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Footnotes
1. At the end of 2006-07 Prof Livingston was seconded to Learning and Teaching Scotland and she will be joining the University of Glasgow in the new session. Fran Payne has recently replaced her as Co-Director in the research team at Aberdeen. Prof Livingston will continue to be a member of the team when she has moved to the University of Glasgow.
2. Towards the end of the year covered in this report The Scottish Executive Education Department was renamed and the Schools of Ambition project became the responsibility of the Scottish Government Schools Directorate. This report refers to SEED when relating to work carried out during 2006-07.
3. The Scottish Government Senior Advisors for Schools of Ambition are Linda Rae, Lynne Sinclair and Sandra Bogan. The Scottish Government Project Coordinator is Deirdre Kelly.
4. Comparison made by Baumfield, V. (2007) 'Developing school-university research partnerships'. Research, Teaching and School Improvement Conference, Newcastle University. March 22 nd 2007.
5. It is perhaps worth noting that these development were taking place in the context of the continuing implementation of A Teaching Profession for the 21 st Century, the so-called McCrone Agreement, where studies have shown teachers to be continuing to experience considerable workloads (Audit Scotland, 2006; Menter et al, 2006b; HMIe, 2007).
6. . 'Extended professionalism' is contrasted with 'restricted professionalism', following Hoyle (1974) who suggested the former involved considerably more autonomy and responsibility for decision-making than the latter.
7. This is perhaps all the more surprising, given the extended experience of all Scottish schools in implementing HMIe's self-evaluation model How Good Is Our School?
8. Ralph Tyler's (1949) The Basic Principles of Curriculum and Instruction established the 'objectives' or 'engineering model' of evaluation
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