Student Voice: an Emerging Discourse in Irish Education Policy
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FINAL YHIS Newspaper September 2018
S E P T E M B E R 2 0 1 8 | P A G E 1 THE SHARK TIMES YHIS Student Newspaper The School is Growing! Written by Neo K. (G11) The new school year (2018~2019) has started. There are a lot of new developments that are happening, and I’m excited to My Bachelor's Degree is in Political Science and see the school have grown to 170 students. In this article, I’m History; I also hold a Postgraduate Diploma in going to introduce our school’s new principal, Mr. Samuel Education. As an educator, learning is essential to Goh. He spent the last three years as a high school teacher me, and I went on to pursue my Masters in and Secondary principal at Wuhan Yangtze International Management. School. I am Singaporean by passport but spent a good Questions & Answers with Mr. Goh part of my childhood growing up in New Zealand. Like many of you, I am a third culture kid, and I 1. Please introduce yourself. grew up in a culture which was very different from Mr. Goh: Before introducing myself, I would like to share with my passport country. The various experiences you and our readers that I'm honored and blessed to be here have given me a very global perspective and have at YHIS and to share with you my story. also allowed me to experience education across a variety of settings. My name is Mr. Samuel Goh, and I am the Head Principal for YHIS. I have been an educator for over ten years, and I started More on this on page 5.. -
Study of Student Councils of Large Elementary Schools in Montana
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1953 Study of student councils of large elementary schools in Montana George Arthur Scheltens The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Scheltens, George Arthur, "Study of student councils of large elementary schools in Montana" (1953). Graduate Student Theses, Dissertations, & Professional Papers. 7651. https://scholarworks.umt.edu/etd/7651 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. A STUDY OF STUDENT COUNCILS OF LARGE ELEMENTARY SCHOOLS IN MONTANA by GEORGE ARTHUR SCHELTENS B. A. Minot State Teachers College, 194-2 Presented in partial fulfillment of the requirements for the degree of Master of Education MONTANA STATE UNIVERSITY 1953 Approved by: Examiners L, Graduate Schçol Z/-T3 Date u Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: EP38452 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. -
Impacts of Service-Learning on Participating K-12 Students
Impacts of Service-Learning on Participating K-12 Students Source: RMC Research Corporation, December 2002, updated May 2007 For additional resources on this and other service‑learning topics visit Learn and Serve America’s National Service-Learning Clearinghouse at http://www.servicelearning.org. Recent research emphasizes academic, civic/citizenship, social/personal, and resilience impacts of service-learning on participating K-12 students. Academic Impacts A number of studies have been conducted showing promising results of the academic impact of service-learning. Students who participated in service-learning were found to have scored higher than nonparticipating students in several studies, particularly in social studies, writing, and English/language arts. They were found to be more cognitively engaged and more motivated to learn. Studies show great promise for service-learning as an avenue for increasing achievement among alternative school students and other students considered at risk of school failure. Studies on school engagement generally show that service-learning students are more cognitively engaged in school, but not necessarily more engaged behaviorally. Studies of students’ problem-solving abilities show strong increases in cognitive complexity and other related aspects of problem solving. Service-learning, then, does appear to have a positive impact on students by helping them to engage cognitively in school and score higher in certain content areas on state tests. Many of these outcomes are mediated by the quality of the program. For example: California Service-Learning Programs (Ammon, Furco, Chi & Middaugh, 2001) Researchers found that academic impacts were related to clarity of academic goals and activities, scope, and support through focused reflection. -
Pakistanis, Irish, and the Shaping of Multiethnic West Yorkshire, 1845-1985
“Black” Strangers in the White Rose County: Pakistanis, Irish, and the Shaping of Multiethnic West Yorkshire, 1845-1985 An honors thesis for the Department of History Sarah Merritt Mass Tufts University, 2009 Table of Contents Introduction 1 Section One – The Macrocosm and Microcosm of Immigration 9 Section Two – The Dialogue Between “Race” and “Class” 28 Section Three – The Realization of Social and Cultural Difference 47 Section Four – “Multicultural Britain” in Action 69 Conclusion 90 Bibliography 99 ii Introduction Jess Bhamra – the protagonist in the 2002 film Bend It Like Beckham about a Hounslow- born, football-playing Punjabi Sikh girl – is ejected from an important match after shoving an opposing player on the pitch. When her coach, Joe, berates her for this action, Jess retorts with, “She called me a Paki, but I guess you wouldn’t understand what that feels like, would you?” After letting the weight of Jess’s frustration and anger sink in, Joe responds, “Jess, I’m Irish. Of course I understand what that feels like.” This exchange highlights the shared experiences of immigrants from Ireland and those from the Subcontinent in contemporary Britain. Bend It Like Beckham is not the only film to join explicitly these two ethnic groups in the British popular imagination. Two years later, Ken Loach’s Ae Fond Kiss confronted the harsh realities of the possibility of marriage between a man of Pakistani heritage and an Irish woman, using the importance of religion in both cases as a hindrance to their relationship. Ae Fond Kiss recognizes the centrality of Catholicism and Islam to both of these ethnic groups, and in turn how religion defined their identity in the eyes of the British community as a whole. -
