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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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Trevor N. Simper Cecile Morris Anthony Lynn Ciara O'Hagan Karen Kilner 《运动与健康科学(英文)》2020,9(6):645-650
BackgroundOne-hour postprandial hyperglycemia is associated with increased risk of type 2 diabetes and cardiovascular disease. Physical activity (PA) has short-term beneficial effects on post-meal glucose response. This study compared the oral glucose tolerance test results of 3 groups of people with habitually different levels of PA.MethodsThirty-one adults without diabetes (age 25.9 ± 6.6 years; body mass index 23.8 ± 3.8 kg/m2; mean ± SD) were recruited and divided into 3 groups based on self-reported PA volume and intensity: low activity < 30 min/day of moderate-intensity activity (n = 11), moderately active ≥ 30 min/day of moderate-intensity PA (n = 10), and very active ≥ 60 min/day of PA at high intensity (n = 10). Participants completed an oral glucose tolerance test (50 g glucose) with capillary blood samples obtained at baseline, 15 min, 30 min, 45 min, 60 min, 90 min, and 120 min post-ingestion.ResultsThere were no significant differences between groups for age or body fat percentage or glycated hemoglobin (p > 0.05). The groups were significantly different in terms of baseline glucose level (p = 0.003) and, marginally, for gender (p = 0.053) and BMI (p = 0.050). There was a statistically significant effect of PA on the 1-h postprandial glucose results (p = 0.029), with differences between very active and low activity groups (p = 0.008) but not between the moderately active and low activity groups (p = 0.360), even when baseline glucose level and gender differences were accounted for. For incremental area under the curve there was no significant effect of activity group once gender and body fat percentage had been accounted for (p = 0.401). Those in the low activity group took 15 min longer to reach peak glucose level than those in the very active group (p = 0.012).ConclusionThe results suggest that high levels of PA have a beneficial effect on postprandial blood glucose profiles when compared to low and moderate levels of activity. 相似文献
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Geraldine Scanlon Yvonne Barnes-Holmes Ciara McEnteggart Deirdre Desmond Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58
The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed. 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