Journal articles on the topic 'Arts – study and teaching – scotland'
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Ganter, Jo. "Scotland vs The United States: Teaching art in universities." International Journal of Education Through Art 9, no. 1 (March 1, 2013): 107–14. http://dx.doi.org/10.1386/eta.9.1.107_7.
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Buckley, Geoffrey, Tawny Paul, Hamish Kallin, and Harriet Cornell. "Teaching Urban Sustainability: A Study Abroad Perspective." Social Sciences 8, no. 9 (September 5, 2019): 254. http://dx.doi.org/10.3390/socsci8090254.
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Since 2011 more than 100 students from Ohio University have travelled to Edinburgh, Scotland, to study history, urban planning, and sustainability. In this paper we recount the genesis of this highly successful program, situate it in the broader literature on urban sustainability and study abroad, and then unpack its contents. We then consider how the adoption of green living practices combined with hands-on and experiential learning activities developed specifically for this program—including sustainability diaries, green spaces surveys, group research projects, and walking tours—complement content that is delivered in the classroom, and furthermore, how an emphasis on planning history and social equity contributes to student understanding of the forces that shape urban landscapes over time. In the end, we conclude that an urban sustainability theme conjoined with a location abroad presents educators with an opportunity to communicate critical sustainability principles that would be difficult to replicate if students did not leave their home university.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril, and María Elena Gómez-Parra. "Language teaching and bilingual education policies in Scotland and Andalusia: A language-use-based comparative study." Research in Comparative and International Education 16, no. 2 (April 16, 2021): 140–59. http://dx.doi.org/10.1177/17454999211008660.
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European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.
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Purdon, Aileen. "New Teachers’ Perspectives on Continuing Professional Development: Accountability or Professional Growth?" Scottish Educational Review 33, no. 2 (March 18, 2001): 110–22. http://dx.doi.org/10.1163/27730840-03302002.
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This article explores new teachers’ views on the purpose and benefits of continuing professional development (CPD) and considers the resulting implications for a national framework. It is based on a study carried out during 1999/2000 in which a sample of new teachers were asked about their perceptions of teacher professionalism and their attitudes to CPD. The study was set within the context of the developing role of the General Teaching Council for Scotland (GTC Scotland), although it also has implications for other educational bodies and institutions in Scotland. While the study provided some interesting insights into the views of this particular group, it also highlighted the fact that the new teachers involved had had few opportunities to engage with debate on professionalism and CPD. The article, therefore, concludes that if the post-McCrone education community is to foster a climate of trust, respect and collegiality that encourages talented new recruits to enter and stay in teaching, then access to, and participation in, professional debate must be seen as fundamental aspects of the professional role.
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Boström, Lena, and Annette Coburn. "To be conformative or not - a question of style or education? A Comparative Study of Teacher Students in Sweden and Community Education Students in Scotland." Scottish Educational Review 45, no. 2 (March 13, 2013): 64–77. http://dx.doi.org/10.1163/27730840-04502007.
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Education systems in Sweden and Scotland are currently undergoing reforms which have shifted curricula from content driven to student focused approaches. In Higher Education, the shift from elite to more accessible mass education may bring direct implications for teaching and learning. Institutions continually seek evidence of the effectiveness of methods used to facilitate student learning and it is important for teachers in Higher Education to be aware of the different ways that students learn. This article examines the learning styles preferences for 70 students in Sweden and Scotland to consider whether, in light of international research on learning styles, these groups differed. Findings were used to explore why and how this might impact on higher education in terms of students´ learning strategies. The findings suggested the need for diverse teaching approaches and concluded that community education students and teacher students differed in their preferences towards sound, design and conformity. The article considers how these differences might be explained and so, might be of interest to those engaged in teaching and learning in Higher Education and those working in discrete professional practice communities.
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Nixon, Graeme, David Smith, and Jo Fraser-Pearce. "Irreligious Educators? An Empirical Study of the Academic Qualifications, (A)theistic Positionality, and Religious Belief of Religious Education Teachers in England and Scotland." Religions 12, no. 3 (March 11, 2021): 184. http://dx.doi.org/10.3390/rel12030184.
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This paper, based on 355 survey responses from secondary Religious Education (RE) teachers in England (n = 238) and Scotland (n = 117), explores the background of these educators in terms of qualifications, personal (a)theistic belief, and religion. This research seeks to establish the degree backgrounds of RE teachers, what religion they belong to (if any), and the range of theistic, agnostic, and atheistic teachers currently within the RE profession. This paper, acknowledging the similar and contrasting natures of England and Scotland in terms of the history, status and purpose(s) of the subject, demonstrates that RE teachers in these countries come from diverse academic backgrounds, and that most RE teachers in England and Scotland do not believe in God(s). Nearly half of RE teachers in England and more than half in Scotland have no religion. The granulation to England and Scotland allows us to make tentative links with national census and social attitudes research, and with literature, which posits nuanced secularisation trajectories. Furthermore, the data allow us to cross-tabulate (for example, between degree background and religious beliefs), as well as with the data in extant research about the risks of sanitised and essentialised approaches to teaching religion in schools.
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Dickie, Valerie, Kai Dunker, and Vibhor Saxena. "The Role, Responsibilities and Remuneration of Graduate Teaching Assistants in Scotland." Scottish Educational Review 44, no. 2 (March 13, 2012): 24–44. http://dx.doi.org/10.1163/27730840-04402004.
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Graduate teaching assistants (GTAs) are students who assist in the delivery of higher education programmes. Surprisingly, such employment is not recorded by HESA. In the absence of national data, this paper reports the findings from a survey of postgraduate students studying in Scotland. The analysis of the data provides evidence to suggest that GTAs perform an assortment of academic duties and receive a wide range of hourly rates of pay. Training provision varies and is often generic. Feedback and support mechanisms are evident but not universally provided. Increased attention is likely to focus on the GTA labour market as the quality and value for money debate gathers pace and becomes a priority for new high fee paying students that opt to study in Scotland. This paper exposes some interesting characteristics of this opaque and imperfect market.
