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

Peer reviewedPostprin

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

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

Peer reviewedPostprin

Inclusion: Every Teacher’s Responsibility:Reflecting on Developing the National Framework for Inclusion 3rd Edition

This paper discusses the development of the National Framework for Inclusion 3rdedition. This is a key publication for educators both in Scotland and globally, written by members of the Scottish Universities Inclusion Group (suig). This structured reflective resource, which is underpinned by the principles of Inclusive Pedagogical Approaches in Action, encourages educators to reflect on and consider their inclusive practice. A series of questions, reflecting current priorities and changes in Scottish education and society, align directly with the General Teaching Council for Scotland (gtcs) Professional Standards for Teachers. The paper considers the Framework’s underpinning principles, reflects on the collaborative five-step process followed by the writing group, and provides examples of how the Framework is being used in innovative teacher education practice. In using the ACToolkit change model to guide the development work, this paper also makes a new contribution to the fields of educational change and inclusive practice

Newly qualified teachers' experiences of implementing an inclusive pedagogy in schools located in high poverty environments

This study aims to examine Newly Qualified Teachers’ experiences of enacting an inclusive pedagogy in high poverty school contexts in Scotland. One approach for supporting teachers’ practices with regards to inclusion is known as inclusive pedagogy. However, there is limited research into Newly Qualified Teachers’ experiences of implementing an inclusive pedagogy in their teaching. This cross-case study was conducted with seven Newly Qualified Teachers in three schools located in high poverty environments. Qualitative data were collected through narrative observations, semi-structured interviews, and reflective diaries. The findings indicate that the Newly Qualified Teachers, in their efforts to implement an inclusive pedagogy, adopted practices that were consistent with the principles of an inclusive pedagogy and these practices related to teaching strategies, additional support and working with others. The study extends an existing corpus of knowledge on inclusive pedagogy

Evidence for large-scale gene-by-smoking interaction effects on pulmonary function

Background: Smoking is the strongest environmental risk factor for reduced pulmonary function. The genetic component of various pulmonary traits has also been demonstrated, and at least 26 loci have been reproducibly associated with either FEV1 (forced expiratory volume in 1 second) or FEV1/FVC (FEV1/forced vital capacity). Although the main effects of smoking and genetic loci are well established, the question of potential gene-by-smoking interaction effect remains unanswered. The aim of the present study was to assess, using a genetic risk score approach, whether the effect of these 26 loci on pulmonary function is influenced by smoking. Methods: We evaluated the interaction between smoking exposure, considered as either ever vs never or pack-years, and a 26-single nucleotide polymorphisms (SNPs) genetic risk score in relation to FEV1 or FEV1/FVC in 50 047 participants of European ancestry from the Cohorts for Heart and Aging Research in Genomic Epidemiology (CHARGE) and SpiroMeta consortia. Results: We identified an interaction (beta(int) = -0.036, 95% confidence interval, -0.040 to -0.032, P = 0.00057) between an unweighted 26 SNP genetic risk score and smoking status (ever/never) on the FEV1/FVC ratio. In interpreting this interaction, we showed that the genetic risk of falling below the FEV1/FVC threshold used to diagnose chronic obstructive pulmonary disease is higher among ever smokers than among never smokers. A replication analysis in two independent datasets, although not statistically significant, showed a similar trend in the interaction effect. Conclusions: This study highlights the benefit of using genetic risk scores for identifying interactions missed when studying individual SNPs and shows, for the first time, that persons with the highest genetic risk for low FEV1/FVC may be more susceptible to the deleterious effects of smoking.Peer reviewe

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