The impact of an Irish‐medium education option in initial teacher training on a third level institution

Abstract

This paper is based on a small‐scale study carried out to evaluate the change situation that arose in a Belfast third level institution with the introduction of an Irish‐medium option in initial teacher training within the BEd degree in 1996. Data were collected from stakeholders by way of questionnaire and semi‐structured interviews with a focus on four aspects. The first of those aspects was the change's impact on the institution. Stakeholders’ perceptions of the change was the second aspect and included academic staff, management, students taking the Irish‐medium option and head‐teachers in Irish‐medium schools. The third aspect was the way in which the academic staff coped with the change situation and the fourth was the likely future of the provision. The paper reports on recommendations around both the use of a second language as a teaching medium in teacher training and striking a balance between subject‐content and language teaching in teacher training for Irish‐medium education.     

What teachers think about what they can do with data: Development and validation of the data driven decision-making efficacy and anxiety inventory

Classroom level data driven decision-making (DDDM) involves the use of data to identify patterns of performance that reveal students’ academic strengths and weaknesses relative to established learning goals, and the planning of instructional practices to support academic success for all students. Although DDDM is not a new paradigm in education, little is known about what variables facilitate teacher adoption of DDDM practices. The aim of this work was to introduce two such variables, DDDM efficacy and DDDM anxiety, and a measure of these constructs, the DDDM efficacy and anxiety (3D-MEA) inventory. The 1728 participants in this study were K-12 teachers who had experienced varying levels of DDDM professional development in a Pacific Northwestern state. Exploratory factor analysis (EFA) (n = 864) and confirmatory factor analysis (CFA) (n = 864) were utilized to evaluate the psychometric properties of the 3D-MEA Inventory. Results supported a five-factor model. A discussion of the results and their implications ensue.     

Using action research in current conditions of russian teacher education

This article introduces readers to some of the cultural characteristics of education and educational development in Russia. Action Research is as yet a new influence on Russian educational thinking, and so this article makes a beginning by tracing the connection between the ‘Action Research’ approach and Russian ‘Activity Theory’ in the teacher training process. The assumption of the Russian participants in an international project devoted to action research in teacher training was that the facilitation of the ‘Activity Theory’ approach would make a relevant contribution to an understanding of action research. The practical implications of this link in various different contexts are described in the article.     

Projects in a sixth‐grade classroom: entering a bumpy but promising road

In this article the possibility of developing authentic project work in a sixth‐grade classroom of a Venezuelan school is explored, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. Data were collected via teacher researcher, co‐researcher and student journals, and also by means of audio and video recordings, interviews with students, and compilation of classroom products. Data were interpreted using a narrative presentation and also applying five categories, only one of which is analyzed in this paper. Results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made. Additionally, communication should have departed more from mere repetition, although some teams were able to try more formative approaches. It was corroborated that school facilities must be improved in order to promote better project work. AR proved fruitful as a way to produce changes and generate practical and reflexive contributions.     

Exploring the utility of action research to investigate second‐language classrooms as complex systems

Action research is geared to changes for the better and has the potential to assist teachers to extend their teaching skills and develop a deeper understanding of themselves, their classroom and their learners. However, in the area of applied linguistics, the viability of action research has been seriously questioned. In this article, we argue that adopting a complexity‐theory perspective, which requires teachers to be dynamic and complex in their approach, helps in identifying action research as a suitable research tradition for investigating second‐language classrooms and in turn using it widely to invigorate the field of applied linguistics. Our argumentation is supported by the fundamental links between action research and complexity theory as an emerging paradigm in education. Although the case made in this article concerns second‐language classrooms, the conclusions reached may well apply to any classroom that shares some commonalities with second‐language classrooms.     

明代运河的通航次序与钞关税收

运河是沟通南北的经济动脉,明朝在运河沿线设置了一些钞关,对过往船只征收船料钞.但明代钞关税收的数额长期处于一种相当低下的水平,与明中后期商业的繁荣景象很不相称.究其原因,从通航条件上看,明代运河交通并非畅通无阻,存在一些危险或易拥堵的航段,有些航段适合通航的时间很有限.在明代运河的一些易拥堵的航段,在制度上和实际上都形成了贡舟先行,次则漕舟,官舟再次之,民舟又次之的通航次序.这种根源于封建等级制度的通航次序将民间船只边缘化,使南北方的商品运输依附于带有官方色彩的各类船只.这种寄生性的商品流动,虽然可以满足北方的物资需求,但严重影响了运河钞关的税收增加.     

双面观照--博山炉:出土实物与咏物诗的互证

博山炉是汉代考古中比较常见的器物,汉代以来也有不少歌咏博山炉的文学作品,将这两者互相印证进行研究可以增进对各自的进一步认识.一方面,用“博山”称以山峦形制为特征的熏炉至迟从晋人开始,晚于实物的出现.并且当时还有不少器物也具备这种山峦形制,也可以称为“博山”.在当时的社会生活中,博山炉只是一种精美的实用器物,并非模拟“海上神山”而作.即使放置在陵墓中,也是视死如生的需要,并不出于祈求升仙的目的.另一方面,出土的博山炉实物为准确理解文学作品提供了现实的依据.南朝咏物诗人在歌咏博山炉的时候,高度融入了自己的审美体验,这种以表现物象美为最终目的的主体创造性,需要文学研究者重新估量.     

俄罗斯加入WTO后中俄两国经贸合作前景分析

作为当今世界上两个重要的经济大国———中国和俄罗斯,近年来均政局稳定,经济持续增长,双方在多个领域展开各种形式的合作,但由于受到俄罗斯国内存在的各种贸易壁垒以及中俄贸易间特有的“灰色清关”的影响,两国经贸关系的发展与两国的综合国力及在国际上的地位还不相称,两国相互投资一直维持在较低的水平.2012年普京再次当选俄罗斯总统和俄罗斯成功加入 WTO ,为中俄经贸合作的进一步发展和加深提供了新的促进因素.我国应利用这难得的机遇,重新制定开拓俄罗斯市场的整体战略规划,继续优化贸易结构,扩大高科技和创新领域合作,使中俄经贸合作再上新台阶.     

The first ‘Hebrew’ teachers in Eretz Yisrael: characteristics,difficulties and coping methods (1881–1914)

The founding fathers of the new Jewish community in Eretz Yisrael (the Land of Israel, or Palestine) as well as many philosophers, public figures, educators and authors both in Israel and in the Diaspora were preoccupied with the image of the new Israeli Hebrew. The educational system was seen as an instrument to create the ‘new Hebrew’ (identifying with the ancient Hebrews) and to instil new values and behaviours in the young Palestinian‐born generation. During the first three decades (1981–1914) of Jewish education in Palestine, the typical teacher had neither pedagogical training nor prior experience in education, lacked the vocabulary for teaching subjects in Hebrew, and was familiar only with educational systems that differed from the one that she/he dreamed of creating. Individual teachers had no contact with one another and no institutionalised support system. They worked as ‘lone soldiers’, contending with a severe shortage of reference books, textbooks and reading material, struggling with the necessity to create a curriculum and set its priorities, and to translate and prepare material. Yet despite these tremendous difficulties, many educators did manage to realise their educational aims. What characterised these early teachers? What were the difficulties they faced? How did they manage to achieve their aims? This article attempts to answer these and other relevant questions.