Pub Date : 2019-01-01DOI: 10.51166/ser/512mcnairetal
I. Cameron, Lynn J. McNair, Laura Gilbertston
This paper builds upon an ethnographical doctoral study that explored how adults exercise power over children. Anchored in the worlds of children’s lived experiences, it explores whether play can be deeper, richer and more meaningful when children are beyond the watchful eye of adults. It focuses on children’s play within the spaces they occupied prior to, and after, their transition from nursery to primary school. Participants included children aged between 3.7 – 4.7 years of age, as well as Early Year Practitioners (EYPs) and visitors to the setting. The interactions and behaviours of the participants were observed, ensuring that children were not ‘objectified’ in the process. Vignettes of play episodes highlight complexities surrounding adult understanding of children’s play. In particular the need for adults to be more reflexive in using knowledge from practice to support play and resist assigning false purpose to play episodes.
{"title":"Adult Roles in Support of Early Childhood Play, Encouraging Sensitivity to the Individual and Reflexive Approaches","authors":"I. Cameron, Lynn J. McNair, Laura Gilbertston","doi":"10.51166/ser/512mcnairetal","DOIUrl":"https://doi.org/10.51166/ser/512mcnairetal","url":null,"abstract":"This paper builds upon an ethnographical doctoral study that explored how adults exercise power over children. Anchored in the worlds of children’s lived experiences, it explores whether play can be deeper, richer and more meaningful when children are beyond the watchful eye of adults. It focuses on children’s play within the spaces they occupied prior to, and after, their transition from nursery to primary school. Participants included children aged between 3.7 – 4.7 years of age, as well as Early Year Practitioners (EYPs) and visitors to the setting. The interactions and behaviours of the participants were observed, ensuring that children were not ‘objectified’ in the process. Vignettes of play episodes highlight complexities surrounding adult understanding of children’s play. In particular the need for adults to be more reflexive in using knowledge from practice to support play and resist assigning false purpose to play episodes.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70548392","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 : 2018-03-18DOI: 10.1163/27730840-05002006
A. Pirrie
This article offers some insights into the early life and educational experiences of the writer and educationalist Anna (Nan) Shepherd (1893-1981), with a view to exploring her legacy for contemporary educators and academics – and indeed for all those who have a stake in education. Nan Shepherd’s example suggests that it is only by contemplating what surrounds us with due care and attention rather than ruthlessly exploiting our natural resources that we may live our lives ‘with a great but quiet gusto’ (Macfarlane, 2011, p. xi). Her example stands as a necessary corrective to the contemporary emphasis on ‘excellence’ and ‘impact’ and utilitarian views of both education and research. These are increasingly seen as means for securing prestige for individuals and institutions and broader competitive advantage in a climate where economic gain is regarded as an unquestioned good. Shepherd’s legacy underlines the broader civic purposes of education, for example the creation of a more just and fulfilling society and the conduct of more meaningful lives, lived fully and in respectful relation to others. These dimensions are explored through Shepherd’s relationship with others, including her friend and contemporary John Macmurray, the novelist Neil Gunn and the teachers who influenced her during her time at school and at university.
{"title":"‘It’s a Grand Thing to Get Leave to Live’: The Educational Legacy of Nan Shepherd","authors":"A. Pirrie","doi":"10.1163/27730840-05002006","DOIUrl":"https://doi.org/10.1163/27730840-05002006","url":null,"abstract":"This article offers some insights into the early life and educational experiences of the writer and educationalist Anna (Nan) Shepherd (1893-1981), with a view to exploring her legacy for contemporary educators and academics – and indeed for all those who have a stake in education. Nan Shepherd’s example suggests that it is only by contemplating what surrounds us with due care and attention rather than ruthlessly exploiting our natural resources that we may live our lives ‘with a great but quiet gusto’ (Macfarlane, 2011, p. xi). Her example stands as a necessary corrective to the contemporary emphasis on ‘excellence’ and ‘impact’ and utilitarian views of both education and research. These are increasingly seen as means for securing prestige for individuals and institutions and broader competitive advantage in a climate where economic gain is regarded as an unquestioned good. Shepherd’s legacy underlines the broader civic purposes of education, for example the creation of a more just and fulfilling society and the conduct of more meaningful lives, lived fully and in respectful relation to others. These dimensions are explored through Shepherd’s relationship with others, including her friend and contemporary John Macmurray, the novelist Neil Gunn and the teachers who influenced her during her time at school and at university.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44617375","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 : 2018-03-18DOI: 10.1163/27730840-05002003
Kyle Smith, Patrick ODonnell, Aileen McGuigan
The global trend towards the expansion of student participation in higher education study has resulted in unprecedented challenges to the sector as it seeks to respond to greater diversity in the student body and increased demand for academic support and flexibility in entry pathways. Unsurprisingly, this trend has been accompanied by a proliferation of research examining how universities and higher education are responding to the challenge of meeting the needs of a diverse population of students. This qualitative study, using a dual sector further education and higher education academic partner institution of a dispersed Scottish university as a case-study, investigates the ‘lived experiences’ of learners as they transition into and through the first year of higher education. The data analysis revealed three dominant enablers to student transitions: ‘higher education demystification’, ‘student-centred peer support’ and ‘pastoral care’. The study recognises that student transitions are entangled in circumstances of time and place, as well as the unique dynamics of individual agency and interaction with others. However, by linking the student experiences to wider arcs of understanding on educational transitions, this small-scale study aims to contribute to broader discussions on how to forge better progression pathways between further education and higher education.
