Literatura científica selecionada sobre o tema "History – Study and teaching – Scotland"
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Artigos de revistas sobre o assunto "History – Study and teaching – Scotland"
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Buckley, Geoffrey, Tawny Paul, Hamish Kallin e Harriet Cornell. "Teaching Urban Sustainability: A Study Abroad Perspective". Social Sciences 8, n.º 9 (5 de setembro de 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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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.º 3 (11 de março de 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.º 1 (23 de junho de 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.º 124 (novembro de 1999): 449–69. http://dx.doi.org/10.1017/s0021121400014358.
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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.º 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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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.º 2 (13 de março de 2009): 46–61. http://dx.doi.org/10.1163/27730840-04102005.
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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.º 4 (4 de julho de 2018): 588–600. http://dx.doi.org/10.1177/0255761418774938.
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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.º 2 (1 de janeiro de 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.º 1 (6 de maio de 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.º 1 (abril de 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.
Teses / dissertações sobre o assunto "History – Study and teaching – Scotland"
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Whytock, Jack. "The history and development of Scottish theological education and training, Kirk and Secession (c.1560-c.1850)". Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683179.
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Powell, Mandy. "The origins and development of media education in Scotland". Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2550.
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This study combines analytical and narrative modes of historical enquiry with educational policy sociology to construct a history of media in education in Scotland. It uses the development trajectory of a single case, media education in Scotland's statutory education sector, to deconstruct and reconstruct a history of the institutional relationship between the Scottish Film Council (SFC) and the Scottish Education Department (SED) that stretches back to the 1930s. Existing literature describes media education in Scotland as a phenomenon located in the 1970s and 1980s. This study disaggregates media education discourse and dissolves chronological boundaries to make connections with earlier attempts to introduce media into Scottish education in the context of Scotland's constitutional relations within the UK. It employs historical and socio-cultural methods to analyse the intersections between actors and events taking place over six decades. The analysis and interpretation of the data is located in three time periods. Chapter 3 covers the period from 1929 until 1974 when, on the cusp of the emergence of the new texts and technologies of film, the SFC was established to promote and protect Scottish film culture and audio-visual technologies. During this time, the interdependence of teachers, the film trade and the educational policy-making community led to the production, distribution and exhibition of new and popular forms of text to national and international acclaim. By juxtaposing public and private documents circulating on the margins of statutory education, this chapter generates a new understanding of the importance of film and its technologies in Scotland in the pursuit of a more culturally relevant and contemporary model of education. It also describes how constraints upon Scotland’s cultural production infrastructure limited its capacity to effect significant educational change. In the 1970s, cultural, political and educational ferment in pre-devolution Scotland, created a discursive shift that gave rise first to media education and then to Media Studies. Articulating documents with wider discourses of educational and cultural change and interviews with key players, Chapter 4 describes a counter-narrative gaining momentum. The constraints of the practices of traditional subjects and pedagogies combined with the constraints on Scottish cultural production gave shape and form to the media education movement. Significantly for this study, the movement included influential members of Scottish education’s leadership class. Between 1983 to 1986, the innovative Media Education Development Project (MEDP) aimed to place media education at the centre of teaching and learning in Scottish education. This was fully funded by the SED, managed by the Scottish Council for Educational Technology (SCET) and the SFC and implemented by the Association for Media Education in Scotland (AMES). The MEDP overlapped briefly with another initiative in SCET, the Scottish Microelectronics Development Project (SMDP). During this period, Media Studies enjoyed rapid success as a popular non-advanced qualification in the upper secondary and further education sectors. Media education, however, did not. Chapter 5 explores the links between the MEDP and the SMDP through the agency of three central actors: SCET, the SFC and AMES in the context of a second term of Margaret Thatcher’s Conservative government. This study concludes that between 1934 and 1964, the SFC was a key educational bureaucracy in Scottish education. The SFC’s role as an agent of change represented the recognition of a link between relevant and contemporary Scottish cultural production and the transformation of statutory education. Between 1929 and 1982 three iterations for media and education in Scotland can be discerned. In 1983, the MEDP began a fourth but its progress faltered. The study suggests that if a new iteration for media and education in Scotland in the twenty-first century is to emerge, an institutional link between media culture, technology and educational transformation requires to be restored.
