Although 'culture-led regeneration' has been critiqued as both a concept and practice, it is clear that policy-makers continue to make efforts to use cultural activity of varying forms to achieve ends which could be (and are) described in terms of urban 'regeneration'. Whilst the idea of culture-led urban regeneration had gained considerable prominence in a range of policy by the early twenty-first century, many questions have remained over how exactly such 'regenerative' outcomes could be convincingly demonstrated, despite much activity to attempt such demonstration over the course of preceding years. The desire for convincing evidence can be seen in a continued, and increasing, focus on evaluation, and methods aimed at providing evidence of impact and outcomes. In light of the renewed political focus in recent years on 'proving' the effects and value of cultural activity, this paper considers the continuation of practice in this area, and asks what lessons, if any, have been learned in evaluative practice which seeks to demonstrate the regenerative effects of culture. In light of the continuation of apparently problematic practices, the paper seeks to delineate and account for what has been learned, and what has not.

This paper describes the outcomes of a small-scale project involving 19 secondary schools. The project investigated how effectively issues of homophobic bullying and sexualities were addressed through secondary schools' formal policies and areas of the curriculum. Outcomes indicate that sexual orientation was mentioned in two-thirds of Equal Opportunities policies but was not mentioned speci®cally in any Anti-Bullying policies. Staff highlighted the need for training in issues surrounding sexualities, homophobic bullying and clari®cation of Section 28. Implications for the work of educational psychologists are discussed, including raising awareness and clarifying issues in schools as well as informing whole school development work.

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This article focuses on issues that arise in designing and undertaking evaluations of complex, multilevel and multi-agency cultural programmes which have become increasingly commonplace as part of major sporting events. The article draws on a process and outcome evaluation of Scotland's London 2012 Cultural Programme, the Scottish response to the London 2012 Cultural Olympiad. After setting out the current state of play in event evaluation, the article makes explicit and considers a set of practical challenges for designing and undertaking research and evaluation activities, particularly where those activities seek to provide some assessment of the value of such programmes. It considers the problematic nature of multiple and, sometimes, competing levels of activity, which claim different models, intentions and (ultimately) meanings. The authors conclude that there is a need for greater strategic development of frameworks for evaluation in advance of similar programmes of activity, as well as strengthened connections between activity planning and anticipated evaluation scope and methods. ResumenEste artículo se centra en aspectos que surgen al diseñar y emprender evaluaciones de programas culturales complejos, multinivel y multi-organismo que se han convertido en algo cada vez más común como parte de los eventos deportivos más importantes. El artículo recurre a un proceso y resultado de evaluación del Programa Cultural Londres 2012 de Escocia, la respuesta escocesa a la Olimpiada Cultural Londres 2012. Tras presentar la situación en la evaluación de un evento, el artículo explicita y considera un conjunto de desafíos prácticos para diseñar y emprender actividades de investigación y evaluación, particularmente cuando esas actividades buscan proporcionar alguna evaluación del valor de esos programas. Se considera la problemática naturaleza de múltiples, y en ocasiones rivales, niveles de actividad que requieren diferentes modelos, intenciones y (en último extremo) significados. Los autores concluyen que hay necesidad de un mayor desarrollo estratégico de marcos para la evaluación adelantándose a programas de actividad similares, así como conexiones reforzadas entre el alcance y los métodos de la actividad de planificación y la evaluación anticipada. RésuméCet article se concentre sur des questions qui surviennent au moment de concevoir et d'entreprendre des évaluations de programmes culturels complexes, à niveaux multiples et faisant appel à plusieurs organisations, et qui sont devenus de plus en plus courants au sein des événements sportifs majeurs. Cet article repose sur un processus et une évaluation des résultats du Programme Culturel de Londres 2012 de l'Écosse, la réponse écossaise à l'Olympiade Culturelle de Londres 2012. Après avoir précisé l'état des lieux actuel de l'évaluation d'événements, l'article explicite et envisage un ensemble de défis pratiques pour concevoir et entreprendre une recherche et des activités d'évaluation, particulièrement lorsque ces activités cherchent à fournir une certaine estimat...

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