http://hdl.handle.net/2428/4774 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/12638 Title: Classroom Assistants are Under-valued and Under-utilised<br/><br/>Authors: Doherty, Rosemary<br/><br/>Abstract: This research project was initiated through a personal interest and involvement in training and assessing classroom assistants. With the arrival of new standards for a new breed of classroom assistant – Higher Level Teaching Assistant (HLTA) – their role is developing dramatically. In order to investigate current practice in Northern Ireland views of classroom assistants, teachers and assessors of classroom assistants were sought. http://hdl.handle.net/2428/7149 Title: Are schools truly providing a fertile soil to develop the ‘global child’ of the ‘Sonic Generation’? A Case Study of two Northern Ireland Schools in the SELB<br/><br/>Authors: Hamill, Maria<br/><br/>Abstract: ICT usage is a way of life for the ‘Sonic Generation’ which enjoys great diversity of ICT tools such as the World Wide Web, mobile phones, ipods, palmtop computers, play stations, DVDs and cabled network TV – all or most of which are in every home. Today’s child is a ‘global child’ whose perception of the world is increasingly shrinking as he keeps pace with fast-moving technology.The impact of ICT and new media usage on life outside of school has led to a complete demassification of the media and has spawned a whole new kind of culture. A culture that challenges schools in developing ICT skills in their pupils and one that requires teachers to expose children to open and distance learning systems. This case study of two Northern Ireland schools in the Southern Education and Library Board tests whether schools (primary and secondary) are truly providing fertile ICT soil for the ‘global child’ of the Sonic Generation’ and measures how far schools are in advancing towards virtual learning systems. The study involved reviewing the history of ICT development in Northern Ireland from the early 1980’s to the present day’s ‘emPowering Schools in Northern Ireland Strategy’ published by The Educational Technology Strategy Management Group (ETSMG) in 2004. Coutt’s (2001) Scottish-based study outlining a framework for reflection, planning and evaluation in school development in the use of ICT in learning and teaching provided the continuum against which the schools could be measured in terms of moving from a ‘traditional’ type school towards what he calls ‘Advanced Cyberschool’ status. Coutt’s framework also allowed teacher’s views on ICT to be placed into the category of ‘instrumental’, ‘tranformational’ or ‘revolutionary’. Coutt’s study has implications for Northern Ireland schools in that it was influenced by a series of centrally-funded initiatives across the United Kingdom that included target setting, network access and training for teachers –some of which Northern Ireland schools were involved in.Data was collected from quantitative surveys carried out amongst teachers and pupils and qualitative case study data and interviews conducted with ICT leaders in both schools. The study concluded that ICT is moving forward but at a slow pace. It further concluded that 40% of all pupils never receive or only ever receive ICT in all its forms once a month, therefore, in the main, schools are not truly providing a fertile soil for the ‘Sonic Generation’. Pupils make greater use of ICT at home, which teachers do not exploit to the full by making home/school links. Both schools fall into Coutt’s ‘traditional’ model of teaching and learning in their use of ICT but in particular the secondary where 44% of teachers never or only ever deliver ICT once a month. The secondary sector lags behind the primary in terms of teachers’ views and pedagogical developments in line with ICT and it is clear that the professional development of practicing teachers needs to be up-graded.Schools will have to build on what they have already begun and look to ‘The Way Forward’ as milestoned in the ‘emPowering School’s Strategy’in order to make a much more fertile ICT soil for the ‘Sonic Generation’. http://hdl.handle.net/2428/6009 Title: An Investigation into Teacher and Student Teacher Confidence in their own Understanding and Abilities to teach Science and Technology effectively in Primary Schools in Northern Ireland<br/><br/>Authors: Alexander, Paula<br/><br/>Abstract: There is strong evidence in the literature of a correlation between teacher competence and knowledge of a subject and the subsequent quality of the learning experience. Effective teaching requires knowledge and understanding about the content of teaching, how pupils learn and how to manage the process of learning. The National Curriculum brought into sharp focus the role of subject knowledge. It challenged teachers to provide access to science for all children. The teacher requires ‘curricular expertise’ - subject knowledge, the understanding of how children learn and the skills to teach the subject successfully. http://hdl.handle.net/2428/5828 Title: An evaluation of the management of children with ADHD (Attention Deficit Hyperactivity Disorder) in the classroom<br/><br/>Authors: McClintock, Laura<br/><br/>Abstract: This research study has sought to examine and evaluate how the presence of children with Attention Deficit Hyperactivity Disorder (ADHD) impacts upon the educational and behavioural climate of the mainstream classroom. It also addressed the effectiveness of a range of approaches to the management of such children with ADHD in the classroom. These approaches included medical intervention in the form of a prescribed drug and the use of a behaviour management strategy. The research focused on a sample of primary schools in the North Eastern Education and Library Board. The opinions of teachers were sought through the completion of questionnaires, and the results enhanced with information collected through semi-structured interviews. In this way a range of both qualitative and quantitative data was collected and collated in this small-scale research project.Analysis of the information demonstrated that children with ADHD do impact upon the mainstream classroom and usually in a negative manner. The study found that a variety of approaches could be effective in managing ADHD children. In some cases the best solution was a combination of methods, generally involving the use of a prescribed medication alongside a behavioural management strategy. Results showed that the most effective form of behavioural management was a positive behaviour strategy or ‘time out’. http://hdl.handle.net/2428/5764 Title: An investigation of perceptions of the key partners in education on the spiritual development of children experiencing special needs, with particular reference to Sacramental preparation for Catholic Children<br/><br/>Authors: Treanor, Sharon<br/><br/>Abstract: The Education Order (Northern Ireland) 1996 requires all grant-aided schools, including special schools, to engage in daily collective worship and provide religious education. This study set out to investigate the perceptions of those involved with children experiencing learning difficulties in connection with their spiritual development. Research focuses on Catholic children attending special schools in the controlled sector within the Belfast Education and Library Board, who are placed at Stage five of the Code of Practice on the Identification and Assessment of Special Educational Needs Northern Ireland (1998).A triangulation approach was employed incorporating the research instrument of (a) a questionnaire and (b) an evaluative interview. A qualitative research methodology to identify perceptions was used. The main aim of this approach was to identify different perspectives and contradictions to sacramental preparation, and the subsequent implications for the key educational partners namely, the home, school and parish. A number of important issues emerge from the analysis of data. Human rights for all in education.The development of structured sacramental programmes to address the needs of children experiencing learning difficulties, in particular children with SLD and MLD, is a basic requirement for teachers in special schools. Schools and parishes ought to channel their energies in working together to support each child and where possible, to re-educate parent(s) in their unique responsibility to the spiritual development of their child.The partnership of the home, school and parish is a positive model for the religious education of children. Schools and parishes should give priority to this, working together to promote community.