John Hall, the project evaluator, will comment on the issues raised. The conclusions raise serious equity issues arising from the clear findings that actions which advantage some pupils will disadvantage others. The dilemmas for equity Margaret Johnstone, Gwynedd Lloyd and Pamela Munn, Moray House Institute of Education Exclusion poses a number of dilemmas for teachers, pupils and parents. This workshop will illustrate the different ways in which schools, local authorities, parents and pupils have tackled four particular dilemmas. Christine Howe, University of Strathclyde Research shows that boys seem to contribute more than girls, to take control of physical resources and to manage problem solving.
Girls tend to support the focal role of boys and adopt more private routes to contact with teachers.
This session will explore how these differences come about and the implications for academic achievement and later life. This session will ask whether giving more rights to children will encourage them to take more responsibility for their actions. In this paper we explore how Japanese children's experiences of adapting to the Scottish educational system reveal some of the hidden assumptions in our school practices. We also consider the implications of these assumptions for all pupils whether mono- or bicultural. Few women students and staff choose courses and careers in science, engineering and technology subjects in higher education.