The Scottish Education Minister Replies

Mr J. Allan Stewart, Minister for Industry and Education, Marion Blythman, Head of Special Education, Moray House College, Edinburgh, on Current Developments in Provision for Special Educational Needs     

Packages or Purpose Built?

The respective advantages of packages and made to measure microcomputer programs are discussed by Roger Knox, lecturer, Centre for Computer Education, Moray House College of Education, Edinburgh, with particular reference to the partially sighted     

Reintegration into mainstream?'Gi'e us peace!'

Gwynedd Lloyd, Senior Lecturer in Special Education at Moray House Institute, Edinburgh, and Pauline Padfield, Doctoral Researcher at the University of Edinburgh, discuss the findings of a study in Scotland on how well children reintegrate to mainstream schools from placements in special provision for social, emotional or behavioural difficulties.     

Race and Special Educational Needs in the 1990s

Fernando Almeida Diniz, currently in the Faculty of Education at The University of Edinburgh and formerly Reader in Special Needs in Education at the University of Greenwich, considers the effects of 'institutionalised racism' on the education of black and ethnic minority children with special educational needs.     

英国职前教师教育课程现状述评——以爱丁堡大学莫雷教育学院和伦敦大学教育学院为例

本文以2006年度爱丁堡大学莫雷教育学院BED课程计划和伦敦大学教育学院PGCE课程计划为例,透析英国当前的职前教师教育课程,对其现状、特点及负面效果进行阐述分析。作为他山之石,英国的职前教师教育课程可以对我国的教师教育改革有所启示。     

How Can We Recreate the Past?

Some thoughts on the teaching of history to slow learning pupils in special schools are expressed by Nicholas Tate, lecturer in history, Moray House College of Education, Edinburgh     

Activities to Help Communication

A training programme of games-like activities to improve the verbal communication of mildly retarded children at Fairmuir-School, Dundee, was introduced by Dr Judith Watson, Psychology Department, Moray House College of Education, Edinburgh     

Working in groups: social and cognitive effects in a special class

Judith Watson, Reader in Education at the University of Edinburgh, considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties and reports on the introduction of social learning experiences within a special unit for pupils with moderate learning difficulties.     

One-Year Courses: the Teachers' Views

Longer in-service courses for teachers are giving way to skillsbased training. There are many criticisms of this trend but not so many studies to assess the effectiveness of the two contrasting types of training. Sebba and Robson (1987) evaluated some of the shorter intensive courses. Dr Judith Watson, Department of Special Educational Needs, Moray House College of Education, Edinburgh, assesses the effects of a one-year course on their professional development as seen by teachers taking part.     

在医学教学中应用以问题为中心的教学方法的初步探讨

“以问题为中心”的课程模式是1993年爱丁堡世界医学教育高峰会议向21世纪推荐的两大课程模式之一。该课程模式是“以教师为引导,以学生为中心”,以“提出问题—建立假设—收集资料—论证假设—总结”五段式教学过程,调动学生学习的主动性、积极性和创造性,重视基础学科与临床学科的有机结合。     

Edinburgh University,schools and the civil service in the early twentieth century

This article is a case study of the relation between urban schooling and university education, using two main sources. Data on the schools attended by history students at Edinburgh University between 1899 and 1933 illustrate the diversity and social ranking of schools in the city. New higher grade schools had a key role in increasing access to university education for both men and women, especially for prospective teachers; the significance of the Education (Scotland) Act of 1918 for Catholic schools, and the continuing importance of small private schools for girls, are also shown. The second source analyses the school origins of successful Edinburgh candidates in civil service examinations between 1896 and 1944, supplemented for other parts of Scotland by the report of the Royal Commission on the Civil Service of 1912. This elite career drew mainly from older schools, and contemporary claims for equality of opportunity in Scotland need to be treated with reserve.     

A Study of the Educational Provision for Head-injured Children

Anne Jones (of the Froebel Institute College, Roehampton Institute of Higher Education) and David Johnson (Head of the Department of Neuropsychology, Astley Ainslie Hospital, Edinburgh) consider some of the problems experienced by children with head-injury on their return to school. Although education is an integral part of rehabilitation, the organisation of services and the provision of accurate information, training and communication between different agencies were all found to be inadequate. Given the high incidence of head-injury, urgent attention to these problems is essential.     

Assessment of Vision in Multiply Impaired Children

Marianna Buultjens is tutor to the Diploma Course for Teachers of Visually Impaired Children, Moray House College of Education; Dr Aitken is psychologist and counsellor at the Royal Blind School, Edinburgh. They consider evidence on the assessment of vision in children with multiple impairment. Their data were obtained from educational personnel involved in placement decisions for 50 children. They point to heavy reliance on medical sources of information and a lack of confidence in the formal methods available. It seems that little practical information on visual functioning of the child is being made available for the guidance of educators.     

