http://hdl.handle.net/2428/5944 Search the Channel search http://arrts.gtcni.org.uk/gtcni/simple-search http://hdl.handle.net/2428/56159 Title: Teachers and government: a history of intervention in education<br/><br/>Authors: Bassey, Michael http://hdl.handle.net/2428/56158 Title: Right from the start. Early years education: policy and practice<br/><br/>Authors: TLRP http://hdl.handle.net/2428/56131 Title: Race equality and education. A practical resource for the school workforce<br/><br/>Authors: Richardson, Robin http://hdl.handle.net/2428/56130 Title: Managing classroom behaviour<br/><br/>Authors: ATL http://hdl.handle.net/2428/56129 Title: Learning: a sense-maker's guide<br/><br/>Authors: ATL http://hdl.handle.net/2428/56128 Title: An intelligent loook at Emotional Intelligence<br/><br/>Authors: ATL http://hdl.handle.net/2428/56127 Title: Assessment literacy for wise decisions<br/><br/>Authors: ATL http://hdl.handle.net/2428/56126 Title: Achievement for all: working with children with special educational needs in mainstream schools and colleges<br/><br/>Authors: ATL http://hdl.handle.net/2428/14472 Title: A Shared Humanity. Using Literature To Develop The Global Dimension For Key Stage Four Pupils (And Above) In Northern Ireland: An Investigation<br/><br/>Authors: Hanratty, Brian<br/><br/>Abstract: This paper investigates the possibilities in using carefully selected literature to develop various aspects of the global dimension in the school curriculum for Key Stage Four pupils (and above) in Northern Ireland – and, by implication, for pupils at a similar stage in schools in the Republic of Ireland and Britain. The texts chosen for detailed scrutiny, and evaluation of their pedagogical potential, focus on three main themes – conflict resolution, postcolonialism and issues around diversity and interculturalism, and environmental issues; other relevant concerns, however, such as anti-racism, are also acknowledged. Before identifying a range of relevant texts, and providing detailed critical evaluation of a representative selection, the paper offers a quick sketch of some government and curricular initiatives focused on the global dimension, and glances, briefly, at the sometimes contested role which schools themselves can play in the global context. While acknowledging, also, the problematic relationship between cultural pursuits, including the study of literature, and ethical behaviour, emphasis is placed on the key significance of using a dialogical model of education when teaching literature. Although the main focus of the paper is an investigation of texts suitable for Key Stage Four pupils, it is argued, in the conclusion, that a range of appropriate literary texts can also be identified and utilised for younger pupils. Reference is also made, in the concluding section, to complementary research by the present author which reported on the classroom field-testing of some ‘Troubles’ literature similar to that identified in the current paper; in the earlier research, however, the target group was a representative selection of sixth-formers from across Belfast’s ghettoised communities, and the exclusive focus was conflict resolution. http://hdl.handle.net/2428/13863 Title: Using Specialist Software for Qualitative Data Analysis<br/><br/>Authors: Odena, Oscar<br/><br/>Abstract: This paper is divided in four parts. The first part provides some background information on the analysis of non-numerical data, specifically the content analysis of text, including approaches such as ‘grounded theory’ and ‘recursive comparative analysis’. In the second section, the use of computers for qualitative data analysis is discussed, with particular reference to its general advantages and misconceptions. The third section outlines the possibilities of some specialist software programmes for qualitative data analysis (NVivoand MAXqda). Finally, an example of the use of specialist software in a recently completed research project is examined.