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 53[1]

  • From the Editors 
    by Joseph Smith and Robert Doherty
  • Developing a context-appropriate framework for measuring quality in initial teacher education 
    by Aileen Kennedy, Anna Beck and Rachel Shanks
  • Compassion Fatigue and Behaviours that Challenge in the Classroom 
    by Brodie Paterson, James Taylor and Jennifer Young
  • Teachers working in special education in Scotland: Perceptions regarding emotional awareness and regulation amongst pupils within the Autism Spectrum 
    by Clara Smith and Duncan Mercieca
  • The Prevent Duty: a proactive dispositif to manage the risk of extremism in the UK 
    by Leonardo Morantes-Africano
  • A Critical Analysis of the European Reference Framework of Key Competences for Lifelong Learning: The Limitations of the Human Capital Theory 
    by Maria Loumpourdi
  • Education In the Scottish Parliament 
    by Morag Redford