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Boag, Brian T. "The role of the programme team in the implementation of policy at institutional level : a case study in the UHI Millennium Institute". Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/3027.
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This thesis reports an insider case study conducted by an active participant in the setting which is the UHI Millennium Institute. UHI is a federal, collegial partnership of 13 academic partner colleges. This partnership is made up of Further Education Colleges and smaller and specialised institutions. The case study focuses on one programme team, the BA Social Sciences team and at its role in the implementation of the institutional learning and teaching policy and its related strategies. The case study uses literature on policy implementation and of Further/Higher Education links. It makes use of social practice theory and the notion of the teaching and learning regime to analyse the cultural characteristics of the team and a typolgy of responses to change, to review the response of the team to policy objectives. In doing so the case study is a response to calls for more 'close-up' research at the meso-level of analysis. The study reviews the response of the team over a 10-year trajectory from the initial validation of the programme to 2009. The study takes an interpretive, participant-obervation based approach to examine the cultural characteristics and response of the programme team. The methods used to gather data include examination of comprehensive documentation relating to the programme over this time frame and semi-structured interviews with team members. The findings are that the cultural character of the team is dominated by its origins in Further Education and by the social relationships involved in a team which spans three colleges and deals with three sets of college managers and UHI. The response of the team to institutional policy is to embrace its objectives but also to reconstruct policy in ways possible within constraints. The team can make certain choices but is also constrained by policy from 'the top'. The study discusses implications for the notion of the teaching and learning regime and for the typology of responses used and proposes ways in which these might be modified. Proposals for further research in this field are made, particularly involving the implications for policy making of the relationship between college management and UHI.
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Macgregor, Lindsay. "The Norse settlement of Shetland and Faroe, c.800-c.1500: a comparative study". Thesis, University of St Andrews, 1987. http://hdl.handle.net/10023/2728.
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This thesis provides detailed studies of settlement on four Faroese islands and in four districts of Shetland in order to isolate and explain differences and similarities between the two island groups. These studies examine topography, place-names, relationships with previous settlements, church distribution, settlement expansion, inter-relationship of settlements and land assessments. The range of sources and methods are set out in the Introduction. The first Regional Study presents two districts of Western Norway, Fjaler and Gaular, which are discussed to illustrate some of the major trends of settlement in the homeland. Detailed studies are then made of settlements on the four Faroese islands of Fugloy, Streymoy, Sandoy and Suduroy and in the four Shetland districts of Fetlar, Delting, Walls and Sandness, and Tingwall. A section arranged thematically follows, bringing together results from the Regional Studies and referring more generally to the whole of Shetland and Faroe. This section examines three themes: firstly, the relationship between the Norse settlers and pre-Norse populations; secondly, the development of the Scattalds and bygdir; -and thirdly, naming patterns. Despite very great differences in the extent of settlement prior to the arrival of the Norse in Faroe and Shetland, primary settlement patterns are essentially similar. The Scattalds and bygdir represent comparable settlement districts and reflect similar agricultural requirements and responses to the landscape while primary settlement sites in both island groups generally feature good harbours and extensive cultivable land with topographical names descriptive of their coastal location. Secondary settlement expansion takes different forms in Faroe and Shetland, however, and this is reflected in nomenclature, in particular the absence of the habitative elements stadir, bolstadr and setr from Faroe. It is concluded that the absence or presence of habitative place-name elements is dependent on the nature of settlement expansion.
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Peebles, Hugh B. "Warship building on the Clyde, 1889-1939 : a financial study". Thesis, University of Stirling, 1986. http://hdl.handle.net/1893/1789.
