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1
Buckley, Geoffrey, Tawny Paul, Hamish Kallin e Harriet Cornell. "Teaching Urban Sustainability: A Study Abroad Perspective". Social Sciences 8, n. 9 (5 settembre 2019): 254. http://dx.doi.org/10.3390/socsci8090254.
Testo completoAbstract (sommario):
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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Nixon, Graeme, David Smith e 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, n. 3 (11 marzo 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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Hahn, Carole L. "Human rights teaching: snapshots from four countries". Human Rights Education Review 3, n. 1 (23 giugno 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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Ellis, Steven G. "The collapse of the Gaelic world, 1450–1650". Irish Historical Studies 31, n. 124 (novembre 1999): 449–69. http://dx.doi.org/10.1017/s0021121400014358.
Testo completoAbstract (sommario):
This article offers some reflections on the processes of nation-making and state formation as they affected the oldest ethnic and cultural grouping in the British Isles, that of the Gaedhil, roughly in the period 1450–1650, and examines the ways in which these processes have been portrayed by historians. At the present day the Gaelic language remains the normal medium of communication in small areas of western Ireland and western Scotland; and in respect of political developments in both Scotland and Ireland, Gaelic customs and culture have exercised a much more substantial influence. Despite these similarities, there remain significant differences between British and Irish historians in the ways in which the Gaelic contribution to nation-making and state formation have been presented.A basic distinction advanced by historians both of Ireland and Scotland has been one between the Gaelic peoples inhabiting Ireland and those resident in Scotland. It can be argued that this may reflect the relative importance of the Gaelic contribution to the making of two separate kingdoms, and ultimately two separate states; but it also means that the wider process of interaction and assimilation between Gaedhil and Gaill is split into separate Irish and Scottish experiences. In theory, these two Gaelic experiences should provide material for a comparative study of a particularly illuminating kind, but in practice other historiographical influences have generally militated against this kind of comparative history. One such is the more marginal position of Gaelic studies within Scottish historiography than is the case in Ireland. Considering that half of Scotland was still Gaelic-speaking in 1700, for instance, it is remarkable how few Scottish historians seem able to make use of Gaelic sources. Another is the practice of establishing separate departments of history in the universities for the teaching of national history. This has meant, for instance, that students are usually taught that portion of the Gaedhil/Gaill interaction process which relates to the ‘nation’ by specialist teachers of national history. Yet, since these national surveys reflect modern nations and modern national boundaries, students are trained to study Irishmen and Scots in the making rather than to consider how the inhabitants of late medieval Gaeldom might have viewed developments in the wider Gaelic world. Arguably, behind these approaches lies the influence of the modern nation-state. Scotland and Northern Ireland remain part of a multi-national British state which is dominated by England.
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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, n. 1 (1991): 31–58. http://dx.doi.org/10.2307/743659.
Testo completoAbstract (sommario):
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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Maitles, Henry. "‘They’re out to line their own pockets!’: can the teaching of political literacy counter the democratic deficit?; the experience of Modern Studies in Scotland". Scottish Educational Review 41, n. 2 (13 marzo 2009): 46–61. http://dx.doi.org/10.1163/27730840-04102005.
Testo completoAbstract (sommario):
Nearly a decade into the new millennium, the teaching of political literacy as a strand of education for citizenship has taken on a new urgency throughout much of the world. In most developed countries there is now a feeling that young people need to develop a healthy respect for democratic procedures and consequent methods of participating to shape modern society and an understanding that real political literacy means moving beyond the strictures of traditional civics courses. The introduction into places as far apart as Scotland and Hong Kong of aspects of political education in primary schools (Cheung & Leung 1998; Maitles 2005) has itself reflected a worry (almost a moral panic) in government circles about youth alienation, albeit with some debate as to whether schools should be the places where this is developed. This paper examines the attitudes of young people towards politics, explains some peculiarities of education in Scotland and reports on research into the knowledge, interest, cynicism/trust and values/attitudes of approximately 1600 pupils – 50% of whom study Modern Studies whilst the others study history or geography. The paper explores whether those pupils studying Modern Studies have a stronger basis in some elements of political literacy than those who do not study it. The results suggest that Modern Studies students have more knowledge, greater interest and are less cynical but, that in terms of values, there is no discernible difference.