{"title":"The Journey from Further Education to Higher Education: an investigation into the ‘lived experiences’ of learners as they transition into and through the first year of higher education","authors":"Kyle Smith, Patrick ODonnell, Aileen McGuigan","doi":"10.1163/27730840-05002003","DOIUrl":"https://doi.org/10.1163/27730840-05002003","url":null,"abstract":"The global trend towards the expansion of student participation in higher education study has resulted in unprecedented challenges to the sector as it seeks to respond to greater diversity in the student body and increased demand for academic support and flexibility in entry pathways. Unsurprisingly, this trend has been accompanied by a proliferation of research examining how universities and higher education are responding to the challenge of meeting the needs of a diverse population of students. This qualitative study, using a dual sector further education and higher education academic partner institution of a dispersed Scottish university as a case-study, investigates the ‘lived experiences’ of learners as they transition into and through the first year of higher education. The data analysis revealed three dominant enablers to student transitions: ‘higher education demystification’, ‘student-centred peer support’ and ‘pastoral care’. The study recognises that student transitions are entangled in circumstances of time and place, as well as the unique dynamics of individual agency and interaction with others. However, by linking the student experiences to wider arcs of understanding on educational transitions, this small-scale study aims to contribute to broader discussions on how to forge better progression pathways between further education and higher education.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42830196","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 : 2018-03-18DOI: 10.1163/27730840-05002002
K. Wall
This paper will question the notion of research, evidence and tools within a practitioner enquiry orientated practice. Basing the discussion within the current education research and policy context in the UK and the wider Global Education Reform Movement, I will ask questions about how a practitioner enquiry frame as located within Scottish education professional learning model, encourages thinking about how teachers engage with research. Focusing on how we judge the tools we use (in research and teaching and learning) and how both perspectives might provide helpful insight into judgements of quality, a productive space will be created. With origins in my own pedagogical repertoire, examples of visual tools will be used to exemplify this thinking demonstrating how the data arising from their use can be translated into the research domain. I will conclude by suggesting that for practitioner enquiry to be perceived as more realistic for the majority of the profession then a productive synergy is needed between research methodology and pedagogy, where assumptions about ‘good practice’ on either side are not mutually exclusive but rather complementary in supporting practitioners’ reflective and strategic thinking.
{"title":"Building a bridge between pedagogy and methodology: emergent thinking on notions of quality in practitioner enquiry","authors":"K. Wall","doi":"10.1163/27730840-05002002","DOIUrl":"https://doi.org/10.1163/27730840-05002002","url":null,"abstract":"This paper will question the notion of research, evidence and tools within a practitioner enquiry orientated practice. Basing the discussion within the current education research and policy context in the UK and the wider Global Education Reform Movement, I will ask questions about how a practitioner enquiry frame as located within Scottish education professional learning model, encourages thinking about how teachers engage with research. Focusing on how we judge the tools we use (in research and teaching and learning) and how both perspectives might provide helpful insight into judgements of quality, a productive space will be created. With origins in my own pedagogical repertoire, examples of visual tools will be used to exemplify this thinking demonstrating how the data arising from their use can be translated into the research domain. I will conclude by suggesting that for practitioner enquiry to be perceived as more realistic for the majority of the profession then a productive synergy is needed between research methodology and pedagogy, where assumptions about ‘good practice’ on either side are not mutually exclusive but rather complementary in supporting practitioners’ reflective and strategic thinking.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49352094","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 : 2018-03-18DOI: 10.1163/27730840-05002004
Emanuel Mizzi
Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres try to facilitate the learning and participation of all. A qualitative approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the adoption of inclusive attitudes towards learner diversity. Reflection on this theme provides nourishing insights to teachers, teacher educators, student teachers and educators in the informal learning environment on how to further enhance their inclusive practice.
