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Research paper thumbnail of Perceptions of Crystallising and Paralysing Factors in the Development of Student Teachers of Music in Scotland

For some time there has been debate about differing perspectives on musical gift and musical inte... more For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which

Research paper thumbnail of Review of Strategies to Address Gender Inequalities in

Research paper thumbnail of Strategies to Address Gender Inequalities in Scottish Schools A Review of the Literature

A number of key points have been identified across several themes in the review of the literature... more A number of key points have been identified across several themes in the review of the literature on gender inequalities in schools.

Research paper thumbnail of Teacher Education in the UK in an Era of Performance Management

In common with all education systems world wide, those of the United Kingdom have been subject to... more In common with all education systems world wide, those of the United Kingdom have been subject to rapid change and development in recent years. Much of the management of this change has been supported by methods, including performance management of individuals, borrowed from industrial or commercial spheres of activity (Peters et al, 1999). This has led to a redefinition of concepts of teacher professionalism. In the two principal UK systems -those of England (often itself referred to as the UK system) and Scotland -there have been different emphases in terms of managing and developing the profession, although concerns of staff development and professional accountability are encapsulated in both. In this paper we argue, firstly, that staff development -of whatever variety -has to result in better learning for young people within schools. Secondly, we assert that the construction of teacher professionalism is a contested area in the UK, both in terms of initial teacher education and in terms of continuing professional development and that there has to be a recognition of this debate. Ultimately, however, both sides need to come together to create systems which support and develop pupil learning.

Research paper thumbnail of Gaining entry, gaining confidence: a study of the Glasgow Access to Primary Teacher Education Project

In spite of strenuous efforts to improve the take-up rate of higher education places by students ... more In spite of strenuous efforts to improve the take-up rate of higher education places by students from non-traditional backgrounds, some communities remain relatively isolated from the national trend to increased participation. Located in discourses of access and community, this paper describes a two year project run in partnership between Glasgow City Council Department of Education and the University of Glasgow, which concentrated not on changing entry tariffs, but on increasing the motivation of students, and upon working with them within their own communities and schools in order to enable them to achieve the entry standard demanded for courses of initial teacher education. The methodologies used are described, and the success of the project relative to its objectives is recorded. Further, the conceptualisation of the project within current debates is discussed.

Research paper thumbnail of Professional Identity

Contemporary Issues in Learning and Teaching Contemporary issues in learning and teaching, 2011

Research paper thumbnail of challenging the ‘new professionalism’: from managerialism to pedagogy?

Journal of In-Service Education, 2003

In recent years there have been changes made to the conceptualisation of continuing professional ... more In recent years there have been changes made to the conceptualisation of continuing professional development for teachers in both the Scottish and English systems of education. These changes have been instigated by successive UK governments (and more recently, by the Scottish Executive), together with the General teaching Council for Scotland (GTCS) and the General Teaching Council for England (GTCE). This paper argues that these changes have not provided a clear rationale for CPD, but instead have introduced tensions between the concept of teacher education and that of training. The need for a less confused understanding of CPD and its purposes is underlined, as is the need for school based approaches to continuing teacher education. Arguably, teacher education must move from technicist emphases to a model which integrates the social processes of change within society and schools with the individual development and empowerment of teachers.

Research paper thumbnail of Boys' 'underachievement' and the feminization of teaching

Journal of Education for Teaching, 2008

... 200138. Tinklin, T., Croxford, L., Ducklin, A. and Frame, B. 2001. ... I think it's ... more ... 200138. Tinklin, T., Croxford, L., Ducklin, A. and Frame, B. 2001. ... I think it's good for everybody. It [primary education] is very sort of female orientated. (Charlotte, Rohan, SE). I think it's great having so many men: it's very unusual in a primary school. I think it helps the children. ...