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Gilbert, Lisa. "“Not just bow and string and notes”: Directors’ perspectives on community building as pedagogy in Celtic traditional music education organizations". International Journal of Music Education 36, n. 4 (4 luglio 2018): 588–600. http://dx.doi.org/10.1177/0255761418774938.
Testo completoAbstract (sommario):
Celtic traditional musics, such as those originating in Ireland and Scotland, are typically transmitted outside formal avenues. Most studies regarding the learning of Celtic traditional music have focused on the experience of teachers and students, but less is known about the philosophies of organization directors who create contexts for teacher–student interactions. In an effort to fill this gap, this qualitative interview study examines the perspectives of nine directors of organizations located in Europe and North America dedicated to teaching Celtic traditional music. Analysis showed that directors perceived the aural transmission of the music as helping students connect with each other and build community. Further, directors’ beliefs about history tended to motivate their decision-making processes toward fostering community as part of their pedagogical practice. The learning goals they set for students tended to emphasize these intangible goals over and above technique- or repertoire-related aims, with social skills being included in their definitions of “musicianship.” Implications are raised regarding meaning-making and beliefs about history in Celtic traditional music communities.
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Fuller, J. "Stratigraphic Stand-Off at the 49th Parallel". Earth Sciences History 24, n. 2 (1 gennaio 2005): 247–64. http://dx.doi.org/10.17704/eshi.24.2.w220364922xw6906.
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The 49th Parallel divides the western Prairies between Canada and the United States, crossing the central part of the Williston basin and marking the International boundary that separates Saskatchewan from the States of Montana and North Dakota. Discoveries of oil in this area during the 1950s triggered widespread geological activity, and revealed significant differences of stratigraphical understanding on each side of the border. Problems seemed to arise from contrasts between ‘American' and ‘English' interpretations of stratigraphical method, particularly for the oil-producing zones of the Mississippian. This study analyzes the differing points of view, and presents historical reasons for them. Difficulties with stratigraphical method and nomenclature in the 1950s were quite real, becoming the subject in 1959 of a special AAPG-SEPM conference at Dallas. Had the delegates attending that meeting (including the present author) possessed a little more history, they would have known that an ‘American' or mineral-focused view of stratigraphy had originated in a German hard-rock mining terrane, principally through the teaching of Abraham Werner. From there, during the first years of the 19th century, it traveled via Scotland to the State of New York, where, from Amos Eaton's Rensselaer School at Troy, it spread to most of the newly-formed State geological surveys. Some years later, on the other hand, an ‘English' or ‘stratum-focused' view of stratified formations migrated across the Atlantic from the pastoral landscapes and gently inclined rock-formations of southern England, where mapping had tended to discount their mineral content in favor of their observable order and continuity.
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Barysheva, E. A. "Helping the School: Electronic Learning Resources of Foreign Libraries". Proceedings of SPSTL SB RAS, n. 1 (6 maggio 2023): 46–54. http://dx.doi.org/10.20913/2618-7515-2023-1-46-54.
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The transition from an information society to a knowledge society gives libraries a chance to overcome the crisis by transforming themselves into educational institutions of a new type, providing quality information and educational services that promote cognitive and creative activities. An important place among them belongs to programs and projects for the creation and promotion of electronic learning resources intended for schoolteachers and students, i.e. for the audience, which directly determines the society we will have to live in the near future. The aim of the article is to consider the experience of major foreign libraries in preparing electronic learning (e-Learning) resources for schools from the perspective of their possible use by Russian libraries in the light of the tasks set to strengthen the role of cultural and educational organizations in the historical and cultural enlightenment and upbringing of the growing generation. The object of the article is the resources of own generation (or created in cooperation with other institutions) of national and regional libraries in the USA, Great Britain, and Australia, related to the methodological support of the educational process in schools. The study of the content of these resources made it possible to identify several main groups with different purposes: training in the skills of working with primary sources; promotion of classical literature and reading; assistance to subject teachers in their work with current social and political issues; development of regional / local history knowledge. Examples explored are electronic learning resources for schools posted in dedicated sections or on the web portals of the Library of Congress (USA, Washington), the National Library of Australia, the British Library, the Florida State Library and Archives, the State Library of Victoria (Australia, Melbourne) the National Library of Scotland, and the National Library of Wales. The study has shown that national and regional libraries of the above-mentioned countries place a high priority on the preparation of electronic learning resources for schools. Creation of such resources helps libraries to solve important tasks: to popularize their collections and electronic resources; to expand the circle of regular readers by attracting schoolchildren; to enhance the prestige of the library as an important cultural and educational institution involved in forming the worldview and raising the intellectual level of the younger generation. Due to their social significance, such projects, as a rule, have state or regional funding; grants are widely practiced. The article pays special attention to the interaction between libraries and other cultural institutions in preparing joint electronic learning resources for schools, as well as to the promotion of such resources among the teaching community, primarily through close cooperation with pedagogical organizations.
