Search

SOCRATES is the European Community education action program. SOCRATES I began in 1995 and ended in 1999. SOCRATES II, begun in 2000, continues until December 31, 2006. This study sought to identify how both the principles and practices of equal opportunities between women and men were interpreted in a sample of 100 centralized and 113 decentralized projects. Projects from Socrates I and II are included in the analysis. The findings from Phase 1 analyzed 100 centralized projects that referred to equal opportunities for women and men in their applications for funding and from Phase 2 focused on how the theme of gender equity was addressed in decentralized projects in Austria, Spain, France, Hungary, Norway, Slovenia, and the United Kingdom. The summarized findings include: (1) a small number of projects (16) made provision for people of either sex perceived to be underrepresented in certain occupations; (2) the majority of both centralized and decentralized projects were categorized by the researchers as examples of gender mainstreaming; (3) the best examples of such projects ensured that (a) gender balance amongst both participants and staff was approximately 50/50, (b) the method of course delivery and/or the course materials were designed to appeal to either sex, (c) project activities involved both women and men and girls and boys, and (d) teachers or course leaders were sensitized to issues of gender equality and involved in ensuring that the above criteria were met; and (4) in the case of Erasmus, there was a significant gender imbalance in respect to staff and student participation in mobility actions due to (a) gender imbalances in particular areas and (b) subject areas that lent themselves to study abroad. Contains nine references and nine appendices. (BT)

This Interchange report summarizes research carried out by the Scottish Council for Research in Education into the classroom experiences of teachers and pupils in 12 Scottish primary schools and also at the impact of "setting," the practice of grouping pupils in separate classes with separate teachers, according to pupils' attainment in a given curriculum area. Qualitative and quantitative data were collected through detailed classroom observation in 1 class in each of 12 primary schools; interviews with teachers and target pupils were also conducted. An additional four schools were selected for further observational research focusing on the impact of "setting" on classroom experiences. The main findings of the research include: (1) the balance of the curriculum observed was markedly different from that recommended in the 5-14 guidelines; (2) the classroom physical layout did not necessarily reflect pupils' main working patterns; (3) pupils were most likely to be engaged when working collaboratively with other pupils or when interacting with the teacher; (4) pupils were least likely to be engaged when working without direct teacher supervision in circumstances in which they could also socialize with other pupils; (5) teachers spent around 80 percent of classroom time on teaching and teaching-related activities; (6) more whole-class teaching occurred in "setting" schools than in non-"setting" schools; and (7) teachers used a similar range of approaches in both contexts, with instruction used more frequently in "setting" schools. (KB)

This review examines research done and information made available regarding the education of minority ethnic groups in Scotland. Compilers of the review used and commented on available statistical information and Scottish studies relevant to minority ethnic groups and their education at all levels. The intent of the review was to determine whether people from minority ethnic groups living in Scotland receive equitable treatment in the Scottish educational system. The review concludes that some attention has been paid to the development of policies supporting the education of children, young people, and adults from minority ethnic groups. However, there is scant monitoring or evaluation in this area and little major funding to research in this field. Research has been directed more towards raising awareness than towards rigorous investigation. Priorities regarding future research, monitoring, and evaluation are identified. (Contains 212 references.) (MM)

Research was conducted in Scotland to evaluate the effectiveness of youth work with vulnerable young people, primarily between the ages of 13 and 16. Four complementary methods were adopted: (1) a survey of secondary school students; (2) a series of focus group interviews with young people with experience of youth work; (3) interviews with vulnerable young people; and (4) interviews with key service providers. The research focused on 6 geographic areas of Scotland, 3 characterized by urban poverty and 3 characterized by rural poverty. Findings were that teenagers tended to move away from organized youth activities between the ages of 14 and 16, and that organized youth work appealed the most to those under 14. Participation in sports and other organized activities tended to decline with age as young people enjoyed more casual leisure activities and commercial activities. Young people reported spending a significant portion of their time "hanging around." While nearly 6 in 10 had been a member of some sort of youth group, this percentage declined with age, especially for females. Young people were relatively positive toward youth work, but were not likely to seek guidance or counseling from youth workers. Overall, the most vulnerable young people were the least likely to participate in youth groups, but those who did received benefits and generally spent less time hanging around. The principles of effective youth work identified by the Scottish Inspectorate (education agency) were generally being met, but there were causes for concern in the underutilization of youth services by older teens and the reluctance of these adolescents to seek counseling and guidance. Policy implications are discussed. (SLD)

