Fundamental Problems in Education in Mexico     

George I. Sánchez 《The Educational forum》2013,77(4):321-327

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Adding without Contradiction: The Challenge of Opening Up Interracial Dialogue     

Aaron Castelán Cargile 《The Educational forum》2013,77(2):130-142

This article addresses the shifting educational priorities in the accountability era by examining states’ expressed and assessed educational goals in relation to those goals enjoying historical and popular support. The authors argue that curricular restriction in response to federally influenced educational priorities limits individual and social growth, concluding that the 2014 No Child Left Behind ultimatum provides a ready catalyst for reorienting educational priorities to address more holistic aims grounded in research from positive psychology.  相似文献   

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   

Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond     

Annie Ó Breacháin  Leah O'Toole 《Irish Educational Studies》2013,32(4):401-419

In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies.  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   

Needs,Interests, and Limitations for the Promotion of Health and Exercise by a Web Site for Sighted and Blind Elderly People: A Qualitative Exploratory Study     

Narcís Gusi  Josué Prieto  David Forte  Ignacio Gomez  José-Luis González-Guerrero 《Educational gerontology》2013,39(6):449-461

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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   

Caribbean and Central American women’s feminist inquiry through theater-based action research     

Rocío Sánchez Ares 《Educational Action Research》2013,21(4):529-544

Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I present two interrelated arguments. First, Latinas’ knowledge construction in multiple arenas counteracts gendered and racialized immigration discourses while leading to fundamental sociocultural transformations. Second, deeper epistemological rigor is needed in feminist action research to uphold Latin American women’s agency while countering pervasive discrimination.  相似文献