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The part played by warshipbuilding in sustaining the Clyde shipbuilding industry between 1889 and 1939 has received less attention than it deserves. Only a minority of firms undertook warshipbuilding in peacetime but they included some of the leading shipyards an the Clyde. This study, based on a detailed examination of accounts and cost records, shows that naval work was of critical importance for these firms from the 1890's onwards. All of the firms which took advantage of the expansion in the demand for warships in the 1890's were in financial difficulties and profitable naval contracts were largely responsible for reviving their fortunes. From then until the outbreak of the First World War in 1914, naval work constituted a major part of their output and the most profitable part of it. By 19149 all of the warshipbuilders had expanded their capacity and provided expensive new facilities largely an the strength of the demand for warships and the three biggest yards were owned by armaments manufacturers who were primarily interested in shipyards for their warshipbuilding capability. After the war, the demand for armaments contracted and the warshipbuilders were faced with the problem of finding profitable employment for capacity designed for building warships and warship engines. This proved to be impossible and the relative dearth of naval contracts in the 1920's and early 1930's was the primary cause of the severe financial difficulties in which they found themselves when the onset of the world financial crisis in 1931 brought merchant shipbuilding to a standstill. Only Beardmore's succumbed but, had rearmament not been in the offing, it is doubtful if many of the warshipbuilding yards would have survived the ensuing crisis. As it was the survivors regained their financial stability by 1939 only because of the revival in the demand for warships.
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Horsburgh, David Henry Robert. "Gaelic language and culture in north-east Scotland : a diachronic study". Thesis, University of Aberdeen, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262925.
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The thesis outlines the history of the Gaelic language and culture in North-East Scotland which is defined as the old counties of Kincardine, Aberdeen, Banff, Moray and Nairn. After an introductory description of the North-East, the thesis explores the rise of Gaelic culture, the displacement of Pictish culture by Gaelic, and the dominant position of Gaelic in the North-East by the 12th century as indicated in contemporary sources such as the Book of Deer. The thesis also describes the emergence of a linguistic and cultural frontier which endured between the 12th and 19th centuries, the association of Gaelic culture with the concept of the 'wild Scot', and the perception of the Gaidhealtachd as a region distinguished by language, dress and customs. In exploring these themes, particular areas have been commented upon, including, the church, law and administration and the burghs. Changing attitudes to Gaelic language and culture since the Reformation period have been outlined. The effect of Reformation politics on the North-East Gaelic communities, against a background of wider Scottish events, have been charted with frequent resort to contemporary sources such as the Minutes of the SSPCK, the Statistical Accounts and the Decennial Census Reports. The decline of the Gaelic language and culture in the North-East parishes has been traced from the late 17th century down to the 20th century, including some description of the last communities. Finally, an analysis of the Gaelic-speaking community in the city of Aberdeen has been made, focusing on the Gaelic chapel, the Celtic Society and Department at the University, and the evidence of the census for numbers of speakers.
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MacIntyre, Christine Campbell. "Criterion-referenced assessment for modern dance education". Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/2182.
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This study monitored the conceptualisation, implementation and evaluation of criterion-referenced assessment for Modern Dance by two teachers specifically chosen because they represented the two most usual stances in current teaching i.e. one valuing dance as part of a wider, more general education, the other as a performance art. The Review of Literature investigated the derivation of these differences and identified the kinds of assessment criteria which would be relevant in each context. It then questioned both the timing of the application of the criteria and the benefits and limitations inherent in using a pre-active or re-active model. Lastly it examined the philosophy of criterion-referenced assessment and thereafter formulated the main hypothesis, i. e. "That criterion-referenced assessment is an appropriate and realistic method for Modern Dance in schools". Both the main and sub-hypotheses were tested by the use of Case Study/Collaborative Action research. In this chosen method of investigation the teachers' actions were the primary focus of study while the researcher played a supportive but ancillary role. The study has three sections. The first describes the process experienced by the teachers as they identified their criteria for assessment and put their new strategy into action. It shows the problems which arose and the steps which were taken to resolve them. It gives exemplars of the assessment instruments which were designed and evaluates their use. It highlights the differences in the two approaches to dance and the different competencies required by the teachers if their criterion-referenced strategy was adequately and validly to reflect the important features of their course. In the second section the focus moves from the teachers to the pupils. Given that the pupils have participated in different programmes of dance, the study investigates what criteria the pupils spontaneously use and what criteria they can be taught to use. It does this through the introduction of self-assessment in each course. In this way the pupils' observations and movement analyses were made explicit and through discussion, completing specially prepared leaflets and using video, they were recorded and compared. And finally, the research findings were circulated to a larger number of teachers to find to what extent their concerns and problems had been anticipated by the first two and to discover if they, without extensive support, could also mount a criterion-referenced assessment strategy with an acceptable amount of effort and within a realistic period of time. And given that they could, the final question concerned the evaluations of all those participants i.e. teachers, parents and pupils. Would this extended group similarly endorse the strategy and strengthen the claim that criterion-referenced assessment was a valid and beneficial way of assessing Modern Dance in Schools?
