Education - Book chapters

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    Assessment and learning: Summative approaches
    (Routledge, 2018-01) Hall, Kathy; Sheehy, Kieron
    This chapter aims to use the term ‘bilingual learners’, in an attempt to further emphasise the linguistic power these learners possess. With the increase of research studies into bilingualism and supporting bilingual learners, different theories began to emerge. Some of these were related to what are known as ‘cross-linguistic transfer’ and ‘contrastive analysis’, whereby bilingual learners are perceived to use what they know of first language to support their development of the second language. In a similar way, a bilingual approach can be promoted through the use of dual-language picture books. These are an invaluable resource – of enormous benefit to bilingual and monolingual learners. The teachers noticed a growth in metalinguistic awareness, not just for bilingual learners, but also for weaker, monolingual readers. If practitioners are effectively to respond to linguistic diversity, a recognition is needed that each child will arrive in school with useful and potentially transformative knowledge and experience.
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    School markets and educational inequality in the Republic of Ireland
    (Oxford University Press, 2020-06-30) Cahill, Kevin
    Summary: Educational inequality is a persistent feature on the landscape of Irish educational history, and it remains a significant issue in the early part of the 21st century. There have been significant efforts at school reform in recent decades to intervene in a system that continues to provide significantly different outcomes based on socioeconomic position and background. These differentiated outcomes continue to be exacerbated by structural inequalities in the lives of people as well as by an increasing focus on neoliberal market principles in education. Interschool competition, particularly at the postprimary level, has fueled an ever-increasing marketplace where schools vie for desirable middle-class students through media-published school league tables. Indeed, this competitive landscape is partly constructed by an intense and high stakes race for third level places in Ireland. Nevertheless, significant policy measures have also been aimed at leveling the playing field and providing opportunities for people in communities that are more marginalized in terms of economic status and educational outcomes. Some of these policy interventions have had some impact in terms of retention in postprimary school, including the Delivering Equality of Opportunity in Schools program; curricular interventions into education such as the Junior Certificate Schools Programme; the Leaving Certificate Applied Programme; and the allocation of additional teaching resources to schools experiencing marginalization. Schemes such as the Higher Education Access Route and the Disability Access Route to Education have also done important work in terms of ameliorating opportunities for students from marginalized economic groups and students with disabilities, respectively. However, there are overarching sociopolitical ideologies that work to maintain educational inequality in Ireland, such as the significant impact of neoliberal choice policies on schools in communities experiencing poverty and educational marginalization. These neoliberal ideas are characterized by increasing focus on outcomes, testing and assessment, school and teacher accountabilities, within-school and between-school competition in terms of admissions policies, and “syphoning off” high-achieving students (academically, musically, sports, etc.), and they often manifest in blunt instruments such as school league tables. These policies often benefit citizens with wealth and cultural capital who use their position to distance themselves educationally from the complexity and diversity of everyday society in favor of academic and cultural silos that work to reproduce advantage for the elite sectors of society.
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    Beginnings and development of volleyball in Greece
    (University of Priština, Faculty of Sport and Physical Education in Leposavić, 2018) Adamakis, Manolis; Babić, K. M. P.; Živanović, N.; Pavlović, P. D.; Antala, B.
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    Teacher ignorance? Should it be cherished or denied?
    (Antioch University, 2018) Long, Fiachra; McDermott, J. Cynthia; Valentines, Josef
    What role does real ignorance play in teaching and learning? As far as learning is concerned, we almost expect to find that real ignorance precedes learning and that this real ignorance disappears once something has been taught. It is a type of zero sum game where ignorance + knowledge describes the full set. The more ignorant you are, the less knowledge you have and vice versa. One might expect that teachers know what pupils come to learn and that once learners have learned what the teachers know, they can move on. Something is wrong with this ‘transmission’ model, however. Teachers too learn things when they teach. They sometimes come to understand what they teach much better than before and they learn how to teach. Indeed learning and teaching is not a static process because learning is an ongoing and lifelong activity. It implies the desire to understand, which Aristotle spoke about, and which is an imperative levied on all, no matter what their age or their level of knowledge. Even established experts learn items they may have overlooked or may only be coming slowly to understand in their attempts to explain them. On the other hand, if we think of learning as a static zero sum game, then we might come to think of teacher ignorance simply as a useful ploy, a clever trick to get learners involved or to raise the standard of engagement of the class group, a method of camouflage which allows them to construct questions that seem to be sincere but end up being only an introductory ploy prior to giving instruction to learners. This issue is identical to the problem of Socratic ignorance. Was Socrates really ignorant or was he simply pretending to be so? Commentators have differed on this point in the past.
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    Adolescent Literacy, Identity and School (ALIAS): positions, pedagogies and spaces for learning
    (Literacy Association of Ireland, 2017) Cahill, Kevin; Curtin, Alicia; Hall, Kathy; O'Sullivan, Dan
    The purpose of this paper is to excavate connections between adolescent literacy and identity in post-primary school settings. It will focus on the theoretical framework informing our study as well as a brief discussion of some key findings. The central research aims focusing this part of the Adolescent Literacy, Identity and School (ALIAS) study are to: (i) Investigate the impact of levels of literacy and learning on the identity constructions of first year students in post-primary school (ii) To develop guidelines for a cross-curricular literacy and learning intervention programme in collaboration with student participants.