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| Author | : T. G. K. Bryce |
| Publisher | : Edinburgh University Press |
| Total Pages | : 1120 |
| Release | : 2018-06-21 |
| Genre | : Education |
| ISBN | : 1474437850 |
Interrogates the rise of national philosophies and their impact on cosmopolitanism and nationalism.
| Author | : Scottish Education Reform Committee |
| Publisher | : |
| Total Pages | : 168 |
| Release | : 1917 |
| Genre | : Education |
| ISBN | : |
| Author | : Mark Priestley |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 251 |
| Release | : 2021-01-20 |
| Genre | : Education |
| ISBN | : 1838677372 |
In the context of profound social, political and technological changes, recent global trends in education have included the emergence of new forms of curriculum policy. Addressing a gap in the literature, this book investigates the ways in which curriculum policy is influenced, formulated, and enacted in a number of countries-cases in Europe.
| Author | : Robert Anderson |
| Publisher | : Edinburgh University Press |
| Total Pages | : 668 |
| Release | : 2015-05-19 |
| Genre | : Education |
| ISBN | : 0748679170 |
This book investigates the origins and evolution of the main institutions of Scottish education, bringing together a range of scholars, each an expert on his or her own period, and with interests including - but also ranging beyond - the history of educat
| Author | : Mark Priestley |
| Publisher | : A&C Black |
| Total Pages | : 257 |
| Release | : 2013-08-22 |
| Genre | : Education |
| ISBN | : 1441137645 |
An analysis of modern curricular policy trends, drawing upon Scotland's Curriculum for Excellence, and featuring inputs from acknowledged experts in the field.
| Author | : Christopher Chapman |
| Publisher | : Routledge |
| Total Pages | : 182 |
| Release | : 2021-07-14 |
| Genre | : Education |
| ISBN | : 1000408108 |
Focusing on what can be done to promote equity within education systems, what the barriers to progress are and how these barriers might be overcome, this book provides detailed examples of strategies that have proved to be effective in addressing this challenge. Built on the work of the authors over the last three decades, the book presents an approach to educational change that will be relevant to different countries. The authors argue that there is untapped potential for promoting progress towards greater equity within schools and the communities they serve. They also show how this potential can be mobilised by using forms of collaborative action research to stimulate the development of more inclusive ways of working. Central to this approach is the use of evidence collected by practitioners with the support of university researchers, drawing on the human resources that are there in every school. Grounded in research, evidence and experience in the field, this book is ideal reading for a wide audience of practitioners and policy makers globally, including senior staff in schools, as well as post-graduate students, researchers and academics who are focusing on educational improvement.
| Author | : James McEnaney |
| Publisher | : Luath Press Ltd |
| Total Pages | : 250 |
| Release | : 2021-09-08 |
| Genre | : Social Science |
| ISBN | : 1910022942 |
Every single person in Scotland has some kind of stake in the effectiveness of the nation's schools, so in writing this book my goal was to explain the intricacies and inconsistencies of the system, and to explore its strengths and weaknesses, in a way that would make sense to as many people as possible. How much do we really know about the state of Scottish education? Why do inequalities continue to dictate the school experiences of children across the country? What can be done to address the problems in the school system? James McEnaney does what he claims pundits and politicians cannot or will not do... tell the truth about Scottish schools. Class Rules makes the key issues and information surrounding Scotland's education system accessible to all. McEnaney delves into the successes and failures of the Curriculum for Excellence, interrogates the rhetoric around closing the 'attainment gap' between the richest and poorest pupils, and considers the impact of the global Covid-19 pandemic. Most importantly, this book also looks to the future to ask what changes can be made to improve the system for young people across the country, and is a must-read for anyone interested in the future of schools in Scotland.
| Author | : Malcolm Combe |
| Publisher | : Scotland's Land |
| Total Pages | : 0 |
| Release | : 2020 |
| Genre | : Land reform |
| ISBN | : 9781474446853 |
A stimulating rethink of contemporary land reform in Scotland from historical, legal, and socio-economic perspectives Land reform is as topical as ever in Scotland. Following the latest legislative development, the Land Reform (Scotland) Act 2016, there is a need for a comprehensive and comprehensible analysis of the history, developing framework and impact of Scottish land reform. Scholarly yet jargon-free, this landmark volume brings together leading researchers and commentators working in law, history and policy to analyse the past, present and future of Scottish land reform. It covers how Scotland's land is regulated, used and managed; why and how this has come to pass; and makes some suggestions as to the future of land reform. Key features: - Offers a holistic approach to land reform in Scotland; - Draws on case studies of land policies in the UK, mainland Europe and the USA to allow comparison and contextualisation of Scottish land reform with other models; - Examines the significance of right to property on the land reform process, and looks at how it is now being used as an impetus for economic and social rights reform; - Designed to suit individual academic specialisms, while still being accessible to readers across disciplines and professions. Malcolm M. Combe is a Senior Lecturer in law at the University of Strathclyde and non-practising solicitor Jayne Glass is a Land Use Policy Researcher at Scotland's Rural College (SRUC) and Honorary Lecturer at the University of Edinburgh Annie Tindley is a Senior Lecturer in modern British History at the Newcastle University
