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1.
Glenda Walsh Liz Sproule Carol McGuinness Karen Trew Harry Rafferty Noel Sheehy 《Early Years: An International Journal of Research and Development》2006,26(2):201-221
This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardner's Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group. 相似文献
2.
Sue Walters 《Journal of Research in Reading》2011,34(4):384-401
This paper begins with a discussion of some of the key insights of recent sociocultural research that consider bilingual children and learning to read and culminates in a discussion of Syncretic Literacy Studies (SLS). It then presents data from an ethnographic study that focused on the learning experiences of a small group of Year Three Bangladeshi‐heritage pupils during 1 year of their schooling in order to problematise some of the claims made in recent sociocultural work and in SLS, particularly the focus on children's agency. The findings from the study suggest that (a) there are limits to children's agency that are not recognised in recent work and in SLS; (b) that identity has an important role to play: children can successfully mask what they cannot do as readers in order to present a particular identity in the mainstream classroom; and (c) that the access some children have to mediators may be limited and can change over time. 相似文献
3.
C. Crouch 《Learning, Media and Technology》1989,15(3):163-170
This is the first of two articles concerned with schoolchildren and television in Northern Ireland. Research on children and television has concentrated on effects, notably adverse ones. Children's own definitions of and views about the medium have been largely ignored with the result that media education has been encouraged along prevent‐or‐cure lines. By establishing the programme preferences of 7 to 11 year olds in Northern Ireland, the research reported is seen as a step towards providing a sounder basis for media education development. 相似文献
4.
Ana Tomovska Misoska 《Compare》2014,44(5):778-800
This paper presents the perspectives of 10–11-year-old children from conflict-affected areas in Northern Ireland and the Republic of Macedonia. By drawing upon Bronfennbrenner’s ecological theory and Bourdieu’s notion of habitus, the main aim of the paper is to show different reactions to intergroup contact based on the children’s previous experiences and their habitus. The findings reveal children’s competency in interpreting information connected to the intergroup relations gathered through various systems they belong to. Moreover, the paper shows how children connect their previous experiences with contact encounters. Therefore the paper suggests the development and implementation of contact programmes that will pay attention to the broader context and children’s perspectives, so that the quality of contact can be improved and planned contact interventions can lead to positive change. 相似文献
5.
Alan Smith 《牛津教育评论》2013,39(4):559-575
A distinctive characteristic of the education system in Northern Ireland is that most Protestant and Catholic children attend separate schools. Following the partition of Ireland the Protestant Churches transferred their schools to the new state in return for full funding and representation in the management of state controlled schools and non-denominational religious instruction was given a statutory place within such schools. The Catholic Church retained control over its own system of voluntary maintained schools, initially receiving only 65% of capital funding; however all grant-aided schools in Northern Ireland are now eligible for full funding of running costs and capital development. This paper highlights the emergence of a small number of integrated schools since the 1980s. Catholic and Protestant parents have come together as the impetus for these schools and this presents an implicit challenge to the status quo of church involvement in the management and control of schools. In practical terms the integrated schools have had to develop more inclusive arrangements for religious education, and legislation that permits existing schools to 'transform' into integrated schools also presents new challenges for the society as a whole. 相似文献
6.
Roberta C. Clare 《Religious education (Chicago, Ill.)》2013,108(3):368-389
Pluralism presents faith communities with the challenge of continuity and discontinuity in relation to the community's tradition. The educational question becomes: How do we initiate persons into the tradition of the faith community so that they will function as agents who can extend the tradition in creative ways in changing contexts? Play is one area of human activity that is concerned with what is and what might be. This paper explores the nature of the pretend play of young children, especially its “as‐if'” and “what‐if” dimensions. It suggests possibilities for using play in the education of children and adults. 相似文献
7.
Gwen Dunn 《Learning, Media and Technology》1980,6(2):47-52
This paper, from the 1979 Conference, ‘Television In Society’ begins by defining the educational process as one of persisting, despite initial failures, to acquire understanding or mastery, and underlining the uniqueness of each individual learner. The author reports on the results of a one‐year study of the viewing habits of pre‐school children. Little ‘rising fives’ are such heavy viewers that they must feel a sense of loss when school attendance deprives them of ‘their’ television, perhaps the most valuable ‘child‐minder’ of all. Television delights these veteran under‐five viewers and provides an aid that parents and teachers can welcome; it also seems to stimulate little or no ‘participation’ and to inhibit language skills. Older children are also voracious viewers, but the author's experience suggests that television does not of itself inhibit reading and that to blame violent behaviour on viewing of violence is humbug. In conclusion it is suggested that educators are as yet failing to recognize the paramount importance of television in children's lives: there is an urgent need for education to acknowledge this in its curricula and for children (and adults) to find out more about how television is created. The Educational Television Association could play an important role here. 相似文献
8.
