
Margaret SutherlandUniversity of Glasgow | UofG · School of Education
Margaret Sutherland
PhD, FRSA
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30
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244
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Introduction
Additional affiliations
December 1996 - present
Publications
Publications (30)
This study explores how secondary school students perceive high-performing potential classmates. A total of 1,794 seventh- and 10th-grade students from five countries completed a questionnaire measuring their expectations of hypothetical male and female high-performing classmates in three categories: intellectual ability, positive social qualities,...
One cohort that has not been given extended attention in the period during which transition takes place is academically high-performing students. This research study uniquely synthesises some of these key factors by investigating how students in mixed-ability, seventh-grade classrooms across Australia, Peru, Scotland, South Korea, Spain and Vietnam...
Gifted education has come to be regarded as a key national programme in many coutnries, and gifted education in science disciplines is now being recognised to be of major importance for economic and technological development. Despite these initiatives and developments internationally, there are very few discussions on gifted education in science dr...
p style="margin: 0cm 0cm 8pt; text-align: justify; line-height: 200%; -ms-text-justify: inter-ideograph;"> The purpose of this study was to explore whether and in what ways high-achieving school students’ motivational orientations influence their perceptions of a fictitious future high-achieving classmate. The final sample consisted of the 396 high...
This paper reports on the collaborative development of a ‘National Framework for Inclusion’ under the auspices of the Scottish Teacher Education Committee by a working party representing each of the Scottish Universities providing initial teacher education. Recent research, international legislation and Scottish education policy has refocused the n...
Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, So...
The present paper provides an overview of the current national legislation, policies, curriculum and practice relating to gifted education within Scotland. It begins by providing an overview of the national context and historical background that, to this day, underpin the egalitarian ethos that permeates Scottish education. We discuss how historica...
Across several countries, science is often regarded as unpopular and a male-dominated domain. Furthermore, the number of students who are interested in science education or intend to work in the field of science is relatively low. This might be due to expectations adolescents hold towards science and successful scientists. The current cross-nationa...
Razprava o tem, kako najbolje prepoznavati nadarjene učence ter z njimi delati, ima v mednarodnem prostoru dolgo in bogato zgodovino. V nasprotju z državami, v katerih izvajajo posebne programe in imajo tudi posebne učitelje za nadarjene učence, se je Škotska odločila za inkluzivni pristop do obravnave nadarjenih učencev; razvila je zakonski in kur...
In everyday life giftedness is associated with children and adolescents. Advanced age, however, seems to be a period of life in which giftedness has almost disappeared. This paper will systematically investigate the topic of excellence and age. Seven worthwhile research fields, as well as a theoretical approach based on the actiotope model are prop...
This paper reports on the first systematic review of Gifted and Talented Education. Its main aim was to investigate interventions designed to improve the educational achievement of students identified as Gifted and Talented. A systematic literature review method was used for both content analysis and in-depth thematic synthesis of the articles. The...
Combining theoretical perspectives with practical activities, this book offers clear guidance on how to ensure you and your setting can identify and provide for very young children in your care who are gifted and talented. With an emphasis on providing the best learning opportunities for all, there is advice for teachers and all staff working in ea...
In line with many countries Scotland is seeking to develop citizens fit to deal with the challenges of the 21 st century (Scottish Executive, 2006). It also wants to ensure that chil-dren's abilities and talents are recognised and extended. One way it has sought to do this is to develop a new curriculum framework – Curriculum for Excellence (CfE)....
What do we want to know?
Which types of classroom-based interventions improve the educational achievement of pupils identified as gifted and talented?
What was our focus?
There is an expectation that all English schools and local authorities support the education of pupils identified as gifted and talented. In part, these requirements are a respon...
Gifted and talented education is a relatively recent feature of explicit educational policy in the United Kingdom and an emerging area of research across the world. Predictably, acknowledged gaps exist in the published literature concerning the effectiveness of different approaches to provision for gifted and talented pupils.
This paper reports on...
This book explores how educators can impact gifted young learners’ beliefs about ability and suggests ways that staff can support young gifted children as they develop.
In 1996 Her Majesty's Inspectors of schools published a report entitled Achievement for All (SOEID, 1996). This report identified a number of key principles governing the organisation of pupils by class, or within class, in Scottish schools and concluded that:
The application of these principles does not give rise to one, universally best method of...
UNICEF states that in 88 countries studied ‘more than 13 million children currently under the age of 15 have lost both parents to Aids, most of them in sub-Saharan Africa’ (UNICEF 2002). The impact of this Aids pandemic cannot be overstated. Indeed the long-term impact of such statistics is scarcely imaginable and has not been experienced in the wo...
There is much evidence to support the notion that pupils, teachers and parents must work together if we are to ensure challenging and appropriate learning opportunities for all. This paper explores the role of parents in the education of young more able children.
In particular it examines four areas of interest: Identification/liaison; Social or li...
It is ten years since the publication of the HMI report The Education of Able Pupils P6 - S2 (SOED, 1993). A major concern resulting from this report was that many pupils were not being sufficiently challenged during the transition period from primary to secondary school.
A national survey was undertaken to determine the progress schools and educat...
This paper examines how staff in schools formulate decisions about pupil organisation. A small sample of primary and secondary schools from across Scotland was involved in the study.
In 1996 Her Majesty's Inspectors published a report entitled Achievement for All (SOEID, 1996) which, it was envisaged, would form the basis of school evaluations into...
Professional development is an essential component of retaining high quality teachers. Current US legislation, as stated in No Child Left Behind, emphasises this premise. Although professional development opportunities have been abundant for decades, a closer look at standards and criteria for effective professional development is essential in orde...
Play is a vital part of the learning process and children gain tremendous pleasure from the experience. But sometimes that pleasure is reduced when practitioners, in an effort to make the most of a play situation, keep intervening. Whilst clear questioning will often reveal how much a child understands, and plays a vital role in language developmen...
In Africa there is a saying: ‘When you plant a tree, never plant only one. Plant three – one for shade, one for fruit and one for beauty.’ This may also be sound educational advice. In a world where there would appear to be increasing pressure to excel, it may be that practitioners are planting only one tree – we see children in terms of their abil...