Pub Date : 2023-06-28DOI: 10.1163/27730840-20231008
L. Colucci-Gray
{"title":"Pamela Burnard, Elizabeth Mackinlay, David Roussell and Tatiana Dragovic (Editors), Doing Rebellious Research In and Beyond the Academy","authors":"L. Colucci-Gray","doi":"10.1163/27730840-20231008","DOIUrl":"https://doi.org/10.1163/27730840-20231008","url":null,"abstract":"","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48077133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-20DOI: 10.1163/27730840-20231011
Morag Redford
Abstract This paper follows on from the previous bulletin (Redford 2022), which covered the education remit of the Parliament’s Education, Children and Young Peoples Committee between September 2021 and January 2022. The following bulletin covers the major pieces of work of the Education, Children and Young People Committee from February 2022 to January 2023.
{"title":"Education In The Scottish Parliament","authors":"Morag Redford","doi":"10.1163/27730840-20231011","DOIUrl":"https://doi.org/10.1163/27730840-20231011","url":null,"abstract":"Abstract This paper follows on from the previous bulletin (Redford 2022), which covered the education remit of the Parliament’s Education, Children and Young Peoples Committee between September 2021 and January 2022. The following bulletin covers the major pieces of work of the Education, Children and Young People Committee from February 2022 to January 2023.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135187315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1163/27730840-20231006
G. Macleod, Carla Cebula, A. Renwick, Evelyn Love-Gajardo, M. McNeill, Cleo Jones, Antonia Clark, Rachael Laburn, Jennifer Harwood, Iskra Hearn
Most research into parental involvement and engagement examines the perspectives of teachers and parents, but often not pupils. Additionally, the focus is commonly on younger children. This study addresses these gaps. A questionnaire was distributed to pupils in Primaries 5, 6 and 7 (ages 9–12), which, after data cleaning, resulted in a sample of 842 responses. The questionnaire asked about frequency of and attitudes towards support with learning at home and pupils’ attitudes towards adults from home coming in to school. Findings show that changes in attitude towards home support previously reported in secondary pupils are also evident in this younger group. The oldest pupils in the study showed increased apathy, but no increased embarrassment, about adults from home coming in to school. Most children were happy with the support they received, with children at all stages wanting more help with writing than reading. Implications for practice are considered.
{"title":"Older Children Negotiating Relationships Between Home and School","authors":"G. Macleod, Carla Cebula, A. Renwick, Evelyn Love-Gajardo, M. McNeill, Cleo Jones, Antonia Clark, Rachael Laburn, Jennifer Harwood, Iskra Hearn","doi":"10.1163/27730840-20231006","DOIUrl":"https://doi.org/10.1163/27730840-20231006","url":null,"abstract":"\u0000Most research into parental involvement and engagement examines the perspectives of teachers and parents, but often not pupils. Additionally, the focus is commonly on younger children. This study addresses these gaps. A questionnaire was distributed to pupils in Primaries 5, 6 and 7 (ages 9–12), which, after data cleaning, resulted in a sample of 842 responses. The questionnaire asked about frequency of and attitudes towards support with learning at home and pupils’ attitudes towards adults from home coming in to school. Findings show that changes in attitude towards home support previously reported in secondary pupils are also evident in this younger group. The oldest pupils in the study showed increased apathy, but no increased embarrassment, about adults from home coming in to school. Most children were happy with the support they received, with children at all stages wanting more help with writing than reading. Implications for practice are considered.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49328909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1163/27730840-20231002
S. McKinney, Archie S. Graham, Stuart Hall, K. Hunter, A. Jaap, K. Lowden, Lindsay Macdougall, J. McKendrick, Peter Mtika, Lio Moscardini, Lisamarie Reid, Michelle Ritchie, D. Robson, R. Shanks, Sebastian Stettin, Alastair J. Wilson
The introduction of Universal Credit and the effects of the economic crisis precipitated by the Covid-19 pandemic, compounded by the Russian invasion of Ukraine, have all contributed to a rise in the levels of poverty and child poverty in Scotland and the wider United Kingdom. The rise in child poverty will have an impact on an increasing number of children and young people and their effective engagement with school education. This article presents a series of research findings and insights by leading researchers from Scottish Universities on key themes in Scottish education that were highly relevant in the pre-Covid and pre-war era, themes that will continue to be highly relevant in the forthcoming years. The themes are: Education in Local Child Poverty Action Reports; Digital Poverty and Education; School Uniform; Challenges for music education in Scotland and Teacher preparation for educational inclusion.