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Reeves, Jenny, Morag Redford, and Irene McQueen. "Practitioner research and excellence in teaching." Scottish Educational Review 42, no. 2 (March 18, 2010): 74–88. http://dx.doi.org/10.1163/27730840-04202006.
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This paper explores the relationship between established teachers’ professional learning and their use of practitioner enquiry, or action research, as a means of improving the quality of their classroom teaching. It reports on one aspect of a ten-month pilot study jointly funded by the Scottish Government and the General Teaching Council for Scotland (GTCS) to explore means of evaluating the impact of the Chartered Teacher initiative on pupil learning. Whilst the study found evidence for the beneficial effects of teachers’ engagement in practitioner research, as part of the requirement for the completion of Chartered Teacher programmes, it also raised a number of issues as to exact nature of participants’ learning and whether current approaches to the use of practitioner research in teacher education need to be revised.
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Jebara, T., A. Power, A. Boyter, S. A. Jacob, J. Portlock, and S. Cunningham. "Exploration of inter-professional learning in experiential Learning for student pharmacists in Scotland: A qualitative study." International Journal of Pharmacy Practice 29, Supplement_1 (March 26, 2021): i38—i39. http://dx.doi.org/10.1093/ijpp/riab015.047.
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Abstract Introduction Additional Cost of Teaching for Pharmacy (ACTp) funding from Scottish Government supports the development of experiential learning (EL) placements for student pharmacists [1]. Interprofessional learning (IPL) has been built into initial education for many healthcare professionals [2]. In 2019, a National Pharmacy EL Stakeholder event recommended exploring the further development of IPL within EL for the MPharm. Aim To scope existing IPL in EL and explore the feasibility for further development within the MPharm in Scotland Methods Online qualitative interviews were conducted with key stakeholders from Schools of Pharmacy, NHS Education for Scotland, EL sites, and Scottish health boards. All were involved in the development/delivery of these activities. The interview schedule was developed by the research team, reviewed for face and content validity, piloted prior to use, and modified based on early interviews. All interviews were audio-recorded, transcribed, and independently thematically analysed by two researchers. Interviews continued until data saturation and good representation from all settings were achieved. All ethical approvals were sought prior to the interviews. Results Twenty interviews were conducted with three key themes emerging; (1)current IPL within EL activities, (2)future developments, and (3)perceptions of enablers and barriers to developing/delivering IPL within EL. There were limited examples of existing IPL within EL activities including: a pilot pharmacy longitudinal clerkship and hospital-based pharmacy/medical student IPL week. Some stakeholders indicated that current IPL involves mainly campus-based activities but other EL based initiatives were planned but not yet implemented. Respondents indicated that future developments should be carefully planned in collaboration with other stakeholders and tailored to students’ stage of study to ensure their success. There was significant support for incorporating IPL within EL initiatives as part of the MPharm course to complement traditional ways of teaching. “I think if we don't do it, we're missing a big trick… Doing something in a classroom or doing something within a small tutorial is a very false way of learning, whereas in practice, where they're going to end up working together, it seems ideal.” Many enablers were highlighted mainly relating to the expected benefits of such activities on students, facilitators, patients, and the healthcare system. Logistics and planning difficulties were perceived to be barriers to implementation of IPL within EL. “We've tried to do it, it was with the medical school and they were receptive to it, but the logistics just didn't work out… when you've got two very different timetables to try and bring together, it is very, very difficult to do.” Conclusion Pharmacy stakeholders highlighted that the majority of IPL currently undertaken in Scotland is not based in EL settings but they supported developing it. Enablers and barriers articulated highlight the need for careful planning of these activities. A strength of this study is it involved a broad range of key stakeholders from across Scotland ensuring representativeness of views and ideas. A limitation may be that, given the Scottish focus, findings may lack direct transferability to other countries. Future research should focus on designing a framework for developing and implementing IPL within EL in Scotland. References 1. NHS Education for Scotland, 2020. Experiential learning for student pharmacists in Scotland. [online]. Edinburgh: NHS Education for Scotland. Available from: https://www.nes.scot.nhs.uk/our-work/experiential-learning-for-student-pharmacists-in-scotland/ [Accessed 07/10/2020]. 2. Barr H. Interprofessional Education-The Genesis of Global Movement. 2015. https://www.caipe.org/resources/publications/barr-h-2015-interprofessional-education-genesis-global-movement. [Accessed 4 Aug 2020]
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Vargas, Dalys. "Bilingual Panama: EFL Teacher Perceptions, Study Abroad in an Immersion Environment." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 669. http://dx.doi.org/10.17507/jltr.0804.05.
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In 2014, the newly inaugurated Government of Panama launched the Panamá Bilingüe initiative, considering that sustainable development demanded taking emergency measures to improve the teaching of English in public schools. The program is designed to impact at least 250,000 students in a five-year period, gradually training approximately ten thousand pre-service and experienced English teachers. Using a narrative inquiry method, twelve teachers who sojourned for eight weeks in the United States, England, and Scotland under the program were interviewed after their return, to study their perceptions of the benefits and challenges of cultural and linguistic immersion on EFL teacher development, and how it specifically affected their teaching skills. The teachers appreciated practicing English in an immersion environment, learned new teaching techniques, and reflected on their prior knowledge and practices. Nevertheless, they felt that the ESL approach prevalent at the host universities responds to needs that differ from those they deal with in Panama, where the low proficiency of primary school teachers and inadequate school facilities are major obstacles to teaching and learning English.
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Mackay, K. "A Local Review of Domiciliary Consultations." Scottish Medical Journal 38, no. 5 (October 1993): 145–47. http://dx.doi.org/10.1177/003693309303800506.
