Exploring practicum : student teachers’ social capital relations in schools with high numbers of pupils living in poverty

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.Peer reviewedPostprin

Enacting inclusive pedagogy in schools located in high poverty environments : Learning from beginner teachers

Peer reviewedOthe

Student teachers’ understandings of poverty : insights for initial teacher education

Peer reviewedPostprin

Scallops, schools and scholars : reflections on the emergence of a research-oriented learning project

Peer reviewedPostprin

Poverty and Children's Access to Services and Social Participation

This briefing paper summarises evidence in the research and policy literature on inequalities surrounding access to services and social participation for children and young people living in poverty in Scotland. The related policy and practice implications for services’ access and societal participation are also outlined. In the poverty and inequalities context, a mix of policy interventions aimed at rebalancing power at all levels are more likely to be effective to changing the status quo. Rather than searching for a single ‘silver bullet’, policy should target the multiple dimensions of poverty and inequality and their intersections as experienced by young people

Access to routinely collected health data for clinical trials - review of successful data requests to UK registries.

BACKGROUND: Clinical trials generally each collect their own data despite routinely collected health data (RCHD) increasing in quality and breadth. Our aim is to quantify UK-based randomised controlled trials (RCTs) accessing RCHD for participant data, characterise how these data are used and thereby recommend how more trials could use RCHD. METHODS: We conducted a systematic review of RCTs accessing RCHD from at least one registry in the UK between 2013 and 2018 for the purposes of informing or supplementing participant data. A list of all registries holding RCHD in the UK was compiled. In cases where registries published release registers, these were searched for RCTs accessing RCHD. Where no release register was available, registries were contacted to request a list of RCTs. For each identified RCT, information was collected from all publicly available sources (release registers, websites, protocol etc.). The search and data extraction were undertaken between January and May 2019. RESULTS: We identified 160 RCTs accessing RCHD between 2013 and 2018 from a total of 22 registries; this corresponds to only a very small proportion of all UK RCTs (about 3%). RCTs accessing RCHD were generally large (median sample size 1590), commonly evaluating treatments for cancer or cardiovascular disease. Most of the included RCTs accessed RCHD from NHS Digital (68%), and the most frequently accessed datasets were mortality (76%) and hospital visits (55%). RCHD was used to inform the primary trial (82%) and long-term follow-up (57%). There was substantial variation in how RCTs used RCHD to inform participant outcome measures. A limitation was the lack of information and transparency from registries and RCTs with respect to which datasets have been accessed and for what purposes. CONCLUSIONS: In the last five years, only a small minority of UK-based RCTs have accessed RCHD to inform participant data. We ask for improved accessibility, confirmed data quality and joined-up thinking between the registries and the regulatory authorities. TRIAL REGISTRATION: PROSPERO CRD42019123088

Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing. Research Question 3: What other practice or research might assist us in our purpose?

This report contributes to the Scottish Council of Deans of Education project related to the Scottish Attainment Challenge. It presents a literature review that responds to the third research question of the SCDE collaborative project: What other practice or research might assist us in our purpose? The purpose of this phase was to resource professional conversations and thinking in the teacher education sector, and to inform the final trial phase of the project. A literature search was undertaken using a range of strategies, to identify published accounts of innovative work from beyond Scotland in the following fields: initial teacher education for high poverty settings; pedagogies in literacy, numeracy and health and wellbeing; mentoring and induction. Each group of studies is summarised under themes with their potential for the SAC, ITE programmes and professional learning noted

Working with the National Framework for Inclusion: a guide for teacher educators

This companion resource accompanies the National Framework for Inclusion 3rd edition and was developed by the Scottish Universities Inclusion Group (SUIG) and edited by Di Cantali (SUIG Chair). SUIG is a working group of the Scottish Council of Deans of Education