IREd Institute for Research in Education - to April 2016
http://hdl.handle.net/10547/131884
2024-03-15T22:31:13ZTeaching with technologies: the essential guide
http://hdl.handle.net/10547/594581
Teaching with technologies: the essential guide
Younie, Sarah; Leask, Marilyn
2013-02-01T00:00:00ZSecret codes: the hidden curriculum of semantic web technologies
http://hdl.handle.net/10547/594598
Secret codes: the hidden curriculum of semantic web technologies
Edwards, Richard; Carmichael, Patrick
There is a long tradition in education of examination of the hidden curriculum, those elements which are implicit or tacit to the formal goals of education. This article draws upon that tradition to open up for investigation the hidden curriculum and assumptions about students and knowledge that are embedded in the coding undertaken to facilitate learning through information technologies, and emerging ‘semantic technologies’ in particular. Drawing upon an empirical study of case-based pedagogy in higher education, we examine the ways in which code becomes an actor in both enabling and constraining knowledge, reasoning, representation and students. The article argues that how this occurs, and to what effect, is largely left unexamined and becomes part of the hidden curriculum of electronically mediated learning that can be more explicitly examined by positioning technologies in general, and code in particular, as actors rather than tools. This points to a significant research agenda in technology enhanced learning.
2012-10-01T00:00:00ZSchool leadership development in Commonwealth countries : learning across the boundaries
http://hdl.handle.net/10547/594580
School leadership development in Commonwealth countries : learning across the boundaries
Moorosi, Pontso; Bush, Tony
The field of educational leadership has received significant attention in the past decade due to a growing recognition of the role of effective leadership in improving schooling experience. The paper presents findings from a study exploring school leadership preparation and development in Commonwealth countries. Respondents from several countries that are members of the Commonwealth Council for Educational Administration Management (CCEAM) participated in the study that explored the nature of leadership development provision. Questionnaires and interviews were used to collect data. The findings suggest that there is a variety of leadership learning provision and that the content appears to have changed over the years. However, the degree to which this content is shaped by local contextual experiences is questionable. The paper argues that a meaningful model of crosscultural learning for leadership development is one that is informed by context specific experiences.
2011-01-01T00:00:00ZResearch report on the role of special schools and classes in Ireland
http://hdl.handle.net/10547/594579
Research report on the role of special schools and classes in Ireland
Ware, Jean; Balfe, Tish; Butler, Cathal; Day, Thérèse; Dupont, Maeve; Harten, Catherine; Farrell, Ann-Marie; McDaid, Rory; O'Riordan, Margaret; Prunty, Anita; Travers, Joseph
This review of the role and operation of special schools and special classes was conducted in two phases. The first phase was commissioned by the special education section (SES) of the Department of Education and Science (DES) and the second by the National Council for Special Education (NCSE). Both studies were conducted by the special education department of St Patrick’s College in Drumcondra. The first phase, conducted between December 2005 and January 2007, was a questionnaire-based census of special schools and mainstream primary schools with special classes. Two types of information were sought: quantitative information on provision (for example, pupil and teacher number`s; availability of support services; curricular provision) and more qualitative information on the role of special schools and classes and links with mainstream. It was always intended that the results from this first phase would be built on via a more in-depth second phase commissioned by the NCSE. The aims of Phase One were to: reaffirm the status of special schools with regard to their position on the continuum of provision for children with special educational needs ; consult special schools about their vision for the future ; identify which pupils were being catered for in special schools and classes ; explore whether (or not) the pupil population of special schools was changing ; provide the basis for a more in-depth study by the NCSE. The second phase, conducted between November 2007 and November 2008, was designed to address three specific issues: (1) To review the role of special schools in the provision of education to pupils with SEN and in particular to examine ways in which special schools can act in a co-operative way with mainstream primary and post-primary schools to provide enhanced service to pupils with SEN and their parents. (2) To review the role of special classes in mainstream schools for pupils with SEN having particular regard to the principle of inclusive education as described in Section 2 of the Education for Persons with Special Educational Needs Act (2004). (3) To provide a review of international practice in the area of special education with a particular emphasis on the use of special schools and special classes. More specifically the study examined: the potential for special schools to offer expertise and services to mainstream primary and post-primary schools ; the issues related to dual enrolment ; whether special schools should cater for specified categories of special needs or a broader/full range of special needs and what implications changes in the spectrum of special needs over time has in this regard ; whether special schools should be used/developed as centres of excellence and if so, in what areas and how should they be used. This report incorporates information from both phases of the review in order to give as full a picture as possible within the constraints of time and budget.
The National Council for Special Education has funded this research. Responsibility for the research (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the Council.
2009-01-01T00:00:00Z