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Anderson, Robert. "University History Teaching, National Identity and Unionism in Scotland, 1862–1914". Scottish Historical Review 91, n. 1 (aprile 2012): 1–41. http://dx.doi.org/10.3366/shr.2012.0070.
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In the nineteenth century nationalism and historiography were closely linked, and the absence of separatist nationalism in Scotland had consequences for academic history. This article looks at the content of university history teaching, using sources such as lecture notes, textbooks, and inaugural lectures. The nature of the Scottish curriculum made the Ordinary survey courses more significant than specialised Honours teaching. While chairs of general history were founded only in the 1890s, the teaching of constitutional history in law faculties from the 1860s transmitted an older tradition of whig constitutionalism, based partly on the idea of racial affinity between the English and Scots, which was reinforced by the influence of the English historians Stubbs and Seeley. Academic historians shared contemporary views of history as an evolutionary science, which stressed long-term development and allowed the Union to be presented in teleological terms. Their courses incorporated significant elements of Scottish history. Chairs of Scottish history were founded at Edinburgh in 1901 and Glasgow in 1913, but their holders shared the general unionist orientation. By 1914, therefore, university history courses embodied a distinctive Scoto-British historiography, which was a significant factor in the formation of British identity among the Scottish middle classes; there were many European parallels to this state-oriented form of national history.
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Cowan, Paula, e Henry Maitles. "Feature or Footnote? Teachers’ Attitudes Towards the Teaching of the Holocaust in Primary Schools in Scotland". Scottish Educational Review 32, n. 1 (18 marzo 2000): 78–87. http://dx.doi.org/10.1163/27730840-03201008.
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The question of teaching controversial and difficult issues in primary schools remains itself controversial. This article discusses the area of teaching the Holocaust in primary schools in Scotland by examining its relevance to the primary curriculum and reporting on survey and interview research amongst a sample of primary teachers in Scotland. Based on limited research, this paper suggests that the Holocaust is appropriate for primary pupils, provides insight into the reactions of parents and colleagues and shows that Holocaust history in Scottish primary schools is set firmly within the contexts of Anne Frank and World War Two. We find that there are significant barriers to its teaching, yet these mostly can be successfully overcome.
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Stafford, P. "Matilda of Scotland: A Study of Medieval Queenship". English Historical Review 119, n. 483 (1 settembre 2004): 981–83. http://dx.doi.org/10.1093/ehr/119.483.981.
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Crowther, M. A., e Guenter B. Risse. "Hospital Life in Enlightenment Scotland: Care and Teaching at the Royal Infirmary of Edinburgh". American Historical Review 92, n. 4 (ottobre 1987): 964. http://dx.doi.org/10.2307/1864008.
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Hillis, Peter. "Assessing Investigative Skills in History: A Case Study from Scotland". History Teacher 38, n. 3 (1 maggio 2005): 341. http://dx.doi.org/10.2307/30037012.
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Stevenson, Lorna, David Power, John Ferguson e David Collison. "The development of accounting in UK universities: An oral history". Accounting History 23, n. 1-2 (11 ottobre 2017): 117–37. http://dx.doi.org/10.1177/1032373217733112.
