Irish Educational Studies最新文献_第7页

Purpose, focus and voice? Lessons from a curriculum development advisory committee 目的、焦点和声音?课程发展咨询委员会的经验教训

4区教育学

Irish Educational Studies Pub Date : 2023-09-12 DOI: 10.1080/03323315.2023.2253202

Niall Mulpeter, Orla McCormack, Joanne O’Flaherty

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引用次数: 0

Sitting their first-ever state exam at age 18: the impact of COVID-19 on the 2023 Leaving Certificate cohort in DEIS in Ireland 18岁首次参加国家考试:2019冠状病毒病对爱尔兰DEIS 2023年离校证书队列的影响

4区教育学

Irish Educational Studies Pub Date : 2023-09-10 DOI: 10.1080/03323315.2023.2255996

Amalia Fenwick

引用次数: 0

‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education “让他们有发言权吧！”小学体育学生语音教学的学生视角

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-09-07 DOI: 10.1080/03323315.2023.2255987

Grace Cardiff, Déirdre Ní Chróinín, Richard Bowles, Tim Fletcher, Stephanie Beni

{"title":"‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education","authors":"Grace Cardiff, Déirdre Ní Chróinín, Richard Bowles, Tim Fletcher, Stephanie Beni","doi":"10.1080/03323315.2023.2255987","DOIUrl":"https://doi.org/10.1080/03323315.2023.2255987","url":null,"abstract":"ABSTRACT While student voice pedagogies have been cited as a powerful educational tool in engaging children in the learning process, the perspectives of primary-aged children on using these pedagogies as part of everyday practice need to be considered. Within this research, student voice pedagogies were implemented as part of one teacher’s regular primary physical education (PE) practice and children’s perspectives of these pedagogies were explored. Qualitative data were collected from two consecutive cohorts of children (n = 39) over a 6-month and 9-month period respectively. Data sources included the children’s written entries in their PE scrapbooks, along with transcripts from focus group interviews (n = 4, with 16 total participants) and a teacher-led classroom discussion (n = 1). Findings show that providing children with space to share their input, along with the appropriate information to inform their voices is important to the children. Offering choices and opportunities for the children to direct their learning experiences greatly mattered to how they experienced PE. These findings illustrate the value of student voice pedagogies as everyday practice to the quality of children’s experiences in physical education. The merits of listening to student perspectives on student voice to ensure these pedagogies add value is highlighted.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42711434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Why a focus on ‘what is educational?’ matters so much in reconstructing education? 为什么要关注“什么是教育”?在重建教育中如此重要?

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-09-06 DOI: 10.1080/03323315.2023.2251451

Jack Whitehead, M. Huxtable

{"title":"Why a focus on ‘what is educational?’ matters so much in reconstructing education?","authors":"Jack Whitehead, M. Huxtable","doi":"10.1080/03323315.2023.2251451","DOIUrl":"https://doi.org/10.1080/03323315.2023.2251451","url":null,"abstract":"This paper o ﬀ ers an argument as to why a focus on ‘ What is educational? ’ matters so much in reconstructing education. Living Educational Theory Research is presented as an approach that enables professional, educational-practitioners to contribute to reconstructing education locally and globally. The research is focused on the generation and testing the validity of living-educational-theories through researching questions of the kind, ‘ How do I improve my professional practice in education? ’ Living Educational Theory Research is a form of professional practitioner, self-study educational research. A living-educational-theory is an individual ’ s explanation of their educational in ﬂ uence in their own learning, in the learning of others and in the learning of the social formation within which the practice is located. Research accounts are subjected to the mutual rational control of critical discussion with peers. This criticism strengthens the research, by enhancing the validity of the knowledge claims. It contributes to the reconstruction of education using an educational lens in determining what matters in reconstructing education. This extends the idea that education is focused on the transmission of knowledge. It extends it by including the knowledge-creating capacities of each individual. The conclusions concern the importance of an ‘ educational ’ lens in understanding what matters in reconstructing education.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"48 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41282695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Education for collective intelligence 集体智慧教育

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-09-05 DOI: 10.1080/03323315.2023.2250309

Michael J. Hogan, Adam Barton, Alison Twiner, Cynthia James, Farah Ahmed, Imogen Casebourne, Ian Steed, Pamela Hamilton, Shengpeng Shi, Yi Zhao, Owen M. Harney, R. Wegerif

引用次数: 0

Reimagining a framework for teachers’ continuous professional development during curriculum reform 课程改革中教师持续专业发展框架的重构

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-09-04 DOI: 10.1080/03323315.2023.2250765

Sarah Porcenaluk, Art O’Neachtain, Cornelia Connolly

引用次数: 0

English phonics instruction for native Chinese speakers: limiting factors and tailoring strategies 母语为汉语的人的英语语音教学:限制因素和调整策略

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-09-03 DOI: 10.1080/03323315.2023.2253214

Ying Jiang, Xiaosong Gai, Xue Han, Ying Cui

引用次数: 0

Disturbing the teacher’s role as assessor: the case of calculated grades 2020–2021 in Ireland 扰乱教师作为评估员的角色：爱尔兰2020-2021年计算成绩的案例

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-07-20 DOI: 10.1080/03323315.2023.2236597

A. Doyle

引用次数: 0

Exploring different visions of scientific literacy in Irish primary science education: core issues and future directions 探索爱尔兰初级科学教育中科学素养的不同愿景：核心问题和未来方向

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-07-20 DOI: 10.1080/03323315.2023.2230191

Nicola Broderick

引用次数: 0

Tensions and dilemmas: a narrative inquiry account of a teacher-researcher 紧张与困境:一位教师研究者的叙事探究

IF 1.7 4区教育学

Irish Educational Studies Pub Date : 2023-07-19 DOI: 10.1080/03323315.2023.2236592

J. Meegan

引用次数: 0