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1.
《British Journal of Educational Studies》2012,60(4):388-401
Abstract This paper discusses some aspects of foreign language learning within the divided school system of Northern Ireland. It is argued that an improvement of foreign language learning must be seen in a socio‐cultural context whereby a change in attitudes to languages in general, including Irish, may lead not only to a balanced interest among girls and boys in the language classroom, but also to a more tolerant approach to the cultural differences among the Catholic and Protestant communities. 相似文献
2.
In this paper we respond to Staver’s article (this issue) on an attempt to resolve the discord between science and religion.
Most specifically, we comment on Staver’s downplaying of difference between Catholics and Protestants in order to focus on
the religion-science question. It is our experience that to be born into one or other of these traditions in some parts of
the world (especially Northern Ireland) resulted in starkly contrasting opportunities, identities and practices in becoming
and being science educators. The paper starts with a short contextual background to the impact of religion on schooling and
higher education in Northern Ireland. We then explore the lives and careers of three science/religious educators in Northern
Ireland: Catholic (Jim) and Protestant (Ivor) males who are contemporaries and whose experience spans pre-Troubles to post-conflict
and a Catholic female (Colette) who moved to Northern Ireland during the Troubles as a teenager. Finally, we discuss the situation
regarding the teaching of creationism and evolution in Northern Ireland—an issue has recently generated high public interest.
The Chair of the Education Committee of the Northern Ireland Assembly recently stated that “creationism is not for the RE
class because I believe that it can stand scientific scrutiny and that is a debate which I am quite happy to encourage and
be part of…” (News Letter 2008). It could be the case that the evolution debate is being fuelled as a deliberate attempt to undermine some of the post-conflict
collaboration projects between schools and communities in Northern Ireland. 相似文献
3.
《Journal of moral education》2012,41(1):59-65
Abstract One thousand and seventy‐nine pupils aged between 13 and 16 years, from years three through five of Protestant and Catholic secondary schools in Northern Ireland, completed a survey of moral issues, together with a scale of attitude towards Christianity and a range of indices of religious behaviour. These data are employed to develop and to establish criteria of reliability and validity for a scale of traditional Christain moral values. Tentative scale norms indicate that pupils in Catholic schools hold more strongly to traditional moral values than pupils in Protestant schools, that girls hold more strongly to traditional moral values than boys, and that the acceptance of traditional moral values declines between the third and fifth years of the secondary school. 相似文献
4.
《Journal of Education & Work》2012,25(3):69-77
Abstract Sometimes what is taught or, crucially, not taught exerts a continuing influence on job chances. This paper reports the results of an investigation of one instance of this where, broadly speaking, deficiencies in mechanical knowledge seem to have been instrumental in determining job chances for Catholic and Protestant boys wishing to be craft and engineering apprentices. The paper also becomes an investigation of ways of reducing adverse impact in the selection of apprentices in Northern Ireland. 相似文献
5.
A sample of 1584 pupils between the ages of 14 and 16 years, attending Year 9, Year 10 and Year 11 classes within Protestant and Catholic grammar schools in Northern Ireland completed indices of attitude towards Christianity, attitude towards science, creationism and scientism. The data demonstrate that the apparent independence of attitude towards science and attitude towards Christianity is transformed into a positive relationship after taking into account individual differences in scientism and creationism. 相似文献
6.
This paper describes the development of a new measure of attitude towards science for use among secondary school pupils which operationalises the affective attitudinal domain. Item selection, the internal structure and reliability of the scale, content validity and construct validity were established on a sample of 2129 pupils in the third, fourth, fifth and lower sixth years of Protestant and Catholic grammar schools in Northern Ireland. Scale norms demonstrate that males record a more positive attitude towards science than females, and that younger pupils record a more positive attitude towards science than older pupils. 相似文献
7.
The movement for the higher education of women in Ireland in the nineteenth century has traditionally been viewed as a Protestant initiative. Scholarship suggests that the Irish campaign developed along the same lines as the English movement, gaining from and growing out of the English advances. Leading Protestant schools for girls have been viewed as the driving force behind the concessions afforded Irish women. This paper challenges this assumption, suggesting that contemporaneous developments in Ireland were driven not by neighbouring reforms but by denominational tensions. The role played by the Catholic teaching orders during the nineteenth century cannot be overlooked. Although initially conservative in their approach to educational provision for girls, the Catholic teaching orders – the Dominican, Loreto and Ursuline orders in particular – were key players and stakeholders in women’s higher education in the latter half of the nineteenth century. This paper explores the objectives of the pioneers of Protestant and Catholic female education, examining the relative influence of the Church of Ireland and the Catholic Church. It explores the possibility that the movement for the higher education of Irish women found its impetus not in gender equality, but in denominational rivalry. 相似文献
8.
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
9.
Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc. 相似文献
10.