Findings of a study that explored the experiences of women and black and/or ethnic minority men in United Kingdom educational institutions are presented in this paper, with a focus on the strategies, and personal and institutional obstacles, experienced by those groups as well as the management strategies that enhanced their administrative advancement. In-depth interviews were conducted with 38 senior managers, principals, headteachers, and academics from England and Scotland. Eight respondents were black men, 10 were black women, and 20 were white women. Other data were derived from consultations with other educators and representatives from commerce and industry. Overall, respondents used a democratic, or "flat," management style, though differences existed among subgroups. A continuum of institutional adoption of equal opportunity practices was identified, which indicated that smaller, lower-status educational institutions made greater progress. Nonwhite staff were significantly underrepresented in most institutions, and activism played an important role in minorities' career trajectories. A conclusion is that racism and sexism appear to be as endemic in education as elsewhere; however, discriminatory practices have become insidious rather than explicit. Appendices contain information on methodology, institutional practices, and advice to aspiring managers. (Contains 24 references.) (LMI)

Scotland Against Drugs, a privately funded partnership, launched a national staff development program known as the Primary School Initiative (PSI). The initiative provides an opportunity for schools and local authorities to evaluate their drug education efforts. The training encourages teachers to develop their own drug education policies and teaching approaches in line with established guidance on best practices. An evaluation of PSI from 1998 to 2001 included a survey of participants (1,133) and follow-up interviews, observations of training events, and interviews with trainers and local authorities involved. The evaluation determined that the PSI training has a positive impact on the knowledge, confidence, and abilities of participating teachers to plan and teach drug education in primary schools. It suggested that further research is needed on how to develop appropriate forms of drug education with related training for teachers, how to work with secondary schools, and how best to promote work with parents in the field of drug education. (JDM)

Reviews alcohol, tobacco, and illegal drug use by youth in the United Kingdom, and explores some problems with drug education in Scottish schools. Discusses teachers' lack of confidence in their own credibility as drug educators; moral dilemmas arising from values conflicts between teachers, students, and families; teacher responsibilities; and needs for staff development and support. (Contains 27 references.) (Author/SV)

This report describes an evaluation of The Class Moves On!, a relaxation exercise program designed in the Netherlands which encourages elementary students to engage daily in various physical activities in order to increase motivation, improve concentration, raise physical awareness, enhance sensory motor development, and promote self-care and injury prevention. Researchers focused on: the nature and contents of program resources; the effectiveness of program implementation in six Scottish and Welsh pilot schools; the feasibility of the program within the classroom; and the replicability of program outcomes in Scottish and Welsh schools. Data collection involved teacher diaries and logs; teacher, student, and parent interviews; and classroom observations. Results indicated that the program could be adapted to Scottish and Welsh classrooms. Students and teachers considered it interesting and enjoyable, and they felt it helped students' concentration and behavior in class and significantly assisted students in relaxing and re-focusing. The program contributed to students' awareness of their bodies, health issues, and teacher-student relationships. The support of headteachers and/or administrators was crucial for staff confidence in using the program. The program could be related to aspects of the wider curriculum. Parents' knowledge of the program was limited, but parents were supportive. (SM)

This study investigated the impact of homelessness on the health of parents and the health and education of their children living in East Lothian, Scotland, and was carried out over a 6-month period from December 1999. In-depth interviews were conducted with 19 parents and children who were currently experiencing or who had experienced homelessness. Interviews were also conducted with 22 representatives from relevant statutory and voluntary sector agencies. The findings revealed that homelessness often represented a culmination of several problems, such as financial debt and relationship difficulties. Experience of homeless accommodation varied, with temporary bed and breakfast accommodation especially associated with increased stress and isolation. The longer families spent in temporary accommodation the more negative they became about their homeless experiences. Most parent and professional interviewees recognized that homelessness could profoundly affect children's health and education. Parents highlighted a need for more written information and more frequent contact with housing officials. Professionals often stressed a need for more joint work between agencies; a number suggested that a greater emphasis should be placed in developing preventive and early intervention strategies focusing on the actual needs of families. (Three appendices include guidance for homeless applicants, information on parent, child, and professional informants, and a list of the steering group members.) (KB)

