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Journal articles on the topic 'Educational Institute of Scotland'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Brett, Caroline E., Martin Lawn, Ian J. Deary, and David J. Bartholomew. "William Boyd and the Research Committee of the Educational Institute of Scotland in the 1920s." History & Philosophy of Psychology 12, no. 2 (2010): 49–54. http://dx.doi.org/10.53841/bpshpp.2010.12.2.49.

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This paper discusses evidence for a unique vision to involve teachers in educational research in Scotland by the Educational Institute of Scotland in the 1920s through the work of its Research Committee. Led by William Boyd, the Committee thought that involvement in research was a crucial stepping stone towards achieving professional status for teachers. They conducted a number of detailed investigations involving teachers, thereby introducing research into the consciousness of teachers and paving the way for Scotland to make significant contributions to educational research on the internation

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Martin, Denise, and Andrew Wooff. "Treading the Front-Line: Tartanization and Police–Academic Partnerships." Policing: A Journal of Policy and Practice 14, no. 2 (2018): 325–36. http://dx.doi.org/10.1093/police/pay065.

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Abstract Recognized as an International Leader in the development of Police Academic Collaborations, the Scottish Institute of Police Research has had a key role in contributing to evidence-based approaches in policing, supporting a strategic approach to innovation, as well as, contributing to education, professional development, and organizational learning. The aim of this article is to examine the particular relevance of this partnership in shaping both the recent professionalization and educational agenda of policing in Scotland. It will critically explore these collaborative efforts, parti

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Veldon, Emma. "An evaluation of a peer support model to support the wellbeing of Educational Psychologists (EPs) within one Scottish Local Authority (LA)." Educational Psychology in Scotland 24, no. 1 (2024): 46–51. https://doi.org/10.53841/bpsepis.2024.24.1.46.

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The impact of the changing context in education has been documented to have exacerbated wellbeing concerns within the Educational Psychology (EP) profession. The lasting effects of Covid-19, alongside rising numbers of pupils with additional support needs (ASN) and wider social and economic factors have led to a strain on EP services (McGovern et al., 2024; West Partnership, 2021). This has resulted in EPs experiencing stressful working conditions (Educational Institute of Scotland, 2023) and challenges in managing casework (McGovern et al., 2024). As highlighted in the Standards of Proficienc

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Kearney, Maura, and Kate Watson. "Applying universal psychology within local authorities (workshop presented at SDEP/ASPEP Annual Conference, 2012, Heriot-Watt University)." Educational Psychology in Scotland 14, no. 1 (2013): 5–6. http://dx.doi.org/10.53841/bpsepis.2013.14.1.5.

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Glasgow City Council and Inverclyde Council have embarked on a cross-authority research project which is funded by the NHS and implemented and evaluated by the University of Liverpool. This has entailed both educational psychology services facilitating a whole authority input – involving all secondary schools as either intervention or control groups – by linking with Education Directorate colleagues, partners within the Alcohol and Drug Partnership (ADP), and head teachers and teachers who deliver the Personal and Social Education (PSE) curriculum (in some cases pastoral care or guidance).The

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Harker, Sophie, Bethany Howell, John Niven, and Jenny Thorne. "The effectiveness of nurturing approaches on primary-aged children in the UK: A systematic review." Educational Psychology in Scotland 20, no. 1 (2020): 24–39. http://dx.doi.org/10.53841/bpsepis.2020.20.1.24.

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Nurturing approaches (NA) derived from the need to support children’s social, emotional and behavioural development and their ability to build secure relationships with others (Boxall, 2002). This systematic review follows Hughes and Schlösser’s (2014) review of the effectiveness of nurture groups (NGs). The purpose was two-fold: To assess whether the issues highlighted by Hughes and Schlösser (2014) have been addressed; and to evaluate the quality of evidence supporting the implementation of NAs in primary schools across Scotland. Both NGs and whole-school nurture were included, reflecting cu

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Martzoukou, Konstantina, and Simon Burnett. "Exploring the everyday life information needs and the socio-cultural adaptation barriers of Syrian refugees in Scotland." Journal of Documentation 74, no. 5 (2018): 1104–32. http://dx.doi.org/10.1108/jd-10-2017-0142.

