The introduction of citizenship education as a key cross-curricular focus in Scottish national education guidelines is discussed in relation to New Labor's "Third Way" politics. Data from ongoing qualitative research in 10 Scottish schools provide evidence of pupil and staff participation in school decision-making processes as well as the…

Interviews with 17 key informants and surveys of 278 schools in Scotland explored policy and practices related to parent and student participation in the development and implementation of individualized educational programs (IEPs). While finding such participation desirable, education professionals did not agree on what constitutes participation,…

For most of the 20th century, Scottish teacher education in physical education, sport, and recreation were divided by gender and philosophy and provided by two specialist colleges. Analysis of the government's 1986 decision to merge the colleges focuses on the shift in power and control from the self-contained world of physical education to…

In 1971 the Scottish Universities Council for Studies in Education (SUCSE) was formally constituted as a representative voice of the Scottish university departments of education. One aspiration was to coordinate degree courses across the universities as a distinctive Scottish MEd degree with credit transfer to promote mobility. However, the…

Presents a historical overview of educational cooperation among Commonwealth countries, 1959-2003, focusing on themes of cooperative international programs and institutions, consultation and joint activity, and Commonwealth student mobility. Addresses prospects for the future survival of this cooperation. (SV)

A corrective scoring method, the Revised-Scholastic Achievement Test (R-SAT), addresses nonrandom ethnic test bias patterns found in the SAT. The R-SAT has been shown to reduce the mean-score difference between African-American and white test-takers by one-third, increase verbal scores by as much as 200-300 points for individuals, and benefit…

Analysis of 21 commission reports advocating gender equity in higher education 1971-1996 shows how dominant discourses of femininity, access, and professionalism position women as victims, outsiders to the structure and culture of the institution, and in need of professional development, with the unintended consequence of undermining gender…

Critiques the claim that Haitian children cannot actively engage in science classroom by examining the cultural practice of "bay odyans," a form of discourse similar to scientific argumentation. Offers examples of Haitian students recreating bay odyans in science classrooms and suggests that these students have a cultural experience that…

Observations of Arab and Jewish students and teachers in an Israeli bilingual/bicultural school were used to examine teacher-structured and student-initiated experiences of cross-cultural contact. Results suggested that educators should promote cultural fluency by creating environments that require students to engage each other's company.…

Reviews literature on exclusion and overrepresentation in special education, finding lack of dialogue between these discourse communities. Analyzes concepts of "culture" and "space." Concludes that practitioners and researchers should acknowledge assumptions about difference, culture, and space to improve the experience of marginalized students…

Two college educators reflect on ways in which their academic experiences are mediated by how they are perceived as, and identify themselves as, different. They explore how difference is embodied in the classroom and how students respond to it. (Contains 57 references.) (SK)

Discusses four issues raised in this special issue: (1) problems with the term "inclusion"; (2) reductionist approaches to inclusive education; (3) politics of special education research and the need to include parent and student voices; and (4) preparation of teachers for inclusive education. (Contains 53 references.) (SK)

Comparison of matched pairs of elementary students in mainstream and special education showed that, after 2 years (n=504), students with disabilities achieved more in math in regular education; motivation was higher in special education. After 4 years (n=216), those in regular education had progressed more academically than those in special…

Elementary teachers (n=20) and headteachers (n=7) in British schools were asked what conditions would facilitate inclusion of students with special educational needs. They identified additional support staff, teacher training, planning time, physical accessibility, and attention to parents' concerns. (Contains 26 references.) (SK)

Observations and interviews were used to examine practices of learning support assistants working with students with severe or profound/multiple learning disabilities in 24 inclusive British schools. The most effective assistants supported groups rather than individuals, offered just the right amount of support, had time for planning and reporting…