The starting point of this paper is the Scottish School Grounds Survey of 2005, which provided nationwide insight into the extent to which school grounds were being used as learning environments for children in nursery, primary, secondary and special schools in Scotland. Reflecting specifically on provision for play and the way in which play…

This paper examines the frequency and nature of outdoor learning provision in Scottish schools, with specific attention paid to teachers' approaches to learning outdoors, and it considers what further support and professional development teachers need to progress their practice. This enquiry is timely as limited data has been gathered over the…

Reexamines the relationship between early education and the community in light of recent research on young children learning at home. Argues that children grow up and receive their early learning in a rich, family-based community and that learning required at school makes few connections with this early community-based learning. (LFL)

Discusses the young child's home-community links and less strong school-community links. Examines reasons for schools becoming isolated from their communities. Emphasizes importance of teachers finding ways to relate child's learning to the community and finding ways to let parents share in their children's learning at school. (LFL)

Reports that 73% of 66 elementary school (primary) teachers interviewed in the Aberdeen, Scotland, area operated using moderate policies of class control, rather than the permissive policies commonly found in small rural schools or the more traditional restrictive policies. (SB)

Examines current British concerns about the need for values education from the perspective of postmodern social theorists. Argues that, viewed sociologically, the current approach to values education is broadly functionalist (and conservative), for it fails to come to terms with the deep structure of contemporary society, specifically consumerism…

Traces how the assessment of special educational needs has been carried out in Scotland since 1980. Discusses ambiguity of terminology in legislative and policy documents between needs located within the child and those related to educational resources; difficulties caused by abolition of student categorization by handicap; and suggestions for…

A survey of 392 primary teaching students at a Scottish teacher education institution examined student stress related to student teaching experiences and to students' academic work in the college. Results indicate the importance of high expectations, uncertainty, and emotional aspects in creating stress. Practical ways to alleviate student teacher…

Investigates possibility of applying industrial organization theories to construct evaluative, analytical framework for educational institutions. Defines organizational identity in terms of culture, communication networks, and school image, using each to examine instability and conflict at Scotland's Summerhill school. Concludes cultural divisions…

Brings together the literature of school-based evaluation, teacher appraisal, and effective schools and links those studies with the idea of the culture of the school. Analyzes curriculum needs in relation to eight cultural systems existing in every society: sociopolitical, economic, communication, rationality, technology, morality, belief, and…