Schools In Scotland Research Articles

Working conditions for Catholic teachers in the archdiocese of Glasgow in the late nineteenth century and early twentieth century

The Education (Scotland) Act, 1918, was a key point in the process towards full state funding for Catholic schools in Scotland. There has been important research on the political and ecclesial negotiations that led to the Act and into the conditions of the Act that preserved the denominational identity of the Catholic schools. This article examines the working conditions of Catholic teachers leading up to the Act and focuses on several themes, primarily in relation to the Archdiocese of Glasgow: school accommodation, the roll, and class sizes; the impact of disease, sickness and death; the working conditions for pupil-teachers; and, the major focus of the article, the remuneration for Catholic teachers.

'It's like sludge green': young people's perceptions of standardized tobacco packaging in the UK.

Standardized tobacco packaging was introduced in the United Kingdom in May 2016, together with larger graphic warnings. This study explored young Scottish people's awareness of and perceptions about standardized tobacco packaging in the United Kingdom. Qualitative study using 16 focus groups conducted February-March 2017. Four schools in Scotland based in areas of differing socio-economic status (high versus medium/low) and two levels of urbanity (large urban versus small town/other urban). Eighty-two S2 (13-14years) and S4 (15-16years) students who were smokers or at-risk non-smokers. Focus groups explored perceptions of standardized packaging and health warnings. The qualitative data underwent thematic analysis. Views about standardized packaging were generally negative. Packs were described as being unattractive, drab and less appealing than non-standardized versions. The new health warnings generated negative affective, often aversive, responses. These varied depending on the image's perceived 'gruesomeness' and authenticity. Most participants thought that the impact would be greatest on young non/occasional smokers. There were divergent views about whether established smokers would be affected. The introduction of standardized tobacco packaging and new larger graphic health warnings in the United Kingdom seems have reduced the perceived attractiveness of cigarette packs among young people in the United Kingdom who smoke or are at elevated risk of becoming smokers, disrupting positive brand imagery (the brand heuristic), increasing the salience of health warnings and contributing to denormalizing smoking.

"Farmers Don't Dance"

In this article we examine the influence of rurality on the construction of masculinity and femininity for, and by, pupils in a rural secondary school in Scotland. Using data from semi-structured interviews with male and female pupils and a teacher, as well as observations of classroom interactions over a period of 12 months, we highlight how girls take up multiple and complex gendered identities in a rural context and we emphasize the tensions they experience as they negotiate a feminine identity in a rural space constructed and described as masculine. Findings suggest that this construction is, at times, supported by teachers’ practices and their interactions with pupils. We conclude by discussing the implications for teachers in rural schools and point to the need to support girls to ensure that their educational opportunities are not limited by the deep-rooted associations that exist between rurality and masculinity.

Stress and subjective life expectancy: Cross-sectional and longitudinal associations in early adolescence.

Using data from a longitudinal study, the present study employed a latent class mover-stayer analytical strategy to examine both the cross-sectional and longitudinal (+33 months) relationship between membership of stress classes, and subjective life expectancy. Participants were from 21 High schools in Scotland and Northern Ireland. Data were collected in the first year of High school (mean age=12.5 years), and at +33 months (fourth year, or school year 11). Sample 1 consisted of 1171 adolescents (40.82% females, 2.56% unreported) in Northern Ireland. Sample 2 consisted of 1059 adolescents (52.79% females, 1.32% unreported) in Scotland. Adolescents with the lowest levels of stress projected the highest subjective life expectancy scores. Longitudinal analyses were jumbled and not in keeping with cross-sectional results. More research may be needed on the trajectory of subjective life expectancy over time before it can be depended upon as a reliable outcome variable in adolescent development.

Socio-cultural transnational practices in Saturday Russian schools in Scotland

How can socio-cultural transnational activities be related to the study of one’s heritage language? Why do Saturday schools promote socio-cultural transnational practices inside and outside of the learning process? Why would migrant families like to support socio-cultural transnational activities organised by the schools? This article offers answers to the questions posed above based on an investigation of four Russian schools in Scotland. Heritage language preservation is a negotiable process which flexibly responds to the interests of the parents, teachers and pupils who participate in the activities of the Russian schools and contribute to shaping their aims. These interests can be considered as the main driving forces for a wide range of aspects of the Russian schools’ everyday life, such as educational programmes, styles of teaching, the social relationship between members of the Russian school community and additional cultural events organised by these schools. In Scotland, Russian-speaking communities bring together individuals with a range of characteristics (including different paths to migration, skills and educational levels, national identities, and countries of origin). The present study has shown the importance of this diverse composition of Russian-speaking communities to the everyday operations of the Russian schools. This contributes to the discussion of socio-cultural transnational elements activities in everyday life of the Saturday schools and their role in the development of the migrant community. Expanding on the existing literature in this area, the research investigates socio-cultural transnational practices which unite the Russian-speaking community in Scotland itself, and create a bridge between this community and the Russian-speaking world.