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Purpose This paper presents the research findings of the “Syrian New Scots’ Information Literacy Way-finding practices” research project, funded by the Information Literacy Group of the Chartered Institute of Library and Information Professionals. The purpose of this paper is to explore the information needs of “Syrian New Scots” (the preferred name for refugees in Scotland), their habitual and adaptive information literacy practices and the barriers and enablers they encounter within their new socio-cultural setting via their interactions with people, tools and processes. Design/methodology/a

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Smith, John T. "The Priest and the Elementary School in the Second Half of the Nineteenth Century." Recusant History 25, no. 3 (2001): 530–42. http://dx.doi.org/10.1017/s003419320003034x.

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The Report of a Select Committee in 1835 gave the total of Catholic day schools in England as only 86, with the total for Scotland being 20. Catholic children had few opportunities for day school education. HMI Baptist Noel reported in 1840: ‘very few Protestant Dissenters and scarcely any Roman Catholics send their children to these [National] schools; which is little to be wondered at, since they conscientiously object to the repetition of the Church catechism, which is usually enforced upon all the scholars. Multitudes of Roman Catholic children, for whom some provision should be made, are

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Sárközi, Gabriella. "Magyarországi diákok az angol és skót egyetemeken (1789-1914)." Acta Papensia 7, no. 1-2 (2007): 101–20. http://dx.doi.org/10.55954/ap.2007.1-2.101.

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The topic of my research is the Hungarian students at the universities of England and Scotland in the modem age (1789-1914). In this topic, prof. emer. George Gömöri carried on research-work on Hungarian students in England and Scotland (16—17th century) and there are other researchers and historians who are concerned with making scientific investigations on H ungarian and Transylvanian students abroad like Richard Hörcsik and Agnes Simovits. Moreover, regarding to the Transylvanian Unitarians: Elisabeth Zsakó and Andrew Kovács have to be mentioned. My research includes the studies of students

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9

Jamieson, B. G. "Agricultural research in the United Kingdom. Present structures of the Agricultural and Food Research Council." Journal of Agricultural Science 113, no. 2 (1989): 127–30. http://dx.doi.org/10.1017/s0021859600086676.

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There have been considerable changes during the last ten years in the ways in which agricultural research is organized in many countries. These changes are of interest to our readers and for this reason the Editors have invited the Agricultural and Food Research Council of the United Kingdom to explain present structures within that organization. The Agricultural and Food Research Council receives funds for research directly from the Department of Education and Science (c. £54 million per year) and through commissions from the Ministry of Agriculture, Fisheries and Food (c. £44 million) as wel

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10

Alexandrou, Alex. "A learning odyssey: the trials, tribulations and successes of the Educational Institute of Scotland’s further education and teacher learning representatives." Research in Post-Compulsory Education 20, no. 1 (2015): 113–26. http://dx.doi.org/10.1080/13596748.2015.993883.

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11

Brett, Caroline Elizabeth, Martin Lawn, David J. Bartholomew, and Ian John Deary. "Help will be welcomed from every quarter: the work of William Boyd and the Educational Institute of Scotland’s Research Committee in the 1920s." History of Education 39, no. 5 (2010): 589–611. http://dx.doi.org/10.1080/00467601003749398.

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12

Clement, Sarah, Manuela Jarrett, Claire Henderson, and Graham Thornicroft. "Messages to use in population-level campaigns to reduce mental health-related stigma: consensus development study." Epidemiologia e Psichiatria Sociale 19, no. 1 (2010): 72–79. http://dx.doi.org/10.1017/s1121189x00001627.

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Aim-To develop and measure consensus about which type of message should be included in population-level campaigns to reduce mental health-related stigma.Methods- A panel of 32 experts attending an international conference on mental health stigma participated in a consensus development exercise. A modified nominal group technique was used incorporating two voting rounds, an overview of research evidence and group discussion.Results- There was high consensus (≥ 80°) regarding the inclusion of two of the message types presented - (i)recovery-orientedand (ii)see the personmessages, and reasonable

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Cook, Lis. "The Queen’s Nursing Institute, Scotland." Nursing Standard 13, no. 46 (1999): 31. http://dx.doi.org/10.7748/ns.13.46.31.s45.

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Goldthorpe, Joanna, Thomas Allen, Joanna Brooks, et al. "Digital Interventions Supporting Self-care in People With Type 2 Diabetes Across Greater Manchester (Greater Manchester Diabetes My Way): Protocol for a Mixed Methods Evaluation." JMIR Research Protocols 11, no. 8 (2022): e26237. http://dx.doi.org/10.2196/26237.

