The following are publications including academic papers, research reports and case studies produced by STEP. Access to some of the documents will require an academic institution login or single purchase.
STEP learning app: case study
STEP (2022) STEP family learning app for iOS case study. Education Scotland, National Digital Landscape Discovery, Digital Scotland. Digital publication.
Gypsies, Roma, Travellers: Teachers making a difference
Finn, M. and Duncan, P. (2019) Gypsies, Roma, Travellers: Teachers making a difference. In R. Arshad, T. Wrigley and L. Pratt (eds) ‘Social Justice Re-examined: Dilemmas and solutions for the classroom teacher’, Ch. 13 pp. 173-182. Trentham Books, 2nd edition.
the imagined educational futures of mobile cultures
Duncan, P. and Finn, M. (2018) The imagined educational futures of mobile cultures through children and youth voices. In NEOS: Anthropology of Children and Youth, Volume 10, Issue 1.
The Roma multilingual app to support mobility and social change project, Research briefing, STEP 2017.
Mobile children, young people and technology
Mobile children, young people and technology: An exploratory study of mobile cultures’ use of digital technology and new media for living and learning, Report, STEP 2016.
mobile family literacy
Mobile family literacy: Investigating family literacy programmes for mobile communities and their potential to meet the needs of mobile family settings, Report, STEP 2015.
Educational transitions and mobility: A review of international transition models and insight from practitioners in Scotland to improve 0-18 transitions for Scottish travelling communities, Report, STEP 2016
Inclusive Education for interrupted learners
Padfield, P. and G. Cameron (2009). Inclusive Education for Children and Young People with Interrupted Learning in Scotland. In P. A. Danaher, M. Kenny, R. Leder (eds.) Traveller, Nomadic and Migrant Education, New York, London, Routledge: 17, pp29-46.
education at the margins
Padfield, P. (2008). Education at the margins: Learners outside mainstream schooling. InT. G. K. Bryce and W. M. Humes (eds) Scottish Education: Beyond Devolution 3rd ed. Edinburgh Edinburgh University Press.
Education and Gypsies/Travellers
Lloyd, G. and G. McCluskey (2008). Education and Gypsies/Travellers:’contradictions and significant silences’. International Journal of Inclusive Education: 331–345.
Learning at a dIstance with ICT
Padfield, P. (2006). Learning at a distance supported by ICT for Gypsies and Travellers: Young peoples’ views. Edinburgh, SEED Sponsored Research: 55
Inclusive Educational Approaches for Gypsy/Traveller Pupils and their Families
Padfield, P. (2005). Inclusive Educational Approaches for Gypsy/Traveller Pupils and their Families: an ‘urgent need for progress’? Scottish Educational Review Nov: 127-144.
partnership approaches: new futures for travellers
Jordan, E. (2002) Partnership approaches: new futures for Travellers, in J. Wearmouth, J. Soer and G. Reid (eds.) Addressing Difficulties in Literacy Development, Ch 8, RoutledgeFalmer, London.
Including Gypsy Travellers in education
Lloyd, G and Stead, J. (2002) Including Gypsy Travellers in education, Race Equality Teaching,21(1); pp 21-24.
School exclusion and Travellers
Jordan, E. (2001) Exclusion of Travellers in state schools, Educational Research, 43 (2); pp 117-132.
Interrupted learning: the traveller paradigm
Jordan, E. (2001). Interrupted Learning; the Traveller paradigm, British Journal of Learning Support, 16(3) pp 128-134.
Name calling and the experiences of Travellers in school
Lloyd, G and Stead, J. (2001). ‘The boys and girls not calling me names and the teachers to believe me’. Name calling and the experiences of Travellers in school, Children and Society, 15; pp 361-374.
exclusionary school systems: the experience of showground families in Scotland
Jordan, E. (2000) The exclusionary comprehensive school system; the experience of showground families in Scotland, in P.A. Danaher (ed.) Mapping International Diversity in Researching Traveller and Nomadic Education, International Journal of Educational Research, 33 (3) 253- 263