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Christopher F. McCormack 《History of education》2018,47(3):303-320
Historians have observed that the period 1860–1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod – General Synod, Diocesan Synods, Boards of Education and Education Committees – was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The ‘art’ of the title refers to Synod’s adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod’s role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography. 相似文献
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O. McCormack J. O'Flaherty B. O'Reilly J. Liston 《British Educational Research Journal》2019,45(1):161-180
This article problematises the place of religion within publicly managed Education and Training Board (ETB) schools in the Republic of Ireland. The study draws on interview data from 43 school personnel across 18 ETB second-level schools, as well as eight interviews with ETB Education/Chief Executive Officers. Having established the legal and historical contexts, the place of religion is explored from the perspective of school life and prescribed curriculum. Across the 18 schools, the prescribed curriculum for Religious Education did not take the form of ‘faith formation’. Rather, focus was placed on exploring all world religions. However, this compares with the role of religion within the life of the school; 14 of the 18 participating schools had religious dimensions as part of school life. Half of these schools (n = 7) were Designated Community Colleges, while the remainder were Non-Designated (n = 7). The religious dimension was always Catholic in nature. Bar a few exceptions, the role of religion within the life of the school remained largely unquestioned by school personnel. The article explores the findings in light of the legislative and historical contexts. 相似文献
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M. McCormack 《British Educational Research Journal》2011,37(2):337-353
English schools have traditionally been institutions with high levels of homophobia. This is attributed to the need that heterosexual boys have to maintain a heteromasculine identity. However, by drawing on 44 in‐depth interviews and 12 months of participant observation across three sixth forms, I detail the ways in which homophobia holds little cultural sway with the heterosexual male students in these settings. Here, the majority of students intellectualise pro‐gay attitudes, maintain friendships with openly gay students and are physically tactile with each other. Homophobic discourse is rarely heard and it is even stigmatised in two of the settings. Homosexually‐themed language that I call ‘gay discourse’ replaces it. This discourse maintains socio‐negative effect, but it is also used by openly gay students to bond with their heterosexual peers. Accordingly, this research shows that cultural homophobia maintains less significance than has been documented in previous studies. 相似文献
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This article examines the effectiveness of a facilitated group mentoring program for university women. Content analysis across existing sources of data (questionnaires, a focus group, and interviews), collected over the five years of the program’s operation (1999–2003), suggested the program helped women to develop three ways of knowing—‘knowing why’, ‘knowing how’, and ‘knowing whom’—which contribute to enhanced career outcomes. Drawing on the experiences of the women in the case study program at the University of Canberra, and the career competencies literature, the article provides a framework for exploring the career outcomes of mentoring programs for both women and men. 相似文献
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Coralie McCormack 《Assessment & Evaluation in Higher Education》2005,30(5):463-476
Conversations about student evaluation of teaching are longstanding. Ethical principles in university teaching have been suggested. However, conversations that bring together the topics of ethics, teaching and student evaluation of that teaching are rare. New expectations in relation to the evaluation of teaching, for example, expectations about the role of evaluation of teaching in promotion and probation and about the public availability of student evaluation results on institution web sites, require a reconceptualization of evaluation of teaching policies and practice at many Australian universities. It is timely then, to present the issues raised (privacy, consent, interpretation, authorship and ownership, and accessibility) and the guidelines for practice that emerged from a series of conversations begun with a focus on the ethics of online student evaluation of online teaching. The outcome of conversations, an ethical framework for student evaluation of teaching, suggests a set of values, principles and practices to guide both individuals and institutions in relation to student evaluation of teaching in these changing times. 相似文献
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Particular social aspects of the nature of science (NOS), such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials, are scarce. The key aims of this article are to (a) synthesize perspectives from the literature on economics of science (EOS), entrepreneurship, NOS, and science education in order to have a better understanding of how science works in society and (b) illustrate how such a synthesis can be incorporated in the practice of science education. The main objectives of this article are to (1) argue for the role and inclusion of EOS and entrepreneurship in NOS and re-define entrepreneurship in the NOS context; (2) explore the issues emerging in the “financial systems” of the Family Resemblance Approach (FRA) to NOS and propose the inclusion of contemporary aspects of science, such as EOS and entrepreneurship, into NOS; (3) conceptualize NOS, EOS, and entrepreneurship in a conceptual framework to explain how science works in the society; and (4) transform the theoretical knowledge of how science operates in society into practical applications for science teaching and learning. The conceptual framework that we propose illustrates the links between State, Academia, Market and Industry (the SAMI cycle framework). We suggest practical lesson activities to clarify how the theoretical discussions on the SAMI cycle framework can be useful and relevant for classroom practice. In this article, science refers to physics, chemistry, and biology. However, we also recommend an application of this framework to other sciences to reveal their social-institutional side. 相似文献
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An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools 总被引：1，自引：0，他引：1
As part of an undergraduate concurrent initial teacher education programme pre-service teachers participate in an education module consisting of a number of workshops relating to the integration of development education active learning methodologies into their teaching. Following completion of the module, pre-service teachers participate in a 12-week teaching practice placement. This study, based on questionnaires and focus group data, was conducted following their return from teaching practice and examines their attitudes towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so. As they begin their teaching career, the integration of development education is not viewed as a major priority for these pre-service teachers. 相似文献
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During the high school years, most young people in the United States receive school-based sexuality education, but there is little research on what they want to know about sex and sexuality but may be afraid to ask. This study is a content analysis of anonymous questions about sex (N = 645) asked by ninth-grade students from the greater Los Angeles area. A sample of predominantly lower-income and Latino/a students submitted anonymous questions before participating in sexuality education. Results show that young people are eager to understand how to use birth control and prevent pregnancy, have misinformation about sex and sexuality, and are misinformed on many topics. Results are discussed in light of what educators and others can do to help young people develop a safe, healthy sex life. 相似文献