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Background Type 2 Diabetes (T2D) is common, with a prevalence of approximately 7% of the population in the United Kingdom. The quality of T2D care is inconsistent across the United Kingdom, and Greater Manchester (GM) does not currently achieve the National Institute for Health and Care Excellence treatment targets. Barriers to delivery of care include low attendance and poor engagement with local T2D interventions, which tend to consist of programs of education delivered in traditional, face-to-face clinical settings. Thus, a flexible approach to T2D management that is accessible to people fr

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Khan, Khuram H., and Helen Walker. "TWINNING PROJECT: SIR COWASJEE JEHANGIR INSTITUTE OF PSYCHIATRY/BEHAVIOURAL SCIENCES PAKISTAN & THE STATE HOSPITAL CARSTAIRS SCOTLAND." Journal of Pakistan Psychiatric Society 20, no. 01 (2023): 40–41. http://dx.doi.org/10.63050/jpps.20.01.234.

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Sir Cowasjee Jehangir Institute of Psychiatry Jehangir Institute of Psychiatry is a hospital located in Latifabad suburb of the city of Hyderabad, in Sindh, Pakistan. It was established in 1852 during the British Raj and was named after Jehangir Cowasji Jehangir Readymoney. It is the largest psychiatric hospital in Pakistan. It is locally known as Giddu Bandar Mental Hospital. The State Hospital Scotland is a psychiatric hospital near the village of Carstairs Junction, in South Lanarkshire, Scotland. It provides care and treatment in conditions of high security for around 140 patients from Sco

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Atkin, Leanne, Lynn Bullock, Paul Chadwick, et al. "Making Legs Matter: A Case for System Change and Transformation in Lower-Limb Management." Journal of Wound Care 30, Sup11 (2021): S1—S25. http://dx.doi.org/10.12968/jowc.2021.30.sup11.s1.

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Shoji, Nobuyuki. "Tepco's educational institute." Industry and Higher Education 1, no. 2 (1987): 137–39. http://dx.doi.org/10.1177/095042228700100210.

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The Tokyo Electric Power Co Inc (TEPCO) has established a comprehensive and forward-looking training programme to fully exploit the resources of its personnel. In this it aims not only to develop technical and managerial skills in its employees but also to generally widen their intellectual horizons. TEPCO sees a social role in its electric business and aims to develop the creativity and personal qualities of its staff, to secure the future of the corporation and to guarantee a motivated workforce.

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Whitehead, P. G., and C. Neal. "Modelling the effect of acid deposition in upland Scotland." Transactions of the Royal Society of Edinburgh: Earth Sciences 78, no. 4 (1987): 385–92. http://dx.doi.org/10.1017/s0263593300011329.

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ABSTRACTAs part of the joint British-Scandinavian Surface Waters Acidification Programme, the Institute of Hydrology is establishing catchment studies in Scotland. Data from these catchment studies are being used to develop a range of models for investigating short-term and long-term changes in catchment acidity. Information on the modelling techniques available at the Institute of Hydrology is presented together with applications of the models to catchments in Scotland.

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19

Bamford, Caroline, and Tom Schuller. "Comparing Educational ‘Performance’." Scottish Educational Review 31, no. 2 (1999): 122–36. http://dx.doi.org/10.1163/27730840-03102004.

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The paper draws on a wider study which is part of the ESRC’s Learning Society research programme. The study compares performance in initial and continuing education in Scotland and England. Here we report on the part of the analysis which deals with performance in initial education. Key findings include the large numbers of unqualified adults as the legacy of a previously highly polarised system; and the fact that it was girls’ greater schooling achievements which mainly account for Scotland’s earlier lead in initial education performance. We conclude that the differences between England and S

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20

Moore, P. G. "The Lochbuie Marine Institute, Isle of Mull, Scotland." Archives of Natural History 40, no. 1 (2013): 45–51. http://dx.doi.org/10.3366/anh.2013.0135.

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The Lochbuie Marine Institute on the Isle of Mull (Inner Hebrides), established in 1886, had links with the short-lived National Fish Culture Association of Great Britain and Ireland (inaugurated 1882). Its amalgamation with the Scottish Marine Station at Granton (Edinburgh) was informally suggested in 1887, but it ceased to exist about this time.

