Privatization and ‘destatization’: school autonomy as the ‘Anglo neoliberalization’ of Irish education policy     

Craig Skerritt 《Irish Educational Studies》2019,38(2):263-279

Symbolic of the rise of neoliberal principles in Irish education policy, there is now a move towards advancing school autonomy and decentralizing decision-making to individual schools, possibly emulating the academy model that has become widespread in England. Increasing the freedom and independence of schools may involve using private actors to provide what has traditionally been the service of the state, but it will most definitely involve schools behaving more like private sector organizations. While some of the new powers that would be devolved to schools might seem attractive, especially in how they are presented at an official level, this paper highlights how features of autonomous schools that may initially seem appealing are, in practice, likely to be unsuited to the Irish context. In this regard, this paper advises that school autonomy should not be advanced in Ireland.  相似文献   

The role of principals in creating inclusive school environments: insights from community national schools in Ireland     

Daniel Faas  Aimee Smith  Merike Darmody 《School Leadership & Management》2018,38(4):457-473

This article seeks to provide an insight into the role of school principals dealing with newly multicultural and multi-faith student populations by drawing on a mixed-methods study on state-funded multi-denominational community national schools in Ireland. The study explores the extent to which school principals address the increasing social and cultural diversity in their schools by helping to establish inclusive and supportive school environments. The study identifies the main agents in shaping the school culture, and how the multi-denominational ethos is experienced by students. The article endeavours to provide academics and practitioners with a better understanding of the importance of leadership in shaping school climate that promotes a sense of belonging for all the students.  相似文献   

‘I never heard the word methodology’: personal accounts of teacher training in Ireland 1943–1980     

Brendan Walsh 《History of education》2017,46(3):366-383

This article examines the experiences of 27 retired secondary school teachers (respondents) who completed initial teacher education (ITE) courses between 1943 and 1980. The eldest respondent completed ITE in 1943 and the youngest in 1980. The timespan 1943–1980 is not purposeful but dependent on the cohort that volunteered to take part in the study. Twenty-one of the cohort completed ITE prior to 1970 and four between 1970 and 1979, while only two did so in the 1980s. Consequently, much of the data and discussion relates to the period between the mid-1940s and late 1970s – one not characterised by pedagogic innovation in ITE, or education generally, in Ireland as successive governments struggled with economic challenges, the most prescient of which are discussed later in this study. All universities offering post-primary ITE in Ireland during this period were attended by at least one of the cohort and collectively they taught in 17 of Ireland’s 26 counties, while one respondent taught for a time in Northern Ireland. The majority of the cohort (63%) taught in rural towns, 28% in urban towns or cities while 9% taught in rural locations. The diversity of school-type is noted, as is the year in which the respondent began teaching. The respondents’ experiences of ITE demonstrate negligible differences depending on geographical location. Twenty were female and seven male. The age range was 96 (Sr. Boniface) to 65 (Mike). All of the respondents were accorded anonymity. Based on oral testimony the study suggests that ITE offerings in this period were conservative and consensualist in nature, that the social changes that characterised Irish society in the 1960s failed to impact upon teacher education programmes but that, according to respondents, the last decade has seen significant changes in ITE and in the dispositions of those entering secondary school teaching.  相似文献   

近百年来中国对于叶芝的译介与接受     

王波 《温州职业技术学院学报》2011,11(1):71-74

从20世纪20年代至今,我国对于叶芝的译介已有近百年。在不同的时期,对于叶芝的译介有着不同的重点,叶芝也先后呈现着不同的面貌——民族主义的斗士、现代主义的旗手、全面性作家。不同时期对于叶芝译介的不同选择是译介者在译介过程中主体文化过滤的结果,这对于新文学文化身份的建构也具有重要的意义。  相似文献   

Mapping research in the field of special education on the island of Ireland since 2000          下载免费PDF全文

Joseph Travers  Rosie Savage  Cathal Butler  Margaret O'Donnell 《Journal of Research in Special Educational Needs》2018,18(2):94-102

This paper describes the process of building a database mapping research and policy in the field of special education on the island of Ireland from 2000 to 2013. The field of study includes special educational needs, disability and inclusion. The database contains 3188 references organised thematically and forms a source for researchers to access published and non‐published materials such as theses. Analysis of the database reveals areas of research strength in terms of the quantity of activity and other areas with little activity. Recommendations are offered based on this analysis.  相似文献   

