Research

Professional culture amongst new entrants to the teaching profession
This report presents the findings of a research study commissioned to assess the proposition that teachers who have qualified over the past five years have a different outlook on the teaching profession than more experienced teachers.

Pre-School Education and its Lasting Effects – Research and Policy Implications
This report from the United States discusses the short and long-term impacts of attending pre-school education on young people's learning and development. It discusses the effects of very early educational intervention as well as the implications for implementing policy.

Pre School and Childcare Statistics
Statistics from the Scottish Government's recent assessment of pre-school and childcare centres and their staff, and registered childminders in Scotland. It includes staff and child headcounts for group care and individual childminders.

Positive Behaviour in the Early Years – Perceptions of Staff, Service Providers and Parents in Managing and Promoting Positive Early Behaviour in Early Years and Early Primary Settings
This research project explored perceptions of staff, service providers and parents in managing and promoting good behaviour in pre-school and primary aged children. The project aimed to identify the kind of behaviour from children up to 6-years of age, which is of concern. Thre is a discussion about approaches and interventions that practitioners use to manage behaviour and promote good behaviour as well as cases studies.

Perspectives on Early Years Services – Qualitative Research with Service Users
This research report gathers together qualitative information on the views of families, carers and children to find out their needs and experiences of early years services. The aim was also to find out any gaps that may exist in current early years service provisions.

Parents’ Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007
A report detailing the findings of a survey on the readiness of children for starting primary school. The report looks at pre-school centre-based care and education, children's development in particular for literacy and numeracy skills as well as speech and communication. It also studies statistics on home life and wealth.

Parent Involvement Activities in school improvement plans in the Northwest Region
The No Child Left Behind Act (NCLB) introduced in America in 2001, stated that struggling Title I schools were required to include elements of parental involvement in school improvement plans. Elements included informing parents of the school’s improvement status, providing opportunities for parents to become involved in developing the improvement plan and outlining ‘effective’ parental involvement activities in the plan. This report discusses the findings of a review of Title I school improvement plans to determine the extent to which such schools had fulfilled this requirement.

Out to Lunch?
A report presenting the findings of research by the SCC on lunchtime choices for S3 and S4 children. The study aimed to identify what drove the choices, particularly those who chose to go out of school for lunch.

Online Communication and Adolescent Relationships
An article which explores young people's relationships with other people, for instance friends or parents, in the context of online communication. The authors draw on available research evidence where possible. The evidence suggests that young people use online communication tools to reinforce their existing relationships, and are increasingly integrating these tools into their 'offline' experiences.

One Dream, Two Realities: Perspectives of Parents on American High Schools
This report discusses a survey which sought to explore parental views on American High Schools and the role of parental involvement in education. Researchers conducted focus groups and a nationally representative survey of 1,006 parents of current and recent high school students in urban, suburban and rural communities.