Interviewing is one of the most frequently used research tools in the social sciences, yet its importance as a technique is usually underestimated. As Janet Powney and Mike Watts point out, the practical difficulties of interviewing are often understated, and the theoretical assumptions and implications of conducting interviews can prejudice a researcher’s conclusions. Originally published in 1987, this introductory, practical guide widens the debate about interviewing with discussion and advice on interviewing in different kinds of educational inquiry, ranging from large-scale surveys to research carried out in individual schools. The authors give guidelines for preparing, conducting, reporting and analysing interviews, and discuss the practical and theoretical problems arising from each of these aspects. Examples are taken from six case studies contributed by researchers who have conducted interviews for different purposes and in different ways. Interviewing in Educational Research will be valuable to students and researchers in many fields, not only in educational research, but generally in the social sciences, in medical research, economics, business, social planning and administration.
A study investigated what Scottish and English young people consider important life skills, how they believe they develop them, and how necessary they see them to their future lives. More than 200 16-21-year-olds examined photographs of events related to basic life tasks, family, close relationships, work or school and leisure activities and then identified skills involved. Life skills they identified as important largely agreed with those described by education authorities. They considered the most important, essential life skills to be communication and interpersonal skills. Young people believed these skills were also those that employers consider essential; valued and saw employment experience as the major influence in developing life skills; added creative and aesthetic skills and physical and coordination skills to the traditional list of key skills; described wide applications of problem solving and critical thinking skills; and saw family, work, friends, and school as the main influences on skill development. Future considerations were identified as school curriculum; work experience; creative and aesthetic skills and motor coordination skills; interagency cooperation; information and communication technology; socially disadvantaged young people; community education services; learning support; and promotion of a culture of learning. (Appendixes include 17 references and life skills matrixes for 16- and 21-year olds.) (YLB)
This study of values education was conducted in primary schools in Scotland between April 1993 and April 1995. The study: (1) explored the kinds of values implicitly and explicitly taught; (2) investigated teachers', pupils', and parents' perceptions of values education; (3) explored the ways value education occurs; and (4) sought to raise awareness of these ways. Data collection consisted of initial in-depth studies of values education in five primary schools and a postal survey with teachers and headteachers in a sample of Scottish primary schools. The in-depth studies included interviews and discussions with teachers and administrators, classroom observations, and analysis of student writings. The postal survey was designed to explore issues emerging from the in-depth studies. Results include the following: (1) there was considerable consensus among school staff over the values they wished to impart upon their students; (2) most staff and parents saw values education as being the primary responsibility of the parents, not the school; (3) headteachers generally saw it as their role to establish a policy and tone for values education; and (4) values were defined in broad terms, including caring, self-esteem, cooperation, respect, and consideration. (Contains 84 references and a technical appendix describing methodology.) (JW)
Clare is one of the six counties of Munster, although many older maps show it as part of Connacht. Indeed, County Clare has a landscape and atmosphere typical of counties west of the Shannon. Its northern parts, especially the Burren, are obviously part of the same landscape as south Galway and the Aran Islands, while its southern parts are more typical of its Munster neighbours Limerick and - just across the Shannon estuary - North Kerry.