{"title":"Beyond the Pandemic – Poverty and School Education in Scotland","authors":"S. McKinney, Archie S. Graham, Stuart Hall, K. Hunter, A. Jaap, K. Lowden, Lindsay Macdougall, J. McKendrick, Peter Mtika, Lio Moscardini, Lisamarie Reid, Michelle Ritchie, D. Robson, R. Shanks, Sebastian Stettin, Alastair J. Wilson","doi":"10.1163/27730840-20231002","DOIUrl":"https://doi.org/10.1163/27730840-20231002","url":null,"abstract":"\u0000The introduction of Universal Credit and the effects of the economic crisis precipitated by the Covid-19 pandemic, compounded by the Russian invasion of Ukraine, have all contributed to a rise in the levels of poverty and child poverty in Scotland and the wider United Kingdom. The rise in child poverty will have an impact on an increasing number of children and young people and their effective engagement with school education. This article presents a series of research findings and insights by leading researchers from Scottish Universities on key themes in Scottish education that were highly relevant in the pre-Covid and pre-war era, themes that will continue to be highly relevant in the forthcoming years. The themes are: Education in Local Child Poverty Action Reports; Digital Poverty and Education; School Uniform; Challenges for music education in Scotland and Teacher preparation for educational inclusion.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45387807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1163/27730840-20231009
Alastair J. Wilson, K. Hunter
Analysis of data on school leavers in Scotland points towards considerable inequality in access to higher education. This is highlighted in terms of participation in higher education by young people from lower-income households or identifying as first in their families to consider going to university. The situation is more acute in terms of access to the most competitive courses leading to careers in medicine, veterinary medicine, dentistry and law. This paper draws on data from an ongoing research and development project in the area of mentoring to present a case study of a young woman progressing an application to study medicine. Drawing on the concept of Academic Capital Formation it illuminates the ways in which institutional practices advance or impede access to higher education and particularly, to those courses which facilitate entry into high status professional occupations. The findings in this research problematise current thinking about how to widen participation in higher education and the most competitive professions.
{"title":"Access and Emergence: A Case Study of a Working-Class Journey into Studying Medicine","authors":"Alastair J. Wilson, K. Hunter","doi":"10.1163/27730840-20231009","DOIUrl":"https://doi.org/10.1163/27730840-20231009","url":null,"abstract":"\u0000Analysis of data on school leavers in Scotland points towards considerable inequality in access to higher education. This is highlighted in terms of participation in higher education by young people from lower-income households or identifying as first in their families to consider going to university. The situation is more acute in terms of access to the most competitive courses leading to careers in medicine, veterinary medicine, dentistry and law. This paper draws on data from an ongoing research and development project in the area of mentoring to present a case study of a young woman progressing an application to study medicine. Drawing on the concept of Academic Capital Formation it illuminates the ways in which institutional practices advance or impede access to higher education and particularly, to those courses which facilitate entry into high status professional occupations. The findings in this research problematise current thinking about how to widen participation in higher education and the most competitive professions.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1163/27730840-20231004
E. McCartney, J. Forbes
During covid-19 lockdown precautions in Scotland, severe disruption occurred to collaborative working amongst speech and language therapists (slt s) and education authorities’ staff meeting the needs of school pupils with language disorders. This was documented in surveys undertaken by the slt UK professional body, and by Scottish child health services’ slt lead practitioners. An slt Scotland officer fed the findings to a national working party updating the Scottish digital health and care strategy, and to other decision makers. The social capital relations involved and developed are here described using Bourdieusian theoretical frameworks, and the cross-sectoral, cross-institutional restabilising commitments, relations and professional agency required to re-establish collaborative working practices are presented and discussed.
{"title":"slt s and Education: Social Capital Relations During covid-19 Disruption","authors":"E. McCartney, J. Forbes","doi":"10.1163/27730840-20231004","DOIUrl":"https://doi.org/10.1163/27730840-20231004","url":null,"abstract":"\u0000During covid-19 lockdown precautions in Scotland, severe disruption occurred to collaborative working amongst speech and language therapists (slt s) and education authorities’ staff meeting the needs of school pupils with language disorders. This was documented in surveys undertaken by the slt UK professional body, and by Scottish child health services’ slt lead practitioners. An slt Scotland officer fed the findings to a national working party updating the Scottish digital health and care strategy, and to other decision makers. The social capital relations involved and developed are here described using Bourdieusian theoretical frameworks, and the cross-sectoral, cross-institutional restabilising commitments, relations and professional agency required to re-establish collaborative working practices are presented and discussed.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46235367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1163/27730840-20231001
G. Biesta
This paper provides a critical discussion of Putting Learners at the Centre: Towards a Future Vision for Scottish Education, which was published by the Scottish Government in 2022. After reconstructing the case made in the report for putting learners at the centre of Scottish education, I raise critical questions, both about the idea that learners should be at the centre of education and that it is their learning that education should focus on. I also argue why the United Nations Convention on the Rights of the Child is insufficient as a basis for education. I then present the case for an alternative view, which neither puts learners nor the curriculum at the centre, but sees the physical, natural, and social world as that which education should centre on. I show how this may provide a more meaningful and more educational future for education in Scotland and elsewhere.
