Sarah Macquarrie

Publications

• Everyday teaching and outdoor learning: developing an integrated approach to support school-based provision
• A consideration of the inequalities apparent in Gaelic medium education linked to appropriate language assessment: an outline of the field and potential future directions
• Developing phonological and reading tests for children within Gaelic medium education.
• Natural settings: considerations for practice
• Seeking teachers’ views regarding literacy resources in Gaelic medium education. Final Report. Soillse research network.
• Enhancing outdoor learning: strategies to support reflective practice.
• Defying expectations: valuing the engagement and participation of practitioners with research. Insights from minority language education in Scotland
• ‘Mud in my ears and jam in my beard’: Challenging gendered ways of being in nature kindergarten practitioners
• Exploring the characteristics of small groups within science and english secondary classrooms
• Developing a reading measure for children within Gaelic medium education
• Assessment of reading skills in Gaelic medium education: Exploring teachers' perceptions and present practice
• Making the most of learning: the value of consulting and listening to children within an outdoor learning project.
• “We’ve Just Picked This Straight Off The Bush”: Comparing nature play in Botanic Gardens.
• Connecting and comparing: examples of learning with nature
• Learning inside and outside: An exchange of early years international practitioners’ views.
• Reflections on water: evidence from nature kindergartens.
• Natural settings: considerations for practice
• Support for children with additional support needs
• The national picture
• Seeking teachers’ views regarding literacy resources in Gaelic medium education. Final Report. Soillse research network.
• Connecting learning inside and outside the classroom – between spaces, between learners.
• Practitioner engagement with research in minority language contexts, a focus on Gaelic medium education.
• Characteristics of nature-based learning: insights from comparing practice.
• The National Picture
• Enhancing outdoor learning: strategies to support reflective practice
• Practitioner engagement with research in minority language contexts
• Measuring teacher support for compulsory national assessment in Gaelic Medium Education.
• Defying expectations
• Assessment and language practices in Dual Language classrooms
• Exploring links between pedagogical practice and implementation of outdoor learning.
• Developing phonological and reading tests for children within Gaelic medium education.
• Considerations for practice
• Briefing and debriefing: Investigating the role of the teacher within group work science lessons
• Assessment of reading skills in Gaelic medium education: Exploring teachers’ perceptions and present practice
• Making the most of learning: the value of consulting and listening to children within an outdoor learning project.
• Connecting and comparing: examples of learning with nature
• Connecting learning inside and outside the classroom – between spaces, between learners.
• Early Years in Scotland: The National Picture
• Enhancing outdoor learning: strategies to support reflective practice
• Support for children with additional support needs
• Developing a reading measure for children within Gaelic medium education
• Learning inside and outside: An exchange of early years international practitioners’ views.
• Reflections on water: evidence from nature kindergartens.
• Early Years in Scotland: The National Picture
• Learning with nature and learning from others: nature as setting and resource for early childhood education
• Practitioner engagement with research in minority language contexts, a focus on Gaelic medium education.
• Implementation of assessment reform: insights from minority language provision
• Sharing qualitative methods and examples of their application.
• An evaluation of the Well Schools community whole school approach for supporting teacher and student wellbeing: a mixed-method ecological case study approach.
• School Profiles:
• 實踐注意事項
• Embedding a whole school culture for supporting teacher and pupil wellbeing: A Well Schools case study example
• Working Memory Training: Mechanisms, Challenges and Implications for the Classroom
• ‘Developing a global translation of Widening Participation to support international HE students’
• Perspectives of Care Experienced Young People Regarding Their Academic Experiences in Further Education
• Defying expectations: valuing the engagement of practitioners with research. Insights from minority language education in Scotland
• A consideration of the inequalities apparent in Gaelic medium education linked to appropriate language assessment: an outline of the field and potential future directions.
• Everyday teaching and outdoor learning
• Working memory training: mechanisms, challenges and implications for the classroom
• Exploring physical, subjective and psychological wellbeing profile membership in adolescents: A latent profile analysis
• Making Provision for First-Hand Nature-Based Learning Within a Botanic Garden