A study investigated what Scottish and English young people consider important life skills, how they believe they develop them, and how necessary they see them to their future lives. More than 200 16-21-year-olds examined photographs of events related to basic life tasks, family, close relationships, work or school and leisure activities and then identified skills involved. Life skills they identified as important largely agreed with those described by education authorities. They considered the most important, essential life skills to be communication and interpersonal skills. Young people believed these skills were also those that employers consider essential; valued and saw employment experience as the major influence in developing life skills; added creative and aesthetic skills and physical and coordination skills to the traditional list of key skills; described wide applications of problem solving and critical thinking skills; and saw family, work, friends, and school as the main influences on skill development. Future considerations were identified as school curriculum; work experience; creative and aesthetic skills and motor coordination skills; interagency cooperation; information and communication technology; socially disadvantaged young people; community education services; learning support; and promotion of a culture of learning. (Appendixes include 17 references and life skills matrixes for 16- and 21-year olds.) (YLB)

Commissioned by the Scottish Executive Education Department, this review focuses on research into the possible associations between health and pupils' school attainment. Looking particularly at recent research from the United Kingdom, Europe, Australia, New Zealand, and North America, the review covers research into the effects on attainment of physical health (including illnesses and physical exercise), nutrition, risk behaviors (such as substance misuse), and mental health (including behavioral problems). The review highlights the following conclusions: (1) the various findings about the relationship between educational attainment and health are confounded by other influential factors, such as school and community characteristics; (2) while schools cannot address all social problems, research suggests that there are areas in which school interventions may make a difference, especially those that increase probability of school attendance; and (3) there are no longitudinal studies of the nature required to clarify firm associations between health and school attainment in Scotland. Contains 160 references. (EV)

In Scottish primary schools, "setting" refers to arranging pupils for a given curriculum area in separate classes with different teachers, based on pupils' attainment in that particular area. This research studied four Primary 7 classes in Scotland, in which setting was used for the teaching of mathematics and English in 3 of the 4 schools. Findings from observations of classroom practices in these classes were compared with findings from an earlier study of four Primary 7 classes in which setting was not used. The comparison findings indicated that there was little difference in the balance of the curriculum in setting and nonsetting schools. In both types of schools, there were marked differences between practice and 5-14 recommendations. Target pupils spent more time in whole class teaching situations in setting schools than in nonsetting schools. Setting was not related to the amount of time target pupils were engaged on task. There was no increase in the amount of time devoted exclusively to teaching in the setting schools. The dominant teaching approach in setting schools was instruction, with both set classes and mixed ability classes. In nonsetting schools, facilitating learning was the commonly noted teaching approach. Target students in setting schools spent more time involved in assessment than their counterparts in nonsetting schools. Overall, the time teachers spent assessing and recording pupils' progress was similar in setting and nonsetting schools. Recommendations were made regarding introduction of setting, grouping strategies, teacher allocation, resources, communication with pupils and parents, and evaluation of the effects of setting. (Contains 17 references.) (KB)

This study examined the classroom experiences of teachers and pupils in 12 primary schools in Scotland. In each school, researchers spent a week with one class, observing the teachers and six target pupils selected to represent the ability range within the class. Through interviews with teachers and pupils, the researchers aimed to identify the amount of time both groups spent on various types of activity, and to explore the reasons for particular patterns. Among the findings are the following: (1) the time spent on various curriculum areas diverged considerably from the amount suggested in the 5-14 curriculum guidelines; (2) there was high variation in classroom organization; (3) pupils spent about two-thirds of their time engaged on tasks; (4) target pupils spent about 40 percent of their time in some form of teacher-student interaction and 40 percent in interaction with other pupils; (5) the teacher behaviors most associated with pupil engagement, collaborative learning activities and one-to-one interaction with the teacher, were rarely observed; (6) teachers spent 82 percent of their time in teaching and related activities; and (7) teachers used a variety of teaching strategies, with different strategies predominating with different age groups. Issues that emerged as warranting further investigation included the balance of the curriculum, students' independent work, the implications of a heavy workload, and teachers' and pupils' views on changes in the ways pupils learn as they progress through primary school. (Contains 45 references.) (KB)