{"title":"Putting the World in the Centre: a Different Future for Scotland’s Education","authors":"G. Biesta","doi":"10.1163/27730840-20231001","DOIUrl":"https://doi.org/10.1163/27730840-20231001","url":null,"abstract":"\u0000This paper provides a critical discussion of Putting Learners at the Centre: Towards a Future Vision for Scottish Education, which was published by the Scottish Government in 2022. After reconstructing the case made in the report for putting learners at the centre of Scottish education, I raise critical questions, both about the idea that learners should be at the centre of education and that it is their learning that education should focus on. I also argue why the United Nations Convention on the Rights of the Child is insufficient as a basis for education. I then present the case for an alternative view, which neither puts learners nor the curriculum at the centre, but sees the physical, natural, and social world as that which education should centre on. I show how this may provide a more meaningful and more educational future for education in Scotland and elsewhere.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48914136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-21DOI: 10.1163/27730840-54010006
Derek P. Robertson
{"title":"Visions of Education: Tom Conlon’s Radical Voice for Change","authors":"Derek P. Robertson","doi":"10.1163/27730840-54010006","DOIUrl":"https://doi.org/10.1163/27730840-54010006","url":null,"abstract":"","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48021819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1163/27730840-54010002
Stephen Edgar
Within the social sciences, the term equity has a helpful and precise meaning – referring to a differentiated response to an individual’s distinct needs or circumstances. However, since the 2000s ‘equity’ has been recontextualised within national and international education policymaking as a generic term. This recontextualisation has led to ‘equity’ being used uncritically to refer to a range of related, and sometimes contradictory, concepts. This article draws on the literature to identify five framings of ‘educational equity’ within recent policy. It suggests that only one of these – which emphasises responsiveness to individual needs or characteristics – has clear conceptual alignment with the core principle of equity. The others either relate more strongly to the principle of equality or emphasise the tracking and measurement of outcomes. This article highlights the need for conceptual clarity to ensure the principle of equity is a helpful one in informing research, policy, and practice.
{"title":"The Tricky Concept of ‘Educational Equity’ – In Search of Conceptual Clarity","authors":"Stephen Edgar","doi":"10.1163/27730840-54010002","DOIUrl":"https://doi.org/10.1163/27730840-54010002","url":null,"abstract":"\u0000Within the social sciences, the term equity has a helpful and precise meaning – referring to a differentiated response to an individual’s distinct needs or circumstances. However, since the 2000s ‘equity’ has been recontextualised within national and international education policymaking as a generic term. This recontextualisation has led to ‘equity’ being used uncritically to refer to a range of related, and sometimes contradictory, concepts. This article draws on the literature to identify five framings of ‘educational equity’ within recent policy. It suggests that only one of these – which emphasises responsiveness to individual needs or characteristics – has clear conceptual alignment with the core principle of equity. The others either relate more strongly to the principle of equality or emphasise the tracking and measurement of outcomes. This article highlights the need for conceptual clarity to ensure the principle of equity is a helpful one in informing research, policy, and practice.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45213767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-20DOI: 10.1163/27730840-54010005
Rehan Adil
In a contemporary society dominated by visual media, critical visual literacy (cvl) is a significant skill to inculcate, and yet, in some educational systems, its integration in teaching and education has not (yet) achieved enough recognition, especially in a context like Pakistan. As it is assumed that students will develop the necessary competencies by themselves as they operate in a far more visually stimulating world today. This view, however, is contested in literature where it is claimed that students can learn to develop cvl competencies just like they develop their phonemic literacy skills. Thus, the current study investigated how the use of images in a classroom of 12-year-olds in Karachi, Pakistan can help them develop cvl. Using an action research methodology with video-recorded observations, focus-group interviews, teacher’s reflections, and students’ work, data was obtained over 10 weeks. The findings from the study suggested that as students analysed and interpreted images, they enhanced their abilities to consider multiple perspectives, critical thinking, application-based learning, and visualization, eventually, improving their engagement, learning, and development. However, for some students, the process of critical interrogation of images was found to be challenging. Also, a well-prepared teacher with pedagogical content knowledge on cvl was found equally important to involve students in more meaningful learning experiences.
{"title":"Use of Images to Support Critical Visual Literacy","authors":"Rehan Adil","doi":"10.1163/27730840-54010005","DOIUrl":"https://doi.org/10.1163/27730840-54010005","url":null,"abstract":"\u0000In a contemporary society dominated by visual media, critical visual literacy (cvl) is a significant skill to inculcate, and yet, in some educational systems, its integration in teaching and education has not (yet) achieved enough recognition, especially in a context like Pakistan. As it is assumed that students will develop the necessary competencies by themselves as they operate in a far more visually stimulating world today. This view, however, is contested in literature where it is claimed that students can learn to develop cvl competencies just like they develop their phonemic literacy skills. Thus, the current study investigated how the use of images in a classroom of 12-year-olds in Karachi, Pakistan can help them develop cvl. Using an action research methodology with video-recorded observations, focus-group interviews, teacher’s reflections, and students’ work, data was obtained over 10 weeks. The findings from the study suggested that as students analysed and interpreted images, they enhanced their abilities to consider multiple perspectives, critical thinking, application-based learning, and visualization, eventually, improving their engagement, learning, and development. However, for some students, the process of critical interrogation of images was found to be challenging. Also, a well-prepared teacher with pedagogical content knowledge on cvl was found equally important to involve students in more meaningful learning experiences.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41719083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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