Religious diversity in primary schools: reflections from the Republic of Ireland     

Daniel Faas  Merike Darmody  Beata Sokolowska 《British Journal of Religious Education》2016,38(1):83-98

Growing secularisation of the population and the arrival of new culturally and religiously diverse migrants are posing new challenges to schools in the Republic of Ireland (Ireland). These challenges are particularly acute in Irish primary schools, the majority of which are under Catholic patronage. Recent changes have necessitated an extensive consultation process about how to accommodate religious diversity and have resulted in some important policy changes. This article contributes to an ongoing debate about state-run denominational schools and the place of Religious Education in these. While set in the Irish context, the article is also relevant for educators and academics in other jurisdictions as it describes recent policy developments and steps taken in addressing cultural and religious diversity in schools.  相似文献   

浅谈英国的节日     

邢海玲 《河南广播电视大学学报》2004,17(1):64-65

了解英国的风俗习惯对英语专业的学生来说，是其更好地理解英国的政治、文化、人文的一个重要辅助手段。  相似文献   

Research Active Programme: A pilot inclusive research curriculum in higher education     

Nancy Salmon  Edurne García Iriarte  Emma Q. Burns 《International Journal of Research & Method in Education》2017,40(2):181-200

Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.  相似文献   

Education in Northern Ireland since the Good Friday Agreement: Kabuki theatre meets danse macabre     

John Gardner 《牛津教育评论》2016,42(3):346-361

Abstract

The Good Friday Agreement (1998) between the UK and Irish governments, and most of the political parties in Northern Ireland, heralded a significant step forward in securing peace and stability for this troubled region of the British Isles. From the new-found stability, the previous fits and starts of education reform were replaced by a determination for modernisation and innovation, infused with a new energy and momentum. This sense of purpose embraced a complex weave of ideas and ideals; all designed variously to smooth, celebrate and harness community differences for the collective good. Much progress has been made in the intervening years since 1998, particularly in political structures and relationships. However, the euphoria of the new dawn of the Agreement had barely begun to shape the future before entrenched ‘tribal’ tensions reproduced the same political and legislative impasses of former years and visited their all-too-familiar blight on the economic, cultural and educational landscapes. This paper focuses on two signature dimensions of education that have been sustained by this partisanship: segregation by religion and segregation by academic selection.  相似文献   

Understanding of proportion as embodied in the concept of fullness: An investigation into Bruner's “modes-of-representation-conflict hypothesis”     

Elizabeth P. McWhirter 《Contemporary educational psychology》1978,3(3):205-231

The present study replicates and extends an experiment by Bruner and Kenney (Bruner, J. S. American Psychologist, 1964, 19, 1–15; Beyond the information given, NY: Allen & Unwin, 1973;Bruner, J. S., Olver, R. R., & Greenfield, P. M. et al. (Eds.), Studies in cognitive growth, NY: Wiley, 1966). Children aged 5 to 11 were shown pairs of glasses containing water and were asked if one glass of each pair was fuller or emptier and to give the reason. Children aged 12 to 15 and adult subjects were subsequently included but asked to judge only fullness.The glasses differed in height, diameter, and water level and consequently in volume of water and volume of unfilled space, and in proportion full and proportion empty.It is shown that the Bruner experiment reveals weaknesses in design and procedure and focuses on the dichotomous sense of fullness rather than the partial dimension explored in the present study. Contrary to earlier findings the present results indicate that the child tends to think of fullness and emptiness in the same manner and that, far from the concept being mastered at age 11, it is still not completely understood in adulthood.By 11 years the child can cope with fractions and compare volumes, but at age 15 and in adulthood he is still not fully aware that he must not only estimate the volume of the container that is filled but also relate this volume to the total volume of the container and finally compare the two ratio measures obtained.The results are discussed in terms of Bruner's representation-conflict hypothesis, Clark's (Journal of Verbal Learning and Verbal Behvaior, 1971, 10, 266–275; Semantic development in language acquisition. Paper presented at the Third Child Language Research Forum, Stanford University, 1971; Journal of Verbal Learning and Verbal Behavior, 1972, 11, 750–758; Cognition, 1973, 2.2, 161–182; What's in a word? On the child's acquisition of semantics in his first language. In T. E. Moore (Ed.), Cognitive development and the acquisition of language. NY: Academic Press, 1973) semantic-feature theory and from a functional perspective. Follow-up research is outlined.  相似文献