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This report examines the trends and patterns of domiciliary consultations within Lothian Health Board area. Lothian Health Board is the second largest health board in Scotland. It is a teaching board with a mixed urban and rural population of 750,000. This is a retrospective study of data on domiciliary consultations from the Information and Statistic Division of the Common Services agency for the years 1986 to 1991. Comparison of total figures nationally and locally and an examination of numbers of visits among specialties within the health board area. Between 1986 and 1991 the total number of domiciliary consultations in Scotland dropped by 27%. During the same period the average rate for three of the four Scottish teaching boards fell by 32% while for Lothian it fell by 20%. Average teaching board figures dropped consistently each year but Lothian figures showed more fluctuation, in particular, a drop of 20% between 1990 and 1991. The large drop in domiciliary visits was reflected in two of the three main specialties for the same period.
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Zhu, Kun Xue. "Study on Martial Arts Teaching System Reform Based on ICT Method." Applied Mechanics and Materials 380-384 (August 2013): 2099–103. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.2099.
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with the implementation of new teaching reform, universities begin to reform the teaching mode. Sports has also been included in the reform on important curriculum system. Martial art courses have many functions which are welcomed by students, such as, self-defense, physical fitness and so on. But according to the investigation that martial arts curriculum resources are limited, many students cant successfully choose it. Even if students have selected, the teaching effect is not good due to the large number of students. In order to realize the teaching goal of students as the main body, students emotion as the main line, the paper relies on the latest information technology ICT method to study the reform of Martial Arts teaching system, and based on the ICT network integrated information service, it has made experimental verification on the system integration and equipment leasing of Martial Arts teaching system. On the basis of the requirement in "sports and healthy curriculum standard", it has made the teaching goal for students mastering certain difficulty training routines and the mutual practice, which achieves the comprehensive reform of Martial Arts teaching system, and provides a theoretical reference for the study of sports teaching new reform scheme.
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Goudie, Colin, Pushkar Shah, Justin McKee, Barny Foot, Obaid Kousha, and Andrew Blaikie. "The incidence of idiopathic intracranial hypertension in Scotland: a SOSU study." Eye 33, no. 10 (April 30, 2019): 1570–76. http://dx.doi.org/10.1038/s41433-019-0450-y.
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Johnston, David, Mark Carver, Katrina Foy, Aloyise Mulligan, and Rachel Shanks. "Shifting Selves and Spaces." Journal of Digital Social Research 4, no. 2 (May 30, 2022): 26–46. http://dx.doi.org/10.33621/jdsr.v4i2.109.
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The COVID-19 pandemic was the catalyst for unprecedented change within education systems around the world. Teaching and learning which had traditionally taken place in school classrooms suddenly moved online. Teachers’ responses to the emergency changed not just pedagogy but who was teaching as well as when and where teaching took place. Bhabha’s ‘third space’ (1994) provides a way of re-imagining the new spaces (both physical and virtual) which were created in response to the pandemic. We report on data from two research studies in Scotland conducted in the 2020-21 academic year covering two lockdown (stay at home) periods: one comprising interviews with nine educators in Scotland; the other study using two rounds of focus groups with eleven early career teachers. Our research thus enquires into the lockdown practices of a range of teachers and managers across different local authorities in Scotland, exploring how they engaged learners using digital technologies during two national lockdowns. Across both studies, digital technology played a key role in how this third space was mediated and the findings show participants’ emotional highs and lows of working within this new space. It also shows teachers’ changing perceptions of children and families and how power relations evolved over the lockdown periods. Technology facilitated the emergency response, but questions remain as to what the legacy of this forced shift will be. This paper points to the importance of two-way communication between home and school and how third spaces using digital technologies could bring home and school funds of knowledge closer together.
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Zhao, Qisheng, Yanyan Xu, Yang Liu, and Jie Chang. "Experimental Study on Action Learning of Different Visual Teaching Methods in Wushu." SHS Web of Conferences 123 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112301003.
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Wushu course is a basic content in physical education teaching in colleges and universities. The teaching content of Wushu course is mainly routine teaching. Because Wushu routine is composed of many individual movements, the direction, route, rhythm and body posture are complicated and different from the students’ daily activities and other sports teaching materials, many students feel that Wushu is “difficult to learn” and “forget quickly “. In order to overcome the phenomena of “difficult to teach “,” difficult to learn” and “forget quickly “, we must deeply study the teaching methods in order to improve the teaching effect of martial arts. Demonstration teaching method is the main teaching method used in Wushu teaching, and it is also one of the effective ways to improve the teaching effect of Wushu. As multimedia teaching is more and more used in teaching, demonstration teaching method also has more new teaching methods. [1] This paper analyzes the effect of martial arts teachers in the teaching process through the experimental study of three classes in the martial arts curriculum of physical education major in Dehong Teachers College. In order to study the teaching effect of different intuitive teaching methods in martial arts class.
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Loughran, S., C. Alves, and F. B. MacGregor. "Current aetiology of unilateral vocal fold paralysis in a teaching hospital in the West of Scotland." Journal of Laryngology & Otology 116, no. 11 (November 2002): 907–10. http://dx.doi.org/10.1258/00222150260369426.
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Between May 1997 and May 2001 all patients presenting with a unilateral vocal fold palsy at Gartnavel General hospital were entered into a prospective observational study. The sex, age, side of palsy and aetiology were documented. The aim of the study was to assess the current aetiology of vocal fold palsy in a large teaching hospital in the West of Scotland, and to compare this with the established aetiology in other parts of the world. Seventy-seven patients were studied. Eighty-three per cent were found to have a left and 17 per cent a right vocal fold palsy. The male to female ratio was 2:1, with an age range of 23–85, mean 61. Forty-three per cent of all vocal fold palsies were secondary to an underlying bronchogenic carcinoma and a further nine per cent due to other malignancies. This contrasted with figures quoted in other studies, that gave lung cancer causes of vocal fold palsies ranging from four to 22 per cent. Surgical trauma accounted for 24 per cent and in 11 per cent no cause was found. In conclusion, in our hospital population there is a high rate of vocal fold palsy secondary to bronchogenic carcinoma. This is likely to be associated with the high levels of smoking found in Scotland. Lung cancer rates in Scotland are 1.6 times greater for men, and two times greater for women than the world standard. Malignancies overall cause over 50 per cent of our vocal fold palsies. Vigilance is required in any patient presenting with a vocal fold palsy to ensure a malignancy is not overlooked.
