Teagasc na gaeilge san iarbunscoil     

Mairtín Ó Fathaigh 《Irish Educational Studies》2013,32(1):169-181

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A comparison of the cognitive demands made by the integrated science curriculum innovation project with those made by it's written examination for the intermediate certificate of education     

Mícheál Ó Maoldomhnaigh  Seán T Ó Bealáin 《Irish Educational Studies》2013,32(1):124-133

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The impact of an Irish‐medium education option in initial teacher training on a third level institution     

Seán MacCorraidh 《Irish Educational Studies》2013,32(1):17-34

Abstract

This paper is based on a small‐scale study carried out to evaluate the change situation that arose in a Belfast third level institution with the introduction of an Irish‐medium option in initial teacher training within the BEd degree in 1996. Data were collected from stakeholders by way of questionnaire and semi‐structured interviews with a focus on four aspects. The first of those aspects was the change's impact on the institution. Stakeholders’ perceptions of the change was the second aspect and included academic staff, management, students taking the Irish‐medium option and head‐teachers in Irish‐medium schools. The third aspect was the way in which the academic staff coped with the change situation and the fourth was the likely future of the provision. The paper reports on recommendations around both the use of a second language as a teaching medium in teacher training and striking a balance between subject‐content and language teaching in teacher training for Irish‐medium education.  相似文献   

Modern foreign language learning and European citizenship in the Irish context     

Máirín Hennebry 《Irish Educational Studies》2013,32(1):83-112

This paper presents some of the findings of a study investigating young people's attitudes towards Europe and the European Union and their self-reported learning about European citizenship in Ireland. The paper considers adolescents’ attitudes and motivations for language learning in light of recent literature arguing for the role of modern foreign language instruction in the teaching of European citizenship. Findings based on the results of a knowledge test regarding the rights and opportunities offered through European citizenship are also included. Data provide evidence that Irish students possess more knowledge than their counterparts in England, Spain and France on the subject, while showing more positive attitudes than other students. The paper considers the contribution of modern foreign language teaching to this knowledge and their positive attitudes, drawing some possible inferences for other European member states.  相似文献   

The Co-residence of Elderly People with Their Children and Grandchildren     

José Miguel Latorre Postigo  Rigoberto López Honrubia 《Educational gerontology》2013,39(4):330-349

As a result of the increase in life expectancy in Western societies, the need for elderly people to live with their families (coresidence) is on the rise. The main objectives of this study were to determine the social perception of the advantages and drawbacks of coresidence with elderly people and establish the differences in this perception amongst the coresiding generations. A 20-item scale (Likert-type) was developed to determine beliefs on coresidence. A total of 414 subjects from three generations (207 young people, 146 adults and 61 elderly people) from 207 different families took part in the study. Results: the factorial analysis of the scale entitled “assessment conflict in coresidence with elderly people” (ACE) shows five factors that, together, account for 47.5% of the total variance. The results indicate that there are both positive and negative beliefs, although negative beliefs are the most prevalent. The most prominent positive belief was that the grandparents help to look after their grandchildren. Problems derived from living together and the lack of space were among the negative beliefs. The perception of coresidence with elderly people varied among the generations, and two different patterns were observed regarding the degree of agreement with the statements. In one pattern, the level of agreement gradually increased from the grandchildren generation to the grandparent generation. In the other in two generations, it was similar, and in the third it was different. In general, the parent generation (adults) had the most negative perception of coresidence with elderly people.  相似文献   

Reasons for Older Adult Participation in University Programs in Spain     

Feliciano Villar  Carme Triadó  Sacramento Pinazo  Montserrat Celdrán  Carme Solé 《Educational gerontology》2013,39(3):244-259

This study examined the reasons expressed by older adults for attending a university program in Barcelona (Spain). Results were based on the responses of 36 elders to questions from a semistructured interview. These were (a) reasons for joining a university course and (b) factors that prevent enrolling in that course. Participants mentioned more expressive than instrumental reasons for participating in a university program. Most mentioned barriers to entering university that were lack of interest, lack of self-confidence, health problems, and limited information. These results are discussed in the context of new strategies to improve university courses aimed at the elderly.  相似文献   

The sociology of disability and inclusive education: a tribute to Len Barton     

Dóra S. Bjarnason 《International Studies in Sociology of Education》2013,23(4):383-389

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Learning about democracy at school: an action research project in early childhood education     

Concepción Sánchez-Blanco 《Educational Action Research》2013,21(4):514-528

This article examines part of an action research project carried out in a Spanish public school. We explain the complex reality of an early childhood education classroom. Focusing on early childhood education, the project was developed in collaboration with a teacher from one of the classrooms of four year olds. Several of the children in the class have serious behaviour problems. The teacher (Lucía) is very concerned because they take their anger and frustration out on objects, classmates and adults by hitting them. She has a lot of difficulty working with these problem children. This research work deals with transforming the practices of the researcher, the pupils and the teacher. One of the first critical challenges was to turn classroom discussions into opportunities for addressing the injustices that the children experience daily. Teaching should serve to empower children. Programmed classroom discussions can be a place where pupils are given the chance to speak out about conflicts, and where important decisions are made to address them.  相似文献   

Comprehensiveness and diversity in secondary compulsory education in andalusia: an unresolved challenge     

Ángel Pérez ómez  Miguel Sola FernÁndez  Javier Barquín Ruiz  Nieves Blanco  Encarnación Soto Gómez 《Educational Action Research》2013,21(4):473-492

This article outlines the contradictions and challenges of introducing comprehensive, compulsory education in Andalusia for students up to the age of 16. Following a documenting of the developments, it is argued that while the intention was for a significant, planned reform, it is better characterised as one that is, at best, an improvisation. The article discusses the continuing difficulties that may be attributed to a number of policies of the Conservative government of the day, which allowed the development of two systems of education that were not grounded in concepts of equity and social justice to evolve. The work of John Elliott has been acknowledged as an important influence upon the inquiry that was undertaken and the subsequent analysis of its results. Thus, not only are the results of an action-orientated study reported here, but also there is an extensive set of guiding principles that could enable the reform to be truly actualised.  相似文献   

Projects in a sixth‐grade classroom: entering a bumpy but promising road     

Ana Manuela López  Aurora Lacueva 《Educational Action Research》2013,21(2):163-185

In this article the possibility of developing authentic project work in a sixth‐grade classroom of a Venezuelan school is explored, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. Data were collected via teacher researcher, co‐researcher and student journals, and also by means of audio and video recordings, interviews with students, and compilation of classroom products. Data were interpreted using a narrative presentation and also applying five categories, only one of which is analyzed in this paper. Results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made. Additionally, communication should have departed more from mere repetition, although some teams were able to try more formative approaches. It was corroborated that school facilities must be improved in order to promote better project work. AR proved fruitful as a way to produce changes and generate practical and reflexive contributions.  相似文献