Teachers’ understanding and enactment of critical literacy – A lack of unified teaching method

The research project carried out in one primary school in Scotland was guided by an intention to discover and provide up-to-date data on what literacy teachers knew about critical literacy and whether this knowledge was promoted, achieved, and enacted in praxis. By specifically focusing on reading and teachers’ approaches to texts, this study explores to what extent critical literacy makes its explicit or implicit appearance in the early years’ reading classes as a result of teachers’ understanding of it—their content knowledge, personal and professional beliefs. The findings have fueled the discussion about the preconditions for greater and more direct utilization of critical literacy in language classrooms. The knowledge and practices the teachers in this study revealed, reflect a promising springboard for developing new, more unified ways of teaching reading. After being reminded of and exposed to some of the central concepts of critical literacy, the teachers became more interested and confirmed that they would teach for it if they only knew how. This is also one of the main implications of the study for teacher educators, curriculum developers and researchers.

The changes of content of education in great Britain in the 19 th century during the period of foundation of national system of education

The article investigates the issue of the experience in theory and practice of organizing of national system of education in Great Britain during the 19 th century. Special attention is given to the education content. The role of changing content at three stages of education in the process of foundation of national system of education has been defined according to social and political, cultural and pedagogical prerequisites. The content components of education at three stages of the foundation of national system of education in Great Britain in the 19 th century have been analyzed. Lack of common, compulsory and legal content at first two stages has been proved. Dependence of education content on the types of education schools and pupils social classes of Great Britain of the 19 th century has been determined. General orientation of education content at three stages of formation of national system of education has been identified. It is concluded that content of education at three stages has its own characteristics. The main disciplines are Writing, Arithmetic, Reading Catechism and CraG. Secondary disciplines are the Sciences. Condensed character of education at the first two stages has been denoted. Education content was characterized by case studies on English, it was based on work education and teaching of writing, reading and arithmetic at the third stage. It was a lack of common curriculum in the education schools at first two stages. One of the significant disadvantages of education content at the first two stages is the prohibition of learning national languages at schools of Scotland and Wales. Education content at the third stage has been expanded by compulsory curriculum in English writing, reading and arithmetic for all schools of national system of education throughout the country. Sciences and Art disciplines have been introduced at the third stage. Compulsory religious education at the third stage has been prohibited for all education schools. Content of education at the third stage has been concretized by education schools committees, Ministry of People Education and its commissions.

Некоторые интонационные особенности педагогического общения в начальной школе Шотландии

Intonation of classroom communication is viewed within the framework of discourse approach. The study investigates intonation in interactional dimension with regard to speech situation, specific features of pedagogical discourse in primary school, social and cultural parameters. Basing on the data of perception analysis the authors focus on the extralinguistic factors that determine frequent use of rising terminal tones in the discourse addressed to young children. Special attention is given to the institutional principles and norms of teacher-student interaction in primary schools of Scotland. The article contains an overview of the main tendencies in the intonation of primary school teachers, determined by their professional background, regional accent and new pronunciation trends. Approaches to multidisciplinary study of discourse intonation are outlined.