This is a study of the abortive attempt by the direct rule Conservative government in the early 1980s to impose unity on the diversity of initial teacher education (ITE) provision in Northern Ireland (NI) through the work of the NI Higher Education Review Group, chaired by Sir Henry Chilver. Harnessing hitherto untapped archives, it shows how government was forced to bow to the divergent views and religious interests of Northern Ireland the society. This realpolitik was to produce a much less radical shake-up of ITE activity while leaving the Catholic sector essentially intact. The paper demonstrates the relevance of historical factors, the risks inherent in the failure to establish representative review bodies and the power and political adroitness of the Catholic Church at a critical juncture. The authors conclude that, in the political and social context of the 1980s, Chilver represented ‘a bridge too far’. 相似文献
11.
Jean McNiff 《Irish Educational Studies》2013,32(1):139-150
Abstract This paper attempts to assess policy making for special educational needs in Northern Ireland (NI) from the reform in 1996 of procedures for the identification of pupils with disabilities to current proposals for the reform of procedures for the selection of pupils for secondary education. The reports of Dyson (DENI, 1998b) and Bums (DENI, 2001a), focussing respectively and exclusively upon provisions for disabilities and abilities, are proposed as defining events in a period during which significant advances towards a more inclusive education provision coincided with disparate and fragmented policies for special educational needs. Drawing upon policy documents, regional reports and statistical evidence, the paper attempts to assess progress towards the inclusion for pupils with special educational needs in NI and to gauge government intentions to encourage greater inclusion for such pupils. 相似文献
12.
Leanne Henderson 《British Educational Research Journal》2020,46(5):1131-1151
The principles of school choice and diverse provision underpin transition to secondary education in a majority of countries. This article focuses on the potential for structural diversity to constrain rather than promote choice. Although intended to improve equity in access and quality of provision, choice-based systems serve to homogenise school intakes and magnify attainment differences between schools. School choice decisions become high-stakes in such contexts, because eventual school placements influence the future character of children’s schooling. In Northern Ireland, existing community divisions are reflected in the available school types, with a majority of places at either Catholic or de facto Protestant schools, and only a small number at Integrated schools. This results in high levels of homogenisation along community lines. In addition, the provision of separate grammar and non-grammar schools means that intakes are also academically stratified, resulting in the extreme between-school attainment differences characteristic of systems arranged in this way. Drawing on documentary evidence and a survey of transition-age children, this research discusses how school choice within structurally complex systems can be constrained. The main focus is on how children’s education rights, as set down in the United Nations Convention on the Rights of the Child, are placed at risk by the interaction of system-level divisions. It concludes that school choice arrangements in Northern Ireland do not operate in compliance with children’s education rights when tested against each of the requirements set out in Tomasevski’s 4-As scheme, namely that education provision must be available, accessible, acceptable and adaptable. 相似文献
13.
Northern Ireland has achieved political stability and its devolved government is now tackling public policy issues neglected during periods of sectarian violence. Notwithstanding the prevailing political optimism, one legacy of the conflict is a deeply divided society. This is particularly manifest in the education system where around 90% of children attend either state (controlled) schools (de facto Protestant) or Catholic (maintained) schools, with integrated schools accounting for less than 6% of the school population. In an attempt to address this duplication of services, in the context of 85,000 empty desks, external funders have piloted an initiative entitled The Shared Education Programme (SEP) where schools working in cross‐community partnerships deliver shared classes and activities in order to improve education outcomes. This paper attempts to: quantify the educational returns for pupils participating in the SEP; articulate the qualitative reconciliation benefits from the perspective of teachers, parents and pupils; and, locate the findings of the research in the ongoing policy debate about restructuring education provision in Northern Ireland at a time of budget retrenchment and declining school rolls. 相似文献
14.
This article will describe an in-school intervention project that used female role models to change the attitudes of 964 Iowa girls and boys in 57 ninth-grade science classes toward science, math, and technical curricula and careers. The differences between the students' mean pretest and posttest scores on each of six factors found to be associated with students' attitudes toward science and math and technical careers were analyzed to determine which of five experimental groups responded most positively to the intervention. Higher difference scores indicated that the attitudes of girls and boys who participated in the intervention improved more than the attitudes of girls and boys in the control groups, suggesting that the use of female role models in the science classroom is an effective way to change students' attitudes toward science, math, and related careers. 相似文献
15.
