Ethics in educational research: review boards, ethical issues and researcher development

Educational research, and research in the Social Sciences more generally, has experienced a growth in the introduction of ethical review boards since the 1990s. Increasingly, universities have set up ethics review procedures that require researchers to submit applications seeking approval to conduct research. Review boards and the rules and conditions under which they operate have been criticised as obstructive, unnecessarily bureaucratic, and even unethical. At the same time, review boards and their procedures have been acknowledged as contributing to consideration of the ethical conduct of research. This paper explores the issues related to ethical review and examines the wider ethical considerations that may arise during the research process. The paper concludes that a purely administrative process of review is inadequate to ensure the ethical conduct of research, especially qualitative research. Rather, it is argued that ethical research entails the resolution of a potential series of ethical dilemmas as they arise during research. As such, the ethical conduct of research is a matter of researcher formation and development

Studies in the language, palaeography and codicology of MS Edinburgh, National Library of Scotland, Advocates' 19.2.2

This thesis is an investigation into scribal method in the Older Scots period. It centres upon the practice of a single scribe, John Ramsay, and his work in a single manuscript, MS Edinburgh, National Library of Scotland, Adv. 19. 2. 2 compiled between 1488 and 1489. This manuscript contains the oldest extant copy of Bruce by the late fourteenth-century poet John Barbour and a copy of the fifteenth-century poem Wallace attributed to Blin’ Hary. In the first Chapter, the reasons for the choice of this manuscript are given and its historical context is outlined. This is done through a brief description of the manuscript, an account of the lives of the authors of the texts and an outline history of the Older Scots Language. In chapter two, an alternative context for the manuscript is suggested through a discussion of prototype theories of categorisation and how they articulate with current theories of linguistic investigation. In particular, the notions of inclusiveness, fuzziness, and focus and fixity are highlighted as being of particular importance in the study of language which is the subject of the chapter which follows. Chapter 3 is a commentary on the language of the manuscript, working from data presented in the appendices. This enables the various current methods of manuscript investigation to be studied for what they reveal of scribal practice. In particular, the concepts of variation and constraint are highlighted. Chapter 4 is an examination of the handwriting in the manuscript. Again working from data presented in the appendices, Ramsay’s range of letter forms and the contexts in which he uses them are investigated. Variation and constraint are again important concepts and the value of the study of handwriting as an aid to the identification of the work of a scribe is assessed. In Chapter 5 the codicology of the manuscript is considered. The watermarks in the paper are described and, as far as possible identified. A collation of the quires of the texts, based on the pattern of watermarks and chain-line indentations, is suggested. Ramsay’s methods of correction and abbreviation are then examined for what they reveal of his scribal practice

Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education

No abstract available

Voting at 16 – lessons for the future from the Scottish Referendum

The 2014 Referendum on Scottish independence raised many issues about the future of Scotland. It also produced an innovation as regards the electoral process by making 16 years the minimum age of participation. This article examines issues surrounding the voting age and draws on a schools-based study, which shed light on teacher and pupil opinion about this lower than usual threshold for voting. It is also concerned with how schools cover the teaching of politics and prepared students for the Referendum debate within a context of expected neutrality on a highly divisive matter. Some implications of extending the lower voting age for future elections are discussed

Strategies to address gender inequalities in Scottish schools: a review of the literature

This literature review forms the first part of a study of the strategies employed in Scottish schools to address gender inequalities in relation primarily to attainment. In undertaking this task, the intention is to build upon a number of previous investigations into the nature and causes of gender inequalities in schools. Some of these (Riddell, 1996; Osler et al, 2002; Lloyd, 2005) have considered gender and special educational needs; others have discussed gender at particular stages of schooling (Wilkinson et al, 1999; Croxford, 1999; Biggart, 2000); whilst a number of recent projects in the UK and in Scotland (Powney, 1996; Sukhnandan, 1999; Tinklin et al, 2001) have considered gender, attainment and/or achievement across the population and span of compulsory schooling. A recent nationally commissioned report (Younger, Warrington et al, 2005) has specifically investigated the issue of raising the attainment of boys. Together, these studies and others have established that there are gender inequalities both in the forms of participation in schooling and in its outcomes (albeit there is agreement that gender is not the only, nor even the main, source of inequality). Also available from this body of literature are analyses of causes of gender inequalities and debate about the strategies schools might adopt to address these inequalities. These strategies arise, in general, from understandings of the nature and causes of gender difference. There is, therefore, some contention here. A number of commentators argue that some of the strategies adopted by schools pathologise gender differences and hence reinforce particular forms of masculinity at the risk of suppressing, or marginalising, other forms, and at the expense of femininities. Evidence that there are gender inequalities in attainment in Scottish schools has been discussed in detail elsewhere. It will be reviewed briefly here and will be related to broader patterns of inequality, and in particular to social class. For this study, though, with its focus on school strategies, the debate about the causes of gendered outcomes is especially important and it will be treated in some depth and related to social class before the discussion moves on to consider the range of strategies employed in schools, as far as they are represented in the literature. The strategies to be considered encompass approaches to learning, teaching and assessment; aspects of classroom organisation; and school-wide issues such as staff development. All of these will be considered critically in the light of previous discussion of the causes of gender differences and their intersection by other, and arguably more influential, forms of identity

Production of case studies of the delivery of skills for learning, skills for life and skills for work

This report summarises the main themes to emerge from a study to highlight good practice in delivering practical, applied or vocational learning provision for all pupils

‘Let me edutain you...’ Moving Image Education and young people not in education, employment or training

Peer reviewedPublisher PD

Beyond Defenders: Future Problems of Extraterritoriality and Superterritoriality for the Endangered Species Act

The United States has developed what is probably the most advanced legal system for environmental protection in the world. Most American environmental law operates only domestically. In several instances, however, federal statutes apply beyond national boundaries. Many of these statutes concern relations defined by bilateral or multilateral treaty