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1.
Bahar Köymen Cathal O’Madagain Andreas Domberg Michael Tomasello 《Child development》2020,91(3):685-693
In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation. 相似文献
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Cathal de Paor 《Quality in Higher Education》2016,22(3):228-241
This article examines the extent to which the professional accreditation of professional higher education programmes can complement other quality assurance endeavours being carried out. An analysis of a sample of professional accreditation reports for pharmacy education programmes in Ireland provides insight into the priorities of the regulatory professional body with regard to preparation for the profession. The results show that the reports address issues that are of relevance for the higher education institutions’ provision of quality programmes and for their quality assurance. The article also considers the extent to which the reports hold institutions accountable against the professional standards, while also acknowledging the professional responsibility of institution staff. Catering for both of these logics is necessary so that professional accreditation can contribute effectively as a mechanism for quality assurance, including enhancement, in the institution. 相似文献
3.
Cathal Billings 《Sport in History》2017,37(1):25-50
The Gaelic Athletic Association (GAA) ban on foreign games, implemented nationally in 1905, affected not only GAA members but Gaelic League members also. The shared Gaelic heritage of both organisations led to their marriage in the Irish Ireland movement and the aims and ideals of both organisations were promoted alongside one another. GAA members were expected to promote and use Irish while Gaelic League members were to play only Gaelic sports. The commitment of GAA members to the language was to prove controversial throughout the Irish revival period, however, where lip service, symbolism and general lack of interest in the language led to the diminishing of GAA language policies. Nevertheless, GAA members enjoyed the status of being uniquely Gaelic. The same leniency was not afforded to Gaelic Leaguers with regard to vigilance in games. By tying itself to the GAA and the ban, the Gaelic League compromised its own ideals as regards the language forming the basis of Irish nationality and the importance of the games as part of Gaelic identity greatly increased. This corresponds with Timothy G. McMahon’s argument that the secondary aims of the Gaelic League came to obtain greater prominence in the Gaelic Revival than the language itself. 相似文献
4.
Geraldine Mooney Simmie Cathal de Paor Jennifer Liston John O’Shea 《Asia-Pacific Journal of Teacher Education》2017,45(5):505-519
This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers’ professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a transformative view of good teaching as an advanced specialised practice. A critical analysis was conducted, using a systematic literature review that yielded 14 peer-reviewed papers, to discursively position teachers’ professional learning and pinpoint questions for future study. Findings showed that while studies reported positive outcomes they were often atheoretical and framed within narrow chains of logic that neglected important strands, such as, teacher “knowledge-of-practice”. The study raises important questions not only about the positioning of beginning teachers’ professional learning but about meaningful professional learning for all teachers across the continuum of teacher education. 相似文献
5.
Cathal de Paor 《Irish Educational Studies》2019,38(1):121-134
Induction programmes for newly-qualified teachers generally involve some combination of four interlocking components: a mentoring system; an expert system; a peer system and a self-reflective system (European Commission 2010). One activity that is commonly used in the mentoring system is lesson observation. This article presents a comparative analysis of post-observation conversations held by two mentor-teacher dyads as part of teacher induction in Ireland. The analysis focuses on how both mentors support the teachers in the construction of their professionality. Doing so requires the right blend of professional, social and personal support, and depends on a high level of awareness and expertise on the part of the mentor. The article identifies certain key differences in the approaches of both, asn makes the case that this kind of analysis offers much potential for the professional development of mentors. 相似文献
6.
Bloch Roland Hartl Jakob O&#;Connell Catherine O&#;Siochru Cathal 《Higher Education》2022,83(4):765-785
Higher Education - Many contemporary analyses criticise metrics-based evaluation in the higher education context as a neoliberal technology, notwithstanding the different national contexts and... 相似文献
7.
Joseph Travers Rosie Savage Cathal Butler Margaret O'Donnell 《Journal of Research in Special Educational Needs》2018,18(2):94-102
This paper describes the process of building a database mapping research and policy in the field of special education on the island of Ireland from 2000 to 2013. The field of study includes special educational needs, disability and inclusion. The database contains 3188 references organised thematically and forms a source for researchers to access published and non‐published materials such as theses. Analysis of the database reveals areas of research strength in terms of the quantity of activity and other areas with little activity. Recommendations are offered based on this analysis. 相似文献
8.
Cathal O'Siochru 《Educational Studies A Journal of the American Educational Studies Association》2018,54(3):319-334
In the United Kingdom, education studies degree courses offer students with a range of career plans both inside and outside the formal education system, a chance to study the foundations of education. The disciplinary nature of education studies has been debated from a variety of theoretical perspectives. This article explores the usefulness of the concept of personal epistemological beliefs in exploring the issue of disciplinarity in education studies and contributing to that debate. An empirical study utilizing measures of personal epistemological beliefs and epistemic match sought to establish whether students on an education studies degree course in the United Kingdom took an interdisciplinary or multidisciplinary approach to applying the disciplines of education studies to their assignments. The results show students apparently alternating between these two approaches and thus highlighting some of the potential of personal epistemological beliefs in exploring the nature of education studies and other similar courses. 相似文献
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Cathal Butler 《Support for Learning》2016,31(3):185-201
This research focused on whether a TEACCH‐based approach could be effective in helping to develop the communication skills of older learners with Severe Intellectual Disabilities, to enhance their ability to communicate, to enhance their abilities to live independent lives, and to take part in discussions about their future. A TEACCH based approach was implemented in a class in a special school, attended by six students, aged over 16, all of whom had Severe Intellectual Disabilities. Using a pre‐post quasi‐experimental design P‐Scale data and IEP targets were used as measures of progress for communication skills. These were supplemented by regular researcher observations of the communication skills of the students. Staff were also asked to regularly measure the frequency and effectiveness of communication skills. Parents were also interviewed. P‐scale and IEP targets indicated some progress being made across the two years. The results from research and staff observation were more striking however, indicating the development of frequent and effective communication skills across the two years. Importantly, these communications were occurring spontaneously, rather than being the result of conversations initiated by staff. Parents had noticed changes in their children's communication, but remained concerned about their prospects for the future. This research showed that a TEACCH‐based method can be effective in developing communication skills in learners with Severe Intellectual Disabilities. The extent of the effectiveness remains unclear however, as the school‐based methods for assessing progress for these learners (mainly p‐scales) remain problematic. 相似文献