This study of the rise of charter schools focuses on understanding how modern identities and postmodern ideologies converge and whom charter school reform benefits. It identifies the potential for greater inequality when people in different social locations define localized social movements. (SK)

Describes the competence approach to qualifying teachers in England, including its limitations and the need to build a hierarchy of competence. Concludes that, used mechanically and inflexibly, competence standards impede creative teaching, but they can be used as a basis for reflection and informed discussion. (SK)

Case study of a subject-matter expert in a teacher-training program illustrates how expertise does not automatically translate into understanding how to model it for students. The expert's failure to view expertise as learned makes it unavailable for teaching as a subject. (SK)

This reply to a critique of Thomas's original article disputes Rajagopalan's assertion that theory is so wide it encompasses any structured thought. It refutes criticisms of contradictions and inconsistencies in the original argument against theory. (SK)

Reveals and calls into question Hirsch's core assumptions, locating them within neoconservatism. Assumptions include the following: progressivist monopoly in schools; curriculum incoherence; education as a cognitive-technical process; deficits in children's cultural background; and the existence of a common culture. (SK)

Traces the history of experimental educational research, based on application of the scientific method to pedagogy. Highlights the beginnings of educational research in German studies of psychology and child development; U.S. development of standardized tests and research-based administration; and European experimental studies. Discusses the…

Examines values and purpose in mathematics education in Scottish schools in light of declining Scottish scores on international and national mathematics assessments and the rhetoric of national policy documents. Argues that policy documents convey an unclear, dual vision of mathematics learning as a carefully structured activity with predetermined…

In Scotland, one "value added" (VA) indicator of secondary school effectiveness measures students' relative "progress" between Standard and Higher grade in particular subjects. When random nonschool factors affecting students' geography performance were computer-simulated to determine VA fluctuation over 25 years, the confidence intervals for most…

A survey of headteachers in all 863 small Scottish primary schools and 18 interviews examined headteacher qualifications, experiences, routes to headship, and career aspirations. Many headteachers had a somewhat unconventional career path and diverse work experiences, which prepared them well to meet the complex demands of balancing teaching and…

Interviews in 12 Scottish schools examined how teachers and staff perceived and responded to the culture and behavior of Traveller children--both Gypsies and occupational migrants. The findings raise issues about "difference" versus deviance and the extent to which schools can accommodate cultural diversity when it challenges norms of behavior and…

Students aged 11-12, placed in groups of four, used word processors to write about a dramatized event using persuasive, newspaper, recount, or report styles. Students' talk as they engaged in the task was analyzed to illuminate the linguistic and cognitive processes involved in group construction of text. (Author/SV)

Abstracts of three research projects (1996-1998) funded by the Scottish Office Education and Industry Department: "Foreign Languages in the Upper Secondary School: A Study of the Causes of Decline" (McPake, Johnstone, Low); "Teachers' ICT Skills and Knowledge Needs" (Williams, Wilson, Richardson, Tuson, Coles); and "Schools and Community Education…

Examines the historical development of modern African American children's literature, from the griot in Africa to recent award-winning authors and illustrators. Addresses connections between African American children's literature and reading comprehension. Discusses culturally conscious literature which, though culturally rich and authentic and…

Scottish teacher education was located in specialist institutions (monotechnics) until quite recently, but is now almost fully integrated into the universities. This change was related to government policies that promoted institutional collaboration, financial and other pressures that made merger with a university attractive to colleges of…

Examines the modernization of Scotland's higher education funding during the Thatcher years; trends in funding since 1995, when support based on unit costs was reduced; and the 1996 allocation of university funding based on research assessment. Concludes that continued emphasis on "efficiency-based savings" will increase teaching loads and further…