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This article reports on the development of the accounting discipline in universities in England and Scotland from the 1960s. Drawing on the oral history narratives of six distinguished accounting scholars who played a significant role in the discipline, this article documents (1) the initial influences on the teaching of accounting in English universities, (2) the different influences on the teaching of accounting in Scottish universities and (3) the influence of US universities and their scholars on the development of academic accounting in the United Kingdom. With a focus on the second wave of accounting professoriate who followed the London School of Economics (LSE) ‘Triumvirate’ of William Baxter, Harold Edey and David Solomons, this article provides first-hand insights into the shape and spread of university accounting education at a crucial stage of its development. This, in turn, develops an understanding of the contemporary academic accounting discipline in the United Kingdom.
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Чернобай, Elena Chernobay, Шевелева, N. Sheveleva, Дзядевич e E. Dzyadevich. "Development Questions of the Professional Career of the Teacher: Domestic Experience and Foreign Approaches". Standards and Monitoring in Education 5, n. 4 (21 agosto 2017): 30–41. http://dx.doi.org/10.12737/article_5979fcef1f7f08.96238584.
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The article considers the problems of development of professional career of the teacher in Russia. The historical view on the formation of a teacher’s career is presented, the relation in diff erent periods of history in the education system is shown to the topic of professional promotion of teaching. Also, the article gives a brief overview of the development of foreign models of the teaching career (France, Germany, Scotland, etc.), new approaches to the professional development and promotion of the teacher in modern Russia are indicated.
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Palacios-Hidalgo, Francisco Javier, Cristina A. Huertas-Abril e 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, n. 2 (16 aprile 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, n. 2 (18 marzo 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, e 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, n. 2 (13 marzo 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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Leyva-Zaldívar, Carlos Máximo, e Celia del Carmen Hernández-Arias. "Oral history and teaching history through a case study". Revista Metropolitana de Ciencias Aplicadas 6, Suplemento 2 (1 ottobre 2023): 227–32. http://dx.doi.org/10.62452/ja5q7w82.
Testo completoAbstract (sommario):
The present work is based on the main ideas that were constituted since the twentieth century, which brought with it an important historiographical revolution that has transcended to this day, resulting in new ways of making history. As researchers of the social sciences in general, this revolution in the world of history gave us options to systematize deepen in areas little studied or investigated as traditions and historical memory have been. In the twenty-first century and with a world that is increasingly globalized, the identity and wisdom of our nations is threatened by stigmas and rules Anglo-Saxons or Eurocentrists. It is in this context that oral traditions constitute an essential tool for researchers, in order to preserve historical memory so that it lasts for future generations. Much has been written about the dialectical relationship between orality and history, but much has yet to be applied. Application that must be translated into concrete field studies that are based on the interaction with the protagonists of events that today because of new trends or policies are being rewritten or told in different different ways. With the aim of illustrating the use of oral history and its role in the recovery of the memory of peoples, we propose examples where its use has been central. We also note that the dividing line between oral history and the history of the present is very thin, both having a complementary role in the work of the historian.
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Dickie, Valerie, Kai Dunker e Vibhor Saxena. "The Role, Responsibilities and Remuneration of Graduate Teaching Assistants in Scotland". Scottish Educational Review 44, n. 2 (13 marzo 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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CULLEN, STEPHEN M. "The Fasces and the Saltire: The Failure of the British Union of Fascists in Scotland, 1932–1940". Scottish Historical Review 87, n. 2 (ottobre 2008): 306–31. http://dx.doi.org/10.3366/e0036924108000176.
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The history of Britain's main manifestation of inter-war fascism, Oswald Mosley's British Union of Fascists [BUF], continues to be a hotly contested field of study. A new biography of Mosley, work on gender and the BUF, and the incorporation of new models of generic fascism have made important contributions to the historiography of the BUF. However, until recently, almost no historical consideration of the BUF's career in Scotland had been attempted. But work by Tony Milligan and Henry Maitles has opened up the topic of fascism in Scotland between the wars. This article seeks to build on these contributions, and examines two groups of factors that led to the failure of fascism in Scotland. The inability of the BUF to find political space in Scotland, allied to internal organisational weaknesses, compounded by the indifference of the English fascist movement to the BUF in Scotland created flaws that characterised the Scottish BUF from the outset. These weaknesses were exacerbated by the failure of the BUF to understand the Scottish dimensions of politics, such as the cross-cutting appeal of Scottish nationalism, and religious tensions. Finally, anti-fascist opposition proved to be especially problematic for the Scottish BUF.