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Douglas, Sheila M. "The king o the black art : a study of the tales of a group of Perthshire travellers in their social context". Thesis, University of Stirling, 1985. http://hdl.handle.net/1893/1801.
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The thesis consists of an introductory chapter, three chapters of family history and three of tale study, two appendices, the first containing sixteen stories in all known versions and the second seventy eight stories recorded by me, based on field recordings fran Alec, Belle and John Stewart and Willie MacPhee, 1978-84. The introductory chapter examines theories of the origins of Highland travellers and sets out the historical, psychological and aesthetic concerns of the tale study. The family history sets out the material recorded frcm informants. The first chapter deals with Belle's early life in Blairgowrie which is the geographic focus of the family's later history. The second traces the fortunes of the Stewarts in Perthshire and Ireland, showing how they adapted to altered circumstances when they returned to Scotland. The third chapter covers the period since the Second World War, during which Alec's family became well-known through the Folk Revival and their children began to integrate with the settled community and lose their oral culture. The historical tale study shows the links with Gaelic tradition to be found in the story collection. The psychological chapter reveals the functions the stories had in travellers' lives: teaching ancestral wisdom, strengthening kinship ties, reinforcing values, passing on skills for survival, containing fears. The aesthetic chapter looks at the structuring of stories and demonstrates the use of signal words and phrases to guide the listener's ear, as well as giving story tellers a means of recreative transmission. Styles and versions are compared and aesthetic principles deduced frcm the use of different kinds of language and imagery.
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Darragh, Alison. "Prison or palace? Haven or hell? : an architectural and social study of the development of public lunatic asylums in Scotland, 1781-1930". Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/1715.
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In 1897 John Sibbald, Commissioner in Lunacy for Scotland, stated that ‘the construction of an asylum is a more interesting subject of study for the general reader than might be supposed.’ This thesis traces the development of the public asylum in Scotland from 1781 to 1930. By placing the institution in its wider social context it provides more than a historical account, exploring how the buildings functioned as well as giving an architectural analysis based on date, plan and style. Here the architecture represents more, and provides a physical expression of successive stages of public philanthropy and legislative changes during what was arguably one of the most rapidly evolving stages of history. At a time when few medical treatments were available, public asylum buildings created truly therapeutic environments, which allowed the mentally ill to live in relative peace and security. The thesis explores how public asylums in Scotland introduced the segregation or ‘classification’ of patients into separate needs-based groups under a system known as Moral Treatment. It focuses particularly on the evolving plan forms of these institutions from the earliest radial, prison-like structures to their development into self-sustaining village-style colonies and shows how the plan reflects new attitudes to treatment. While many have disappeared, the surviving Victorian and Edwardian mega-structures lie as haunting reminders of a largely forgotten era in Scottish psychiatry. Only a few of the original buildings are still in use today as specialist units, out-patient centres, and administrative offices for Scotland’s Health Boards. Others have been redeveloped as universities or luxury housing schemes, making use of the good-quality buildings and landscaping. Whatever their current use, public asylums stand today as an outward sign of the awakening of the Scottish people to the plight of the mentally ill in the nineteenth and early twentieth centuries.
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Reid, Fiona. "A geographical study of Scottish sport". Thesis, University of Stirling, 2010. http://hdl.handle.net/1893/2540.
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The thesis identifies a lack of research in the general subject area of sports geography and in particular Scottish sports geography. A new conceptual framework for the analysis of the geography of sport is developed from an extensive review of the literature. This framework is then used to illustrate three case studies of the sports landscape in Scotland at three geographical scales. Case study one considers a national sport and traces curling, from its origin to the international Olympic sport it is today, through time and the geographical concepts of space, place, and environment. The sport of curling is shown to be a distinctively Scottish despite influences of modernisation and internationalisation. At the regional scale, case study two identifies two key sporting attributes. Recent survey data are used to highlight regional variations in sports club membership and volunteering in sport. For example the highest rate of sports volunteering in the population is found in the north of Scotland, while the biggest contribution to the sport volunteer workforce comes from large urban towns nearer the central belt. Finally case study three examines a local sportscape. Factors relating to the local population and to the individuals within the sportscape are combined to propose a model for the analysis of sports places. Each case study has added to the knowledge of sports geography in Scotland, however the real benefit of the thesis is to the overall understanding of sports geographical analysis. A new conceptual framework has been developed for the geographical analysis of sport and this has been applied to three case studies to illustrate its efficacy. This is a first Geography of Sport in Scotland.