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Quickfall, Julia. "The Queen’s Nursing Institute Scotland: Fellowship By Assessment." Primary Health Care 17, no. 4 (2007): 46–47. http://dx.doi.org/10.7748/phc2007.05.17.4.46.c4413.

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22

Kennedy, Aileen, Donald Christie, Joan Forbes, et al. "Changing Teachers, Changing Scotland?" Scottish Educational Review 39, no. 1 (2007): 60–71. http://dx.doi.org/10.1163/27730840-03901006.

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Teacher professionalism and development are central to the study of education across the globe, and in particular, are central to concepts of educational reform and change. This article explores the centrality of teacher professionalism and development to the three substantive networks of the Applied Educational Research Scheme (AERS) in Scotland, examining how they feature within discussions about: school management and governance; schools and social capital; and teachers as learners. The article explores each of these contexts in turn concluding with consideration of how the work of the thre

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Patil, Prof Pravin, HarshithKumar Ganiga, Sairaj Dhumal, Sachin Divase, and Shubham Hadawale. "Educational Application for Institute." International Journal for Research in Applied Science and Engineering Technology 11, no. 4 (2023): 3605–9. http://dx.doi.org/10.22214/ijraset.2023.50934.

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Abstract: Physical schoolroom learning today isn't longer applicable to the younger generations. Net and distance learning which is usually called online education plays a significant role in the country's education system. Simply, online education provides a sample of advantages to young learners.Institute Management Systems helps lecturers to complete grade books, track students’ group activities, take quizzes, input category notes, produce lesson plans and elaborated reports, and communicate with different workers members, students, and fogeys all via e-mail. It conjointly helps Students to

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Patil, Prof Pravin. "Educational Application for Institute." International Journal for Research in Applied Science and Engineering Technology 11, no. 5 (2023): 5394–400. http://dx.doi.org/10.22214/ijraset.2023.52865.

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Abstract: Online education, also known as distance learning, has become increasingly important in today's education system as traditional classroom learning may not be suitable for younger generations. Online education offers numerous advantages for young learners. Institute Management Systems assist teachers in managing various tasks such as grading, tracking student activities, conducting quizzes, creating lesson plans, generating reports, and facilitating communication through email. Students can access assignments, tests, grades, report cards, and progress reports online. They can also com

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Humes, Walter. "The Infrastructure of Educational Research in Scotland." European Educational Research Journal 6, no. 1 (2007): 71–86. http://dx.doi.org/10.2304/eerj.2007.6.1.71.

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Jewesbury, Daniel. "Limits of Silence, Pearce Institute, Govan, Scotland, May 1997." Circa, no. 81 (1997): 50. http://dx.doi.org/10.2307/25563178.

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Drummond, Maria, Susan D. Shenkin, Rosalie Ashworth, et al. "ENRICH Scotland: a research network enabling research in care homes in Scotland." Nursing and Residential Care 25, no. 8 (2023): 1–6. http://dx.doi.org/10.12968/nrec.2022.0030.

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There is a need to understand the lives of people who live in care homes and how care should be delivered in this setting. Enabling Research in Care Homes (ENRICH) was funded by National Institute for Health Research in 2012 in England to increase research awareness and participation for people who live and work in care homes. A similar model was developed for Scotland, but without funding this proved difficult. In 2021, the Chief Scientist Office funded an expansion of the existing model for Scottish care homes. This article describes the components of enabling research in care homes in Scotl

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Asherson, Philip, Lena Johansson, Rachel Holland, et al. "OROS-methylphenidate to reduce ADHD symptoms in male prisoners aged 16–25 years: a RCT." Efficacy and Mechanism Evaluation 9, no. 6 (2022): 1–114. http://dx.doi.org/10.3310/thei8200.

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Background It is estimated that 20–30% of prisoners meet diagnostic criteria for attention deficit hyperactivity disorder (ADHD). Methylphenidate reduces ADHD symptoms, but its effect among prisoners remains uncertain. Objectives The primary objective was to estimate the efficacy of osmotic release oral system (OROS) methylphenidate in reducing ADHD symptoms in male prisoners aged 16–25 years who met diagnostic criteria for ADHD. Secondary objectives investigated change for associated clinical and behavioural problems and the role of ADHD symptoms in mediating change in behaviour. Design A Pha

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Trompeter, Sara, Shane Grimsley, Anthony Poles, et al. "A National Programme of a High Throughput Axiom Array Genotyping Platform for HEA and HLA Testing for All Patients with Sickle Cell, Thalassaemia and Transfusion Dependent Rare Inherited Anaemias in the United Kingdom." Blood 144, Supplement 1 (2024): 5598. https://doi.org/10.1182/blood-2024-208129.

