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Professor Kevin Dunion spoke to BBC Radio Scotland about the Scottish Government’s response its own Access to Information Rights consultation.
Stories in School of Humanities, Social Sciences and Law
29 results
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Chairing the Holyrood Freedom of Information Annual Conference 2023
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The Centre for Freedom of Information was invited to contribute to the Maastricht University’s Environmental Law Lecture Series.
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Forced relocation is not always experienced as a single occurrence or event in time.
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There has been a rise in Elective Home Education (EHE) as a result of the global pandemic and with this, an anticipated increase in EHE students applying to Higher Education Institutions (HEIs).
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Experiencing Transitions with Jim Mann, Dementia Educator and Advocate
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Care experienced young people are more likely to leave compulsory schooling with fewer qualifications than their non-care experienced peers.
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Transitions to Higher Education for Care-Experienced Students.
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This study explored, in detail, the development of student identity as students transition to university, during the global COVID-19 pandemic.
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Effective transitions from College to University in Scotland
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The report will contribute to the refresh of the Scottish Government's 2019 Learning for Sustainability Action Plan.
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An International Systematic Literature Review
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Narratives of study skills and support.
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This paper explores the pre-transition preparation experiences of parents of 6th class children from two single sex primary schools in an area of social disadvantage in the Republic of Ireland.
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The impact of Academic Transition on Learner Identity in an FE setting
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Transitions in older adults with intellectual disabilities are relatively understudied and can operate in ways that differ from typically developing older people.
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Providing evidence to the Scottish Government on Brexit and the Aarhus Convention
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Using drama to support pupils’ transitions from primary to secondary school: interface between scholarship, research and practice
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This article will question how ready Scottish primary teachers are to adopt a pedagogy of play as opposed to more traditional didactic teaching approaches when planning and delivering an early years curriculum for children starting school.
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A Systematic Literature Review of International Research