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Reeves, Jenny, Morag Redford e Irene McQueen. "Practitioner research and excellence in teaching". Scottish Educational Review 42, n. 2 (18 marzo 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 e 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 (26 marzo 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, n. 4 (1 luglio 2017): 669. http://dx.doi.org/10.17507/jltr.0804.05.
Testo completoAbstract (sommario):
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.
26
Taylor, Alice. "Leges Scocie and the Lawcodes of David I, William the Lion and Alexander II". Scottish Historical Review 88, n. 2 (ottobre 2009): 207–88. http://dx.doi.org/10.3366/e0036924109000869.
Testo completoAbstract (sommario):
This paper examines Leges Scocie (LS), the main source used by Patrick Wormald in ‘Anglo-Saxon Law and Scots Law’. It is shown here that the capitula of LS reveal much not only about the development of legal procedure in Scotland but also about the nature of medieval Scottish society in the twelfth and early thirteenth centuries. In the process of this discussion, some conclusions put forward by Wormald about this material are questioned. This paper also shows that the ‘laws’ of David, William and Alexander II, once believed to be nebulous texts without any clear manuscript form, are, in fact, coherent legal compilations worthy of study in their own right. This corrects the impression that the early laws of Scotland survive in a manuscript tradition too late and too complicated to be studied with any fruitful results and thus opens up the material in volume i of The Acts of the Parliaments of Scotland for further study. The paper concludes by arguing that the evidence contained in all these lawcodes can provide rather different narratives of subjects that are key to our understanding of Scotland during the central Middle Ages: the exercise of royal power, the ‘Anglo-Norman Era’ and the extent of the Scottish state before the twelfth century.
27
Klinger, Patrick J. "Herring politics: Northern Scotland’s herring fishing industry, 1660-1707". International Journal of Maritime History 31, n. 4 (novembre 2019): 896–913. http://dx.doi.org/10.1177/0843871419878941.
Testo completoAbstract (sommario):
This research note explores the interactions between environmental change and cultural response in a case study focused on the diminution of the northern Scottish North Sea herring fishing industry from c. 1660 to 1707 and its role in the Anglo-Scottish Union of 1707. Through an interdisciplinary approach utilizing archival sources of fishing data and proxy sources, this study traces these additional causes of the decline in the Scottish herring industry in northern Scotland and argues that the herring decline was also driven by climatic and environmental change. In addition, it explores where the herring went and why, and demonstrates how a decline of the herring industry affected people in fishing communities in northern Scotland and created groups that supported union between Scotland and England.
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Mccrossan, Katharine. "Spanish ’Flu in Scotland: A Lanarkshire Case Study". Journal of Scottish Historical Studies 41, n. 1 (maggio 2021): 65–86. http://dx.doi.org/10.3366/jshs.2021.0314.
Testo completoAbstract (sommario):
The purpose of this article is to explore the impact that the 1918 influenza pandemic (otherwise known as the ‘Spanish ‘Flu’) had on the Scottish county of Lanarkshire. Despite being one of the most devastating events in modern history, to date little is known about the experience of the disease in Scotland. Structured in two parts, part one of this article will examine the human impact of the Spanish ’Flu within Lanarkshire, while part two focuses on the official responses to the pandemic from both the medical profession and local civic government. In doing so, this article will demonstrate that the Spanish ’Flu generated a high level of mortality amongst the population of Lanarkshire, placed great strain on medical services, and exposed tensions between local and central government at a time of increasing state intervention.
29
Jaskulowski, Krzysztof, e Adrianna Surmiak. "Teaching history, teaching nationalism: a qualitative study of history teachers in a Polish post-industrial town". Critical Studies in Education 58, n. 1 (30 novembre 2015): 36–51. http://dx.doi.org/10.1080/17508487.2015.1117006.
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30
Mackay, K. "A Local Review of Domiciliary Consultations". Scottish Medical Journal 38, n. 5 (ottobre 1993): 145–47. http://dx.doi.org/10.1177/003693309303800506.
Testo completoAbstract (sommario):
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.