Education and health outcomes of children treated for chronic conditions

Background with rationaleThis retrospective cohort study linked Scotland-wide education data to national health data to explore associations between childhood chronic conditions and subsequent educational and health outcomes.
 Main AimConditions studied were diabetes, asthma, epilepsy, attention deficit hyperactivity disorder (ADHD) and depression. We also explored neurodevelopmental multimorbidity (comorbid autism, learning disability, ADHD or depression). Educational outcomes were school absenteeism and exclusion, special educational need, academic attainment and subsequent unemployment. Health outcomes were hospital admissions and all-cause mortality.
 Methods/ApproachPupil census data and associated education records for all children attending primary and secondary schools in Scotland between 2009 and 2013 were linked to national prescribing data, acute and psychiatric hospital admissions, death records and retrospective maternity records enabling conditions to be studied whilst adjusting for sociodemographic and maternity factors and comorbid conditions. Conditions were ascertained from prescribing data and school records.
 ResultsAll conditions were associated with increased school absenteeism, special educational need, and hospitalisation. All, excluding diabetes, were associated with poorer academic attainment and all, excluding ADHD were associated with increased mortality. ADHD and depression were associated with increased exclusion from school whilst epilepsy, ADHD and depression were associated with subsequent unemployment. Children experiencing neurodevelopmental multimorbidity had poorer outcomes across all educational domains. Depression was the biggest driver of absenteeism and ADHD was the biggest driver of exclusion.
 ConclusionIn addition to poorer health outcomes, schoolchildren with these chronic conditions appear to experience significant educational disadvantage compared to their peers. Therefore interventions and further understanding of the intricate relationships between health and education among children with these conditions is required.

Using Scotland-wide record linkage to investigate the educational and health outcomes of children treated for chronic medical conditions: a retrospective population cohort study

BackgroundChronic ill health can affect children's educational and health outcomes. Previous studies have reported poorer school outcomes among children with diabetes, asthma, epilepsy, attention deficit hyperactivity disorder (ADHD), and depression; however, many have limitations, very few have analysed multiple outcomes or population-wide data, and literature in Scotland and the UK is scarce. We aimed to identify children prescribed medication for these chronic medical conditions and investigate their educational and health outcomes compared with their peers. MethodsWe retrospectively linked Scotland-wide education records for children attending primary and secondary schools in Scotland between 2009 and 2013 to prescribing data, acute and psychiatric hospital admissions, maternity records, and deaths. School absenteeism, exclusion, and special educational need were analysed annually using generalised estimating equations. Academic attainment was analysed using generalised ordinal logistic regression and unemployment with binomial logistic regression. All-cause hospitalisation and mortality were analysed using Cox proportional hazards or Poisson piecewise regression. Analyses were restricted to singleton children born in Scotland and adjusted for sociodemographic or maternity factors and comorbid conditions Findings766 244 schoolchildren were included in the analyses. All conditions were associated with increased school absenteeism (diabetes incidence rate ratio [IRR] 1·34, asthma 1·25, epilepsy 1·50, ADHD 1·18, depression 1·95), special educational need (diabetes odds ratio [OR] 2·45, asthma 1·28, epilepsy 10·11, ADHD 8·77, depression 2·24], and all-cause hospitalisation (diabetes hazard ratio [HR] 3·97, asthma 1·69, epilepsy 3·72, ADHD 1·33, depression 2·56). All, excluding diabetes, were associated with poorer academic attainment (asthma OR 1·11, epilepsy 4·07, ADHD 3·64, depression 3·44] and all, excluding ADHD, were associated with increased all-cause mortality [diabetes HR 3·84, asthma 1·77, epilepsy 24·77, depression 6·21]. ADHD (IRR 5·82) and depression (1·65) were associated with increased exclusion from school, whereas epilepsy (OR 1·99), ADHD (1.42), and depression (1·98) were associated with subsequent unemployment. InterpretationIn addition to poorer health outcomes, schoolchildren with these chronic medical conditions have significant educational disadvantage compared with their peers. Interventions and further understanding of the relationships between health and education among children with these conditions is required. FundingHealth Data Research UK

Scotland’s school grounds: playful and play-full learning environments?

The starting point of this paper is the Scottish School Grounds Survey of 2005, which provided nationwide insight into the extent to which school grounds were being used as learning environments for children in nursery, primary, secondary and special schools in Scotland. Reflecting specifically on provision for play and the way in which play facilitates formal and informal education, and considering developments in Scotland’s school estate over the last decade, this paper argues that Scotland’s school grounds are not yet play-full and playful learning environments. The paper concludes by reflecting on ways in which Scotland’s school grounds could and should be positioned more centrally in school education.

