The way they see it : an evaluation of the Arts across the curriculum project

This paper reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts-infused education model to primary (elementary) and secondary (high) schools. Arts Across the Curriculum (AAC) was a three-year pilot project, with ambitious aims. The aims included aspirations to increase pupils' achievement and motivation to learn; to develop the skills of teachers to work collaboratively and creatively; to encourage links between different areas of learning and thus erode subject barriers. In addition, the project sought to improve the ethos of the school and explore the efficacy of the expressive arts as a delivery mechanism across the curriculum (FLaT, 2006). Between April 2005 and December 2007, the evaluation team gathered data using a variety of instruments including surveys, structured observations, interviews and video diaries. This paper presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they 'saw it'. It should be noted that the research team that evaluated the initiative had no say in the design of the AAC project

Narrowing the achievement gap : what and how schools learn through involvement in the specialist schools achievement programme – Part 1

This report was commissioned by the Specialist Schools and Academies Trust (SSAT) to find out how schools used the Specialist Schools Achievement Programme (SSAP) to narrow the gap between the academic attainment and wider achievements of students from disadvantaged and more advantaged backgrounds. The study was undertaken by gathering short case studies from 70 schools participating in the programme and identifying 6 schools that had made notable progress for in-depth case study

Arts across the curriculum: enhancing pupil learning, the pupil perspective

Paper presented to the British Educational Research Association (BERA) Annual Conference, held at Heriot-Watt University, Edinburgh

Summary report of baseline study of employability related activities in Scottish colleges

Providers report strong support for the development of employability skills and attributes,including core and 'soft' skills, both as discrete units and embedded within course provisionalongside other learning goals. Career education and guidance, including employment seeking skills, are addressed to a lesserextent than 'employability' through the inclusion of discrete units or embedded in other courseunits. While some providers include specific units in courses, student development in these areasis often addressed through central student services. Advice and guidance is most likely to beprovided at the pre-exit stage of students' programmes although it is important while students areon-course. Post-exit guidance is least likely to be supported, with colleges indicating thatobtaining progression information was difficult. Enterprise is the least likely aspect to be addressed, either in relation to business start-up or as afocus in developing enterprising skills and attitudes. College staff indicated that there was a needfor clarification on what was meant by enterprise and enterprising approaches and how theymight be incorporated into other units. There was strong support at institutional level to provide resources to enable students to reflecton issues related to employability, with course providers reporting wide use of personaldevelopment review and planning, though a wide range of terms was used to describe this

A Multi-Factor Probit Analysis of Non-Performing Commercial Mortgage-Backed Security Loans

Commercial mortgage underwriters have traditionally relied upon a standard set of criteria for approving and pricing loans. The increased level of commercial mortgage loan defaults from 1% at the start of 2009 to 9.32% by the end of 2011 provides motivation for questioning underwriting standards which previously served the lending industry well. This dissertation investigates factors that affect the probability of Non-performance among commercial mortgage-backed security (CMBS) loans, proposes conditions under which the standard ratios may not apply, and tests additional criteria which may prove useful during economic periods previously not experienced by commercial mortgage underwriters. In this dissertation, Cap Rate Spread, the difference between the cap rate of a property and the Coupon Rate of the associated loan, is introduced to test whether the probability of Non-performance can be better predicted than by relying on traditional commercial mortgage underwriting criteria such as Loan to Value (LTV) and Debt Service Coverage Ratio (DSCR). Testing the research hypotheses with a probit model using a database of 47,883 U.S. CMBS loans from 1993 to 2011, Cap Rate Spread is found to have a significantly negative relationship with loan Non-performance. That is, as the Cap Rate Spread falls, the probability of Non-performance rises appreciably. A numerical model suggests that among loans which would have passed the standard ratio tests requiring loans to have values of LTV less than .8 and DSCR greater than 1.25, a Cap Rate Spread criteria requiring loans to have a value greater than 1% would have prevented the origination of an additional 1,798 CMBS loans reducing the rate of Non-performance from 14.9% with only the LTV and DSCR criteria to just 11.6% by adding the Cap Rate Spread criteria. Of course, adding additional criteria will also lead to errors of rejecting loans which would have performed well. Back testing with the same sample of CMBS loans, this Type I error rate rises from 19% with only the LTV and DSCR criteria to 34% with the addition of the Cap Rate Spread. Ultimately, CMBS loan underwriters must individually determine an acceptable level of Non-performance appropriate to their business model and tolerance for risk. Using intuition, experience, tools, and rules, each underwriter must choose a balance between the competing risks of rejecting potentially profitable loans and accepting loans which will fail. This research result is important because it helps deepen our understanding of the relationships between property income and loan performance and provides an additional tool that underwriters may employ in assessing CMBS loan risk

Evaluation of the flexible learning in the community (FLIC) project

The Flexible Learning in the Community project (FLiC) was set up by the City of Edinburgh to take advantage of the potential of the City's information and technology network to support flexible learning and teaching within and across its schools, colleges and community learning centres. An evaluation of the project was commissioned by the Scottish Executive Education Department, which had provided some funding for FLiC, through the Future Learning and Teaching (FLaT) programme. The evaluation was carried out during 2003-04 by a team from the Quality in Education Centre, the University of Strathclyde. The FLiC project had three main strands: video-conferencing, multi-media presentations (Kar2ouche1) and a virtual learning environment (digitalbrain2). Support and training for both teachers and pupils were provided by the Information Technology Support Team (ITSU) alongside a considerable investment in hardware, software and networking. Following a year of pilot work the initiative was launched by the Minister for Children and Young People in March 2003

Supporting care leavers in Scottish further education colleges : a research account of a pilot programme aimed at supporting looked after young people and care leavers in further education colleges in Scotland

The aim of the research, conducted between August 2009 and June 2011, was to conduct an evaluation of a programme funded by the Scottish Funding Council (SFC) which supported three pilot projects concerned with the engagement in further education (FE) provision of young people aged between 15 and 19 who are in local authority care (at home and away from home) or who have left care. The overall aim of the research was to identify clear lessons for the Council and for the Scottish FE college sector more generally, leading to improved participation by care leavers in post-school education

The performance management of education services staff in Scottish local authorities: an evaluation

Investigates the extent to which Scottish local authorities measured the performance of education services staff

Continuing professional development of early years managers and practitioners working with children under 3 years of age: technical report

This research into CPD provision for those working with children under 3 years of age was undertaken in the context of the National Review of the Early Years and Childcare Workforce (Scottish Executive, 2006) and the Scottish Parliamentary response (2006) which emphasised that: 'the area which requires most urgent investment is improving the skills level of the workforce, and that although further investment is required in the 3-5 sector, the under 3 sector is the most immediate priority' (SPEC, 2006, para 16). The findings of the research are interpreted in the light of the Standard for Childcare Practice (QAA, 2007) and the more recently published Early Years Framework (Scottish Government, 2008). The Early Years Framework defines early years as pre-birth to 8 years, though it highlights the need for 'a renewed focus on 0-3' (p5)

GOALS survey: P6 pupils and further and higher education

The Quality in Education Centre (QIE) at the University of Strathclyde was commissioned bythe GOALS Project team to provide baseline data from pupils who had not, as yet,participated in the GOALS programme for the purpose of contributing to a larger evaluation ofthe impact of the GOALS Project, and to make recommendations on the future developmentof the project. This report summarises and discusses data from surveys of a sample of P6pupils and interview data from a smaller sample of their parents