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In January 2024 the National Health Service (NHS) (NHS England (NHSE) and NHS Blood and Transplant (NHSBT)), launched a programme of typing for 56 Human Erythroid Antigen (HEA) types and Human Leukocyte Antigen (HLA) Class I and II types, at first field resolution by Axiom array genotyping. The test was free at the point of testing, to all patients with sickle cell (SCD), thalassaemia and transfusion dependent rare inherited anaemias in England. This was the clinical deployment of a next version of the Universal Blood Donor Typing array (Gleadall, 2021) developed by the Blood transfusion Genom

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Boyle, James, and Tommy MacKay. "The Distinctiveness of Applied Educational Psychology in Scotland and Early Pathways into the Profession." History & Philosophy of Psychology 12, no. 2 (2010): 37–48. http://dx.doi.org/10.53841/bpshpp.2010.12.2.37.

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Professional, applied educational psychology in Scotland has developed in a distinctive way, not only in relation to other parts of the UK but in international terms. Its distinctive features may be considered in five areas. First, the statutory foundations of Scottish educational psychology, as first set out in the Education (Scotland) Act 1946, do not have a parallel in any other country in the world. Second, this provided the context for the distinctive development of professional roles. Third, Scotland was distinctive in taking an international lead in the field of quality assurance. Fourt

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Cameron, Alison. "Class, Race and Gender in Schools, A New Agenda for Policy and Practice in Scottish Education, Sally Brown & Sheila Riddell (editors) (Practitioner MiniPaper 12; SCRE in association with the Educational Institute of Scotland, 1992) pp. vi + 78, £7.50/Gender and Ethnicity in Schools, Ethnographic Accounts, Peter Woods & Martyn Hammersley (editors) (Routledge and The Open University, 1993), pp. viii + 228, £10.99." Scottish Educational Review 26, no. 1 (1994): 71–73. http://dx.doi.org/10.1163/27730840-02601011.

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32

Priestley, M., and K. Miller. "Educational change in Scotland: policy, context and biography." Curriculum Journal 23, no. 1 (2012): 99–116. http://dx.doi.org/10.1080/09585176.2012.650490.

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Gammie, Elizabeth, Mark Allison, and Morag Matson. "Entry routes into the Institute of Chartered Accountants of Scotland training: Status versus sustainability." Accounting History 23, no. 1-2 (2017): 14–43. http://dx.doi.org/10.1177/1032373217706774.

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Education plays a pivotal role in establishing the elite status of a profession. This article sets out to understand the role of social and political influences in the determination of entry routes to professional accounting training with the Institute of Chartered Accountants of Scotland (ICAS). The article charts the development of various entry routes which converted ICAS from an Institute with few graduate entrants in the mid-1950s to an Institute with almost 100 per cent graduate entrants today.

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King, Elizabeth N., and Mark Wilson. "Educational psychology in Scotland: More community than school based?" Educational and Child Psychology 23, no. 1 (2006): 68–79. http://dx.doi.org/10.53841/bpsecp.2006.23.1.68.

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From its inception the practice of educational psychology in Scotland was founded on a developmental rather than a medical model. This article starts with an examination of the history of educational psychology in Scotland, with its community-based child c, and the development of its statutory functions within the education system. In recent years there has been a clear move away from a deficit-based focus on individual children, and it is argued that Scottish educational psychology is developing some characteristics of community psychology. This article highlights examples of ‘bottom-up innov

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Kane, Jean, Sheila Riddell, Pauline Banks, et al. "Special Educational Needs and Individualised Education Programmes: Issues of Parent and Pupil Participation." Scottish Educational Review 35, no. 1 (2003): 38–47. http://dx.doi.org/10.1163/27730840-03501005.

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Recent statute in Scotland (Children (Scotland) Act, 1996; Standards in Scotland’s Schools, etc. Act (Scotland), 2000; Disability Discrimination Act, 1995, as amended) has lent force to attempts to increase the participation of pupils and parents in educational processes, particularly in decision-making. These attempts are apparent in policy recommendations (SOED,1994; SOEID, 1998) and are further evidenced in the field of special educational needs (SEN) in the response to recent proposals for consultation (SEED, 2002) and in the drafting of new legislation with regard to additional support ne

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Payne, Susan, David Wilcox, Tuula Pardoe, and Ninya Mikhaila. "A Seventeenth-Century Doublet from Scotland." Costume 45, no. 1 (2011): 39–62. http://dx.doi.org/10.1179/174963011x12978768537537.

