: This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.
Abstmct -Details of an Acadenric-Industry partnership scheme, which has been. very successful in the United Kingdom for a number ofyears, is presented here as a case stu& The participants in this schenrc have been National Semiconductor una the University oJPaisley.The scheme is part funded by Govemnrent and part by the Industrial partner. It has successfully brought together Academia and Industry to provide a development and tmnsfer of ideas, and to provide training for young and experienced gmduates. It has also enabled a manufacturing company to quickly acquire the skills necessary to use TCAD eflciently and productively,
In this article, Patricia Illsley and Morag Redford explore the role of one New Community School project in Scotland in its engagement with families and the wider community. They describe the use of a community learning and development approach to inter-agency working, which has enabled parents to take an active role in the project. The authors consider the importance of initial contact, the informality of provision and the benefits for both parents and staff in working together to build an inclusive school community.
This paper explores the relationship between established teachers’ professional learning and their use of practitioner enquiry, or action research, as a means of improving the quality of their classroom teaching. It reports on one aspect of a ten-month pilot study jointly funded by the Scottish Government and the General Teaching Council for Scotland (GTCS) to explore means of evaluating the impact of the Chartered Teacher initiative on pupil learning. Whilst the study found evidence for the beneficial effects of teachers’ engagement in practitioner research, as part of the requirement for the completion of Chartered Teacher programmes, it also raised a number of issues as to exact nature of participants’ learning and whether current approaches to the use of practitioner research in teacher education need to be revised.
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