This paper attempts a comparative analysis of classification and framing relationships as they are exemplified in the four papers presented in this Special Issue. In particular, it interrogates Bernstein's assertion that education is simply a relay for power relations external to it and examines approaches to educational leadership and administration that follow from such analysis. It is concluded that in different times and places power relationships external to education are often complex and contested, producing a variety of relays and attempts at classification and framing that serve differing interests and are articulated through policies containing significant internal contradictions. In such circumstances contingency and immediate local influence may affect the practice of educational leadership as well as offering scope for subversion, resistance, simulated consent and collective action. The possibility of a public pedagogy through which such complexities could be articulated is raised and its importance to the practice of educational leadership affirmed.
[Copyright of Journal of Educational Administration and History is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/00220620802507185 ]

A survey of undergraduate students in Australia and Hong Kong revealed that a specially adapted version of the Maslach Burnout Inventory (the MBI-SS) possesses good internal consistency reliability among construction students. A three-component model of student burnout, comprising emotional exhaustion, cynicism and personal efficacy was supported in both the Australian and Hong Kong samples. Burnout levels among construction students were similar to those reported in previous non-construction student samples. Both Australian and Hong Kong construction students reported higher personal efficacy than non-construction students. Australian students expressed considerably higher cynicism in relation to their university education than the Hong Kong students. The three dimensions of burnout were differentially correlated with work, study and socio-economic variables. In Australia, student burnout was associated with a perceived tension between paid work and study. In Hong Kong, the demands of study and concern with the economy were significant correlates of student burnout.
[Copyright of Construction Management and Economics is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01446190600599145 ]