This article reports the results from a 12-month study of teachers' career progress in schools in England and the ways in which headteachers and teachers perceive that age, disability, ethnicity and gender affect teachers' career prospects. Many teachers thought that they had been promoted because of their personal traits, such as drive, confidence and ability, and there was little evidence of direct discrimination. However, certain groups of teachers, for example part-time and supply staff, mature entrants to teaching, members of minority ethnic groups, teachers with disabilities, older male and female teachers, female teachers with children, all believed that their personal characteristics had disadvantaged their career progression. The study offers some insight into the structural constraints that hinder teachers' careers and how greater diversity among promoted staff in schools might be achieved. The implications for school leaders are highlighted.

This paper investigates and compares the utilization of online resources to support teaching and learning in two different educational sectors with overlapping student groups in Scotland: secondary schools and further education (FE) colleges. The online 'Core Skills'materials included Numeracy, Communication, Information Technology (IT), Problem Solving and Working With Others. The research involved two large-scale national surveys with representative samples of staff drawn from secondary schools and FE colleges, and four qualitative case studies purposively selected to represent a range of geographic locations. The most popular resources were for Numeracy. In the majority of colleges, respondents' attitudes to the materials were positive and the e-resources were used in conjunction with other teaching approaches. The evidence suggested that less motivated learners benefited from the materials when they were contextualized. Among secondary teacher respondents, however, the resources were virtually unknown. The majority of secondary teachers reported that they needed time to evaluate the materials and that they would benefit from specific training related to curriculum-linked e-resources. In conclusion, as the Numeracy materials have been found useful, e-learning in mathematics warrants further investigation among less motivated students who are currently not achieving their potential in secondary schools.

The research reported here was part of a large study of the impact of age, disability, race and sex on the teaching profession in England. The basic question asked in this research was how do these factors interact with career aspirations and achievements of classteachers, promoted teachers and headteachers? There were three different data sources: a large postal survey drawn from diverse geographic regions across England with over 2000 respondents; faceto-face individual interviews with over 100 teachers in 18 case study schools from across all of the main regions of England; discussions with special interest groups of teachers. Not surprisingly, the answer to the above question was complex. Nonetheless, the paper's conclusion highlights some of the noteworthy themes across this broad sample of teachers from primary, secondary and special schools.Les travaux de recherche de´cris dans cet article ont fait partie d'une large e´tude sur l'impact de l'age, des handicaps, de l'origine ethnique et du genre sur les professions de l'enseignement. L'une des questions aborde´es dans cette recherche e´tait de savoir comment ces facteurs interagissaient avec les aspirations professionnelles et les carrie`res des enseignants, administratifs et chefs d'e´tablissement. Trois principales sources d'information ont e´te´ utilise´es: un sondage par courrier de plus de 2000 personnes, couvrant diffe´rentes re´gions ge´ographiques de l'Angleterre; des entretiens individuels avec une centaine d'enseignants de 18 e´coles cibles, reparties sur les principales re´gions de l'Angleterre; des discussions avec des groupes de travail d'enseignants. De manie`re non surprenante, la re´ponse a` la question ci-dessus s'est ave´re´e complexe. Ne´anmoins, cet article met en e´vidence un ensemble de the`mes significatifs a` travers ce large groupe d'enseignants issus du primaire, du secondaire et d'institutions spe´cialise´es.La investigacio´n que se presenta aquı´ formo´ parte de un largo estudio sobre el impacto que tenı´a la edad, discapacidad, diferencias de etnia y ge´nero en la profesio´n de maestro en Inglaterra. Una de las principales cuestiones a contestar en la presente investigacio´n fue co´mo estos factores interactu´an en las aspiraciones profesionales de maestros, jefes del departamento y directores, se presentan en este artı´culo. Hubo tres principales fuentes de datos. Estas incluı´an: una amplia encuesta por correo la cual tuvo en cuenta diversas regiones de la geografı´a de Inglaterra, con cerca de unas 2000 personas encuestadas; entrevistas individuales cara a cara a unos 100 maestros en 18 estudios de casos de escuelas a trave´s de todas las principales regiones de Inglaterra; y discusiones

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