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Thorburn, Malcolm, and Katrina Seatter. "Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland." Journal of Pedagogy 6, no. 1 (June 1, 2015): 123–49. http://dx.doi.org/10.1515/jped-2015-0007.
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Abstract Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.
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Hahn, Carole L. "Human rights teaching: snapshots from four countries." Human Rights Education Review 3, no. 1 (June 23, 2020): 8–30. http://dx.doi.org/10.7577/hrer.3724.
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This article examines how some schools with ethnically diverse student populations are teaching about, for, and through human rights. The author conducted a secondary analysis of qualitative data from a multi-site study, which included secondary schools serving students from immigrant backgrounds in four countries: Denmark, Germany, the Netherlands, and the United Kingdom (England and Scotland). The author found that schools taught about the history of human rights, rights in terms of national constitutions, and violations of human rights in the Global South; she observed fewer examples of human rights discourse addressing national and local issues. Across schools, students experienced respect of their human rights, through voicing their opinions and contributing to school-level decisions primarily on school councils. Some students developed knowledge, skills, and dispositions for exercising their rights and respecting others’ rights as they deliberated issues and took civic action locally and globally.
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Logan, Penny. "Mother‐tongue teaching: A case study." Journal of Ethnic and Migration Studies 15, no. 2 (January 1989): 241–52. http://dx.doi.org/10.1080/1369183x.1989.9976113.
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Crouch, David. "Matilda of Scotland: A Study in Medieval Queenship. Lois L. Huneycutt." Speculum 80, no. 3 (July 2005): 894–95. http://dx.doi.org/10.1017/s0038713400008393.
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Pritchard, Duncan. "Philosophy in Prisons." Teaching Philosophy 42, no. 3 (2019): 247–63. http://dx.doi.org/10.5840/teachphil201985108.
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This paper describes a pilot study devoted to developing the teaching of philosophy within prison education in Scotland. The study paired the CoPI (community of philosophical inquiry) approach to learning and teaching with a set of educational resources created around a high-profile MOOC (massive open online course) that introduced students to core topics in philosophy. The primary goal of the study was to determine the extent to which the teaching of philosophy in prisons in this specific manner could enhance the intellectual virtues, and thereby the intellectual character, of the students. The results that were collected suggested that the project generated significant success on this front. In addition, the study had a further consequence, which had not been anticipated, in that it also helped the students to develop important personal and interpersonal skills, and thereby also enhanced their character more generally.
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Psarra, Sophia, and Tadeusz Grajewski. "Architecture, narrative and promenade in Benson + Forsyth's Museum of Scotland." Architectural Research Quarterly 4, no. 2 (June 2000): 123–36. http://dx.doi.org/10.1017/s1359135500002578.
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Interaction between the contents and the architecture lies at the heart of the Museum of Scotland's presentation of the story of the land and its people. The design accordingly raises questions concerning the relation between architecture, the viewer and the educational message. Space syntax techniques suggest that this relation is based on a configurational logic combining informality and a clear structure. This study also examines the curatorial interpretation of the collections and demonstrates that the building forms a coherent setting for objects and exhibition themes.
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Chew, C., and PJ O’Dwyer. "Undergraduate medical education: a national survey of consultant radiologists." British Journal of Radiology 93, no. 1112 (August 2020): 20200380. http://dx.doi.org/10.1259/bjr.20200380.
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Objective: Rising clinical demand and changes to Radiologists’ job plans mean it is becoming ever more difficult for Radiologists to teach medical students. The aim of this study was to assess the current role of Radiologists in undergraduate medical education in Scotland. Methods: Consultant Radiologists working across all 14 Scottish Health Boards were invited by email to participate in an anonymous short online survey. The survey ran for 6 weeks from November 2019. One reminder email was sent a week before the survey closed. Results: 102 responses were recorded, representing 34% of the total whole time equivalent Radiologists in Scotland. All agreed Radiology should be taught to medical students. Over 70% (n = 73) taught medical students, most often during supporting professional activity time. 76 percent of Radiologists who did not teach expressed a desire to do so. The most common barrier to teaching was not having enough time in their job plan. Scottish Radiologists delivered a median of 10 h (IQR 0–22) a year of teaching to medical students. Thematic analysis of free comments revealed staffing/time constraints severely limiting ability to teach. Conclusion: This is the first national survey to assess the current role of Radiologists in teaching medical students. While most are teaching or want to teach, there is a large drop-off between current Scottish and previously reported UK median teaching hours. Engagement from Universities, Royal College of Radiologists and Health Boards is urgently needed to reverse this trend. Advances in knowledge: This is the first national survey into the current role of Radiologists in undergraduate medical education. There is a large drop-off between current Scottish and previously reported UK median teaching hours.
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Milligan Dombrowski, Lindsay, Eilidh Danson, Mike Danson, Douglas Chalmers, and Peter Neil. "Initial teacher education for minority medium-of-instruction teaching: the case study of Scottish Gaelic in Scotland." Current Issues in Language Planning 15, no. 2 (August 28, 2013): 119–32. http://dx.doi.org/10.1080/14664208.2013.811006.
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张, 志刚. "Preliminary Study on Constructing the Interactive Teaching of Liberal Arts." Advances in Education 08, no. 04 (2018): 454–58. http://dx.doi.org/10.12677/ae.2018.84069.
