About the Project
In Scotland (and the UK in general), the attainment gap is typically associated with poverty. Furthermore, despite of a raft of acts and policies promoting inclusion of all children in the mainstream school, classroom practices employed by teachers include setting, streaming and within class ability grouping which are usually based on teachers’ perceptions of a pupil’s ability.
The overall purpose of this PhD is to develop a better understanding of teachers’ approaches to teaching mathematics. It is anticipated that this research can assist establish a basis for improved understandings of mathematics education and implications in relation to particular inclusive and exclusive practices. To address this, a mixed methodological approach will be adopted.
The proposed study seeks a. to review the available research on inclusion and mathematics education; b. carry out school case studies to develop in-depth insights on teachers understanding of inclusion and pedagogy embedded in their existing practices c. consider the implications for schools, teachers, policymakers and other stakeholders providing important recommendations.
The successful candidate should have a MRes in Education or completed training in research methods to evidence strong research skills. The successful candidate will be expected to conduct fieldwork. Therefore, the successful candidate must have strong communication skills (Proficiency in English- both oral and written).
We are committed to creating a workplace that promotes and values diversity. We strongly encourage applications from people from diverse backgrounds including gender identity, race, age, class, and ethnicity.
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