Livros sobre o assunto "History – Study and teaching – Scotland"
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E, Bennett Philip, Wakely Richard e University of Edinburgh. French Department., eds. France and Germany in Scotland: Studies in language and culture. Edinburgh: Dept. of French, University of Edinburgh, 1996.
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Purkis, Sallie. People in the past P4-P7: Teacher's guide. Harlow: Longman, 1996.
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Lewis, Gaillet Lynee, ed. Scottish rhetoric and its influences. Mahwah, N.J: Hermagoras Press, 1998.
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Shakespeare, William. Macbeth: Thrift study edition. Mineola, N.Y: Dover Publications, 2009.
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Shakespeare, William. Macbeth: Thrift study edition. Mineola, N.Y: Dover Publications, 2009.
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Gallagher, RoseMarie. Geog.scot1: Geography for Scotland. Oxford: Oxford University Press, 2007.
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Thomas, Susan. Geography: Key stage 1, Scotland P1-P3. Cheltenham: Stanley Thornes, 1999.
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Great Britain. Scottish Office. Education Department. Curriculum and assessment in Scotland: National guidelines : mathematics 5-14. Edinburgh: The Department, 1991.
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Bourdillon, Hilary. Teaching history. London: Routledge in association with the Open University, 1994.
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Garg, Bhuvan. Teaching of history. New Delhi, India: Rajat Publications, 2007.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "History – Study and teaching – Scotland"
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Haefeli, Sara. "Case Study Curriculum Design". In Teaching Music History with Cases, 18–33. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-2.
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Haefeli, Sara. "Assessment in the Case Study Classroom". In Teaching Music History with Cases, 87–94. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003130482-6.
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Brockett, Oscar G. "On Theatre History: Historical Study in the Theatre Curriculum". In Teaching Theatre Today, 31–49. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9780230100862_3.
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Williamson, Clifford. "Catholic Social Teaching and the CUAB: 1930–1939". In The History of Catholic Intellectual Life in Scotland, 1918–1965, 81–101. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-33347-6_4.
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Samaras, Anastasia P., Mark A. Hicks e Jennifer Garvey Berger. "Self-Study Through Personal History". In International Handbook of Self-Study of Teaching and Teacher Education Practices, 905–42. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_23.
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Schubring, Gert. "Why Study Historical Books Intended for Teaching?" In International Studies in the History of Mathematics and its Teaching, 1–14. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-17670-8_1.
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Crymble, Adam, e Maria José Afanador-Llach. "Digital History: The Globally Unequal Promise of Digital Tools for History: UK and Colombia’s Case Study". In Teaching History for the Contemporary World, 85–98. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_7.
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Jones, Adrian. "Study Tours: History Studies Abroad as an Exploration of Points of Departure in a Zone of Improximal Development". In Teaching History for the Contemporary World, 99–115. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0247-4_8.
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Allender, Jerome S. "Humanistic Research in Self-Study: A History of Transformation*". In International Handbook of Self-Study of Teaching and Teacher Education Practices, 483–515. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-6545-3_13.
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Olesko, Kathryn M. "Science Education in the Historical Study of the Sciences". In International Handbook of Research in History, Philosophy and Science Teaching, 1965–90. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_60.
Texto completo da fonteTrabalhos de conferências sobre o assunto "History – Study and teaching – Scotland"
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Sun, Guojun. "The study of extracurricular reading in history teaching". In 3rd International Conference on Management Science, Education Technology, Arts, Social Science and Economics. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msetasse-15.2015.12.
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Gao, Feng, e Qingling Qiu. "The study of Physics History Teaching in High School Physic". In 4th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemaess-17.2017.85.
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Izatul Hanim Md Rashadi, Noor, e Abdul Razak Ahmad. "Lesson Study: Enhancing the Teaching and Learning of History Subject". In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Padang: Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.01110.
