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苏格兰是一个美丽的地方,其首府爱丁堡素有“北方雅典”之称,这个国家有不少颇具特色的东西哦。你对哪样比较感兴趣呢？赶快作出你的选择,并带上你要完成的任务,开始你的苏格兰之旅吧！     

Special Education in Scotland

Robert Hughes, Under Secretary of State for Scotland, is interviewed by Stephen Jackson, who attempts to assess progress made since he criticised Scottish provision for training teachers of the handicapped in Special Education , September 1971     

Movement and Drama in Scotland

Teachers in Scottish schools were asked about their attitudes to, and experience of, movement and drama, by Ken Byron, recently lecturer in drama, Hamilton College of Education, Lanarkshire, now teacher/adviser for drama in West Leicestershire     

Scotland and the 1981 Education Act

Bureaucratic, over-formal and time consuming, but strengthening parents' rights and sharpening up the accountability of professionals - these are among the main reactions to the recording procedures of the Education (Scotland) Act 1981 which a Scottish team discovered recently. Dr George Thomson and Alexander Budge, of the Department of Education, Edinburgh University, and Marianna Buultjens and Margaret Lee, Moray House College of Education, Edinburgh, report on aspects of their study of the reactions of professionals and parents concerned with the education of visually impaired children.     

Trends in Higher Education Participation in Scotland

Scottish higher education has expanded and diversified in the last two decades. Most notably, compared to the early 1980s, participation in the mid-1990s has risen disproportionately among people aged over 21, people from socially disadvantaged backgrounds, women, and (probably) minority ethnic groups. Students are more likely to move away from their home region on entering undergraduate courses, although they are not much more likely than before to leave Scotland altogether. Although participation from Scotland generally has risen more rapidly than participation from elsewhere in the UK generally, at some Scottish institutions the proportion of undergraduates coming from outside Scotland is growing. The system as a whole is not becoming markedly more part-time, although there has been a rise in the very small proportion of people who are studying for first degrees part-time (as opposed to HNDs etc). The share of higher education taking place in further education colleges has grown sharply, but nearly all of that has been for HNDs etc rather than degrees. The expansion has been driven partly by general social change (including the intergenerational effects of previous educational expansion), partly by special entrance schemes to encourage students from social backgrounds that have not in the past been strongly associated with entering higher education, and partly by government policy. These pressures will continue, and will probably be reinforced by the imminent reform of post-16 assessment and curriculum in Scotland, producing for the educational stage immediately preceding higher education for most students a unified framework embracing both academic and vocational courses.     

Global Influences on Teacher Education in Scotland

This comment is addressed to the recent debate between McLeish and Gibson concerning the former's schedule‐based classroom observations. McLeish is accused of proliferating category systems unnecessarily and of failing to document his own system adequately. While some of Gibson's criticisms are endorsed, therefore, it is also suggested that his approach is unwarrantably anti‐theoretical.     

伊丽莎白政府的外交政策与苏格兰问题的成功解决

本文论述了伊丽莎白政府1559—1560年在苏格兰问题上采取的循序渐进的干涉政策:适中的承诺,金钱和武器援助,公开武装干涉.在此基础上分析了英格兰取胜的根本原因:外交战略的调整;独立自主的外交政策;伊丽莎白女王与威廉·塞西尔相得益彰的合作.试图说明:苏格兰问题的解决使不列颠岛日益成为一个防御整体,在此基础上英格兰走出了一条全新的外交路线.     

Policy and practice of Holocaust education in Scotland

In contrast to the situation in England and Wales, Holocaust education in Scotland is not mandatory and is not delivered to every school student. Still, it is offered frequently. In this article we show how Scotland’s changing curriculum, the introduction of Holocaust Memorial Day, and the Lessons from Auschwitz Project have contributed to the growth of Holocaust education in Scotland over the last decade. We discuss the significance of each of these three factors, the impact of Holocaust education, and the inter-related nature of their practice with relevant references to the English equivalent. We further examine the role of Holocaust education at both the primary and secondary level, consider the challenges for Holocaust education in Scotland, and conclude that although large numbers of students in Scotland are currently engaging with Holocaust education, these three factors continue to play a vital role in its success.     

苏格兰教师标准改革及启示

苏格兰于2012年启动了新一轮的教师标准改革.本文通过对苏格兰2005与2012教师标准的结构、内容与特点的解读与比较,全面介绍了苏格兰教师标准改革的主要内容,并提出对我国教师标准建设的启示.