Traditional and contemporary approaches to career-long professional learning: a primary physical education journey in Scotland

With career-long professional learning increasingly seen as a significant element of teacher education, this paper proposes that there is a need to acknowledge the complex nature of the professional learning process. The paper explores lessons learnt from over a decade of professional learning efforts by the Developmental Physical Education Group at The University of Edinburgh. With the group's traditional initial continuing professional development efforts having limited impact on teachers' practice, the paper considers how more recent efforts have refocused on a longer term, participative and situated approach that appears to be having significantly more influence on teachers as professional learners.     

The promise of recognition and the repercussions of government intervention: the transpedagogical vision of popular educators in Buenos Aires,Argentina

ABSTRACT

This investigation draws from Mouffe’s [2005, On the Political. London: Routledge] theoretical work on the politics of public togetherness, together with Biesta [2011, “The Ignorant Citizen: Mouffe, Rancière, and the Subject of Democratic Education.” Studies in Philosophy and Education 30 (2): 141–153] and Kamat’s [2014, “The new Development Architecture and the Post-political in the Global South.” In The Post-Political and its Discontents: Spaces of Depoliticization, Spectres of Radical Politics, edited by J. Wilson. Edinburgh: Edinburgh University Press] insights on democratic discourses centered on empowerment, inclusion, and participatory democracy, to show how popular education and social change movements in Buenos Aires conceive of partnership building in communities under the impediment of neoliberal governance. It provides an empirical account of former popular educators who together built the first and only school in Latin America to offer educational opportunities for transgender men and women, how they secured government recognition, but eventually how they lost their power within it. In making the shift from a community-based popular school, to one run under the thumb of Argentina’s Ministry of Education, these educators were forced to drop the more radical aspects of their work in favor of a pedagogy aligned with patriarchal, neoliberalist-sanctioned reform.     

Grant‐maintained schools: Making a difference without being really different 1

Homo Sollers Beats Homo Sapiens. The Fourth Edinburgh Medal Address. Heinz Wolff. Pp. x, 44. Edinburgh: Edinburgh University Press, on behalf of the City of Edinburgh District Council in association with The Edinburgh International Festival of Science and Technology, 1993. £4.95 in paperback. ISBN 0 7486 0442 1.

The Multicultural Dimension of the National Curriculum. Edited by Anna S. King and Michael J. Reiss. pp 297. London: The Falmer Press, 1993. £12.95. ISBN 0750700696 paperback. Also available in hardback.

Metaphysics as a Guide to Morals. By Iris Murdoch Pp. 512. Index. London: Chatto and Windus 1992. £20.00. ISBN 0 7011 3998 6.

World Yearbook of Education 1993; Special Needs Education. Edited by Peter Mittler, Ron Brouillette and Duncan Harris (Series Editor). Pp x 276. Index. London. Kogan Page. 1993. £32.00. ISBN 0 7494 0854 5. 11th in the series World Yearbook in Education.

The European and American University since 1800; historical and sociological essays. Edited by Sheldon Rothblatt and Björn Wittrock. pp. xi. 370. Cambridge; Cambridge University Press. 1993. £37.50. ISBN 0 521 43165 4 hardback.

Learner Managed Learning. Edited by Norman Graves. Pp x, 185. Index. Leeds: Higher Education for Capability and World Education Fellowship, 1993. £13.95 flexicover, ISBN 0–9521325–08.

Conflict in Child and Adolescent Development; edited by Shantz C. U. and Hartup, W. W. Pp. 453. Cambridge: Cambridge University Press, 1992. £40/$59.95 hardcover only. ISBN 0–521–40416–9. Cambridge Studies in Social and Emotional Development.

Children's Learning Difficulties: A cognitive approach by J. Dockrell and J. McShane. Pp. viii, 245. Index. Oxford: Blackwell, 1993. £40 hard cover; £12.99 flexicover. ISBN 0–631–17016–2 hc; 0–631–17017–0 fc.

The Schoolhome: Rethinking Schools for Changing Families by Jane Roland Martin. Harvard University Press. Cambridge, Massachusetts, and London: 1992. 237 pp. ISBN 0–674–79265–3. Price: $24.95.

Assessing the National Curriculum Edited by Philip O'Hear and John White. Pp 138. Index. London: Paul Chapman Publishing Ltd. 1993 £11.95 Paperback. ISBN 1 85396 232 5

Partnership in Initial Teacher Training: Talk and Chalk, Clare Hake, pp 36, London, Institute of Education, Tufnell Press £3.95 ISBN 1 872767 46 X The London File: Papers from the Institute of Education.