Research paper thumbnail of Implementing Critical Skills in UK schools

Journal of Education for Teaching: International Research and Pedagogy, 2006

Cooperative learning, which is a relatively new form of pedagogy developed in North America, has ... more Cooperative learning, which is a relatively new form of pedagogy developed in North America, has recently been introduced into a number of schools in the UK. One such form of this pedagogy is referred to as Critical Skills. Two systematic evaluations of pilot projects which have implemented Critical Skills in UK schools have recently been undertaken. The paper reports on

Research paper thumbnail of The importance of collegiality and reciprocal learning in the professional development of beginning teachers

Journal of Education for Teaching, 2010

This paper discusses factors which enhance induction experiences for beginning teachers. It repor... more This paper discusses factors which enhance induction experiences for beginning teachers. It reports the findings from case studies which explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.

Research paper thumbnail of The Wow Factor? A Comparative Study of the Development of Student Music Teachers' Talents in Scotland and Australia

For some time there has been debate about differing perspectives on musical gift and musical inte... more For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes responses from individuals to different environments and communities (Howe and Sloboda, 1997). This then raises the possibility that musical excellence can be taught. We have already explored this idea with practising musicians ( Stollery and McPhee, 2002 ). Our research has now expanded to include music teachers in formation, and, in this paper, we look at the influences in their musical development which have either 'crystallised' or 'paralysed' the musical talent which they possess. Our research has a comparative dimension, being carried out in Scotland and in Australia. We conclude that there are several key influences in the musical development of the individual, including home and community support, school opportunities and teaching styles and that there may be education and culture-specific elements to these influences.

Research paper thumbnail of Teacher working time research

Final Report to the …, 2006

Research paper thumbnail of Some Perspectives on Musical Gift and Musical Intelligence

This article examines the debate over issues of musical intelligence, largely in a Scottish conte... more This article examines the debate over issues of musical intelligence, largely in a Scottish context, although it draws on recent international research in its discussion. It examines different perceptions of musical gift, and will relate these to factors which either release it, or constrict the release in different ways. Musical intelligence is then examined within the context of the multiple intelligences proposed by Howard Gardner, and is related to practical aspects of musical education.

Research paper thumbnail of Perceptions of Crystallising and Paralysing Factors in the Development of Student Teachers of Music in Scotland

For some time there has been debate about differing perspectives on musical gift and musical inte... more For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which

Research paper thumbnail of Review of Strategies to Address Gender Inequalities in

Research paper thumbnail of Strategies to Address Gender Inequalities in Scottish Schools A Review of the Literature

A number of key points have been identified across several themes in the review of the literature... more A number of key points have been identified across several themes in the review of the literature on gender inequalities in schools.

Research paper thumbnail of Teacher Education in the UK in an Era of Performance Management

In common with all education systems world wide, those of the United Kingdom have been subject to... more In common with all education systems world wide, those of the United Kingdom have been subject to rapid change and development in recent years. Much of the management of this change has been supported by methods, including performance management of individuals, borrowed from industrial or commercial spheres of activity (Peters et al, 1999). This has led to a redefinition of concepts of teacher professionalism. In the two principal UK systems -those of England (often itself referred to as the UK system) and Scotland -there have been different emphases in terms of managing and developing the profession, although concerns of staff development and professional accountability are encapsulated in both. In this paper we argue, firstly, that staff development -of whatever variety -has to result in better learning for young people within schools. Secondly, we assert that the construction of teacher professionalism is a contested area in the UK, both in terms of initial teacher education and in terms of continuing professional development and that there has to be a recognition of this debate. Ultimately, however, both sides need to come together to create systems which support and develop pupil learning.

Research paper thumbnail of Gaining entry, gaining confidence: a study of the Glasgow Access to Primary Teacher Education Project

In spite of strenuous efforts to improve the take-up rate of higher education places by students ... more In spite of strenuous efforts to improve the take-up rate of higher education places by students from non-traditional backgrounds, some communities remain relatively isolated from the national trend to increased participation. Located in discourses of access and community, this paper describes a two year project run in partnership between Glasgow City Council Department of Education and the University of Glasgow, which concentrated not on changing entry tariffs, but on increasing the motivation of students, and upon working with them within their own communities and schools in order to enable them to achieve the entry standard demanded for courses of initial teacher education. The methodologies used are described, and the success of the project relative to its objectives is recorded. Further, the conceptualisation of the project within current debates is discussed.