Higher education institutions in the United Kingdom (UK) use a variety of ways to collect views from students about the quality of their educational experiences and suggestions for improvements. A small-scale study, funded by Higher Education Quality Council (QAA), explored how this feedback contributes to enhancing subsequent performance. Drawing mainly on practices in two particular institutions, findings show that, although there might be long term benefits in amending educational provision in response to student comment, no direct links can be made between feedback and enhanced learning. Feedback is most likely to focus on improving "teaching" (mostly lecturing) and educational facilities, and scant attention is paid to students' development of their learning strategies. Students are not always informed of any consequences of their feedback; moreover, examples from various universities in the UK show that there is still a problem in making links between student feedback, staff reactions and actions, and staff feedback to students. (Contains 20 references and a figure. Appendixes contain the research evidence, including 2 tables of data; and lists teaching methods identified by T. Bourner and S. Flowers in 1997.) (NKA)

Questions are repeatedly raised about equality and equity in the education system. Teachers, policymakers, and parents have an interest in monitoring educational provision and outcomes in relation to various pupil groups, one of the most obvious being gender. To identify recent trends in the relationships between gender and attainment in Scotland, the Scottish Office Education and Industry Department commissioned a review of research and statistics about pupils' attainment by the time they leave school. The period covered was 1985-1995. This report comments on three factors connected with gender differences in attainment: (1) the effects of bias in assessment and teaching; (2) influences of home and society; and (3) the interaction between class, ethnicity, and gender in achievement. Offers suggestions for teaching that take into account differences in social class, ethnicity, and gender. Contains 24 references. (BT)

This publication reports on an evaluation commissioned by the Greater Glasgow (Scotland) Health Board of a school sexual health education program. The program emphasized providing accurate and relevant sexual health information; promoting pupils' ownership of their own sexual health issues; developing pupils' informed decision-making abilities concerning sexual activity; and encouraging peer support within classes. The findings of the 1993 evaluation revealed that while the model had taken time and resources, this approach had led to a curriculum that met the sexual health needs of the majority of pupils in the target school, developed and enhanced teachers' skills, and promoted teachers' confidence in providing sexual health education. Overall themes emerging from the evaluations are summarized in five broad categories: (1) pupils' satisfaction with the program; (2) communication issues between teachers and pupils; (3) factors affecting learning and pupil involvement; (4) the role of external providers of sexual health education; and (5) the challenge for collaborative sexual health programs. Summaries of the three phases of the sexual health program and corresponding evaluation and findings are included in the appendices. Contains nine references. (ND)

This report covers studies and statistics that provide information about the attainment of Scottish boys and girls by the time they leave school. The report considers their performance in public examinations, differences in attainment between boys and girls in primary and earlier secondary school, and differential staying on rates and uptake of opportunities in further and higher education with particular reference to Scotland from 1985-95. The review concerns equality of outcome in terms of groups performance in examinations but also addresses issues of equity and factors contributing to gender differences in outcomes. These factors include equality of formal and actual access to educational resources and opportunities and experiences that promote educational achievement. The suggestions for action which conclude the report concentrate on monitoring the effects of policies and practices on the attainment of boys and girls. The report is divided into three sections with 15 chapters. Section 1, "The Relative Performance of Boys and Girls in Public Examinations," includes: (1) "Introduction and Context"; (2) "Entry and Performance in Standard Grade and GCSE"; (3) "Staying on Rates and Higher Grade Entrants"; (4) "Results at Higher Grade and Advanced Level"; (5) "School Leaving Age and Qualifications"; (6) "Entrants to Further Education (FE) and Higher Education (HE)"; (7) "Gender and Performance at School"; and (8) "Gender and Achievement in the UK and Other Countries." Section 2, "Explanations of Gender Differences," contains: (1) "Assessment Issues"; (2)"Biological Explanations"; and (3) "Environmental Theories." Section 3, "Continuing Issues of Concern in Relation to Gender and Attainment," offers: (1) "Context for the Future"; (2) "Monitoring Policies, Practices and Outcomes"; (3) "Factors Which Contribute to Gender Differences in Attainment"; and (4) "Summary of Topics for Action and Inquiry." (EH)