31
Kocic, Aleksandar, e Jelena Milicev. "Possible models of local news provision by radio in Scotland: A mixed-methods study". journal of digital media & policy 10, n. 2 (1 giugno 2019): 183–201. http://dx.doi.org/10.1386/jdmp.10.2.183_1.
Testo completoAbstract (sommario):
Scotland does not have any public service radio on a local level, except for a few bulletins or programmes offered by BBC Radio Scotland on an opt-out basis. Scottish commercial radio stations do cover local issues but within brief hourly news bulletins, without any in-depth coverage, while community radio by and large lacks resources for any news coverage of its own. Through a review of the existing literature on the role of media in democracy, and in particular the role of local radio, interviews with stakeholders and experts and history, and focus groups with ordinary people, this study formulates several possible solutions for future local news provision by radio in Scotland.
32
Hancock, E. Geoffrey. "Evidence for a remarkable survival of invertebrates from the teaching collection of William MacGillivray (1796–1852), Marischal College, Aberdeen". Archives of Natural History 51, n. 1 (aprile 2024): 86–94. http://dx.doi.org/10.3366/anh.2024.0898.
Testo completoAbstract (sommario):
A box of invertebrates, mainly insects, some of which have labels dated between 1838 and 1841, was acquired by the author at a public auction in 2022. The box and the style of preservation is consistent with a collection assembled in the late 1830s. It is postulated that this small collection once formed part of the museum assembled by William MacGillivray at Marischal College, Aberdeen, Scotland, following his appointment as Regius Professor of Civil and Natural History in 1841.
33
Kwon, Taekyoung. "On the Study of ‘Teaching History Through Film’". Journal of Humanities and Social sciences 21 10, n. 6 (31 dicembre 2019): 919–32. http://dx.doi.org/10.22143/hss21.10.6.66.
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34
Groom, Peter, Catriona Pickard e Clive Bonsall. "Early Holocene Sea Fishing in Western Scotland: An Experimental Study". Journal of Island and Coastal Archaeology 14, n. 3 (24 gennaio 2019): 426–50. http://dx.doi.org/10.1080/15564894.2018.1521481.
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35
Harris, Bob. "Landowners and Urban Society in Eighteenth-Century Scotland". Scottish Historical Review 92, n. 2 (ottobre 2013): 231–54. http://dx.doi.org/10.3366/shr.2013.0176.
Testo completoAbstract (sommario):
This paper challenges the idea that eighteenth-century Scotland was simply, as T. C. Smout once described it, ‘a landowners' world’. It does so by examining the relationships between landowners and a sample of medium-sized and smaller burghs. To some extent, the case made here – that historians have by and large not properly appreciated the degree of independence and influence of the burghs – is suggestive. Partly, it derives from a particular view of the nature of ‘urban community’ and civic identity in this period. However, the bulk of the case rests on the close analysis of a series of issues which tended to bring towns and landowners into conflict and draws heavily on one particular case study – Kirkcudbright in the later Georgian period. Very modest in size, and with a single local dominant landowner – the earls of Selkirk – whose properties surrounded the burgh, Kirkcudbright provides a lens through which to view a relationship between town and landowner which was far from one-sided. As the case of Kirkcudbright illustrates very clearly, even where a landowner exercised significant and close influence, burgh elites took very seriously the task of stewardship of burgh interests and privileges, and they did so, so far as we can tell, with considerable support from the urban population.
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Johnston, David, Mark Carver, Katrina Foy, Aloyise Mulligan e Rachel Shanks. "Shifting Selves and Spaces". Journal of Digital Social Research 4, n. 2 (30 maggio 2022): 26–46. http://dx.doi.org/10.33621/jdsr.v4i2.109.
Testo completoAbstract (sommario):
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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Greig, Alastair, Karen Stevenson, Dennis Henderson, Valentin Perez, Valerie Hughes, Ivo Pavlik, Murray E. Hines, Iain McKendrick e J. Michael Sharp. "Epidemiological Study of Paratuberculosis in Wild Rabbits in Scotland". Journal of Clinical Microbiology 37, n. 6 (1999): 1746–51. http://dx.doi.org/10.1128/jcm.37.6.1746-1751.1999.