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Thulasivanthana, U. "Incorporating Visual Arts into English Language Teaching." Shanlax International Journal of English 8, no. 4 (September 1, 2020): 52–56. http://dx.doi.org/10.34293/english.v8i4.3320.
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Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.
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Di Mambro, Rebecca. "James Smith at Hamilton: a Study in Scottish Classicism." Architectural History 55 (2012): 111–43. http://dx.doi.org/10.1017/s0066622x00000071.
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Despite the revived attention that James Smith's (c. 1645–1731) career has received since Howard Colvin's 1974 study of his Palladian drawings, his life and his work remain stubbornly enigmatic. An architect working in late seventeenth-century Scotland, Smith was a member of the Scots College of Rome before renouncing his Catholic faith and devoting himself to the creation of some of the country's most important architecture of the post-Restoration period. A scarcity of concrete evidence about his European architectural training contributes to his mystique, though progressive movements in the field of Scottish architectural history indicate that this dearth will be rectified in due course. Still, the extraordinarily varied character of his known works refutes easy categorization into the simplified brackets of ‘Baroque’, ‘Palladian’, or the more contentious ‘Neoclassical’, and so makes a coherent assessment of style difficult.
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Risner, Doug. "A Case Study of “Empathetic Teaching Artistry”." Teaching Artist Journal 12, no. 2 (April 3, 2014): 82–88. http://dx.doi.org/10.1080/15411796.2014.878137.
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Robertson, John. "Teaching Controversial Issues: The Attitudes of Student Primary Teachers." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.
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Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in South-west Scotland. Eighty-seven final-year student teachers for the 5–12 age range took part in the study over a period of two years. The data gathered reveal considerable variety in responses but a clear rejection of issues involving personal, face-to-face violence by contrast with zealous enthusiasm for teaching using issues of perhaps equally tragic consequences but of a more impersonal nature such as famine or pollution-associated disease. The potentially explanatory variables - chronological and spatial or geographic distance - were helpful in understanding some choices but the presence of other variables made interpretation extremely complex and uncertain.
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Hanson, W. S. "Zones of interaction: Roman and native in Scotland." Antiquity 76, no. 293 (September 2002): 834–40. http://dx.doi.org/10.1017/s0003598x00091316.
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Northern Britain is one of the best known and most extensively resoarched frontier regions in the Roman Empire. The fluctuations of Roman occupation in the late 1st, mid 2nd and early 3rd centuries AD are quite well understood and emphasize the peripheral character of the area, which never completely succumbed to Roman conquest. It also offers the opportunity to study the processes of interaction between Rome and indigenous peoples at the limits of empire. Too often, however, these have been seen as incidental to the main action, as if the local people were only the supporting cast for the foreign stars. If separately considered at all, the indigenous population has tended to he relegated to discussion of the native background, but over the last decade or so research has moved them more strongly into the foreground.
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Hodgson, D. M. "A study of fluted moraines in the Torridon area, NW Scotland." Journal of Quaternary Science 1, no. 2 (1986): 109–18. http://dx.doi.org/10.1002/jqs.3390010203.
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Hulme, Moira, and Ian Menter. "South and North - Teacher Education Policy in England and Scotland: a comparative textual analysis." Scottish Educational Review 43, no. 2 (March 27, 2011): 70–90. http://dx.doi.org/10.1163/27730840-04302006.
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Teacher education in the UK is undergoing a period of active development. In order to identify the rationale offered for change and the direction of travel this article reports a textual analysis of two key policy texts recently published in England and Scotland: the English Schools White Paper The Importance of Teaching (Department for Education, 2010a) and Teaching Scotland’s Future (Donaldson, 2011 ). These influential documents are explicitly relevant to the study of teacher education in transition, specifically the extent to which policy formation is premised on different forms of deliberation, different models of professionalism and different visions of a socially just education system. The analysis presented here is ‘critical’ in the sense that it interrogates the claims made in policy language and explores their constitutive effect. Key themes include the construction of ‘partnership/collaboration’ and ‘professionalism’ within these texts and how the ‘re-conceptualisation’ of both is informed by different sets of interests and values. Whilst the focus here is on teacher education, this analysis raises wider questions about the relative health of the public sphere in different jurisdictions of the UK.
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Christie, Beth, Pete Higgins, Betsy King, Mary Collacott, Katie Kirk, and Heidi Smith. "From rhetoric to reality: Examining the policy vision and the professional process of enacting Learning for Sustainability in Scottish schools." Scottish Educational Review 51, no. 1 (March 27, 2019): 44–56. http://dx.doi.org/10.1163/27730840-05101006.
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Learning for Sustainability (LfS), as conceived by Education Scotland and the General Teaching Council for Scotland (GTCS), spans all curricular areas and it is positioned as the responsibility of all - teachers, learners and educational leaders (Scottish Government 2016). Yet, such comprehensiveness has the potential to render the term and its purpose equivocal and perfunctory. Our experience working with teachers in this area suggests that the concept and term ‘Learning for Sustainability’ are not widely understood, leading teachers to raise questions about the relevance of LfS policy in relation to their everyday professional practice. Beginning from this position our paper explores the tension between the policy vision and the professional reality. We follow three lines of enquiry: first, we outline the existing policy architecture in Scotland; second, we examine the basic understanding of the terminology and conceptual understanding of LfS across Scotland through a recent study conducted by Kirk (2017); third, we review a professional learning programme we have developed and deployed across Scotland. We suggest four key areas for change that would support the enactment of LfS within Scottish schools and so realise some of the potential the LfS agenda affords - namely, high quality professional learning, motivated staff working with others, interdisciplinary learning tailored to the needs of the students, and leadership within a clear strategic framework. We conclude with a note of caution, that although there is evidence that LfS can have a positive impact on attainment, helping learners to strive towards ‘sustainable futures’ is too important to be reduced to the current narrow national focus on attainment outcomes.