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Terzieva, Valentina. "GAME-BASED TEACHING IN HISTORY – CASE STUDY IN BULGARIAN SCHOOLS". In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1686.
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Nizan, Victoria. "The Role And Value Of Diaries In Teaching History - Case Study". In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.93.
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Sosniuk, O. P., e I. V. Ostapenko. "Media literacy and media competence: basic approaches to study, development, teaching and diagnostics". In HISTORY, POLITICAL SCIENCE, PHILOSOPHY AND SOCIOLOGY: EUROPEAN DEVELOPMENT DIRECTION. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-120-6-18.
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"Study on the Teaching Mode of Dichotomous Class in the Teaching Reform of Western Fine Arts History". In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29122.
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Mukhametzyanova, Rezida, e Alsu Gainutdinova. "INTEGRATING STUDY OF LOCAL LORE, HISTORY AND ECONOMY INTO TEACHING INTERPRETING AT UNIVERSITY". In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1603.
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Feng, Ke. "Notice of Retraction: Study on architectural history courses in teaching methodology and methods". In 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607769.
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Romero, Pilar. "Cultural Routes as Innovative Pedagogic Tool in Foreign Languages Teaching: Camino de Santiago (Pilgrims’ Way of Santiago) as an Object of Study and Teaching Spanish as a Foreign Language". In Spain: Comparative Studies oт History and Culture. Novosibirsk State University, 2021. http://dx.doi.org/10.25205/978-5-4437-1247-5-48-55.
Texto completo da fonteRelatórios de organizações sobre o assunto "History – Study and teaching – Scotland"
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Belton, Tom, Amanda Jamieson, Amanda Oliver e Anne Quirk. Library Impact Research Report: Impact of Archival Collections and Services on the Western University Department of History. Association of Research Libraries, junho de 2022. http://dx.doi.org/10.29242/report.westernuni2022.
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As part of ARL’s Research Library Impact Framework initiative, Western University Libraries conducted a study to examine the impact of archival collections and related services on teaching and research in Western University’s Department of History.
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Downes, Jane, ed. Chalcolithic and Bronze Age Scotland: ScARF Panel Report. Society for Antiquaries of Scotland, setembro de 2012. http://dx.doi.org/10.9750/scarf.09.2012.184.
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The main recommendations of the panel report can be summarised under five key headings: Building the Scottish Bronze Age: Narratives should be developed to account for the regional and chronological trends and diversity within Scotland at this time. A chronology Bronze Age Scotland: ScARF Panel Report iv based upon Scottish as well as external evidence, combining absolute dating (and the statistical modelling thereof) with re-examined typologies based on a variety of sources – material cultural, funerary, settlement, and environmental evidence – is required to construct a robust and up to date framework for advancing research. Bronze Age people: How society was structured and demographic questions need to be imaginatively addressed including the degree of mobility (both short and long-distance communication), hierarchy, and the nature of the ‘family’ and the ‘individual’. A range of data and methodologies need to be employed in answering these questions, including harnessing experimental archaeology systematically to inform archaeologists of the practicalities of daily life, work and craft practices. Environmental evidence and climate impact: The opportunity to study the effects of climatic and environmental change on past society is an important feature of this period, as both palaeoenvironmental and archaeological data can be of suitable chronological and spatial resolution to be compared. Palaeoenvironmental work should be more effectively integrated within Bronze Age research, and inter-disciplinary approaches promoted at all stages of research and project design. This should be a two-way process, with environmental science contributing to interpretation of prehistoric societies, and in turn, the value of archaeological data to broader palaeoenvironmental debates emphasised. Through effective collaboration questions such as the nature of settlement and land-use and how people coped with environmental and climate change can be addressed. Artefacts in Context: The Scottish Chalcolithic and Bronze Age provide good evidence for resource exploitation and the use, manufacture and development of technology, with particularly rich evidence for manufacture. Research into these topics requires the application of innovative approaches in combination. This could include biographical approaches to artefacts or places, ethnographic perspectives, and scientific analysis of artefact composition. In order to achieve this there is a need for data collation, robust and sustainable databases and a review of the categories of data. Wider Worlds: Research into the Scottish Bronze Age has a considerable amount to offer other European pasts, with a rich archaeological data set that includes intact settlement deposits, burials and metalwork of every stage of development that has been the subject of a long history of study. Research should operate over different scales of analysis, tracing connections and developments from the local and regional, to the international context. In this way, Scottish Bronze Age studies can contribute to broader questions relating both to the Bronze Age and to human society in general.