Research paper thumbnail of Professional Identity

Contemporary Issues in Learning and Teaching Contemporary issues in learning and teaching, 2011

Research paper thumbnail of challenging the ‘new professionalism’: from managerialism to pedagogy?

Journal of In-Service Education, 2003

In recent years there have been changes made to the conceptualisation of continuing professional ... more In recent years there have been changes made to the conceptualisation of continuing professional development for teachers in both the Scottish and English systems of education. These changes have been instigated by successive UK governments (and more recently, by the Scottish Executive), together with the General teaching Council for Scotland (GTCS) and the General Teaching Council for England (GTCE). This paper argues that these changes have not provided a clear rationale for CPD, but instead have introduced tensions between the concept of teacher education and that of training. The need for a less confused understanding of CPD and its purposes is underlined, as is the need for school based approaches to continuing teacher education. Arguably, teacher education must move from technicist emphases to a model which integrates the social processes of change within society and schools with the individual development and empowerment of teachers.

Research paper thumbnail of Boys' 'underachievement' and the feminization of teaching

Journal of Education for Teaching, 2008

... 200138. Tinklin, T., Croxford, L., Ducklin, A. and Frame, B. 2001. ... I think it's ... more ... 200138. Tinklin, T., Croxford, L., Ducklin, A. and Frame, B. 2001. ... I think it's good for everybody. It [primary education] is very sort of female orientated. (Charlotte, Rohan, SE). I think it's great having so many men: it's very unusual in a primary school. I think it helps the children. ...

Research paper thumbnail of Implementing Critical Skills in UK schools

Journal of Education for Teaching: International Research and Pedagogy, 2006

Cooperative learning, which is a relatively new form of pedagogy developed in North America, has ... more Cooperative learning, which is a relatively new form of pedagogy developed in North America, has recently been introduced into a number of schools in the UK. One such form of this pedagogy is referred to as Critical Skills. Two systematic evaluations of pilot projects which have implemented Critical Skills in UK schools have recently been undertaken. The paper reports on

Research paper thumbnail of The importance of collegiality and reciprocal learning in the professional development of beginning teachers

Journal of Education for Teaching, 2010

This paper discusses factors which enhance induction experiences for beginning teachers. It repor... more This paper discusses factors which enhance induction experiences for beginning teachers. It reports the findings from case studies which explore the impact of new entrants to the teaching profession in Scotland. The data suggest that the most supportive induction processes mix both formal and informal elements, but that the informal elements such as collegiality, good communication and a welcoming workplace environment should not be underestimated. The study also highlights the potential benefits of a more collegiate environment for teachers across the career phases.

Research paper thumbnail of The Wow Factor? A Comparative Study of the Development of Student Music Teachers' Talents in Scotland and Australia

For some time there has been debate about differing perspectives on musical gift and musical inte... more For some time there has been debate about differing perspectives on musical gift and musical intelligence. One view is that musical gift is innate: that it is present in certain individuals from birth and that the task of the teacher is to develop the potential which is there. A second view is that musical gift is a complex concept which includes responses from individuals to different environments and communities (Howe and Sloboda, 1997). This then raises the possibility that musical excellence can be taught. We have already explored this idea with practising musicians ( Stollery and McPhee, 2002 ). Our research has now expanded to include music teachers in formation, and, in this paper, we look at the influences in their musical development which have either 'crystallised' or 'paralysed' the musical talent which they possess. Our research has a comparative dimension, being carried out in Scotland and in Australia. We conclude that there are several key influences in the musical development of the individual, including home and community support, school opportunities and teaching styles and that there may be education and culture-specific elements to these influences.

Research paper thumbnail of Teacher working time research

Final Report to the …, 2006

Research paper thumbnail of Some Perspectives on Musical Gift and Musical Intelligence

This article examines the debate over issues of musical intelligence, largely in a Scottish conte... more This article examines the debate over issues of musical intelligence, largely in a Scottish context, although it draws on recent international research in its discussion. It examines different perceptions of musical gift, and will relate these to factors which either release it, or constrict the release in different ways. Musical intelligence is then examined within the context of the multiple intelligences proposed by Howard Gardner, and is related to practical aspects of musical education.