This study of values education was conducted in primary schools in Scotland between April 1993 and April 1995. The study: (1) explored the kinds of values implicitly and explicitly taught; (2) investigated teachers', pupils', and parents' perceptions of values education; (3) explored the ways value education occurs; and (4) sought to raise awareness of these ways. Data collection consisted of initial in-depth studies of values education in five primary schools and a postal survey with teachers and headteachers in a sample of Scottish primary schools. The in-depth studies included interviews and discussions with teachers and administrators, classroom observations, and analysis of student writings. The postal survey was designed to explore issues emerging from the in-depth studies. Results include the following: (1) there was considerable consensus among school staff over the values they wished to impart upon their students; (2) most staff and parents saw values education as being the primary responsibility of the parents, not the school; (3) headteachers generally saw it as their role to establish a policy and tone for values education; and (4) values were defined in broad terms, including caring, self-esteem, cooperation, respect, and consideration. (Contains 84 references and a technical appendix describing methodology.) (JW)

This report presents the findings of a major study of preschool provision in Scotland. Part 1 of the report sets the context for the project, clarifying its aims, providing information on relevant issues, and discussing the research questions addressed. Part 2 presents the findings arising from the various methods used to collect evidence. Finally, part 3 focuses on issues related to the quality of provision that emerged from the findings and locates these issues in the context of the specific research areas for investigation set out in the first part of the report. The research, which concentrated on children ages two to four years, looked at four main areas relating to experiences with and outcomes of preschool provision: (1) costs and benefits; (2) the extent to which developmentally appropriate aims are compatible with education demands of formal schooling; (3) provision made in different centers for special needs children; and (4) perceptions of parents and providers of the quality in preschool provision. Evaluation results indicated that most children attending any kind of center-based care were likely to have access to suitable facilities and a wide range of resources and equipment for promoting their social, emotional, physical, and intellectual development. The findings also suggested that although there seem to be many different forms of care and education available, many parents may have limited choice. In particular, many working parents who are looking for full-time care face problems finding care provision that meets their needs. (Contains over 100 references.) (AA)

Noting that in Scotland there are a variety of provisions for preschool children organized and funded by different local authorities, private businesses, and voluntary organizations, this report describes the findings of a 2-year study into educational provision and day care for preschool children between the ages of 2 and 4 in Scotland. The study examined the variety of provisions for preschool; how preschool relates to the 5-14 program in schools; provision for special needs; and parents' and providers' views about quality. The research was conducted in the regions of Strathclyde, Fife, and Borders (three regions in Scotland) using a postal questionnaire, interviews, and observations. Main findings included the following: (1) costs and availability vary considerably among providers; (2) there was no common approach to keeping, using and having access to children's records; (3) for many children from minority cultures, there was no one at the center who shared their culture or first language; (4) parents and providers attached most importance to health and safety, and centers adopted various ways of assessing their own quality; and (5) the demand for pre-five services is likely to continue and expand in types of provision, learning and child-centered activities, special needs, and collaboration. A list of discussion topics is included. (AP)

The Scottish Road Safety Campaign and the Road Safety Council of Wales have made a large investment in theater tours as a method of providing road safety education. This study aimed to evaluate the effectiveness of a road safety message delivered by a theater group, Road Safety Officers (RSOs), or, teachers for pupils in upper secondary classes. Five schools were the primary focus of the study. Evaluation was based on three criteria: imparting factual information; raising pupil's awareness of road safety issues; and changing their attitudes on drinking and driving. Certain key areas in students' knowledge were influenced by the presentations. After the presentations students were more likely to: acknowledge they could not reduce the amount of alcohol already in their bloodstream by, for example, drinking hot coffee; agree that a zero alcohol limit should be enforced; and agree that the drinking and driving message was relevant for them irrespective of age or circumstance. Students expressed a clear preference for the theater presentation. Several feedback points were included. The impact of using Welsh language as a medium was examined. Implications for content, method of future teaching and learning related to drinking and driving were reviewed. Contains 41 references and extensive appendices and tables. (JBJ)

