In the Warsaw Ghetto during the Holocaust, clandestine schooling became a form of resistance to Nazi attempts to eradicate Jewish culture. A variety of community groups provided schooling that attempted to give a sense of normalcy as well as hope. (Contains 144 endnotes.) (SK)

Examines how theories of antioppressive education can help educators teach, supervise student teachers, and conduct research in ways that work against repetitions of privileged knowledge and practices. Shows how students may seek knowledge confirming what they already know and challenges educators to disrupt unconscious discourses. (Contains 39…

A high school teacher and former student use the student's writing to discuss identity construction and how it is connected to literacy. They describe literacy practices as existential acts through which they seek to ascribe purpose and meaning. (Contains 17 references.) (SK)

A Scottish national study examined relationships between pupil background characteristics and performance in reading and mathematics at 80 primary and secondary schools. Age within the grade level, gender, and socioeconomic disadvantage had varying effects on achievement in different grades. School-level variations were more marked for primary…

During the 1930s, middle-class Scottish children almost always attended college preparatory secondary schools, whether by academic ability, payment of fees, or parent assertiveness. This class-biased system of selection had few critics because it favored the more articulate members of society. Opposition to the selection system was due more to…

Teacher supply and recruitment, teacher pay and working conditions, institutional structures, and policy contexts are compared for England and Scotland. In Scotland, the fundamental approach to teacher employment and retention is based on rewarding teachers and improving conditions. The exaggerated centralization of English education policy, with…

Teacher education programs are based on cultural and political assumptions about the processes involved in learning to teach and about what constitutes good teaching. A comparative study of teacher education in France, England, and Scotland examines differences in course structure, school placements, training support, professional educational…

In Scotland, school counseling and guidance are provided by teachers who are not trained counselors. Two recent reports provide the policy rationale for introducing full-time guidance counselors trained from the ranks of experienced teachers, similar to a New Zealand model. Professional counselors would be part of an interdisciplinary team…

Individual and focus-group interviews explored barriers and motivations to lifelong learning among residents of a disadvantaged area of Glasgow (Scotland). Some participants were motivated to pursue adult education to improve employment opportunities, but motivations related to social and community networks were also important. The current policy…

A study examined the role of school culture in student transitions to postcompulsory education in Scotland. Findings from 36 focus groups with 152 secondary students, college students, and job trainees indicate that schooling offered limited opportunities for identification with the world of work and for pathways other than staying on, and…

The Scottish Executive called for a national debate on the future of education to be held in the Scottish Parliament, March- July 2002. Major concerns of various Parliamentary committees included improved and equitable education, particularly for children with disabilities; accountability; and the development of a qualifications framework for…

This book offers ways to answer questions about public trust in teachers. Discourses on teachers as transmitters of moral and cognitive virtues and on the unsatisfactory nature of competing models of theory-practice relationships are grounded in an interpretation of Aristotle's Phronesis as moral wisdom. Education is only one of the purposes of…

Using complexity theory, examines standards-based accountability focused on improving school organization. Compares Chicago Public Schools' outcomes-based bureaucratic accountability approach with Baltimore City Schools' combined administrator-professional accountability. Concludes that the combined approach should result in more lasting change.…

Using longitudinal student data from the University of Michigan and the Cooperative Institutional Research Program, effects of classroom diversity and informal interaction were examined. Diversity experiences consistently and meaningfully affected learning and civic outcomes, supporting the importance of affirmative action and diversity efforts in…

Articulates a philosophy of public access to scholarly publishing via information technology, drawing on Dewey's democratic theory of education. Suggests that researchers an thus increase the impact of research on practice, provide alternatives to media coverage of education issues, and contribute to public deliberation. (Contains 86 references.)…