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Christie, Beth, and Peter Higgins. "Residential outdoor learning experiences and Scotland’s school curriculum: an empirical and philosophical consideration of progress, connection and relevance." Scottish Educational Review 44, no. 2 (March 13, 2012): 45–59. http://dx.doi.org/10.1163/27730840-04402005.
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This paper explores the role and policy context of residential outdoor learning experiences within Scotland’s school curriculum, and demonstrates that there are fundamental aspects of outdoor learning that have relevance beyond the educational framework of the time. We introduce an on-going example of such provision, Aiming Higher with Outward Bound (an educational initiative developed in 1998 and introduced into 26 secondary schools in North Lanarkshire, Scotland), and review the programme’s evaluation (Christie 2004; Christie, Higgins and McLaughlin in review). Using central themes of progression, connection and relevance we examine that study and the role of residential outdoor learning more generally to consider its continuing curricular relevance. Furthermore we consider the philosophy and theory underpinning outdoor learning and begin to articulate the links to the current educational framework in Scotland (Curriculum for Excellence). In doing so we review recent research and highlight contemporary changes in the structure and nature of the education system, such as the implications of the Learning and Teaching Scotland (LTS) policy document ‘Curriculum for Excellence Through Outdoor Learning’ (LTS 2010a). The paper concludes by offering potential suggestions for future research and development that take account of emerging policy contexts.
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KIM, Gyongsoon. "Case Study on Arts Teaching and Learning for Adults with Disabilities by Cultural Arts Instructors." Society for Art Education of Korea, no. 75 (September 1, 2020): 31–61. http://dx.doi.org/10.25297/aer.2020.75.31.
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Chang, EunUn. "A Study on Teaching Competency Curriculum of Music in Arts & Culture Education Service." Korean Society of Music Education Technology 32 (July 16, 2017): 21–39. http://dx.doi.org/10.30832/jems.2017.32.21.
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In the 21st century, as the nation-wide interests in the enjoyment of arts and culture have increased, Korean government has enacted the Arts and Culture Education Support Act and implemented the policies on arts and culture in various ways. The Arts and Culture Educator System is one of the Arts and Culture Education Support policies, which started in 2012 and still working. This paper examines the contents and chronological changes of the arts and culture educator system. Also, teaching competency curriculum of music in Arts & Culture Education Service will be focused. The curriculum of cultural arts educator System should be focused on raising capacity and quality of educators, so that they can take charge of arts and culture education in schools and societies as a whole. Teaching competency curriculum aims at equipping the trainees as artists and educators. This paper will examine Teaching Competency Curriculum of Music in Arts & Culture Education Service for the purpose of finding problems and suggesting solutions.
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Al-Hity, Aws, David H. Steel, David Yorston, David Gilmour, Zachariah Koshy, David Young, Jost Hillenkamp, and Gerard McGowan. "Incidence of submacular haemorrhage (SMH) in Scotland: a Scottish Ophthalmic Surveillance Unit (SOSU) study." Eye 33, no. 3 (October 29, 2018): 486–91. http://dx.doi.org/10.1038/s41433-018-0239-4.
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Donaldson, Andrew, Claire Dorby, and Scott Gunion. "Understanding Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils post-Covid through the lens of self-efficacy theory." Educational Psychology in Scotland 22, no. 1 (2022): 54–60. http://dx.doi.org/10.53841/bpsepis.2022.22.1.54.
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Health and wellbeing has been identified as a responsibility of all within the Scottish education system for over eight years (Education Scotland, 2014). The Covid-19 pandemic and associated lockdowns have brought new challenges for primary teachers in Scotland. The current study examines Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils following the Covid-19 pandemic and associated lockdowns through the lens of self-efficacy theory (Bandura, 1977). Nine female primary teachers with experience teaching in Scottish primary schools before and following the Covid-19 pandemic and associated lockdowns participated in semi-structured interviews. Braun and Clarke’s (2022) Reflexive Thematic Analysis was used to analyse the data. Themes were organised according to the four sources of self-efficacy, with eight sub-themes being identified: adapting previous experiences, prioritising health and wellbeing, observing good practise, lack of opportunity to observe peers, the value of practical and emotional support, availability of support, overwhelmed and under pressure and keep calm and carry on. Implications for future research included the potential for a focus on experiences of newly qualified teachers. Implications for policy and practice included the need for prioritisation of health and wellbeing and the role of the EP in supporting the mental health of teaching staff.
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Projansky, Sarah. "Teaching through Feelings and Personal Beliefs: 9/11 as Case Study." Cinema Journal 43, no. 2 (2004): 105–9. http://dx.doi.org/10.1353/cj.2004.0009.
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Shi, Xianglin. "A Study on the Reform Path of College English Teaching in the Context of New Liberal Arts." International Journal of Education and Humanities 5, no. 2 (October 19, 2022): 13–16. http://dx.doi.org/10.54097/ijeh.v5i2.1981.
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College English is not only an important way for students to acquire basic English knowledge and professional skills, but also a necessary path for internationalization in the future. With the popularization of higher education, college English teaching has made remarkable achievements and cultivated many skilled talents of high-level English majors. However, due to the simplification of teaching objectives, the traditionalism of teaching mode, the low attention of students and the low degree of specialization of teaching subjects, college English teaching urgently needs teaching reform, which should meet the needs of contemporary economic and social development and the employment needs of enterprises. Therefore, this paper suggests that college English teaching reform should be carried out from the aspects of enriching teaching objectives, changing teaching ideas, optimizing teaching materials, and adopting diversified evaluation methods, in an attempt to help teachers and students get a feasible way to better meet the needs of national development.
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Morgan, Denise N., Barbara Clark, Joe Paris, and Claudia Kozel. "Teaching Writers through a Unit of Study Approach." Voices from the Middle 19, no. 3 (March 1, 2012): 32–36. http://dx.doi.org/10.58680/vm201218724.