A survey was conducted in Scotland's Lothian region to ascertain views on education provision for children under age 5. Subjects were over 400 nursery nurses, more than 1,100 parents, and staff members, at 175 nursery schools. The research questions covered six areas: (1) background information on parents and children; (2) benefits of nursery education for children and their families and improvements that parents would like to see; (3) staff feelings about meeting the needs of children and their families and staff priorities in the provision they make; (4) staff overall job satisfaction and satisfaction with opportunities available for professional development; (5) preferences held by both parents and staff concerning parental involvement in nursery education and how these preferences match with actual practices; and (6) kinds and levels of inter-agency work existing in Lothian nurseries. Results indicated that parents felt generally very happy with the nursery school or class their children attended, but would like more provision to be available. Suggested improvements involved providing more places, giving children more time at nursery, and allowing younger children into the system. Helping children prepare for school, giving them the chance to mix with other children, and contributing to their education were the main reasons parents gave for using the services. The majority of teachers and nursery nurses were satisfied with their present jobs but identified further areas for inservice requirements, especially for working with special needs children and with parents. Fairly large numbers of nurseries reported receiving support from other professionals such as speech professionals and psychologists, and well over three-quarters of nursery schools and classes were involved in pre-entry work with primary schools. (AA)

Two programs on drug, alcohol, and sex education in two Glasgow (Scotland) high schools were evaluated to assess their effectiveness. One was a drugs and alcohol education program at City High School and the other a sexual health program at Clydeside High School. Both schools drew from a local population that included a significant number of poorer, less educated families. The drug and alcohol program included two formats, a standard 10-week course delivered by a Personal and Science Development teacher and an alternative program designed and delivered by project workers from the local Health Board and addiction project. Both were designed to help young people make informed decisions about any potential use of drugs. The evaluation compared participants' views on the two different courses. The sexual health program had a particular focus on pregnancies among local young women who were thought to be leaving school and becoming pregnant soon after. The evaluation compared the views of pupils, researchers, and health workers before and after the program. Among the many findings were the following: students found the alternative drug program very relevant; those in the sexual health program felt the course had provided information they needed and enhanced their ability to make decisions. Three appendixes contain information on research methodology, program content, and research team members. (JB)

In Spring 1992, the Scottish Ofice Education Department invited Moray House Institute of Education to test the feasibility of a more school-based approach to teacher training. In this PGCE (Secondary) course, students increased the amount of time in school. The increase in time was accompanied by other changes in the organisation of placements and the support provided for students. The main feature of the support was the introduction of mentors, teachers who would have special responsibility, and time allocated, for supporting students. Three regional educational authorities in the east of Scotland, 10 schools and nearly 100 students took part. The study aimed to monitor the views of students, school and college staff in the following areas: the extended period of school experience; the balance and partnership between colleges, schools, and regional education authorities; mentor preparation and what it was like to be a mentor; organizational structures necessary to support the changes; and resource implications. Surveys were complemented by school case-studies, interviews, and group discussions. Some of the findings were: (1) in general, students, school and college staff, and other key informants favored the increase in time for school placements; and (2) they recognized the benefits for the pilot students and from the longer period spent in the pilot school. Among the benefits were: pilot students seemed more confident and more integrated into the school staff than their counterparts in previous years; and the students enjoyed what they described as a realistic experience of teaching long enough in the same school to see the effects of instruction. Mentors experienced satisfaction in being more involved in students' development. Four appendixes provide names of the monitoring project advisory committee, the general context for the monitoring project, technical data, and a bibliography. (LL)

A three-strand study examined the availability, provision, and effectiveness of educational guidance to adults in Scotland. A literature review, results of a 1988 study, and a commissioned update of that study were used to develop an overview of available educational guidance services. Case studies were conducted of six programs selected as representing a broad range of delivery systems and practices (including regional, employer-based, college, and distance learning guidance services). A user survey was administered to 200 adults identified as having used the case study services. The availability and effectiveness of educational guidance and factors affecting provision of guidance were analyzed. A wide variety of sources of educational guidance were identified, and it was found that users were generally satisfied with the guidance they received. Among the problems identified were the uneven availability of guidance services throughout the country, lack of systematic coordination among providers, and inadequate funding to meet identified guidance needs. (Eleven tables are included. Appended are a list of organizations and agencies contacted and advisory committee members, detailed survey completion data, an outline of activities and principles of quality guidance, a table showing client characteristics identified in the user survey, and a glossary of acronyms. Contains 27 references.) (MN)