Assessing sectarian attitudes among Catholic adolescents in Scotland

ABSTRACT Sectarianism is perceived as a serious issue in Scotland despite a lack of concrete evidence, according to the Advisory Group on Tackling Sectarianism. This paper addresses one of the gaps in knowledge, the attitudes of Catholic school pupils. Our research was designed to profile sectarian attitudes among a sample of Catholic school pupils in Scotland, using our own newly designed Scale of Catholic Sectarian Attitudes. The research assessed the influence of five sets of factors on shaping individual differences in sectarian attitudes: personal factors (sex and age), psychological factors (personality), religious factors (identity, belief, and practice), theological factors (exclusivism), and contextual factors (Catholic schools). The study draws on data provided by 797 13- to 15-year-old school pupils from schools in Scotland who self-identified as Roman Catholic. We offer a new tool for measuring attitudes to sectarianism and also findings that demonstrate that sectarian attitudes exist within the young Catholic community in Scotland and that this has possibly become part of a wider problem generated by the public visibility of religious diversity within an increasingly secular society. Further we find that Sectarian attitudes are higher among males than among females and are higher among nominal Catholics than among practising Catholics.

‘We ur al aff tae th’ big schuil’ – pupils’ and teachers’ views and experiences on using Drama Conventions to support primary-secondary transition

ABSTRACT This case study explores pupils’ and teachers’ views on using Drama Conventions during primary-secondary transition. The intervention took place during the final month of the Scottish academic year (June), in 3 associated state primary 7 classes (the last year of primary school in Scotland) with 78 pupils and 3 teachers. Forty-nine pupils completed a retrospective questionnaire on the intervention at the end of secondary term one. This paper suggests that a Drama Convention approach to primary-secondary transition creates a learner-centred transition curriculum developing: solidarity, empathy, meta-awareness, multiple perspectives and understanding of transition bullying. Qualitative data methods included: pupil questionnaires and focus groups, teacher semi-structured interviews, teacher observations and a researcher diary. The conclusion outlines recommendations for future transition research, policy and practice.

High School Students' Perspectives of Participating in a STEM-Related Extracurricular Programme

This article reports on secondary school students’ perspectives of participating in science, technology, engineering and mathematics (STEM) related extracurricular activities in six secondary schools in Scotland. The extracurricular activities aimed at supporting students in developing knowledge of STEM subjects and confidence in their preparation for high school examinations, post-secondary schooling and the world of work. The study used a mixed-methods design. This entailed collecting data using qualitative semi-structured interviews, focus group discussion and a quantitative questionnaire. Findings indicate that students viewed extracurricular activities positively. They felt that the activities they participated in made a difference in their overall development. STEM related extracurricular activities provided students with relevant subject knowledge, wider learning opportunities and confidence in their own abilities, thereby contributing towards academic and social development. Students also reported increased knowledge of post-schooling opportunities. The activities resonated with the Scottish Curriculum for Excellence (CfE), thereby complemented formal learning.

Adolescents\u2019 perceptions of standardised cigarette packaging design and brand variant name post-implementation: a focus group study in Scotland

BackgroundThe United Kingdom (UK) fully-implemented standardised packaging for cigarettes and rolling tobacco on 20th May 2017. We explore adolescent’s awareness of, and responses to, standardised cigarette packaging in the UK after it became mandatory.MethodsEight focus groups were conducted in schools in Scotland with 16–17 year-olds (n = 41), between November 2017 and November 2018, to explore awareness of, and responses to, standardised cigarette packaging. Unlike in Australia, where only straight-edged flip-top cigarette packs are permitted, in the UK standardised cigarette packs can have slim designs, and different edge types (straight, rounded or bevelled) and opening styles (flip-top or shoulder box). We explored how each of these pack formats was perceived. We also explored to what extent brand variant name differentiated cigarettes sold in standardised packaging.ResultsMost participants were aware of standardised packaging without being shown pack stimuli. Standardised packs were considered embarrassing and off-putting, and the health warnings salient. Among the standardised packs shown, there was a preference for the slimmer pack, viewed as more discrete and the cigarettes potentially less harmful, and the shoulder box, considered cool and different. Participants were interested in some brand variant names on standardised packs (e.g. Legendary Black), particularly those they considered to imply coolness and sophistication.ConclusionAdolescents consider standardised cigarette packs in the UK unappealing, and the warnings salient, two core aims of this measure. However, positive reactions to some of the standardised packs (slimmer pack, shoulder box), and variant names used, has implications for countries developing standardised packaging regulations.