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Writing needs to be taught, not assigned, but teaching writing well within a 43-minute period is a daunting task. This article describes how three 8th-grade teachers implemented a unit of study approach to teaching memoir writing in their language arts classes. Teacher and student decision making are highlighted in this inquiry process.
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Cairns, John W. "Rhetoric, Language, and Roman Law: Legal Education and Improvement in Eighteenth-Century Scotland." Law and History Review 9, no. 1 (1991): 31–58. http://dx.doi.org/10.2307/743659.
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Education in law in the Scottish universities has a continuous history only from the early eighteenth century. In 1707, the regius professorship of public law and the law of nature and nations was founded in Edinburgh, to be followed in 1710 and 1722 by professorships in civil (Roman) and Scots law respectively. In the University of Glasgow, the regius professorship of civil law was established in late 1713 and first filled in 1714. These developments were not entirely novel. Throughout the seventeenth century, there had been regular, if unsuccessful, attempts to create university chairs in law. While the background to the foundation of the university chairs requires further careful study, we may note that, by at least around 1690, it was thought desirable to introduce the teaching of both civil and Scots law, though the notion of teaching both does go back at least as far as the First Book of Discipline of 1561. After the visitation of the University of Edinburgh that resulted from the political and religious settlements of 1688–89, it was proposed to establish a single professorship to teach both civil and Scots law. This proposal in the late seventeenth century is in line with general developments throughout Europe. Nothing, however, was done, probably because no person or body was willing to finance a chair.
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Sizyh, I. "Collective Teaching Methods in Liberal Arts Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 3 (October 7, 2021): 74–79. http://dx.doi.org/10.12737/2306-1731-2021-10-3-74-79.
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The article analyzes the prospect of using collective teaching methods in higher education. The psychological component of the effectiveness of the collective teaching method is substantiated: conditions for the formation of positive self-esteem, improvement of the psychological climate of the study group; decrease in volitional tension during classes due to greater dynamism (complete absence of monotony due to a change in activities). creating a positive emotional background by meeting the social need for communication. The substantiation of the pedagogical effectiveness of the collective learning method is given by the fact that information is perceived immediately through the visual and auditory channel, systematized and refined, the period between the assimilation and use of information is minimal. In the course of clarifying the concept of collective learning, it is compared with group teaching methods. The choice of a collective teaching method is substantiated. A pedagogical experiment on the use of a collective teaching method is presented and its results are evaluated.
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Sizyh, I. "Collective Teaching Methods in Liberal Arts Education." Scientific Research and Development. Socio-Humanitarian Research and Technology 10, no. 3 (October 7, 2021): 74–79. http://dx.doi.org/10.12737/2306-1731-2021-10-3-74-79.
Full textAbstract:
The article analyzes the prospect of using collective teaching methods in higher education. The psychological component of the effectiveness of the collective teaching method is substantiated: conditions for the formation of positive self-esteem, improvement of the psychological climate of the study group; decrease in volitional tension during classes due to greater dynamism (complete absence of monotony due to a change in activities). creating a positive emotional background by meeting the social need for communication. The substantiation of the pedagogical effectiveness of the collective learning method is given by the fact that information is perceived immediately through the visual and auditory channel, systematized and refined, the period between the assimilation and use of information is minimal. In the course of clarifying the concept of collective learning, it is compared with group teaching methods. The choice of a collective teaching method is substantiated. A pedagogical experiment on the use of a collective teaching method is presented and its results are evaluated.
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Reaves, Margaret, Bradley Coleman, Carla Jagger, J. C. Bunch, and Glenn D. Israel. "Examining preservice teachers’ perceived performance while student teaching: A longitudinal study." Advancements in Agricultural Development 4, no. 2 (June 14, 2023): 91–102. http://dx.doi.org/10.37433/aad.v4i2.313.
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With this study, we sought to fill a gap regarding preservice teachers’ self-evaluation during the student teaching experience. An instrument was created and validated for use as a weekly self-evaluation tool for preservice teachers during the student teaching internship. This instrument encourages preservice teachers to self-assess and use self-regulated learning strategies during their student teaching experience. The finalized instrument should be used in conjunction with other activities of the student teaching portfolio to meet the phases of self-regulated learning (forethought, performance, and self-reflection). The purpose of this study was to examine the change in preservice teachers’ perceived performance over time during the 14-week student teaching internship. The objectives of this study were to describe preservice teachers’ performance scores and examine the variance in preservice teachers’ self-reported performance scores over the student teaching internship. Means and standard deviations for each of the five constructs during the 14-week period are reported. The self-evaluation scores of all five constructs of the validated instrument show an upward trend over the 14-week student teaching internship, with peaks and valleys scattered throughout. Research should continue with the goal of identifying the reasons for the peaks and valleys in weekly self-evaluation data.
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IGNACIO, MARIA FE M., and KIMBERLY C. RIVERA. "INTEGRATING ARTS-BASED ACTIVITIES IN TEACHING BIOLOGY." International Multidisciplinary Research Journal 4, no. 2 (July 16, 2022): 287–97. http://dx.doi.org/10.54476/8169731.
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Art and Science are two important aspects of human existence. Science focuses on facts and knowledge on the physical world, while Art plays a vital role in interpreting facts and knowledge to something that can be appreciated. Biology as part of this Science is generally taught with a solid dedication to its disciplinary strength having its own core elements and definitive border. This mixed method study applied a sequential explanatory method to two groups, Art-Based-Activity Group (ABAG) and Non-Art-Based-Activity Group (NABAG). The quantitative data includes the pre-test and post-test results of both ABAG and NABAG in the identified three least mastered topics in Genetics. The collected data suggested that the ABAG has significantly higher scores during the post-test compared to the other group. The content of the artworks showed that art activities helped the students understand difficult lessons more clearly as opposed with traditional methods of teaching critical contents in Biology. Incorporating Art in the delivery of instructions marks a milestone and sets the pursuit to a quality and enjoyable teaching-learning process and experience. Keywords: Chemistry Arts; Chemistry Teaching; Fun Chemistry; Content Analysis
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Brennan, Matt, Jo Collinson Scott, Angela Connelly, and Gemma Lawrence. "Do music festival communities address environmental sustainability and how? A Scottish case study." Popular Music 38, no. 2 (May 2019): 252–75. http://dx.doi.org/10.1017/s0261143019000035.
