The majority of teachers are aware that inequalities impact on the lives of individual pupils. For others, there is also deeper awareness of how inequalities impact at community and societal levels. For those who work in areas of multiple deprivation, many are reminded on a daily basis of the "everydayness" of coping or survival for…

This paper details the development, implementation and evaluation of the South Lanarkshire Framework for Supporting Children with Severe and Profound Learning Needs ("The Framework"). The document assists Scottish schools in taking forward the Curriculum for Excellence for this group of learners and in building capacity amongst staff.…

Learning Rounds is a form of professional development that has gained widespread currency in Scotland. It has received official endorsement from Scottish Government funded agencies and has spread as a practice through at least 24 out of 32 local authorities, in part through popular adoption by teachers. However the literature on Instructional…

Recognition that the United Kingdom has increasingly become a multi-cultural and multi-faith society has raised questions about the place of church schools or schools with a religious character within the state-maintained sector. The issue was given particular focus by the Runnymede Trusts report "Right to divide? Faith schools and community…

This paper is based on a keynote address to the 2012 Scottish Educational Research Association Annual Conference. It explores the relationship between research and teaching, particularly in the context of teacher education in Scotland but also in terms of wider implications. The paper begins with a discussion of how key terms such as education,…

Compares teachers' perceptions of the school-based curriculum development process during the 2-year development of three new multidisciplinary courses in nine Scottish secondary schools. Suggests reasons for differences in perception including influence of the action research approach. Considers implications for future school based development.…

Used 34 teachers in 3 schools to identify teacher inservice needs. Described means to translate aims into action in context of collaborative staff development model proposed by Scotland's National Committee for In-Service Training of Teachers. Proposed concept of professional staff development whereby responsibility for learning/changing lies…

Of the three possible models for inservice provision, decentralised staff development is the model most likely to bring about changes in schools in a decentralized system like the Scottish one. The inservice system should therefore be reorganised to make it possible for that model to work. (BRR)

The authors, one a research officer with the Scottish Council for Research in Education and the other a principal teacher of geography, have collaborated for over 18 months in educational research. They provide their own description of the problems and possibilities inherent in this kind of collaborative research. (Author)

This paper analyzes the concept of research in education and relates that analysis to the Scottish situation. Some of the areas of neglect are identified and explanations of a "political" kind are offered for the present unsatisfactory state of affairs. (Author/KC)

Argues that the "new managerialism" approach to educational management in Scotland, with its emphasis on performance monitoring, diverts attention away from the core concerns of educational delivery and incurs significant bureaucratic costs. An alternative model, which is based on collegiality and democracy, focuses on professionalism,…

Survey of provision for specific learning difficulties in 41 Scottish secondary schools examined dilemmas generated by the incompatibility of strategies for specific learning difficulties with established "learning support" approaches used for general learning disabilities. An emerging model of provision builds on learning support…

Argues that the definition of teaching content for imaginative writing in Scotland's national curriculum guidelines is problematic and that the definitions of process and context are not sufficiently coherent to provide a sound basis for planning and teaching story writing. Indicates how the writing criteria applied to national tests of writing…

Although inquiry has been identified in recent Scottish curriculum documents for young learners, no considered approach has examined what it means for practice. As a first step toward building inquiry into elementary curriculum planning, a working model of inquiry is outlined from the perspectives of the learner and of the teacher supporting…

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…