The Promise and Perils of Educational Comparison by Martin McLean. Pp. 40. London: Institute of Education, University of London, 1992: The London File ISBN 1 872767 31 1, £3.95

Case Studies in Teaching in Higher Education by Peter Schwartz and Graham Webb. Pp. 162; London: Kogan Page, 1993. £16.95; ISBN 0–7494–0972‐X.

Educational Values for School Leadership by Sylvia West. Pp x, 160. London: Kogan Page 1993. £14.95. ISBN 0 7494 0839 1. The Management and Leadership in Education Series.

Equality and Achievement in Education by James S. Coleman. Pp xi, 340. Boulder, San Francisco &; London: Westview Press 1993. £30.50 hardcover: £13.50 paperback. ISBN 0–8133–7791–9 hc;‐1860–2 pbk. Social Inequality Series #1.

Children in Time and Place, developmental and historical insights, edited by Elder, G., Modell, J., Parke, R.: pp. 289, Cambridge, Cambridge University Press, 1993. £35.00 hardback, ISBN 0 521 41784 8     

A comparative study of student attitude,learning and teaching practices in Pakistan and Britain

Good teaching is open to change and it involves constantly trying to find out what the effects of instruction are on learning, and modifying that instruction in the light of the evidence. Similarly, the ultimate outcome of instructional practice is effective student learning. Therefore, in this perspective, adequately meeting the varying needs of students is a major challenge for the modern education system in every country. As the title indicates, this paper attempts to explore students’ attitudes to studying and learning in order to help encourage greater engagement with quality learning. The study is based on primary data with regard to postgraduate education and learning in respective British and Pakistani education institutions—i.e. Moray House School of Education (Edinburgh University) and the Institute of Education and Research (University of the Punjab, Lahore). In the context of the collaboration of these two institutions, the paper focuses on the ways and means to enhance the system‐wide capacity for research‐based practice.     

Town artist

Glenrothes is a new town between Edinburgh and Dundee and is halfway towards its target population of 70,000. It was originally created to form a community for miners moving to a colliery being developed to the south, but when the mine failed the town set about attracting general industry. It has benefited socially from not being a satellite to a close-at-hand city.The town is pleasantly situated astride the River Leven to the south of the Lomond Hills. The coastline and countryside of Fife around offers excellent recreational facilities. The town itself has been developed throughout with low-rise housing and plenty of open spaces.In 1968 the Development Corporation advertised for an artist to contribute creatively to the external built environment of the town. David Harding was appointed and some of his work since then is described here. The text below is from an address given to officials of other new towns in Scotland, which — like many other local authorities — are keen to provide similar appointments.David Harding was born in Leith in 1937. He attended Edinburgh College of Art from 1955 to 1959 studying the uses of glass, ceramics and concrete in architectural situations. After a year at Moray House College of Education he spent three years teaching in various parts of Scotland. From 1963 to 1967 he developed an arts section in a bush teacher training college in Nigeria. He was self-employed the following year and executed works in Edinburgh, Falkirk, Paisley, Galashiels, Hamilton and the Outer Hebrides. In 1968 he was appointed town artist by Glenrothes Development Corporation. He is married with five children.     

英国职前教师教育内部质量保障探析——以爱丁堡大学教育学院为例

为切实保障职前教师教育质量,英国采取了“内外兼修、双管齐下”的保障措施;但外部保障的最终成效取决于内部保障措施的有效落实。基于此,本文以英国第二大教育学院——爱丁堡大学教育学院为例,分析了其在职前教师教育内部保障方面所采取的四个主要有效措施：遵守上级部门颁布的相关职前教师教育规定、设置学院质量保障与提升委员会、监测课程与专业以及实施教学项目评估并有针对性地回应评估结果等。同时,本文也探讨了爱丁堡大学教育学院在职前教师教育内部质量保障上存在的两点不足：相关教师的质量意识欠缺和对师范生的评价与反馈有待加强等。最后,本文就职前教师教育质量内部保障提出三点思考。     

The New Tribunal: First Responses

Special Educational Needs Tribunal: Consultation Paper on Draft Regulations and Rules of Procedure was issued on February 9 by the Department for Education (DFE). The draft regulations and draft circular derive from sections in the 1993 Education Act which replace the present 'flawed' system of local authority appeals committees with a new independent system to deal with appeals against LEA decisions about statements of special educational needs. Jack Rabinowicz, chairman of the Education Law Association (ELAS) and a partner in a London firm of solicitors, and John Friel, a London barrister who leads the special educational needs interest group in ELAS and is the father of a child with a statement of needs, give their first reactions.