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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati e Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), novembro de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.
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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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London, Jonathan D. Adoption, Adaption, and the Iterative Challenges of Scaling up in Vietnam: Policy Entrepreneurship and System Coherence in a Major Pedagogical Reform. Research on Improving Systems of Education (RISE), março de 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/11.
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Đặng Tự Ân played a pivotal role in the genesis, adoption, and diffusion of pedagogical and curricular reforms that are transforming teaching and learning in the Socialist Republic of Vietnam. His is a fascinating story of a career that began with the paralyzing disappointment of being assigned to study in a seemingly lowly teacher training college only to culminate, decades later, in his central role in the research, design, piloting, and scaling up of a reform that, despite numerous difficulties, would shape the most far-reaching and progressive curricular reforms in Vietnam’s long educational history. This essay uses the case of VNEN, a pedagogical and curricular reform adapted to Vietnam from the Colombian Escuela Nueva (EN) model, to advance our understanding of the challenges policy entrepreneurs and networks of policy stakeholders can encounter in efforts to institute pathbreaking reforms and of the formidable challenges they can encounter in bringing such reforms to scale. In contemporary research on the political economy of education and learning, the notion of an education system’s coherence for learning refers to the extent to which an education system develops relations of accountability that support improved learning outcomes across a range of relationships that define an education system and an array of policy design elements that education policies contain (Pritchett 2015, Kaffenberger and Spivack 2022). In the development literature, the notion of iterative adaptation speaks to a process wherein the performance of policies can improve rapidly through experimentation rather than mechanical transplantation of “best practices” (Andrews et al. 2013, Le 2018). From the standpoint of research on education systems and major reform efforts aimed at enhancing learning, the case of VNEN represents a particularly interesting instance of the innovation of pedagogical and curricular reforms that were, at their most successful moments, deeply coherent for learning, but which encountered problems at scale owing to a range of factors highlighted in this analysis. More broadly and however problematic at times, Vietnam’s VNEN experience contributed to the broad uptake and diffusion of new curricula and teaching practices. This raises questions about what we can learn from VNEN, including its successes and problems, that may have value for promoting continued improvement in Education systems performance around learning in Vietnam and other settings.
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MacFarlane, Andrew. 2021 medical student essay prize winner - A case of grief. Society for Academic Primary Care, julho de 2021. http://dx.doi.org/10.37361/medstudessay.2021.1.1.
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As a student undertaking a Longitudinal Integrated Clerkship (LIC)1 based in a GP practice in a rural community in the North of Scotland, I have been lucky to be given responsibility and my own clinic lists. Every day I conduct consultations that change my practice: the challenge of clinically applying the theory I have studied, controlling a consultation and efficiently exploring a patient's problems, empathising with and empowering them to play a part in their own care2 – and most difficult I feel – dealing with the vast amount of uncertainty that medicine, and particularly primary care, presents to both clinician and patient. I initially consulted with a lady in her 60s who attended with her husband, complaining of severe lower back pain who was very difficult to assess due to her pain level. Her husband was understandably concerned about the degree of pain she was in. After assessment and discussion with one of the GPs, we agreed some pain relief and a physio assessment in the next few days would be a practical plan. The patient had one red flag, some leg weakness and numbness, which was her ‘normal’ on account of her multiple sclerosis. At the physio assessment a few days later, the physio felt things were worse and some urgent bloods were ordered, unfortunately finding raised cancer and inflammatory markers. A CT scan of the lung found widespread cancer, a later CT of the head after some developing some acute confusion found brain metastases, and a week and a half after presenting to me, the patient sadly died in hospital. While that was all impactful enough on me, it was the follow-up appointment with the husband who attended on the last triage slot