‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities     

Margaret Scanlon  Hilary Jenkinson  Pat Leahy  Fred Powell  Olive Byrne 《Irish Educational Studies》2013,32(3):343-357

The number of young people progressing to higher education (HE) in Ireland has grown significantly over the last three decades but inequality of access and participation remain a major policy challenge. This article sets out to explore the factors which impact on levels of participation in HE by young people from lower socio-economic backgrounds, based on interviews and focus groups with 70 secondary school students and 25 parents in three case-study locations. In line with previous research, we found that financial considerations continue to have an important influence on decisions about whether to go on to higher education. The findings in relation to young people’s aspirations and orientations to HE present a more complex picture. While the majority of students aspired to go on to HE, this was countered by a lack of confidence in relation to certain aspects of college life, both social and academic.  相似文献   

Language and Memory Development in Children with Down Syndrome at Mainstream Schools and Special Schools: A comparison     

Glynis Laws  Angela Byrne  Sue Buckley 《教育心理学》2000,20(4):447-457

Increasingly, children with Down syndrome are receiving their education in mainstream schools but little research has investigated whether these placements may influence language and memory development. The present study compared 22 children with Down syndrome in mainstream school placements matched for chronological age with 22 children attending special schools in a different LEA where mainstream placements were rare. The children were assessed to obtain measures of the following language and memory abilities: receptive vocabulary; grammar comprehension; sentence repetition; digit span; face recognition; and memory for hand movements. Children in mainstream placements achieved significantly higher scores for vocabulary, grammar and digit span measures, but not for non-language based memory measures. More importantly, even after controlling for age and receptive vocabulary, grammar understanding and digit spans were significantly greater for the mainstream children.  相似文献   

The effects of added mass on the biomechanics and performance of countermovement jumps     

Andrew J. Harrison  Paul Byrne  Shilpa Sundar 《Journal of sports sciences》2019,37(14):1591-1599

This study examined the kinetic and temporal differences between countermovement jumps (CMJs) and eccentrically loaded CMJs. A survey of 109 coaches and athlete showed that 87% of respondents regularly used jumps with added mass within training. Sixteen male and thirteen female track and field athletes from sprinting, hurdling and jumping events performed 5 bodyweight CMJs 5 jumps wearing a weighted jacket and 5 eccentrically loaded dumbbell (LDB) jumps trials in a randomised order. Peak force (PF), peak power (PP), flight time (FT), concentric time (CON-T), eccentric time (ECT), total time (TIME) and eccentric/concentric ratio (E/C-Ratio) were obtained from force plate data. Statistically significant differences (p < 0.05) with moderate to large magnitude effect sizes were found between men and women in FT, PP and PF but not in any of the temporal variables. The results indicated that the WJ decreased FT in men (↓9%) and women (↓10%) but LDB jumps had similar FT to CMJ. Overall, the results showed that LDB increased the E/C Ratio (↑50% and ↑42%) and decreased CON-T (↓37% and ↓25%) compared with WJ and CMJ respectively. LDB jumping is not recommended as a training modality as it tends to disrupt the relative timing of the jump action.  相似文献   

The sbelling of sdops: Preliterate children’s spelling of stops after /s/     

Rachel Hannam  Helen Fraser  Brian Byrne 《Reading and writing》2007,20(4):399-412

Newly literate children have a tendency to spell s-stop sequences in words like spin, stop, sky with B, D, G (SBIN, SDOP, SGY), rather than with standard P, T, K. This observation potentially has implications for theories of English phonology as well as of language and literacy acquisition. Understanding these implications, however, requires data about the spelling preferences of preliterate children. In this study, a training-and-transfer design was used to test these spelling preferences in preliterate children. Results confirm that these children relate words with stops after /s/ to words with initial /b, d, g/ rather than to words with initial /p, t, k/. The paper outlines several possible interpretations: that preliterate children have a different phonemic analysis from adults, that they believe spelling represents archiphonemes that they believe spelling represents allophones, and that their early spelling attempts track the phonetic surface. The data suggest rejection of the second interpretation and in our view favour the last over the remaining interpretations. Several theoretical issues are raised that need to be resolved before a full account of the data can be offered.  相似文献   

Putting the U in carbon capture and storage: rhetorical boundary negotiation within the CCS/CCUS scientific community     

Danielle Endres  Brian Cozen  Megan O’Byrne  Andrea M. Feldpausch-Parker  Tarla Rai Peterson 《Journal of Applied Communication Research》2016,44(4):362-380

This paper examines responses to a framing shift from carbon capture and storage (CCS) to carbon capture, utilization, and storage (CCUS) within science and engineering professionals’ communication. We argue that the framing shift is a breach in the rhetorical boundaries of the CCS professional community that calls forth negotiation through responses that proactively support, resist, or acquiesce. This study offers a heuristic for examining scientific framing in expert-to-expert internal scientific rhetoric. It also contributes to contemporary research on the intersection of rhetoric of science and science, technology, and society; the social dimensions of CCS; energy communication; and applied communicative practices in scientific communities.  相似文献   

The department of agriculture and technical instruction: Administrative structure and educational policy, 1900 ‐ 1906     

Kieran R. Byrne 《Irish Educational Studies》2013,32(1):233-252

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‘Jeesis is alive! He is the King of Australia’: segregated religious instruction,child identity and exclusion     

Cathy Jane Byrne 《British Journal of Religious Education》2012,34(3):317-331

Religious categorisation occurs at enrolment in Australian state-run (public) primary schools, with children segregated into religious instruction classes during their first week. Lesson content has no government oversight and, in some schools, options are limited to Christianity. The effect of this categorisation on children’s attitudes to religious diversity is not well researched but the role of religion in public schools is increasingly controversial. Social identity theory (SIT) considers cultural hegemony as a factor in individual identity construction. SIT posits that inter-group bias increases with in-group identification and suggests that categorisation itself is a source of prejudice. This paper explores the implications of SIT in the development of children’s strength of religious identity. An exploratory study suggests that a Christian emphasis at school may influence a child’s tendency to exclude those with different beliefs.  相似文献   

My intelligence may be more malleable than yours: the revised implicit theories of intelligence (self-theory) scale is a better predictor of achievement,motivation, and student disengagement     

Krista De Castella  Donald Byrne 《European Journal of Psychology of Education - EJPE》2015,30(3):245-267

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Effect of stage duration on physiological variables commonly used to determine maximum aerobic performance during cycle ergometry     

Roffey DM  Byrne NM  Hills AP 《Journal of sports sciences》2007,25(12):1325-1335

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Evaluating Circle Time as a support to social skills development – reflections on a journey in school-based research     

Catherine Canney  Alison Byrne 《British Journal of Special Education》2006,33(1):19-24

The authors of this article argue that deficit in socially skilled behaviour is often one of the distinguishing characteristics that sets people with intellectual disability apart from their non-disabled peers. The need for social skills training to take place within the context of real life daily situations has been emphasised in more recent literature as essential in enabling people with an intellectual disability to generalise new skills. The researchers involved in this study, Catherine Canney, a senior educational psychologist, and Alison Byrne, a senior speech and language therapist, both work in a school for children with mild intellectual disability in Ireland as part of a multidisciplinary team. Analysis of teachers' referrals to the team indicated a significant and ongoing need for supporting social skills development among the students.
The purpose of this study was to investigate the merits of Circle Time as a classroom intervention aimed at improving the social skills of students with a mild intellectual disability. The research is presented here as an evaluative case study reflecting this experience. Organisational and interactional issues arising are presented and discussed with the intention of supporting those involved in facilitating Circle Time with children who have special educational needs. The authors also identify avenues for future research.  相似文献