Testo completoAbstract (sommario):
A survey of 22 farms confirmed the presence of paratuberculosis in wild rabbits in Scotland. Regional differences were apparent in the prevalence of the disease in rabbits, with a significantly higher incidence occurring in the Tayside region. Statistical analysis showed a significant relationship between a previous history or current problem of paratuberculosis in cattle and the presence of paratuberculosis in rabbits on the farms. Molecular genetic typing techniques could not discriminate between selected rabbit and cattle isolates from the same or different farms, suggesting that the same strain may infect and cause disease in both species and that interspecies transmission may occur. The possibility of interspecies transmission and the involvement of wildlife in the epidemiology of paratuberculosis have important implications for the control of the disease.
38
Macinnes, Allan I. "Jacobitism in Scotland: Episodic Cause or National Movement?" Scottish Historical Review 86, n. 2 (ottobre 2007): 225–52. http://dx.doi.org/10.3366/shr.2007.86.2.225.
Testo completoAbstract (sommario):
The primary purpose of this article is to examine the strength in depth of Jacobitism within Scotland and to reappraise its national impact. Notwith-standing disparaging Whig polemicists and their apologists in Anglo-British historiography, there was undoubted political substance to the appeal of Jacobitism in Scotland that stretched over seven decades. But the search for this substance raises a series of questions. Was Jacobitism anything more than an occasional interruption in the body politic? Can it be viewed as a patriotic agenda that engaged Scots politically and culturally as well as militarily and subversively? Above all, was Jacobitism a sustained political movement or merely an episodic cause in Scotland? Accordingly, the distinctiveness of Scottish Jacobitism is explored through fresh archival research and extensive polemical material prior to determining whether this distinctiveness found expression more as a movement than as a cause. The focus of debate is shifted away from the Stuart courts in exile, from dynastic identification, and from espionage and diplomacy towards Jacobite communities at home and abroad, towards patriotic identification with Scotland and towards issuesof po litical economy. In the process, a political culture of Scottish Jacobitism can be sustained in terms of its confessional and intellectual development, its organizational structure and its commercial and social networking. Nevertheless, the argument favouring a movement over a cause remains finely balanced but is shaded by the distinctive capacity of Scottish as against English or Irish Jacobitism to form alternative governments, nationally and locally in the course of major risings. More than an episodic cause, Jacobitism's persistence provoked a counter movement in Scotland, that of antiJacobitism, a wholly worthwhile area of study that has yet to be examined systematically and with intellectual rigour. It is hoped that this article will provoke such an examination.
39
Loughran, S., C. Alves e F. B. MacGregor. "Current aetiology of unilateral vocal fold paralysis in a teaching hospital in the West of Scotland". Journal of Laryngology & Otology 116, n. 11 (novembre 2002): 907–10. http://dx.doi.org/10.1258/00222150260369426.
Testo completoAbstract (sommario):
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.
40
Ewan, Elizabeth. "Disorderly Damsels? Women and Interpersonal Violence in Pre-Reformation Scotland". Scottish Historical Review 89, n. 2 (ottobre 2010): 153–71. http://dx.doi.org/10.3366/shr.2010.0203.
Testo completoAbstract (sommario):
This study uses the court records of eight pre-Reformation Scottish towns to examine women's involvement as perpetrators of violent physical assaults in their communities. It examines the nature of the assaults, including whether women were more likely to act alone or with others, the role of family and household, the types of victims, and the weapons used. These matters are compared to patterns found in studies of women's violence elsewhere in contemporary Europe. The article also examines how the community and women themselves perceived their use of physical assault. For example, some could justify violence as an acceptable method of discipline. Many attacks were aimed not only at causing physical harm but were also assaults on the victim's honour; a study of assault thus helps shed light on the nature of male and female honour among ordinary townsfolk in late medieval Scotland.
41
Zwanzig, S. "Bibby, J.: ‘Notes towards a History of Teaching Statistics’ (HDTS), John Bibby (Book), Edinburgh, Scotland, 1986, 156 pages, $ 4.50". Biometrical Journal 30, n. 5 (19 gennaio 2007): 606. http://dx.doi.org/10.1002/bimj.4710300516.
