Sarah MacQuarrie

Learning with nature and learning from others: nature as setting and resource for early childhood education

Nature-based learning is an increasingly popular type of early childhood education. Despite this, children’s experiences—in particular, their form and function within different settings and how they are viewed by practitioners—are relatively unknown. Accordingly, the use of nature as a setting and a resource for learning was researched. A description and an emerging understanding of nature-based learning were obtained through the use of a group discussion and case studies. Practitioners’ views demonstrated their eagerness to share experience that ranged from positive examples to challenges encountered within practice. Case studies recorded in a Scottish nature kindergarten and two Nordic counterparts take a situated view of nature-based learning. Findings indicate that nature is utilised as setting, as resource and as educator within children’s learning and this holds true within different countries. Local, social and cultural contexts exert influence on pedagogical practice and implications for practice based upon these are given.

Exploring the characteristics of small groups within science and English secondary classrooms

Studies of primary education within the UK have shown that small groups can feature within classrooms; however, equivalent research within secondary education remains scarce. Research has established effective group work approaches, yet secondary teachers may encounter difficulties employing approaches tied to parameters embedded within primary education. This problem is compounded as minor adjustments to the conditions surrounding group work are known to have consequences for its efficacy within classrooms. This paper reports naturalistic systematic observation of group work practice within 23 science and English secondary classrooms in Scotland. Pupils completed tasks according to whether they were situated within group work or conventional classes. Forms of dialogue known to be conducive to learning were prevalent whilst pupils worked in groups. The change in pupils’ behaviours does not appear to stem from the content of teachers’ talk. Teachers’ behaviour suggested they approach small groups as smaller structures equivalent to a whole-class set-up.

A consideration of the inequalities apparent in Gaelic medium education linked to appropriate language assessment: an outline of the field and potential future directions

Abstract The philosophy of comprehensive education embedded in Scottish policy has long been recognised as an exemplary feature. The commitment to language learning is evident in recent policy supporting primary pupils who will learn two languages as well as the language of their school. For most children, this will involve English and two other languages, one of which could involve Gaelic. For children enrolled in Gaelic medium education, Gaelic is identified as the first language, coupled with English and a further modern language. Although this policy can be applauded, it may further complicate Gaelic medium education provision where the outcome is to provide pupils with an equal footing in Gaelic and English languages. The paucity of research focused on assessing and diagnosing language difficulties in Gaelic is particularly concerning. This paper approaches this need by reviewing available research and literature around this topic. A summary of policy, research and related fields is provided, including suggestions for potential future activity. This paper identifies compelling evidence that the development of support resources for children becoming bilingual through Gaelic medium education should take place as a matter of urgency.

Defying expectations: valuing the engagement and participation of practitioners with research. Insights from minority language education in Scotland

ABSTRACT This paper tackles the important question of practitioner engagement and is the first to present an overview of relevant Gaelic medium education (GME) research. Following the formal inception in 1985, GME is now more widely available across Scotland. An overview of GME is presented and situates provision within the other Celtic minority languages of the United Kingdom and the Republic of Ireland. While considerable achievements have been achieved in the provision of GME, it does mean that researchers have had a finite number of teachers to work with. Given the well-known difficulties of conducting research in applied settings, the noteworthy engagement and participation suggests Gaelic medium teachers are particularly eager to contribute and should be recognised when Gaelic is viewed internationally. The article ends with an outline of potential directions for future work and the scope of research needed to strengthen the developing body of research regarding GME.

Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision

ABSTRACT In the UK, teachers are increasingly being encouraged to support and undertake outdoor learning. Despite such support there is a paucity of research that has considered how outdoor learning can be implemented and offered on a regular basis by teachers. The lack of empirical research that has centralised the role of the teacher is at odds with the interest in this topic and the need for theory-driven guidance suited to teachers. Research is reported that aimed to support the provision of outdoor learning opportunities for children aged between three and eleven at nine settings (pre- or primary schools) in Scotland and England. A set of flexible guidelines that link theory and practice were used by 14 teachers. This article focuses on teachers’ reports of their activity. The incorporation of outdoor learning within conventional teaching and learning approaches is found to be feasible and the implications for practice and future research are explored.