Education - Book chapters

Permanent URI for this collection


Recent Submissions

Now showing 1 - 5 of 8
  • Item
    Learning outcomes and competences
    (EUA, European University Association, 2009) Kennedy, Declan; Hyland, Áine; Ryan, Norma
    There is wide variation in the literature regarding the interpretation of the meaning of the term competence. This interpretation ranges from a description of competence in terms of performance and skills acquired by training to a broad overarching view that encompasses knowledge, understanding, skills, abilities and attitudes. Due to the lack of clarity of the concept of competence, assessment of competences can be very difficult. Some authors warn against associating competence exclusively with skills, others distinguish between the terms competence and competency whilst others treat these terms as being synonymous. The essential problem appears to be that these terms are liberally used as general terms to refer to various aspects of job performance without any attempt being made to give precise definitions of the terms. While various efforts have been made to arrive at a single definition of the term competence, no agreement has been reached and there is still wide variation of meaning between various cultures and between different professions. This is in contrast to the clear definition of the concept of learning outcomes found in the literature. It is recommended that if the term competence is being used, the definition of competence being used in the particular context should be stated and also that competences should be written using the vocabulary of learning outcomes.
  • Item
    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.
  • Item
    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.
  • Item
    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.
  • Item
    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.