A three-strand study examined the availability, provision, and effectiveness of educational guidance to adults in Scotland. A literature review, results of a 1988 study, and a commissioned update of that study were used to develop an overview of available educational guidance services. Case studies were conducted of six programs selected as representing a broad range of delivery systems and practices (including regional, employer-based, college, and distance learning guidance services). A user survey was administered to 200 adults identified as having used the case study services. The availability and effectiveness of educational guidance and factors affecting provision of guidance were analyzed. A wide variety of sources of educational guidance were identified, and it was found that users were generally satisfied with the guidance they received. Among the problems identified were the uneven availability of guidance services throughout the country, lack of systematic coordination among providers, and inadequate funding to meet identified guidance needs. (Eleven tables are included. Appended are a list of organizations and agencies contacted and advisory committee members, detailed survey completion data, an outline of activities and principles of quality guidance, a table showing client characteristics identified in the user survey, and a glossary of acronyms. Contains 27 references.) (MN)
The Scottish Road Safety Campaign and the Road Safety Council of Wales have made a large investment in theater tours as a method of providing road safety education. This study aimed to evaluate the effectiveness of a road safety message delivered by a theater group, Road Safety Officers (RSOs), or, teachers for pupils in upper secondary classes. Five schools were the primary focus of the study. Evaluation was based on three criteria: imparting factual information; raising pupil's awareness of road safety issues; and changing their attitudes on drinking and driving. Certain key areas in students' knowledge were influenced by the presentations. After the presentations students were more likely to: acknowledge they could not reduce the amount of alcohol already in their bloodstream by, for example, drinking hot coffee; agree that a zero alcohol limit should be enforced; and agree that the drinking and driving message was relevant for them irrespective of age or circumstance. Students expressed a clear preference for the theater presentation. Several feedback points were included. The impact of using Welsh language as a medium was examined. Implications for content, method of future teaching and learning related to drinking and driving were reviewed. Contains 41 references and extensive appendices and tables. (JBJ)
This report covers studies and statistics that provide information about the attainment of Scottish boys and girls by the time they leave school. The report considers their performance in public examinations, differences in attainment between boys and girls in primary and earlier secondary school, and differential staying on rates and uptake of opportunities in further and higher education with particular reference to Scotland from 1985-95. The review concerns equality of outcome in terms of groups performance in examinations but also addresses issues of equity and factors contributing to gender differences in outcomes. These factors include equality of formal and actual access to educational resources and opportunities and experiences that promote educational achievement. The suggestions for action which conclude the report concentrate on monitoring the effects of policies and practices on the attainment of boys and girls. The report is divided into three sections with 15 chapters. Section 1, "The Relative Performance of Boys and Girls in Public Examinations," includes: (1) "Introduction and Context"; (2) "Entry and Performance in Standard Grade and GCSE"; (3) "Staying on Rates and Higher Grade Entrants"; (4) "Results at Higher Grade and Advanced Level"; (5) "School Leaving Age and Qualifications"; (6) "Entrants to Further Education (FE) and Higher Education (HE)"; (7) "Gender and Performance at School"; and (8) "Gender and Achievement in the UK and Other Countries." Section 2, "Explanations of Gender Differences," contains: (1) "Assessment Issues"; (2)"Biological Explanations"; and (3) "Environmental Theories." Section 3, "Continuing Issues of Concern in Relation to Gender and Attainment," offers: (1) "Context for the Future"; (2) "Monitoring Policies, Practices and Outcomes"; (3) "Factors Which Contribute to Gender Differences in Attainment"; and (4) "Summary of Topics for Action and Inquiry." (EH)
Scotland Against Drugs, a privately funded partnership, launched a national staff development program known as the Primary School Initiative (PSI). The initiative provides an opportunity for schools and local authorities to evaluate their drug education efforts. The training encourages teachers to develop their own drug education policies and teaching approaches in line with established guidance on best practices. An evaluation of PSI from 1998 to 2001 included a survey of participants (1,133) and follow-up interviews, observations of training events, and interviews with trainers and local authorities involved. The evaluation determined that the PSI training has a positive impact on the knowledge, confidence, and abilities of participating teachers to plan and teach drug education in primary schools. It suggested that further research is needed on how to develop appropriate forms of drug education with related training for teachers, how to work with secondary schools, and how best to promote work with parents in the field of drug education. (JDM)