Toshalis & Nakkula, "Motivation, Engagement, and Student Voice
MOTIVATION, ENGAGEMENT, AND APRIL 2012 STUDENT VOICE By Eric Toshalis and Michael J. Nakkula EDITORS’ INTRODUCTION TO THE STUDENTS AT THE CENTER SERIES Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. Students at the Center synthesizes existing research on key components of student-centered approaches to learning. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student’s needs and interests, making use of new tools for doing so. The broad application of student-centered approaches to learning has much in common with other education reform movements including closing the achievement gaps and providing equitable access to a high-quality education, especially for underserved youth. Student-centered approaches also align with emerging work to attain the promise and meet the demands of the Common Core State Standards. However, critical and distinct elements of student-centered approaches to learning challenge the current schooling and education paradigm: > Embracing the student’s experience and learning theory as the starting point of education; > Harnessing the full range of learning experiences at all times of the day, week, and year; > Expanding and reshaping the role of the educator; and > Determining progression based upon mastery. -
Student Voice and the Common Core
Student Voice and the Common Core SUSAN YONEZawa University of California, San Diego Replacing a discrete, sometimes lengthy list of topics to learn, the Common Core asks teachers to help students develop high-level cognitive skills: to per- sist, model, critique, reason, argue, explain, justify, and synthesize. Faced with this challenge, teachers are wondering what they can do to help students to meet the new standards and prepare for 21st-century careers. Research on student voice can provide some answers and inform the conversation about Common Core implementation. Over the past two decades, researchers, stu- dents, and educators have teamed up across a variety of projects and places to provide us with what kids say they need to engage deeply in their studies. Interestingly, what students have long told us they want in classroom cur- riculum and pedagogy resonates with Common Core principles. As educa- tors work to implement the Common Core, student voice can offer useful guidance as well as concrete examples of the schoolwork students find most challenging, engaging, relevant, and educational. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The stan- dards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. —Common Core State Standards Initiative mission statement If the reforms of the past 30 years have taught us nothing else, we know by now that theorizing about reform is far easier than enacting it. -
Student Voice: How Young People Can Shape the Future of Education
WINTER 2019 Student Voice: How Young People Can Shape the Future of Education Student Voice: How Young People Can Shape the Future of Education Overview “It’s all about the students.” How often do we hear this sentiment—or something THE PROJECT similar—in conversations on educational policy and practice? Education leaders The Condition of Education in the take action every day to support and guide students. Dedicated teachers Commonwealth project is one way review and revise their approaches to instruction, while school leaders institute the Rennie Center fulfills its mission of producing non-partisan, high-quality, new strategies to enhance learning inside and outside the school building. independent research that promotes Communities rally around innovative institutions to augment and sustain success. improvement in public education for all Without question, these efforts aim to accomplish a noble goal: helping students Massachusetts children. achieve better outcomes in school and in life. Yet one voice that’s usually missing in discussions about how best to support PROJECT COMPONENTS student outcomes is the one that arguably matters the most: students Data Dashboard: This interactive tool themselves.1 Within the education system, decision-making structures provides an in-depth look at 25 school and practices often do not recognize or encourage students as legitimate performance indicators. Users can delve stakeholders.2 In educational debates dominated by questions of learning inputs deeper by looking at different student groups and monitor progress over time. This (standards, curricula, funding) and outcomes (assessments, college and career data is collected from the Massachusetts success), we often neglect to listen to the students who are most impacted by Department of Early Education and proposed or actual reforms. -
Student Leadership Woodgrove Primary School
STUDENT LEADERSHIP WOODGROVE PRIMARY SCHOOL March 2017 In Woodgrove Primary School, we believe that every pupil can be a leader. To develop their potential, our school places a strong emphasis on student leadership, Kouzes and Posner’s 5 with the Student Leadership Development (SLD) committee providing a range of Practices for leaders: leadership positions, responsibilities and opportunities for the pupils to learn and exercise their leadership skills and values. Model the Way At the class level, the class committee structure was introduced in 2016 as an Inspire a Shared Vision avenue for student leadership. In their various leadership positions, the pupils organise and lead the class in the class activities and school functions. At school Challenge the Process level, CCA leaders and student councillors actively contribute to improving pupil welfare and engaging the student body in meaningful activities. Working closely Enable Others to Act with teachers and pupils, our student leaders gain confidence and communication skills. Encourage the Heart Our SLD programme, ‘I AM A LEADER,’ is based on Kouzes and Posner’s five practices for exemplary leaders. It guides the SLD committee in designing leadership content and experiences. APPOINTMENT CEREMONY OF P5 EXCO, STUDENT COUNCIL 2016 EXCO Members of the Student Council were appointed by SLD Committee via the selection process shown below: Proposal for Teacher’s Day P5 councillors were assessed Interview of Exco Members based on their leadership skills and teamwork when they were The selected councillors were Rally Speech and Voting tasked to come up with the interviewed by the Vice-Principal, proposal for the Teacher’s Day. -
