http://hdl.handle.net/2428/2490 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/31772 Title: An Mhúinteoireacht: an Ghairm Mhachnamhach<br/><br/>Authors: GTCNI http://hdl.handle.net/2428/27210 Title: An Enquiry Into Continuing Professional Development for Teachers<br/><br/>Authors: Leaton Gray, Sandra Leaton<br/><br/>Abstract: A one-year research project by Dr Sandra Leaton Gray of Cambridge University, funded by Esmée Fairbairn Foundation and the Villiers Park Educational Trust. The main aim of the research was to review current subject-based professional development opportunities, to identify gaps in provision and to make recommendations for improving future provision. http://hdl.handle.net/2428/27207 Title: Fade or Flourish: How primary schools can build on children's early progress<br/><br/>Authors: Wood, Claudia; Caulier-Grice, Julie<br/><br/>Abstract: Evidence suggests that some of the benefits of pre-school can be lost during later childhood if they are not consolidated. This report looks into how primary schools can play a crucial role in sustaining the social and academic gains provided by early years interventions. It provides a broad ranging review of evidence and best practice, with the use of case studies, relating to a range of pedagogical and administrative elements of primary school practice. http://hdl.handle.net/2428/27214 Title: Inspiring schools<br/><br/>Authors: Davies, Lynn; Williams, Christopher; Yamashita, Hiromi; Man-hing, Ko<br/><br/>Abstract: Since the launch of the Citizenship Curriculum in England, many schools have started to embrace pupil participation. As commitment grows, pupil participation is increasingly seen as an important tool in school improvement. It was in this context that the Carnegie Young People Initiative, as part of the Carnegie UK Trust, and Esmée Fairbairn Foundation came together in Spring 2005 to gain a better understanding of the impact of pupil participation on schools. The project involved secondary schools in England. The results of the project are set out in four publications, under the ‘Inspiring Schools’ banner: Impact and Outcomes, A Literature Review, Case Studies for Change and Resources for Action. http://hdl.handle.net/2428/27212 Title: # Digital beginnings: Young children's use of popular culture, media and new technologies<br/><br/>Authors: Marsh, Jackie; Brooks, Greg; Hughes, Jane; Ritchie, Louise; Roberts, Samuel; Wright, Katy<br/><br/>Abstract: This report presents the findings of a study which took place from September 2004 to July 2005. The study explored young children’s (aged from birth to six) use of popular culture, media and new technologies in the home through a survey of 1,852 parents and carers of children who attended 120 individual maintained and non-maintained early years settings in England. A total of 524 early years practitioners who worked in 104 of these settings were also surveyed in order to determine their attitudes towards children’s use of popular culture, media and new technologies and to explore how far they planned for their use in the communications, language and literacy curriculum of the foundation stage. http://hdl.handle.net/2428/24612 Title: Integrating education: case studies of good practice in response to cultural<br/><br/>Authors: McGlynn, Claire<br/><br/>Abstract: This is a research project of the School of Education at Queen’s University into theresponse of schools in Northern Ireland to cultural diversity. This study aims to extendthe Integrating Education project undertaken by the Northern Ireland Council forIntegrated Education [NICIE] and funded by the International Fund for Ireland [IFI], bydeveloping research to explore responses to cultural diversity in primary and postprimaryschools. The rationale for the research is that many schools have a diverse pupilpopulation, becoming more multicultural with time, and are subsequently engaged on ajourney of integration/social inclusion. http://hdl.handle.net/2428/24592 Title: Changing Assessment Practice Process: Principles and Standards<br/><br/>Authors: Gardner, John; Harlen, Wynne; Hayward, Louise; Stobart, Gordon<br/><br/>Abstract: This is a brief account of what has been learned during the Analysis and Review of Innovations in Assessment (ARIA) project about how changes in assessment practice may be brought about most eff ectively. The changes in question focus on the role of teachers in formative and summative assessment in schools. The approach has been to review recent initiatives and developments in assessment that shared this purpose in all four countries of the UK: England, Wales, Scotland and Northern Ireland (see Appendix 2 for a list of projects included).It is not the intention of this summary pamphlet to review and report on each of the projects. Rather the intention is to present a synthesis of lessons learnt that has emerged from our studies of the projects, combined with the insights of key experts who took part in a series of project seminars and interviews throughout the UK. This synthesis unfolds along two main axes: an exploration of the key processes involved in moving from an innovative idea to its embedding and sustainable development in the classroom; and a framework of principles and standards for effective assessment practices, which are set out in Appendix 1. http://hdl.handle.net/2428/18235 Title: Minority-language Education in a Situation of Conflict: Irish in English-medium Schools in Northern Ireland<br/><br/>Authors: McKendry, Eugene<br/><br/>Abstract: While Irish-medium education has developed strongly over the last 20 years, most Irish speakers in Northern Ireland learn the language in English-medium schools, which currently provide the majority of teachers in the bilingual Irish-medium sector. This paper discusses the background to Irish in Northern Ireland from the plantation of Ulster to the aftermath of the 1998 Good Friday Agreement. The Linguistic Atlas of Ireland and census returns provide demographic data. The position of Irish in the education system must be evaluated in the context of languages provision in the curriculum in general, not only in Northern Ireland, but in the UK as a whole. The lower status that Irish had in the European Union until recently has relegated it to a disadvantaged curricular position, where schools can only offer the subject after provision is guaranteed for major mainland continental languages. Examination entries figures are analysed to trace trends in uptake. Curriculum reviews in Britain and Northern Ireland that make languages optional from age 14 in a more crowded curriculum are discussed. While Irish should remain a reasonably popular choice for pupils, the future of the language in English medium schools in Northern Ireland is not assured. http://hdl.handle.net/2428/15456 Title: Alternative Education Provision Chief Inspector's Phase Report<br/><br/>Authors: ETI<br/><br/>Abstract: During 2005-06, the Inspectorate recorded 39 AEP centres providing education forsome 930 pupils aged 11-16 years who were not attending mainstream schools.These pupils have increasingly complex behavioural and social difficulties, includingdrug and alcohol-related problems. Many of them are involved with juvenile justiceand a growing number are under the care of Health and Social Services. A verysmall, but worrying, number of pupils self-harm and need appropriate counsellingsupport. http://hdl.handle.net/2428/15455 Title: Further Education Chief Inspector's Phase Report<br/><br/>Authors: ETI<br/><br/>Abstract: In 2004 DEL published FE Means Business, which sought to secure for furthereducation a particular mission and vision within The Northern Ireland EconomicVision (2004) and DEL’s Skills Strategy (2004). All three documents9, whilerecognising the particular difficulties faced by Northern Ireland in the past, focus onthe need for the region to face the future through catching up and competing withstrong international economies. In particular, FE Means Business re-affirms thesector’s aims to strengthen economic development, increase its provision in the sixskill areas identified as priority, promote Lifelong Learning, enhance social cohesion,and advance the individual’s skills and learning. Over the 2004-06 period, DEL hasworked with the sector and other key stakeholders to turn the strategy document into relevant and coherent policies.