of the evening two weeks later that I found completely altered my understanding of grief and the mourning of a loved one. The husband had asked to speak to a Andrew MacFarlane Year 3 ScotGEM Medical Student 2 doctor just to talk about what had happened to his wife. The GP decided that it would be better if he came into the practice - strictly he probably should have been consulted with over the phone due to coronavirus restrictions - but he was asked what he would prefer and he opted to come in. I sat in on the consultation, I had been helping with any examinations the triage doctor needed and I recognised that this was the husband of the lady I had seen a few weeks earlier. He came in and sat down, head lowered, hands fiddling with the zip on his jacket, trying to find what to say. The GP sat, turned so that they were opposite each other with no desk between them - I was seated off to the side, an onlooker, but acknowledged by the patient with a kind nod when he entered the room. The GP asked gently, “How are you doing?” and roughly 30 seconds passed (a long time in a conversation) before the patient spoke. “I just really miss her…” he whispered with great effort, “I don’t understand how this all happened.” Over the next 45 minutes, he spoke about his wife, how much pain she had been in, the rapid deterioration he witnessed, the cancer being found, and cruelly how she had passed away after he had gone home to get some rest after being by her bedside all day in the hospital. He talked about how they had met, how much he missed her, how empty the house felt without her, and asking himself and us how he was meant to move forward with his life. He had a lot of questions for us, and for himself. Had we missed anything – had he missed anything? The GP really just listened for almost the whole consultation, speaking to him gently, reassuring him that this wasn’t his or anyone’s fault. She stated that this was an awful time for him and that what he was feeling was entirely normal and something we will all universally go through. She emphasised that while it wasn’t helpful at the moment, that things would get better over time.3 He was really glad I was there – having shared a consultation with his wife and I – he thanked me emphatically even though I felt like I hadn’t really helped at all. After some tears, frequent moments of silence and a lot of questions, he left having gotten a lot off his chest. “You just have to listen to people, be there for them as they go through things, and answer their questions as best you can” urged my GP as we discussed the case when the patient left. Almost all family caregivers contact their GP with regards to grief and this consultation really made me realise how important an aspect of my practice it will be in the future.4 It has also made me reflect on the emphasis on undergraduate teaching around ‘breaking bad news’ to patients, but nothing taught about when patients are in the process of grieving further down the line.5 The skill Andrew MacFarlane Year 3 ScotGEM Medical Student 3 required to manage a grieving patient is not one limited to general practice. Patients may grieve the loss of function from acute trauma through to chronic illness in all specialties of medicine - in addition to ‘traditional’ grief from loss of family or friends.6 There wasn’t anything ‘medical’ in the consultation, but I came away from it with a real sense of purpose as to why this career is such a privilege. We look after patients so they can spend as much quality time as they are given with their loved ones, and their loved ones are the ones we care for after they are gone. We as doctors are the constant, and we have to meet patients with compassion at their most difficult times – because it is as much a part of the job as the knowledge and the science – and it is the part of us that patients will remember long after they leave our clinic room. Word Count: 993 words References 1. ScotGEM MBChB - Subjects - University of St Andrews [Internet]. [cited 2021 Mar 27]. Available from: https://www.st-andrews.ac.uk/subjects/medicine/scotgem-mbchb/ 2. Shared decision making in realistic medicine: what works - gov.scot [Internet]. [cited 2021 Mar 27]. Available from: https://www.gov.scot/publications/works-support-promote-shared-decisionmaking-synthesis-recent-evidence/pages/1/ 3. Ghesquiere AR, Patel SR, Kaplan DB, Bruce ML. Primary care providers’ bereavement care practices: Recommendations for research directions. Int J Geriatr Psychiatry. 2014 Dec;29(12):1221–9. 4. Nielsen MK, Christensen K, Neergaard MA, Bidstrup PE, Guldin M-B. Grief symptoms and primary care use: a prospective study of family caregivers. BJGP Open [Internet]. 2020 Aug 1 [cited 2021 Mar 27];4(3). Available from: https://bjgpopen.org/content/4/3/bjgpopen20X101063 5. O’Connor M, Breen LJ. General Practitioners’ experiences of bereavement care and their educational support needs: a qualitative study. BMC Medical Education. 2014 Mar 27;14(1):59. 6. Sikstrom L, Saikaly R, Ferguson G, Mosher PJ, Bonato S, Soklaridis S. Being there: A scoping review of grief support training in medical education. PLOS ONE. 2019 Nov 27;14(11):e0224325.