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42
Thorburn, Malcolm, e Katrina Seatter. "Asking better questions! A review of the pedagogical strategies used in one senior level award in Scotland". Journal of Pedagogy 6, n. 1 (1 giugno 2015): 123–49. http://dx.doi.org/10.1515/jped-2015-0007.
Testo completoAbstract (sommario):
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.
43
박주현. "Teaching local history as a way of historical inquiry : a case study on teaching local history in England". Studies on History Education ll, n. 14 (novembre 2011): 7–36. http://dx.doi.org/10.16976/kahe.2011..14.7.
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44
Wormald, Patrick. "Anglo-Saxon Law and Scots Law". Scottish Historical Review 88, n. 2 (ottobre 2009): 192–206. http://dx.doi.org/10.3366/e0036924109000857.
Testo completoAbstract (sommario):
Patrick Wormald used legal material buried deep in volume i of the Acts of the Parliaments of Scotland to argue for a comparatively maximalist view of early Scottish royal government. The paper compares this Scottish legal material to two Old English codes to show that there existed in Scotland structures of social organisation similar to that in Anglo-Saxon England and a comparable level of royal control over crime by the early eleventh century. The model of a strong judicial regime in the Anglo-Saxon kingdom, put forward fully by Wormald in volume i of The Making of English Law, suggests that the kingdom of the Scots could have been inspired by (or followed a parallel trajectory to) its Anglo-Saxon neighbour in its government's assumption of rights of amendment previously controlled by kin-groups. English influence on Scottish legal and constitutional development can therefore be seen in the tenth and eleventh centuries as much as it can in the twelfth and thirteenth centuries. The paper also suggests methods of examining the legal material in volume i of the Acts of the Parliaments of Scotland and effectively clears the way for further study of this neglected corpus of evidence.
45
Pritchard, Duncan. "Philosophy in Prisons". Teaching Philosophy 42, n. 3 (2019): 247–63. http://dx.doi.org/10.5840/teachphil201985108.
Testo completoAbstract (sommario):
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.
46
Chew, C., e PJ O’Dwyer. "Undergraduate medical education: a national survey of consultant radiologists". British Journal of Radiology 93, n. 1112 (agosto 2020): 20200380. http://dx.doi.org/10.1259/bjr.20200380.
Testo completoAbstract (sommario):
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.
47
Eliot, John. "Contributions to the History of Psychology: XLIX. Ian Mac Farlane Smith: A Biographical Sketch". Perceptual and Motor Skills 67, n. 2 (ottobre 1988): 479–82. http://dx.doi.org/10.2466/pms.1988.67.2.479.
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Akhan, Osman. "History Teaching Approaches Preferred by Turkish and Russian History Teachers". World Journal of Education 11, n. 1 (14 febbraio 2021): 62. http://dx.doi.org/10.5430/wje.v11n1p62.
Testo completoAbstract (sommario):
The purpose of this research is to determine the opinions of Turkish and Russian history teachers regarding teaching of history, and to present, on a comparative basis, the understanding of history in the two countries as well as the methods of history teaching preferred by the teachers there. The research was designed as a case study, which is one of the qualitative research methods. The sample consisted of 13 Turkish and 13 Russian teachers working as history teachers in Turkey and Russia in the 2020- 2021 academic year. The convenience sampling method was used in the study. The data of the study were collected by correspondence via e-mail with a questionnaire form consisting of open-ended questions created by the researchers. Descriptive analysis was used to analyze the data. When the results of the study are evaluated in general, it is observed that the Russian history teachers are more flexible in history teaching and attach more importance to innovative history teaching, while the Turkish teachers perform more curriculum-centered history teaching compared to their Russian colleagues. In addition, it can be said that Russian history teachers pay more attention to their professional development than Turkish history teachers, and they incorporate more historical thinking skills in classroom activities. It is possible to say that the results of the study originate from the objectives of history teaching in the two countries.
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Milligan Dombrowski, Lindsay, Eilidh Danson, Mike Danson, Douglas Chalmers e 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, n. 2 (28 agosto 2013): 119–32. http://dx.doi.org/10.1080/14664208.2013.811006.
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Jones, Ken. "The teaching archive: a new history for literary study". Changing English 29, n. 1 (2 gennaio 2022): 109–12. http://dx.doi.org/10.1080/1358684x.2021.2013161.
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