration with some aspects of induction and often feel undervalued by their new colleagues. The participants in this study were largely positive about most aspects of their ITE experience, and felt their professional background enabled them to be resilient when faced with the challenges of transitioning from being an expert in one domain to novice in another. However, they report variable experiences of mentoring, and for some, a sense of their previous experience being under-appreciated by ITE tutors and schools. The study also finds little evidence of personalisation built into ITE programmes to take account of the distinctive needs of career-changers. This paper concludes that the current policy focus adopted in England and in many other countries on entry quality may detract from the more fundamental issue of ensuring ITE programmes provide the flexible and personalised professional learning environments that enable a diverse range of entrants to flourish.

Student teachers and staff from three universities in Turkey and from Leicester University, England took part in an exchange programme in Turkey and Britain in 2008-2009. Funding for this from the European Union (EU) and Turkey was in part related to Turkey's application for EU membership and currently contested discourses about the nature of citizenship, citizenship education and European identity. The views of participating student teachers' on these topics were collected before the exchange visits, during the preparation phase, by a questionnaire and during the exchange visits by focus groups. Staff reflections on the programme were gathered after it was completed. Students' understandings of citizenship, the education processes of the Other and their own definitions of appropriate pedagogy were challenged by their experiences during the exchange visits. They also questioned the construction of knowledge engendered by the programme choosing atypical school sites for their visits. Participating staff reflected critically on the impact of the programme on different institutional agendas.