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1.
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
2.
《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
3.
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
4.
The outbreak of violence in Northern Ireland in the late 1960s led to critical examination of the possible role of the denominationally divided education system in creating and sustaining community division. Since the early 1970s there have been a number of attempts to bring children from Catholic and Protestant backgrounds together. These have followed two major tracks, either the establishment of programmes which can operate within the denominationally segregated system (Education for Mutual Understanding) or the setting up of new integrated schools. Both approaches have moved though a number of phases but by the late 1980s both had become linked to official government policy. During the last 5 years the interaction of educational initiatives and political developments has led to considerable controversy and the resulting problems have created an uncertain future for both Education for Mutual Understanding and the planned integrated schools movement. 相似文献
5.
Alan Smith 《牛津教育评论》2013,39(4):559-575
A distinctive characteristic of the education system in Northern Ireland is that most Protestant and Catholic children attend separate schools. Following the partition of Ireland the Protestant Churches transferred their schools to the new state in return for full funding and representation in the management of state controlled schools and non-denominational religious instruction was given a statutory place within such schools. The Catholic Church retained control over its own system of voluntary maintained schools, initially receiving only 65% of capital funding; however all grant-aided schools in Northern Ireland are now eligible for full funding of running costs and capital development. This paper highlights the emergence of a small number of integrated schools since the 1980s. Catholic and Protestant parents have come together as the impetus for these schools and this presents an implicit challenge to the status quo of church involvement in the management and control of schools. In practical terms the integrated schools have had to develop more inclusive arrangements for religious education, and legislation that permits existing schools to 'transform' into integrated schools also presents new challenges for the society as a whole. 相似文献
6.
《Journal of Education & Work》2012,25(2):17-26
Abstract The 1992 Education Project Report of the Standing Advisory Committee on Human Rights draws attention to the imbalance in science and technology provision between Catholic and Protestant schools in Northern Ireland and to differences in the science curriculum experienced by boys and girls. The concern of the Commission is that differences in science provision may adversely impact upon the employment prospects of Catholics and girls in careers which require scientific skills and knowledge. This article argues that poor science provision adversely impacts upon a much wider range of careers, namely, all careers where entry is regulated through cognitive tests. The widely‐employed AH5 test is used to represent the selection test component of the selection procedure. For a representative 1‐in‐4 sample of all Northern Ireland lower sixth form pupils, and all sub‐samples thereof, it is demonstrated that, in a selection procedure involving the AH5 test, Catholic girls are most likely to be deselected. 相似文献
7.
Tony Gallagher 《牛津教育评论》2016,42(3):362-375
AbstractDuring the years of political violence in Northern Ireland many looked to schools to contribute to reconciliation. A variety of interventions were attempted throughout those years, but there was little evidence that any had produced systemic change. The peace process provided an opportunity for renewed efforts. This paper outlines the experience of a series of projects on 'shared education', or the establishment of collaborative networks of Protestant, Catholic and integrated schools in which teachers and pupils moved between schools to take classes and share experiences. The paper outlines the genesis of the idea and the research which helped inform the shape of the shared education project. The paper also outlines the corpus of research which has examined various aspects of shared education practice and lays out the emergent model which is helping to inform current government practice in Northern Ireland, and is being adopted in other jurisdictions. The paper concludes by looking at the prospects for real transformation of education in Northern Ireland. 相似文献
8.
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
9.
Leslie J. Francis David W. Lankshear Emma L. Eccles 《British Journal of Religious Education》2020,42(1):56-64
AbstractAs a consequence of the 1944 Education Act church schools were given the choice of opting for voluntary controlled status or for voluntary aided status. In voluntary aided status the Church had more control but carried greater costs. Within England and Wales this distinction is still maintained. This study measures the attitude toward Christianity of 4581 year 4, 5 and 6 students (8- to 11-years of age) attending 87 Church in Wales primary schools, and compares the responses of 1678 students attending controlled schools with the responses of 2903 students attending aided schools. After controlling for sex, age and frequency of church attendance, voluntary aided status is associated with a more positive attitude toward Christianity. In other words, aided status does make a difference to the attitudinal dimension of students’ religiosity. 相似文献
10.
Anita van Cuyck‐Remijssen Jaap Dronkers 《School Effectiveness & School Improvement》2013,24(3):211-220
Abstract This paper focuses on the influence of the sector of education (Catholic, Protestant and public) on the success of their pupils in tertiary education and on the labour market in the Netherlands. In the United States Coleman and Hoffer (1987) could hardly find any differences between the job prospects of pupils of private and public schools, but they did find effects of Catholic secondary education on success in tertiary education. In this study, which is based on longitudinal data of a nationally representative cohort of Dutch primary school leavers in 1965, an analogous comparison is made between the success in tertiary education and the job careers of the pupils who attended Dutch Catholic, Protestant or public secondary education. Differences are found between success in tertiary education and on the labour market of those who attended Catholic, Protestant or public Dutch schools. Pupils of public schools enter the university more often than pupils of private schools and pupils of Catholic schools enter the lower valued tertiary vocational education more often than pupils of Protestant or public schools. Significant effects of school sector were only found for those job characteristics which indicate the kind of job (sector of the job, nature of the job) but not for job characteristics which indicate the level of job. Especially pupils of Protestant schools less often have jobs in the administrative‐financial sector and the medical‐social sector than pupils of non‐Protestant schools. They also less often have jobs which have an exact or social nature. These differences in success in tertiary education and on the labour market are not systematically in favour of the private Catholic and Protestant schools. 相似文献
11.