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In December 2004, a local family donated a cream silk slashed doublet to Perth Museum and Art Gallery. 1 Stylistically, the doublet is given a date between 1620 and 1630, but the family story is that it was a gift to one of their ancestors about the time of the Battle of Killiecrankie in 1689. The donation stimulated a programme of investigation centred on the doublet’s conservation, curatorial research, the production of two replica suits and the mounting of an exhibition. This project won the United Kingdom Award for Conservation 2007. The Institute of Conservation, the Museums, Archives &am

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Limond, David. "‘[An] Educational Crisis in Scotland’: The Democratic Intellect Revisited." Scottish Educational Review 36, no. 1 (2004): 58–65. http://dx.doi.org/10.1163/27730840-03601007.

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In George Elder Davie’s 1961 work “The Democratic Intellect”, it was noted that there was a distinctive Scottish intellectual and academic tradition, one of philosophical quizzicality, which was disrupted and mortally wounded in the 1850s by a calculated programme of anglicisation of the Scottish universities. This article takes as its starting point Davie’s central, though as yet untested, empirical claim that the relatively poor performance of Scottish candidiates in the 1853-8 examinations for entry into the prestigious Indian Civil Service (ICS) gave a significant fillip to those seeking g

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Paterson, Lindsay. "Student Achievement and Educational Change in Scotland, 1980-1995." Scottish Educational Review 29, no. 1 (1997): 10–19. http://dx.doi.org/10.1163/27730840-02901003.

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The paper examines statistical evidence relating to educational expansion in Scotland since the early 1980s, concentrating on the secondary sector because that is where the Conservative government’s main policy initiatives took place, and because the statistical evidence is more thorough there. It illustrates attainment and participation, both their levels and their social distribution. It also looks at evidence on students’ experience of schooling and on the attitudes of the wider community towards schools. Its main conclusion is that Scottish expansion has been accompanied and supported by a

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Forgie, A. H. "Progressing the action plan in Scotland – an educational perspective." British Dental Journal 201, S5 (2006): 35–37. http://dx.doi.org/10.1038/sj.bdj.4814070.

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40

Watson, Cate. "Educational policy in Scotland: inclusion and the control society." Discourse: Studies in the Cultural Politics of Education 31, no. 1 (2010): 93–104. http://dx.doi.org/10.1080/01596300903465443.

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WITHRINGTON, DONALD J. "SCOTLAND: A NATIONAL EDUCATIONAL SYSTEM AND IDEALS OF CITIZENSHIP." Paedagogica Historica 29, no. 3 (1993): 769–10. http://dx.doi.org/10.1080/0030923930290304.

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Rait, Emma Kesterton. "The lived experiences of trainee educational psychologists in Scotland." Educational Psychology in Scotland 21, no. 1 (2021): 55–66. http://dx.doi.org/10.53841/bpsepis.2021.21.1.55.

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Across Scottish local authorities, the practice of educational psychologists (EPs) varies, which is impacted by when and where they undertook their training. The experiences of Trainee educational psychologists (TEPs) are highly influenced by services they are placed in and the EPs they interact with. Accordingly, TEPs’ understanding of the EP role may be strongly influenced by the practice they observe on placement and their practice supervisors’ perceptions of the EP role. However, due to a lack of published research, the way in which TEPs experience their training and the impact it has on t

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L., J. F. "EDUCATIONAL TIDBITS." Pediatrics 88, no. 5 (1991): A57. http://dx.doi.org/10.1542/peds.88.5.a57.

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A recent report from the Economic Policy Institute says the United States spends less on primary and secondary education than most other industrialized nations. The institute, a research organization in Washington, D.C., compared the percentage of national income spent during 1985 on education from preprimary through high school in 16 nations, including most of Western Europe, Japan, Australia, Canada and the United States. The figure for the United States was 4 percent, less than the spending levels for 11 other countries. If the spending figures are adjusted for the size of the school-age po

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Lakshman, B. Venura, Dr J. V. Wijayakulasooriya, and Prof T. M. S. S. K. Yatigammana. "AI Education Framework for Analysis and Profiling of Students Using Machine Learning." International Journal of Research and Innovation in Applied Science IX, no. XI (2024): 462–69. https://doi.org/10.51584/ijrias.2024.911035.