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AbstractThis article discusses the findings of an Arts and Humanities Research Council project researching how music festival communities in Scotland can address issues of environmental sustainability and climate change. It investigates how music festival communities are constructed with a focus on what role, if any, they might play in responding to the global challenge of environmental sustainability. Using music festivals in Scotland as a case study, we employed a variety of research methods to interrogate different constituents in music festival communities about their views and behaviours regarding climate change and environmental sustainability. These included festival audiences via onsite questionnaires; festival organisers and promoters via interviews and focus groups; and musicians via creative practice-led research. We conclude that rather than necessarily being a site for progressive or utopian socio-cultural experimentation (as they are occasionally portrayed in festival literature), music festival communities engage in complex and often contradictory behaviours when it comes to responding to – and making sense of – their own complicity in social challenges such as climate change.
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Dong, Hui Fang. "Building the AHP-Based Teaching Ability System for Martial Arts Teachers in Institutions of Higher Learning." Advanced Materials Research 187 (February 2011): 29–32. http://dx.doi.org/10.4028/www.scientific.net/amr.187.29.
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This study builds with AHP (Analytic Hierarchy Process) the teaching ability system for martial arts teachers in institutions of higher learning, which falls into four layers: destination layer, criteria layer, feature layer and index layer. The destination layer refers to the teaching abilities of martial arts teachers; the criteria layer consists of two criterions, which are professional practice ability and teaching ability; the feature layer is made up of seven features, including martial arts skills, martial arts organization and judgment, martial arts culture, martial arts graph recognition and routine design, basic quality, basic skill and teaching organization; and the index layer consists of 19 indexes, which are self-defense skills, routine exercise skills, offensive and defensive skills, martial arts organization, martial arts judgment, schools of martial arts, martial arts culture, martial arts graph recognition, martial arts routine design, professional ethics, teamwork, humanistic quality, language expression, student management, teaching research, course design, teaching practice, teaching evaluation and teaching guide. The results show that the top five impact factors for the teaching ability of martial arts teachers in institutions of higher learning are course design, routine exercise skills, teaching practice, teaching research and martial arts routine design.
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Kerins, Joanne, Ailsa Lauren Hamilton, Jemma Pringle, Fiona Farquhar, and Victoria Ruth Tallentire. "Exploring the impact of the COVID-19 pandemic on doctors’ core workplace needs: a qualitative study of internal medicine trainees in Scotland." BMJ Open 11, no. 6 (June 2021): e053506. http://dx.doi.org/10.1136/bmjopen-2021-053506.
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ObjectivesThis study aimed to explore how the COVID-19 pandemic has impacted the workplace core needs of internal medicine (IM) trainees in Scotland.DesignThis qualitative study used an observational approach of interprofessional workshops combined with subsequent individual interviews with IM trainees. Workshops and interviews were audiorecorded, transcribed verbatim and analysed utilising NVivo software. Template analysis was used with the Autonomy/control, Belonging and Competence (ABC) of doctors’ core needs outlined in the 2019 General Medical Council report Caring for doctors, caring for patients as a conceptual lens for the study.SettingThe national IM boot camp in Scotland includes a 2-hour interprofessional workshop which is trainee led and explores current challenges in the workplace, including the impact of the pandemic on such relationships.ParticipantsTwelve workshops, involving 72 trainees, were included with ten trainees taking part in the subsequent interview process. Trainees representing all four regions in Scotland were involved.ResultsTrainees described all core needs having been impacted by the pandemic. They described a loss of autonomy with emergency rotas but also through a pervasive sense of uncertainty. The data revealed that work conditions improved initially with additional resources which have since been removed in some areas, affecting trainees’ sense of value. Analysis found that belonging was affected positively in terms of increased camaraderie but also challenged through inability to socialise. There were concerns regarding developing competence due to a lack of teaching opportunities.ConclusionsUsing the ABC of doctor’s core needs as a conceptual framework for this study highlighted the impact of the COVID-19 pandemic on all domains for IM trainees in Scotland. It has highlighted an opportunity to foster the renewed sense of camaraderie among healthcare teams, while rebuilding work conditions to support autonomy and competence.
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McKechan, Sandra, and Stephen Day. "Do advanced qualifications equate to better mathematical knowledge for primary teaching?" Scottish Educational Review 47, no. 2 (March 27, 2015): 78–99. http://dx.doi.org/10.1163/27730840-04702006.
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This study tests the hypothesis that raising the entry requirement to programmes of Initial Teacher Education in Scotland to Higher Mathematics, would enhance students’ subject content knowledge as required for primary teaching. A sample of 149 students entering initial teacher education was investigated using an assessment that measured competence in aspects of numeracy. Students holding Higher Mathematics scored better (Median [interquartile range]) (69.6% [58.7 – 78.3]) than those holding an Intermediate Two scoring (54.3% [41.3 – 63.0]) and a Standard Grade Credit (64.1% [50.0 – 73.9]). However, further analysis shows no statistical difference in the marks of students holding a Higher compared to those holding a Credit Standard Grade (p=0.079), but that those holding an Intermediate two performed significantly poorly compared to those holding a Higher (p<0.0001). Therefore these findings affirm concerns raised by Donaldson (2010) that current requirements relating to qualifications in mathematics do not seem to provide a sufficient guarantee of competence required for teaching.