《Critical Studies in Education》2013,54(2):171-184
This paper presents the results of an interview study of 104 12‐year old children. The aim was to learn more about how children use the Internet, what they find negative on the Internet and what coping strategies they use. The media debate seems to display consensus regarding what threats the Internet poses to young people. However, this study shows a discrepancy between children's and adults' views on this subject. The children in the study handle the drawbacks of the Internet well, but they do not discuss this with adults. The study does not paint a picture of naïve children, unable to see actual threats, but of responsible people aware of the threats that exist in their digital environment and with developed methods to avoid such threats. 相似文献
9.
10.
This study examined how children's intuitions and informants’ expertise influence children's trust in informants’ claims. Three‐ to 8‐year‐olds (N = 192) watched videos in which experts (animal/biology experts or artifact/physics experts) made either intuitively plausible or counterintuitive claims about obscure animals or artifacts. Claims fell either within or beyond experts’ domains of expertise. Children of all ages were more trusting of claims made by informants with relevant, as opposed to irrelevant, expertise. Children also showed greater acceptance of intuitive rather than counterintuitive claims, a differentiation that increased with age as they developed firmer intuitions about what can ordinarily happen. In summary, children's trust in testimony depends on whether informants have the relevant expertise as well as on children's own developing intuitions. 相似文献
11.
Sally Peters 《International Journal of Early Years Education》1998,6(1):49-58
This article presents the findings of two studies that were designed to improve young children's number knowledge through the use of mathematical games. The first study, with 5‐year‐old children (N = 55), involved parents coming into the classroom to play games with small groups of children. The second study, with 7‐year‐old children (N = 128), explored several ways of incorporating games into school mathematics programmes, including parents playing games with the children. Individual task‐based interviews were used to gather data on the children's number knowledge, and detailed observations were made of selected children's experiences during their normal mathematics lessons and while they were playing the mathematical games. The results showed that games appeared to be most effective as a way of enhancing children's learning when a sensitive adult was available to support and extend the children's learning as they played. The factors that appear to be important when involving parents in games sessions at school are discussed. 相似文献
12.
H. L. Elvin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):93-94
This paper presents results from the Assessment of Performance Unit (APU) science surveys which relate directly to Northern Ireland and shows that both the performance on the APU tests and uptake of science subjects for 15‐year‐old pupils from Northern Ireland was worse than those of their English contemporaries. These differences were present throughout the ability range for boys and are extremely large for those pupils studying less than eight O‐levels (i.e. mainly those pupils attending secondary intermediate schools in Northern Ireland). 相似文献
13.
Margaret Reynolds Dermot McCartan Damian Knipe 《International Journal of Inclusive Education》2013,17(4):403-414
In 1997, the Department of Education for Northern Ireland made the decision to mainstream Traveller children into secondary schools including those in West Belfast. Before then, Traveller children over 11 years of age remained in a dedicated school for all Traveller children of school age living within the catchment area of West Belfast. This paper presents the findings of a small‐scale research project that examined the experiences of Traveller children attending two West Belfast secondary schools which have integrated Traveller children into mainstream education since 1997. It also discusses ramifications of mainstreaming for Traveller parents in West Belfast. The project focused particularly on the following: the attitudes of Traveller children to mainstreaming and inclusion at secondary level; the possibilities mainstreaming offers for furthering the inclusion of Travellers into the community at large; and the perceptions of Traveller parents in West Belfast to mainstreaming in secondary schools. 相似文献
14.
Marion Colledge 《Literacy》2005,39(1):24-30
This article presents findings from a one‐year study of several Bengali‐speaking children aged 5–6 years, in their first year of the English school system. The investigation centres on exploration of the children's responses, principally to the visual text, of a selection of narrative picture books used in their school. The aim was to collect children's responses to characters and visual features, and to see what narratives the children made from the picture books. The children, some of whom were relatively experienced viewers and narrators of picture‐book stories, produced varied responses to character and décor. The article suggests that the books formed a bridge between the known and the culturally unfamiliar, giving the children access to an understanding of scenes from types of homes other than their own. The author asserts the need to welcome children's versions of stories and their interpretation of pictures, and to allow them the opportunity to re‐read picture books many times. 相似文献
15.