{"title":"Educators’ Attitudes at an Informal Learning Environment in the Society of Christian Doctrine in Malta: Insights for Teacher Education","authors":"Emanuel Mizzi","doi":"10.1163/27730840-05002004","DOIUrl":"https://doi.org/10.1163/27730840-05002004","url":null,"abstract":"Differentiated instruction for diverse learners has been generally applied to compulsory education. However, the challenge of learner diversity is faced by other educational institutions. In Malta, most children attend evening classes twice a week in Christian formation at the centres of the Society of Christian Doctrine. The aim of this study was to explore how catechists at these centres try to facilitate the learning and participation of all. A qualitative approach was adopted within the context of an interpretivist framework. Six catechists and eighteen children from classes in six different centres responded to semi-structured interviews, following observations of each catechist in three lessons. Data analysis yielded seven key themes. One of these themes was the adoption of inclusive attitudes towards learner diversity. Reflection on this theme provides nourishing insights to teachers, teacher educators, student teachers and educators in the informal learning environment on how to further enhance their inclusive practice.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43272460","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 : 2018-03-18DOI: 10.1163/27730840-05002005
Yvonne Bain, Donald Gray
This paper explores the professional learning needs identified by teacher educators in Higher Education Institutions in Scotland, with a particular focus on their “researcherly dispositions” (Tack & Vanderlinde, 2016), and identifies some of the implications for the professional learning of teacher educators more broadly. The Scottish data were part of a wider European wide study conducted by the International Forum for Teacher Educator Development (http://info-ted.eu/), and were drawn from a survey based research (Czerniawski, Guberman and MacPhail, 2016), and follow-up in-depth interviews with university based teacher educators (MacPhail et. al., 2018). The data from 61 questionnaire respondents and 11 interviews revealed recognition of the multi-faceted nature of the role, the self-determined nature of professional learning, the need for support in becoming a teacher educator, and disparity and tensions in being research active despite an expectation, although to varying degrees, of research and scholarship being an expected activity within the professional and academic role as a teacher educator in Higher Education.
本文探讨了苏格兰高等教育机构教师教育工作者确定的专业学习需求，特别关注他们的“研究倾向”（Tack&Vanderlinde，2016），并确定了对教师教育工作者更广泛的专业学习的一些影响。苏格兰的数据是国际教师教育工作者发展论坛进行的一项更广泛的全欧洲研究的一部分(http://info-ted.eu/)，来自一项基于调查的研究（Czerniawski，Guberman和MacPhail，2016），以及对大学教师教育工作者的后续深入访谈（MacPhail et al.，2018）。来自61名问卷调查对象和11次访谈的数据显示，人们认识到角色的多面性、专业学习的自主性，成为一名教师教育工作者需要支持，尽管在不同程度上期望研究和学术是高等教育中作为教师教育工作者的专业和学术活动，但在积极开展研究方面存在差异和紧张关系。
{"title":"The Professional Development of Teacher Educators in Scotland: researcherly dispositions and tensions.","authors":"Yvonne Bain, Donald Gray","doi":"10.1163/27730840-05002005","DOIUrl":"https://doi.org/10.1163/27730840-05002005","url":null,"abstract":"This paper explores the professional learning needs identified by teacher educators in Higher Education Institutions in Scotland, with a particular focus on their “researcherly dispositions” (Tack & Vanderlinde, 2016), and identifies some of the implications for the professional learning of teacher educators more broadly. The Scottish data were part of a wider European wide study conducted by the International Forum for Teacher Educator Development (http://info-ted.eu/), and were drawn from a survey based research (Czerniawski, Guberman and MacPhail, 2016), and follow-up in-depth interviews with university based teacher educators (MacPhail et. al., 2018).\u0000The data from 61 questionnaire respondents and 11 interviews revealed recognition of the multi-faceted nature of the role, the self-determined nature of professional learning, the need for support in becoming a teacher educator, and disparity and tensions in being research active despite an expectation, although to varying degrees, of research and scholarship being an expected activity within the professional and academic role as a teacher educator in Higher Education.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47521367","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 : 2017-03-27DOI: 10.1163/27730840-04901003
W. Humes