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Today, in many educational institutes use AI technologies, to enhance the educational level of the institute. Using such technologies, the institute can get many benefits like identify weak students earlier, teach technology easily…etc. Also, this can be used to select a proper AI-based Electronic learning system to the institute. In addition to that, by adopting AI to an educational institute academic staff also can get many benefits like how to change teaching method and selecting appropriate teaching method…etc. To adopt AI to an educational institute, it is required to follow a comprehensi

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Henia, A., and Rimeka Wahlang. "Educational Industrial Training Institute of Meghalaya." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 1, no. 1 (2015): 21–25. http://dx.doi.org/10.36344/ccijhss.2015.v01i01.007.

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BURNS, JAMES H. "From Enquiry to Improvement: David Ure (1749–1798)." Scottish Historical Review 87, no. 2 (2008): 258–77. http://dx.doi.org/10.3366/e0036924108000152.

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David Ure (1749–98) contributed, in his History of Rutherglen and East-Kilbride (1793) not only to local history but, especially, to the development in Scotland of natural history, in some aspects of which he played a pioneering part. His studies at Glasgow University (with John Anderson as one of his teachers) were followed by ordination to the ministry of the Church of Scotland. A ‘stickit minister’ for most of his life, he played a significant part in Sinclair's Statistical Account of Scotland and contributed also to the surveys prepared for Sinclair's Board of Agriculture and Internal Impr

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Elliott, Victoria. "Gender and the contemporary educational canon in the UK." International Journal of English Studies 17, no. 2 (2017): 45. http://dx.doi.org/10.6018/ijes/2017/2/264251.

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<p>This paper presents an analysis of the gender of the authors and the main characters of the set texts for English examinations taken at age 16 in England, Northern Ireland, Scotland and Wales. It presents an argument for why representation within the canon is important and places this within the context of recent educational reform in England and Scotland. The analysis demonstrates that texts by female authors are in a minority, sometimes in the extreme, and when the gender of the main character is taken into account, there is an even greater imbalance. The reasons behind this, even a

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Schofield, Sj, D. Nathwani, F. Anderson, R. Monie, M. Watson, and Mh Davis. "Consultants in Scotland: Survey of Educational Qualifications, Experience and Needs of Scottish Consultants." Scottish Medical Journal 54, no. 3 (2009): 25–29. http://dx.doi.org/10.1258/rsmsmj.54.3.25.

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Aims To survey Scotland's NHS consultants regarding their teaching roles; educational qualifications/training; attitudes to educational qualifications; perceptions of health boards’ attitudes to educational activities; usefulness of various educational courses and preferred delivery methods Methods Postal questionnaire (n=3615) Results Sixty two percent response rate (n=2246). 98% had one or more roles in education/training. 54% spent more time in educational roles than job-plan allocations. 6% had educational qualifications. 30% rated educational qualifications valuable to their educational r

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Iannelli, Cristina. "Educational Expansion and Social Mobility: The Scottish Case." Social Policy and Society 10, no. 2 (2011): 251–64. http://dx.doi.org/10.1017/s147474641000059x.

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For over a century, the goal of reducing class inequalities in educational attainment has been based at least in part on the belief that this would help to equalise life chances. Drawing upon the main findings of three ESRC-funded projects, this paper reviews the empirical evidence on trends in social class inequalities in educational attainment and the role of education in promoting social mobility in Scotland. The findings show that in the second half of the twentieth century, despite the increase in overall levels of attainment, class differences in educational attainment persisted. Educati

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Augustine-Shaw, Donna, and Mischel Miller. "The Kansas Educational Leadership Institute: Mentoring Educational Leaders in Partnership." Chronicle of Mentoring & Coaching 8, no. 4 (2024): 78–86. https://doi.org/10.62935/tyo47u.

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Leadership matters and sustaining mentoring programs for new educational leaders is critical. This article will provide a brief historical accounting leading to the planning and development of the Kansas Educational Leadership Institute through collaborative partnerships in the state. Guiding leadership standards and professional licensure requirements propelling the need for continued mentoring support of new superintendents, special education directors, and principals will be discussed. Literature will support the critical role of mentoring in developing leadership knowledge as new skills ar

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