Frank Ventura 《International Journal of Science Education》2013,35(4):445-461
Drawing on a number of studies, this paper explores gender differentials in the choice of science subjects at secondary school level, factors influencing choice, differences in achievement and recruitment to science courses at a higher level in the particular educational context of the Maltese Islands. In this context all secondary schools are single‐sex, the state system is highly centralized, selection and streaming are widely practised, a high proportion of students (25%) attend private schools, and physics is compulsory. The results show that: more girls than boys study physics and biology at the lower secondary level (ages 11‐16); more boys study chemistry; achievement at this level is on a par in biology and chemistry; girls achieve slightly lower in physics. At the upper secondary level (ages 16‐18), almost equal numbers of boys and girls study biology and chemistry but boys predominate in physics. Girls avoid the option of physics and mathematics, a popular choice with boys. Consequently, at tertiary level very few girls opt for courses in engineering and prefer to subscribe to courses relating to medicine. 相似文献
16.
Berit Skog 《Scandinavian Journal of Educational Research》2013,57(3):201-211
Abstract The reasons why girls avoid science subjects were studied by comparing three groups of girls and three groups of boys in the Norwegian secondary school who opted for physics, biology/chemistry and non‐science subjects, respectively. On the basis of documented data on their level of attainment in science subjects, and questionnaire data on confidence in science achievement, attitudes towards the sciences and job priorities, the “hard’ science girls proved to be more confident and laid more stress upon income and leadership than the other groups of girls. No differences between the groups’ attitudes towards science were found. The ‘hard’ science group of girls performed better than the boys in the science subjects and they stressed the importance of income in their future job as much as did the boys. These findings suggest that girls make rational educational choices based on their perception of their own aptitude for science and on their future occupational plans. 相似文献
17.
Ian F. Pyper 《Higher Education Quarterly》1998,52(4):365-377
Most studies of higher education participation rates have been primarily concerned with the numbers of full-time students most of whom have progressed into higher education soon after leaving secondary school or full-time further education. This paper seeks to compare part-time provision and participation levels in Northern Ireland with that in other parts of the UK. The pattern which emerges is that part-time participation rates in Northern Ireland do not appear markedly different to those in other parts of the UK. However there are distinctive features in the pattern of provision. Compared with Scotland, a much higher proportion of part-time HE in Northern Ireland takes place within the universities. It is argued that these differences should be considered when examining options for tackling the under-supply of HE places in Northern Ireland which are identified in the Northern Ireland Appendix to the Dearing Report. 相似文献
18.
Leslie J. Francis Mandy Robbins Christopher Alan Lewis L. Philip Barnes Tania ap Siôn 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):431-436
Background Northern Ireland is a province that remains deeply divided between Protestants and Catholics and maintains a segregated system of schools. Purpose The research builds on a series of studies conducted in the 1960s, 1970s and 1980s to monitor the attitude toward Christianity of males and females educated in Protestant and Catholic schools. Sample A sample of 2359 16- to 18-year-old pupils attending Catholic and Protestant schools in Northern Ireland. Design and methods A random sample of seven Protestant and nine Catholic schools invited all pupils attending their lower and upper sixth-form classes to participate in the survey and to complete the Francis scale of attitude toward Christianity. Results The data demonstrate that, while males attending Catholic schools maintained a more positive attitude towards Christianity than males attending Protestant schools, females attending Catholic schools reported a less positive attitude toward Christianity than females attending Protestant schools. These findings are compared with studies conducted during the 1970s and 1980s when both males and females attending Catholic schools recorded a more positive attitude toward Christianity than their peers attending Protestant schools. Conclusions Repeated cross-sectional studies of this nature help to profile the changing religious climate of Northern Ireland. 相似文献
19.
Peter Daly 《School Effectiveness & School Improvement》2013,24(4):367-379
This paper is offered as a contribution to a debate about the public accountability of church‐affiliated schools grant‐aided by the state. The paper provides an account of two parallel secondary school systems in Northern Ireland, popularly described as ‘Catholic’ and ‘Protestant’, in effectiveness terms. The outcome measure is academic performance in public examinations taken by pupils at the end of the period of statutory schooling. The paper extends earlier work of the author by focusing on Catholic schools in the light of access to a second and more up‐to‐date data set and to recent Scottish findings. Having indicated ‘raw’ performance differences between the two sectors, a value‐added approach to performance measurement is presented. Doubt is cast on aspects of the received wisdom concerning the superior academic performance of Protestant‐educated pupils. 相似文献
20.
Education for Irish women and girls developed significantly in the period 1830–1910. During this time, formal state‐funded education systems were established in Ireland by the British government. Some of these systems included females from their inception and some attempted to exclude girls and women. This article charts the opening up of formal schooling and university to Irish girls and women, examining the points at which they were excluded, the alternative educational provision developed by Protestant women and Catholic religious, and the means whereby the case for female education was successfully made. Moving from the public/private paradigm which has dominated much of the discussion around women's education for the period in question, the article focuses on what was occurring in some political and social institutions of the period and identifies women's agency and autonomy within such institutions. Through ‘mapping’ this ground, the article notes women's success in gaining access to institutions previously dominated by men, and highlights areas that require sustained scrutiny by scholars. 相似文献