Two programs on drug, alcohol, and sex education in two Glasgow (Scotland) high schools were evaluated to assess their effectiveness. One was a drugs and alcohol education program at City High School and the other a sexual health program at Clydeside High School. Both schools drew from a local population that included a significant number of poorer, less educated families. The drug and alcohol program included two formats, a standard 10-week course delivered by a Personal and Science Development teacher and an alternative program designed and delivered by project workers from the local Health Board and addiction project. Both were designed to help young people make informed decisions about any potential use of drugs. The evaluation compared participants' views on the two different courses. The sexual health program had a particular focus on pregnancies among local young women who were thought to be leaving school and becoming pregnant soon after. The evaluation compared the views of pupils, researchers, and health workers before and after the program. Among the many findings were the following: students found the alternative drug program very relevant; those in the sexual health program felt the course had provided information they needed and enhanced their ability to make decisions. Three appendixes contain information on research methodology, program content, and research team members. (JB)
This report presents the findings of a major study of preschool provision in Scotland. Part 1 of the report sets the context for the project, clarifying its aims, providing information on relevant issues, and discussing the research questions addressed. Part 2 presents the findings arising from the various methods used to collect evidence. Finally, part 3 focuses on issues related to the quality of provision that emerged from the findings and locates these issues in the context of the specific research areas for investigation set out in the first part of the report. The research, which concentrated on children ages two to four years, looked at four main areas relating to experiences with and outcomes of preschool provision: (1) costs and benefits; (2) the extent to which developmentally appropriate aims are compatible with education demands of formal schooling; (3) provision made in different centers for special needs children; and (4) perceptions of parents and providers of the quality in preschool provision. Evaluation results indicated that most children attending any kind of center-based care were likely to have access to suitable facilities and a wide range of resources and equipment for promoting their social, emotional, physical, and intellectual development. The findings also suggested that although there seem to be many different forms of care and education available, many parents may have limited choice. In particular, many working parents who are looking for full-time care face problems finding care provision that meets their needs. (Contains over 100 references.) (AA)
A report arising from an evaluation, commissioned by the Greater Glasgow Health Board, of a school sexual health education programme carried out in 1995/96.
A survey was conducted in Scotland's Lothian region to ascertain views on education provision for children under age 5. Subjects were over 400 nursery nurses, more than 1,100 parents, and staff members, at 175 nursery schools. The research questions covered six areas: (1) background information on parents and children; (2) benefits of nursery education for children and their families and improvements that parents would like to see; (3) staff feelings about meeting the needs of children and their families and staff priorities in the provision they make; (4) staff overall job satisfaction and satisfaction with opportunities available for professional development; (5) preferences held by both parents and staff concerning parental involvement in nursery education and how these preferences match with actual practices; and (6) kinds and levels of inter-agency work existing in Lothian nurseries. Results indicated that parents felt generally very happy with the nursery school or class their children attended, but would like more provision to be available. Suggested improvements involved providing more places, giving children more time at nursery, and allowing younger children into the system. Helping children prepare for school, giving them the chance to mix with other children, and contributing to their education were the main reasons parents gave for using the services. The majority of teachers and nursery nurses were satisfied with their present jobs but identified further areas for inservice requirements, especially for working with special needs children and with parents. Fairly large numbers of nurseries reported receiving support from other professionals such as speech professionals and psychologists, and well over three-quarters of nursery schools and classes were involved in pre-entry work with primary schools. (AA)
* What is 'interactive teaching' in primary classrooms? * What do primary teachers and children do to interact effectively? * Are there benefits in such interactions to both teaching and learning? A research partnership of tutors and teachers strives towards answers to these key questions. This book is the story of this intriguing and exciting research project. The authors examine the practical and theoretical aspects that are key to understanding and undertaking interactive teaching in primary classrooms. The project is unique in using its own interactive processes, 'Reflective Dialogues', to help teachers make sense of their own teaching. This process includes capturing and analysing classroom sessions on video; and cameos of these classroom interactions are discussed throughout the book. The research context is the Literacy Hour in Key Stages 1 and 2. This new title is key reading for academics, researchers, teacher educators, policymakers and primary school teachers.
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