The November 2010 issue of Research Round-Up, Learning and Teaching Scotland’s educational research digest, is now available on the LTS website. Click here to download.
Some of the interesting titles include:
- Achievement of Children in the Early Years Foundation Stage Profile
- Impact of School Gardening on Learning
- The Determinants of Non-Cognitive and Cognitive Schooling Outcomes
- Literature Review on Teacher Education in the 21st Century
- Good Practice in Involving Employers in Work-Related Education and Training
Have you caught the most recent LTS Research Round-Up? Some points of interest include:
I’ve also recently discovered the Teaching and Learning Research Programme’s Research Briefings. These are excellent summaries of the work which has been carried out under the Teaching and Learning Research Programme. Some highlights include:
The latest version of the LTS Research Round-Up has been published and there are some interesting sections from the point of view of CfE, such as…
- When exploring the reasons for high performance in science in Finland and Korea as demonstrated by the PISA 2003 international assessment of scientific literacy, they said that the reasons for Finland’s success included a culture of trust towards teachers. Kim M, Lavonen J and Ogawa M (2009)
- In a study of a shift from ‘Professional Development’ to ‘Professional Learning’ in Tasmania the researchers concluded that “it was the teachers themselves, working within the department and the science education community, who were making the shift from professional development to professional learning“. Melville W and Yaxley B (2009)
- An Ofsted report on using creative approaches to raise standards concludes “pupils who were supported by good teaching, which encouraged questioning, debate, experimentation and critical reflection, enjoyed the challenge and indicated a sense of personal achievement. They became more confident and their increased confidence encouraged them to be imaginative, to develop and confidently present their own ideas.” Ofsted (2010)
- In a review of curriclum implementation in New Zealand school leaders agreed “that the implementation of the new curriculum should be carried out as an urgent, but gradual, process that avoided doing too much at one time. In addition, it was important for staff to develop a shared understanding of the curriculum and how to implement it“. Cowie B, Hipkins R et al (2009)
- In a literature review of ICT CPD for teachers the report concludes that “in order for ICT CPD to be effective…skills training was not enough, teachers need to appreciate how technology could enhance learning“. Daly C, Pachler N and Pelletier C (2009)
These and more in the LTS Research Round-Up.
Scottish Educational Review (SER) publishes academic articles and research notes relating to the field of educational policy and practice. The 3 most recent editions are available as abstracts only, but all older articles are available in full.
The Curriculum for Excellence Edition from September 2008 is now freely available online including the following articles:
- Reeves, J. (2008) Between a rock and a hard place? Curriculum for Excellence and the Quality Initiative in Scottish schools
- Stephen, C., Cope, P., Oberski, I. and Shand, P. (2008) ‘They should try to find out what the children like’: exploring engagement in learning
- MacLellan, E. and Soden, R. (2008) Successful learners, confident individuals, responsible citizens and effective contributors: exploring the nature of learning and its implications in Curriuclum for Excellence
- Biesta, G. (2008) What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence.
- McCluskey, G. (2008) Education (Additional Support for Learning) (Scotland) Act (2004): what does it mean for the way teachers work together?
- Conlon, T. (2008) The dark side of GLOW: balancing the discourse
- Wilson, V. (2008) Small Scottish primary schools: an endangered species
- Reid, A. and Weir, D. (2008) Factors restricting the early professiopnal learning of secondary teachers in Scotland and how these might be tackled