Abstract Until April 1987 mentally handicapped children were legally excluded from education in Northern Ireland. Provision was made instead in special care schools administered by social services authorities. This contrasts with the position in the rest of the UK where all children have been educated in schools administered by education authorities since the early 1970s. A survey was conducted to investigate aspects of provision in special care schools. Comparative samples of special schools for children with mental handicap in England, and special schools for other categories of children with special needs in Northern Ireland were also surveyed. Results show that the special care school pupils were disadvantaged often seriously, compared with the other samples. Staffing ratios were inferior in most respects of provision. Other resources were often criticized by head teachers as inadequate. The special care school transport system was also shown to be seriously deficient, causing the length of the school day to be reduced for a very large proportion of pupils. The inadequacies identified impinged particularly on severely and profoundly handicapped pupils, despite earlier Government arguments that the interests of this group could be damaged in a transfer to education. Nearly one fifth of the special care school population were aged 19 and over, and nearly one third of the profoundly handicapped pupils were 19 or over. In many cases adults and children shared the same facilities. These results are compared and contrasted with Government documents which claimed parity of provision in special care schools and special schools in England, and which adopted a stated policy of normalization in the development of services for the mentally handicapped. 相似文献
12.
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
13.
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
14.
Cecilia Biaggi 《History of education》2020,49(3):379-397
ABSTRACT After the partition of Ireland, the newly established parliament in Belfast was given control over education. The unionist government, mainly representing the majoritarian Protestant population, embarked on a reform of the pre-existing denominational education system and tried to persuade all the churches to transfer their schools to state control in exchange for public funding. Despite the sincere efforts of the first Minister of Education, the Catholic Church rejected interference in education from a government that its followers perceived as hostile, while the Protestant churches became increasingly intransigent in their demands for more control over state schools. In order to ensure their support, the government met their requests, ignoring the instances of teachers and principals who called for independence from clerical managers. The result was a segregated education system that contributed to maintain the deep divisions of the Northern Irish society. 相似文献
15.
《Africa Education Review》2013,10(2):286-301
Abstract Research shows that although most studies have explored the relationship between attitude and achievement in science only a few have been undertaken to reveal the nature of the relationship between affective variables and process outcomes in science. This study seeks to examine sex differences in attitude toward science among Northern Sotho speaking learners in South Africa. A random sample of 793 respondents (365 boys and 428 girls) in Grade 12 whose ages ranged from 17 to 24 years was selected from 27 schools out of 566 schools in Limpopo Province of South Africa. A questionnaire was administered to pupils during the Physical Science lessons and required almost 45 minutes to complete. The attitude scores of 365 boys and 428 girls were 3.2 (SD = 1.2) and 2.9 (SD = 1.3), respectively. A t-test indicated that the attitude score of boys was significantly higher than that of the girls (t 989 = 3.9, p<.01). Further, the correlation between sex and attitude towards science was .90 (p<.01). The coefficient of concomitance of .81 indicates that sex was associated with 81% of the variance in these attitudes. There is considerable evidence from the findings that males have more positive attitudes towards science than females. 相似文献
16.
ABSTRACTThis study adopts a creative methodology to investigate how cartoons can serve as visual representations of primary school children’s understanding of bullying and compares how their understanding develops over time. The study was carried out in Northern Ireland where the Addressing Bullying in Schools (Northern Ireland) Act 2016 will require schools to follow a new statutory definition of bullying. To investigate the behaviours that children associate with bullying, a set of 16 original stick figure cartoons was devised. The cartoons were shown to a sample of Year 3 and Year 7 pupils from two different primary schools in Northern Ireland (N = 90). Pupils were asked to record which scenarios they considered to be bullying or not bullying. They were then invited to write their own definitions of bullying and to creatively illustrate them using stick figures. A total of eight gender-specific pupil focus groups were conducted across the two schools to explore the key elements which the pupils considered significant to their understanding of bullying. The study highlights the value of this creative participatory approach and found a wide range of behaviours which children associate with bullying but also considerable variation among pupils in terms of their understanding. Levels of understanding in Year 7 were more nuanced than those in Year 3, but there were no discernible differences by pupil gender. Conclusions are drawn in terms of the new legislation in Northern Ireland, but also in relation to the benefits of adopting a creative research methodology using cartoons as visual representations with children to explore complex pastoral issues. 相似文献
17.
Danielle Blaylock Joanne Hughes Ralf Wölfer Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed. 相似文献
18.
《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
19.
Northern Ireland has been and remains a religiously divided community. This study sets out to examine outgroup prejudice among a sample of 1799 13–15-year-old students attending Catholic or Protestant schools and employs both bivariate analyses and hierarchical modelling to chart the associations between outgroup prejudice and personal factors (sex and age), psychological factors (extraversion, neuroticism, and psychoticism), and religious factors (affiliation, church attendance, and personal prayer). After taking personal, psychological, and religious factors into account, little variance in levels of outgroup prejudice between students could be attributed to the type of school they attended. 相似文献
20.
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