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In recent times, teaching has become an increasingly feminized profession and this book explores where the men have gone. The authors provide an in-depth analysis of the reasons why men are less likely to choose to become teachers through reviewing the gender balance of teachers in primary and secondary teaching in Scotland. The book examines the barriers, both perceived and experienced, why men should be involved in teaching, and why male absence is a problem? The attitudes of a range of people toward teaching as a career are explored. These include male and female undergraduates, university careers officers, those involved in delivering and reviewing initial teacher education, and teachers at various stages of their careers in primary and secondary schools. The authors explore how the gender balance in teaching can be changed and make recommendations that are likely to encourage more men to remain within or join the teaching profession.

This report outlines a wide range of findings in relation to the employment position of disabled people in Scotland. It also identifies a number of areas where information is lacking in relation to disability and employment.

Dyslexia or specific learning difficulty continues to arouse controversy. This report of an investigation in Scotland shows how contrasting views of the problem underlie variations in policy and provision, and hinder communications between different groups involved. Educational psychologists, local authority officials and learning support advisers provided the framework of views which the authors used to research other perspectives. Parents, and other users and practitioners concerned with specific learning difficulties were all surveyed. The book deals with areas of common concern for Scotland and for England and Wales. However, key differences are clearly explained.

This is not to be sold; it is a private publication only.