Exclusion from school in Scotland and across the UK: Contrasts and questions

This article draws on findings from the first cross‐national study of school exclusion in the four jurisdictions of the UK. It casts new light on the crucial aspects of children's education that lead to school exclusion. It investigates the reasons for the UK disparities, as well as the policy and practice in place. The focus of this article is on a detailed analysis of the policy context in Scotland, where official permanent exclusion reduced to an all‐time low of just five cases in 2014/15. This is much lower than in Northern Ireland and Wales and in stark contrast to England, where exclusions have increased substantially since 2012. Our analysis seeks to understand Scotland's success in reducing exclusion and offers new insight into the ways in which national policies and local factors more generally shape schools and their practices and the consequent impacts for children and young people more broadly in the UK.

Learning to Use Teaching for Personal and Social Responsibility Through Action Research

Purpose: The purpose this investigation was to explore the learning experiences of two teachers from different secondary schools in Scotland as they engaged in their respective action research projects to learn to apply teaching personal and social responsibility in physical education.Method: Both teachers worked within a small community of practice and used qualitative methods to gather data to inform their inquiry. The teachers shared their findings with their coauthors and engaged in further, more focused analyses to explore and understand their learning experiences and the learning experiences of their pupils.Results: Both teachers found that their learning in context was much slower and more challenging than first expected. Over time, both teachers learned to set “new” learning objectives, applied “new” teaching strategies, talked more to their pupils, and reflected with others to evaluate their learning.Discussion/Conclusion: When teachers are committed to their own learning and when the subject of their learning aligns with their core values, professional needs, and the needs of their pupils, then pedagogical change is possible.

Better Movers and Thinkers: An evaluation of how a novel approach to teaching physical education can impact children's physical activity, coordination and cognition

This study aimed to identify what impact a novel approach to teaching physical education (PE) had on children's physical activity (PA), coordination and cognition compared to current provision. One hundred and fifty children were recruited from six primary schools in Scotland. Outcome measures were the Cognitive Assessment System, the Physical Activity Habits Questionnaire for Children and fundamental locomotor skills (crawling, creeping, marching and skipping). Pre‐, post‐ and 6‐month follow‐up testing was conducted and data analysed comparing a control and an intervention group. Each group received 2 hours of PE each week during the 16‐week intervention. Current provision in PE was delivered in the control group and a Better Movers and Thinkers approach to PE delivered in the intervention group. Significant effects of intervention relative to the control group were identified in cognition (p ≤ 0.001, d = 0.76) and coordination (p ≤ 0.001, d = 0.97). No significant effects of intervention were identified for PA (p ≤ 0.200, d = 0.24). The improvement in the outcome measures remained at the 6‐month follow‐up testing. The present study has identified cognitive and coordination improvements as a result of a novel PE intervention with benefits maintained 6 months later. This supports the need for modification in current PE provision to optimise the potential for learning across the curriculum.

Supporting the socio-emotional aspects of the primary–secondary transition for pupils with social, emotional and behavioural needs: Affordances and constraints

The primary–secondary transition presents both opportunities and challenges for children. For some, it may represent a ‘critical period’ which impacts their future mental health and well-being. This article focuses on identifying the affordances and constraints of a group-work approach to support children with social, emotional and behavioural needs (SEBN) across the transition with a specific focus on the socio-emotional aspects of transition. This evaluative, mixed-methods case study took place in six clusters of primary/secondary schools in Scotland involving 63 pupils who participated within support groups for around twenty 1-hour sessions. It focuses on the accounts of Support group Leaders, drawing from focus group discussions held within each cluster and a Likert-type scale questionnaire. A wide range of facilitators and barriers to implementation and to pupil progress were identified. Facilitators related principally to the quality of relationships and pedagogy which the support group afforded and the quality of support for the project. Barriers related principally to organisational and resource constraints and more general concerns around how behaviour support is perceived. The article argues that supporting the transition for pupils with SEBN is complex and there is no ‘magic bullet’. Building a supportive infrastructure from the outset is key to success.

Addressing the bereavement needs of children in school: An evaluation of bereavement training for school communities

The role of schools in both educating children about loss and change and supporting bereavement experiences is emphasised, yet, school staff report low confidence in being able to support children when someone dies. This article reports on an evaluation of bereavement training that was offered to eight schools in Scotland and aimed to assist school communities to develop knowledge and confidence in engaging and supporting bereaved children. Pre and post questionnaires were used to measure the confidence, beliefs and values of 282 school staff that attended the training. Two focus groups were held for 6–18 months following the training to gain an understanding of the longer-term impact. Findings suggest that participants viewed bereavement support as part of their role and that a short and targeted bereavement-training programme can contribute to raising the awareness and confidence of school staff to respond to the needs of bereaved children.