Editorial

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01_EITN_2006_01_EDITORIAL.pdf

Abstract

In addition to our usual refereed journal papers, magazine articles, local authority contributions and book reviews, we have introduced a new historical section for this issue which we hope will appeal to an even more diverse audience. John Nisbet and Douglas Hay lead this section with an analysis of all of the past issues of Education in the North giving insights into its fortunes, disappointments and anecdotes from a wide range of articles published over the last forty years of the journal's life.
The editorial board continue with their quest to identify and commission authors who will provide the readership with innovative and currently relevant articles. In addition the editorial board welcomes unsolicited papers which conform to the journal's overall theme of Innovation and Research in all aspects of education. We hope that these articles, some of which are controversial, will raise debate amongst the education community which it serves. We also welcome articles for our magazine section which provide information on current developments nationwide. One such article by Pamela Munn in this issue gives readers an insight into research capacity building in Scotland through the Applied Educational Research Scheme (AERS). Our local authority contributors continue to provide insights to local initiatives around Scotland, more often across local authorities but sometimes within individual schools.
In this issue we see the first paper debating Scottish Teachers for a New Era (STNE) which is now into its second cohort of BEd students. Such a new development has brought many changes and challenges which may in the long term affect initial teacher education nationwide. The latest innovation, The Inclusive Practice Project, with its associated funding from the Scottish Executive of approximately £1 million, has enabled the appointment of two Chairs to the School of Education. It is envisaged that this journal will continue to report on both of these programmes as research and development continue to inform their progress.
Our authors come from a variety of wide and diverse backgrounds and we are very grateful for their contributions. The nature of Education in the North is such that it encourages all people interested in education to voice their thoughts on current issues. We hope that this in turn enriches the educational debate and allows alternative voices to be heard.
We are always pleased to receive critical comment from our varied readership. In this issue for the first time we see comment within a magazine article on a paper written by Tony Luby in the journal section. It is difficult within an annual publication to print responses to articles because of the lapse of time. However, we welcome the opportunity to debate some of the issues in a current publication.
This issue of the journal contains a wide range of articles from all parts of Scotland. We hope that this year's contents will appeal to a wide audience, enable them to reflect on and debate issues raised and motivate them to write for a future publication of Education in the North.

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