This paper examines the 2016 manifestos of the main political parties seeking election to the Scottish Parliament, with particular reference to their educational commitments on issues of equality and inclusion. The policy context is described and related to academic accounts of the policy-making process. Use is made of discourse analysis as a method of highlighting key concepts and recurring textual motifs. After some general observations about manifestos as a sub-genre of political discourse, the proposals of five parties (SNP, Conservative, Labour, Liberal Democrat and Green) are considered in more detail. Education is located within the overall political programmes of the parties and points of tension and contradiction, both within and between manifestos, are noted. In the discussion section, reference is made to theoretical perspectives on policy narratives and to George Orwell’s critique of political language as measures against which the manifestos might be judged. Among the features that receive attention are the need for a stronger knowledge-base about the economics of education to evaluate policy proposals, ambivalence over the use of evidence to generate policies, and the omission of some controversial educational topics. The paper concludes by suggesting that the rhetorical invocation of concepts such as fairness, justice and equity is inevitably compromised by the practical constraints of the policy-making process.
{"title":"Educational Commitments in the 2016 Election to the Scottish Parliament: An Analysis of Party Manifestos","authors":"W. Humes","doi":"10.1163/27730840-04901003","DOIUrl":"https://doi.org/10.1163/27730840-04901003","url":null,"abstract":"This paper examines the 2016 manifestos of the main political parties seeking election to the Scottish Parliament, with particular reference to their educational commitments on issues of equality and inclusion. The policy context is described and related to academic accounts of the policy-making process. Use is made of discourse analysis as a method of highlighting key concepts and recurring textual motifs. After some general observations about manifestos as a sub-genre of political discourse, the proposals of five parties (SNP, Conservative, Labour, Liberal Democrat and Green) are considered in more detail. Education is located within the overall political programmes of the parties and points of tension and contradiction, both within and between manifestos, are noted. In the discussion section, reference is made to theoretical perspectives on policy narratives and to George Orwell’s critique of political language as measures against which the manifestos might be judged. Among the features that receive attention are the need for a stronger knowledge-base about the economics of education to evaluate policy proposals, ambivalence over the use of evidence to generate policies, and the omission of some controversial educational topics. The paper concludes by suggesting that the rhetorical invocation of concepts such as fairness, justice and equity is inevitably compromised by the practical constraints of the policy-making process.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48173342","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 : 2017-03-27DOI: 10.1163/27730840-04901006
Kirstie Rees, Scott Tully, Kirstin Ferguson
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. The guidance and resources place emphasis on the identification of relevant and individualised learning outcomes and on teaching approaches which promote pupils’ development in key areas. Seven Additional Support Needs (ASN) establishments in South Lanarkshire completed a pre- and post- audit of curricular practice and 24 staff completed an evaluative questionnaire. Eight staff also participated in semi-structured interviews. Analyses indicated that the Framework has influenced teachers in terms of their mind-set, practice and ability to set appropriate targets. Responses also suggested that the document has led to increased collaboration amongst staff and has been shared positively with parents. The findings are discussed in relation to implications for practice and future research directions.
{"title":"“This is theirs”: The implementation of the South Lanarkshire Framework for supporting pupils with severe and profound needs","authors":"Kirstie Rees, Scott Tully, Kirstin Ferguson","doi":"10.1163/27730840-04901006","DOIUrl":"https://doi.org/10.1163/27730840-04901006","url":null,"abstract":"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. The guidance and resources place emphasis on the identification of relevant and individualised learning outcomes and on teaching approaches which promote pupils’ development in key areas. Seven Additional Support Needs (ASN) establishments in South Lanarkshire completed a pre- and post- audit of curricular practice and 24 staff completed an evaluative questionnaire. Eight staff also participated in semi-structured interviews. Analyses indicated that the Framework has influenced teachers in terms of their mind-set, practice and ability to set appropriate targets. Responses also suggested that the document has led to increased collaboration amongst staff and has been shared positively with parents. The findings are discussed in relation to implications for practice and future research directions.","PeriodicalId":82681,"journal":{"name":"Scottish educational review","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040514","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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