Aims and Scope

Scottish Educational Review (SER) publishes academic articles and research notes relating to the field of educational policy and practice. The journal also publishes a regular review of the proceedings of the Education, Lifelong Learning and Culture Committee of the Scottish Parliament, as well as reviews of recently published books. We also publish the keynote addresses from the annual Scottish Educational Research Association conference.

The journal is written for academics and researchers in the field of education, teachers and managers in schools and local authorities and those concerned with the development and implementation of education policy. While some of the focus is Scottish, we aim to publish work that is of wider interest to the readership. We also publish work relating to education outwith Scotland, that may be of interest to a Scottish audience.

Availability of papers

SER is available in paper form by subscription. This website contains an archive of back issues (papers as downloadable PDF). The most recent edition is available as abstracts only, but all older articles are available in full back to 1997.

Peer Review

All research articles in this journal have been subject to systematic peer review, normally based on anonymised refereeing by two academic referees.

SER is not affiliated Scottish Educational Research Association (SERA), but enjoys close links with this organisation (for example SERA members receive SER as part of their annual subscription). Further information about SERA may be accessed at www.sera.ac.uk/

Latest edition

  • FROM THE EDITORS 52[1]
  • SHALL THE TWAIN MEET? PROSPECTS FOR A PLAYFULLY PLAY-FULL SCOTTISH EDUCATION. By Guest Editor, John H McKendrick, 3
  • PLAY AS A MODE OF CAPABILITY DEVELOPMENT IN SCOTTISH PRIMARY SCHOOLS. By Louise Scott-McKie and Laurie Anne Campbell, 14
  • UTILISING ACTIVE PLAY IN SCHOOLS TO IMPROVE PHYSICAL ACTIVITY AND FUNDAMENTAL MOVEMENT SKILLS IN SCOTTISH CHILDREN. By Avril Johnstone, Adrienne R. Hughes, and John J Reilly, 29
  • SCOTLAND’S SCHOOL GROUNDS: PLAYFUL AND PLAY-FULL LEARNING ENVIRONMENTS? By John H McKendrick, 40
  • ADULT ROLES IN SUPPORT OF EARLY CHILDHOOD PLAY, ENCOURAGING SENSITIVITY TO THE INDIVIDUAL AND REFLEXIVE APPROACHES. By Lynn McNair, Iain Cameron and Laura Gilbertson, 61
  • “FRANKLY IT’S A GAMBLE”: WHAT HAPPENS WHEN MIDDLE SCHOOL STUDENTS COMPOSE THEIR OWN SCHEDULES? By Mara Krechevsky with Megan Baldwin, Mario Casas Rodriguez, Lene Christensen, Merete Jorgensen, Ole Jorgensen, Sahana Krishnadas, Sidsel Overgaard and Tue Rabenhoj, 71
  • “WHEN I WAS LITTLE, I LOVED TO PLAY”. DESCRIBING PLAY EXPERIENCES USING A COMMUNITY-BASED LENS. By Molly A. Schlesinger, Brenna Hassinger-Das, Jennifer M. Zosh, Roberta Michnick Golinkoff and Kathy Hirsh-Pasek, 90
  • INHERITING STEINER – HOW A GRANDMOTHER’S LEARNING SHAPES A NEW BABY’S DAILY LIFE. By Sylwyn Guilbaud, 108
  • WHY SCOTLAND NEEDS A KINDERGARTEN STAGE (3-7 YEARS). By Sue Palmer, 119
  • PLAY FOR ADULTS: PLAY-BASED APPROACHES IN TEACHER TRAINING By Andrea Diaz-Varela1and Laura H.V. Wright, 132
  • REALISING THE POTENTIAL OF PLAY IN SCOTTISH EDUCATION By John H McKendrick, 137
  • EDUCATION IN THE SCOTTISH PARLIAMENT By Morag Redford, 143
  • BOOK REVIEWS, 158
  • ABOUT THE CONTRIBUTORS, 164