谢鹏鹏 《湖南广播电视大学学报》2013,(4):65-68
泛滥的“最中国”城市评选,催生了轰轰烈烈的电视城市形象广告“秀”。电视城市形象广告正以其独有的魅力绽放在中国广告之林。然而,如何从大同小异的电视城市形象广告中脱颖而出？如何形成自己的城市定位？如何利用媒介的整合扩大宣传力度？如何将电视城市形象广告的文化价值与经济价值有机结合？对炙手可热的中国电视城市形象广告“秀”进行冷静的思索是十分必要的。 相似文献
16.
Anita Prunty 《Irish Educational Studies》2013,32(1):23-44
The concept of children's rights evolved during the 1980s giving prominence to the role of children as active participants in the construction of their lives. The rhetoric of children's rights has emerged as an important consideration in all policy and practice relating to children. Implementation of children's rights in practice is necessary to maximise their potential to improve the lives of children. This paper presents an argument for the importance of giving meaning to the implementation of children's rights in the Individual Education Plan (IEP) process for pupils with autistic spectrum disorder (ASD) in Ireland. The study, on which this paper is based, was conducted in two stages using both qualitative and quantitative approaches. The first stage focused on the development of a set of indicators for the IEP process based on a children's rights framework and informed by the perspectives of children, parents and teachers, alongside the literature on best practice on IEPs. In the second stage, a survey questionnaire was designed, based on the children's rights indicators, to evaluate current IEP practice in Ireland for pupils with autistic spectrum disorder. This article outlines the development of a set of indicators for the IEP process. It also presents findings of the survey which evaluates current practice in relation to the IEP process for pupils with ASD in Ireland. The article focuses specifically on Article 3(1) of the United Nations Convention on the Rights of the Child (UNCRC) which stipulates that in all actions concerning children, ‘the best interests of the child shall be a primary consideration’. 相似文献
17.
The article focuses upon a small‐scale research project undertaken in a Northern Ireland secondary school. Using a questionnaire, the article explores the views of a sample of young people from four European countries who are enrolled at the school, regarding the school's inclusive policy and associated practices. In recent years, Northern Ireland has experienced a significant increase in the number of migrant families that have settled in the province; this has presented schools with a challenge as to how their policies on inclusion are capable of embracing the needs of students with different cultural experiences and expectations. It is apparent that the school has made a considerable investment to provide a positive experience for these students. Likewise, it is evident that there are both financial and staff development implications associated with creating an inclusive school culture. 相似文献
18.
Keith C. Barton 《比较教育学》2001,37(1):89-106
This research reports the results of two studies of young children's historical thinking, one conducted in Northern Ireland and one in the USA. In both countries, primary/elementary students learn about history in a variety of settings, including not only schools but also family conversations, historic sites and the media. The differing nature of historical representations in the two countries, however, leads students to contrasting conclusions about the purpose of learning about the past: in the USA, students emphasise that history is important so that they will know about the origin of their country and their own place within it, while in Northern Ireland students describe the purpose of history as being to learn about those who are different from themselves. In both countries, such comparative evidence about children's thinking provides educators with the opportunity to consider how they can build on and extend students' understanding of history. 相似文献
19.
Joanne Hughes 《British Educational Research Journal》2011,37(5):829-850
In Northern Ireland, where the majority of children are educated at schools attended mainly by coreligionists, the debate concerning the role of schools in perpetuating intergroup hostilities has recently been reignited. Against questions regarding the efficacy of community relations policy in education, the research reported in this paper employs qualitative methods to examine social identity and intergroup attitudes amongst children attending a state controlled Protestant school and the school's response to dealing with issues of diversity and difference. Findings suggest a relationship between ethnic isolation experienced by children and negative intergroup social attitudes and the discussion focuses on issues germane to the separateness of the school that are likely to contribute to strong ‘own’ group bias, stereotyping and prejudice. The implication of the school's separate status for its engagement with a policy framework for relationship building is also considered. The paper concludes with some policy reflections that are likely to have resonance beyond Northern Ireland. 相似文献
20.
Young Children's Self‐Concepts Include Representations of Abstract Traits and the Global Self 
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下载免费PDF全文 There is debate about the abstractness of young children's self‐concepts—specifically, whether they include representations of (a) general traits and abilities and (b) the global self. Four studies (N = 176 children aged 4–7) suggested these representations are indeed part of early self‐concepts. Studies 1 and 2 reexamined prior evidence that young children cannot represent traits and abilities. The results suggested that children's seemingly immature judgments in previous studies were due to peculiarities of the task context not the inadequacy of children's self‐concepts. Similarly, Studies 3 and 4 revealed that, contrary to claims of immaturity in reasoning about the global self, young children update their global self‐evaluations in flexible, context‐sensitive ways. This evidence suggests continuity in the structure of self‐concepts across childhood. 相似文献