Beyond the pandemic – poverty and school education in Scotland

The introduction of Universal Credit and the effects of the economic crisis precipitated by the Covid-19 pandemic, compounded by the Russian invasion of Ukraine, have all contributed to a rise in the levels of poverty and child poverty in Scotland and the wider United Kingdom. The rise in child poverty will have an impact on an increasing number of children and young people and their effective engagement with school education. This article presents a series of research findings and insights by leading researchers from Scottish Universities on key themes in Scottish education that were highly relevant in the pre-Covid and pre-war era, themes that will continue to be highly relevant in the forthcoming years. The themes are: Education in Local Child Poverty Action Reports; Digital Poverty and Education; School Uniform; Challenges for music education in Scotland and Teacher preparation for educational inclusion

Mapping the medical outcomes study HIV health survey (MOS-HIV) to the EuroQoL 5 Dimension (EQ-5D-3L) utility index

10.1186/s12955-019-1135-8Health and Quality of Life Outcomes1718

Growth performance of azadirachta Indica provenances in Morogoro, Tanzania

Journal of Tropical Forest Science, 2004; 16(3): 328-335The growth performance of 20 provenances and one land race of Azadirachta indica (neem) from 10 countries was evaluated at Mkundi Fuel Wood Forest Reserve in Morogoro region, Tanzania. The experiment was established in a randomised complete block design with six replications. This is one of the provenance trials under the International Neem Network. The assessment involved tree height, diameter at breast height, number of branches, stem quality, survival and total volume after 58 months of planting. Except for survival, differences between provenances as well as between provenance and land race were observed in all the parameters studied. Provenances Ban Bo, Ban Nong (Thailand), Ghaati (India), Doi Tao (Thailand), Ramanaguda (India), Vietianne (Vietnam), Kuliyapitiya (Sri Lanka), Annur, Mandore, Chitradunga (India) and Bandia (Senegal) were the best performers. Yezin (Myanmar), Allhabad (India), Balharshalt (Nepal), Sunyan (Ghana), Lamahal, Geta (Nepal), Chamwino (Tanzania), Chanatorin (India), Muttan, Tibbi Laran (Pakistan) were marginal performers. It is recommended that further assessments on provenance performance be carried out up to half rotation age for identification of promising provenance

Growth performance of azadirachta Indica provenances in Morogoro, Tanzania

Journal of Tropical Forest Science, 2004; 16(3): 328-335The growth performance of 20 provenances and one land race of Azadirachta indica (neem) from 10 countries was evaluated at Mkundi Fuel Wood Forest Reserve in Morogoro region, Tanzania. The experiment was established in a randomised complete block design with six replications. This is one of the provenance trials under the International Neem Network. The assessment involved tree height, diameter at breast height, number of branches, stem quality, survival and total volume after 58 months of planting. Except for survival, differences between provenances as well as between provenance and land race were observed in all the parameters studied. Provenances Ban Bo, Ban Nong (Thailand), Ghaati (India), Doi Tao (Thailand), Ramanaguda (India), Vietianne (Vietnam), Kuliyapitiya (Sri Lanka), Annur, Mandore, Chitradunga (India) and Bandia (Senegal) were the best performers. Yezin (Myanmar), Allhabad (India), Balharshalt (Nepal), Sunyan (Ghana), Lamahal, Geta (Nepal), Chamwino (Tanzania), Chanatorin (India), Muttan, Tibbi Laran (Pakistan) were marginal performers. It is recommended that further assessments on provenance performance be carried out up to half rotation age for identification of promising provenance

Fostering professional learning through evidence-informed mentoring dialogues in school settings

This chapter examines how the use of a descriptive observation tool mediates post-lesson conversations that teacher educators and mentor teachers have with preservice teachers. Our principal focus was to investigate the effects of the use of evidence-informed lesson observations in combination with a dialogic approach, as the basis for feedback on teaching practice and student learning. An interpretive case study approach was designed to investigate how mentor teachers and teacher educators used the observation tool. The findings provided data about the effects the tool had on the dispositions of the participants towards collecting and interrogating classroom evidence and how these impacted on their post-lesson conversations with preservice teachers. Preliminary findings suggested that some mentor teachers found it difficult to use description rather than judgement when discussing teaching and learning. This diminished opportunities for the construction and interrogation of professional reasoning in post-lesson discussions. Later findings, however, indicated that the use of the descriptive observation tool for the recording of evidence-informed observations fostered an inquiring and collaborative stance in post-lesson reviews. Collaborations of this nature, between mentor teachers and preservice teachers, provided the preservice teachers with greater agency during the professional dialogue and enhanced their capacity to reflect on their teaching

Satisfaction professionnelle, formation et santé au travail des enseignants

International audienc