Student Handbook 2021-2022
Student Handbook 2021-2022 University of Utah School of Dentistry 2 Table of Contents GENERAL INFORMATION ................................................................................................................................................................................. 5 INTRODUCTION.................................................................................................................................................................................................................................. 5 HTTPS://DENTISTRY.UTAH.EDU/SITES/G/FILES/ZRELQX221/FILES/MEDIA/DOCUMENTS/2021/HANDBOOK2021.PDF ....................................... 5 MISSION AND VISION ...................................................................................................................................................................................................................... 5 CODE OF ETHICS ............................................................................................................................................................................................................................... 5 University of Utah School of Dentistry (UUSOD) Code of Ethics ............................................................................................................................. 5 GUIDELINES FOR PROFESSIONAL DRESS ................................................................................................................................................................................... 7 STUDENT IDENTIFICATION -
(Ref3b) Page 1 Institution: Liverpool Hope University Unit of Assessment
Impact case study (REF3b) Institution: Liverpool Hope University Unit of Assessment: History Title of case study: Ireland in the Twentieth Century 1. Summary of the impact Unit members Hope historians have enhanced public understanding of modern Irish cultural and political history. Principally, this was achieved through the extensive media exposure of biographical monographs published by Bryce Evans and Sonja Tiernan. Tiernan and Evans gained thorough research exposure through several prominent arteries of the national broadcast and print media in the Republic of Ireland and Britain. Collectively, this impacted awareness of Irish women‟s labour, political and economic history, both regionally and nationally. Research was cited in current affairs discussion, public discussion, and media reviews by journalists and commentators. Research provoked public comment through national radio phone-ins, blog coverage, and reviews. Research also impacted amongst „hard to reach‟ groups, particularly women and the gay community. Moreover, the press coverage of works by Kelly and O‟Callaghan significantly impacted on the policy-making and culture-informed public in Ireland, as discussed below. 2. Underpinning research The research for Evans‟ book was completed at Liverpool Hope University in late 2011 and revisions to the text for later editions were completed in Hope across 2012. The study, Seán Lemass: Democratic Dictator (Collins, 2011), was a revision of the Irish politician credited with the „mainstreaming‟ of Irish domestic and foreign policy in the 1960s. Its publication builds on a culture of research into twentieth century Irish political and economic history which has been a key feature of the Irish Studies Research group at Liverpool Hope, which was founded in 2009, and certain ideas for the book germinated in that research environment. -
Third Graders Speak: Experiences and Perspectives of Reading and Writing in Urban Public Schools
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2005 Third graders speak: Experiences and perspectives of reading and writing in urban public schools Kimberly A. Boothroyd University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Boothroyd, Kimberly A., "Third graders speak: Experiences and perspectives of reading and writing in urban public schools" (2005). Doctoral Dissertations. 260. https://scholars.unh.edu/dissertation/260 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. NOTE TO USERS This reproduction is the best copy available. ® UMI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. THIRD GRADERS SPEAK: EXPERIENCES AND PERSPECTIVES OF READING AND WRITING IN URBAN PUBLIC SCHOOLS BY KIMBERLY A. BOOTHROYD B.S., State University of New York at Cortland, 1982 M.Ed., University of New Hampshire, 1991 DISSERTATION Submitted to the University of New Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy in Literacy and Schooling May 2005 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3169077 Copyright 2005 by Boothroyd, Kimberly A. All rights reserved. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. -
THE IRISH in BRISTOL, 1938-1985 by Nick Conway BA (Swansea) MA (Liverpool)
1 THE IRISH IN BRISTOL, 1938-1985 by Nick Conway BA (Swansea) MA (Liverpool) Submitted for the degree of Doctor of Philosophy Department of Arts and Cultural Industries, Faculty of Arts, Creative Industries and Education, University of the West of England August 2018 2 Contents List of Tables and Figures – 4 List of Abbreviations - 5 Abstract – 6 Acknowledgements - 7 Introduction - 8 Research Aims - 9 Research Methodology -9 Definition of terms and census data -13 Importance of the research - 14 Historiography - 18 Chapter 1: Irish Emigration and Bristol - 22 1.1: Leaving Ireland - 23 1.2: The Irish in Bristol - 32 1.3: Patterns of settlement in Bristol - 37 1.4: Experiences of Bristol - 45 1.5: Conclusion - 53 Chapter 2: „Factory and building site fodder‟? - 56 2.1: World War Two workers - 58 2.2: Wartime Irish labour in Bristol - 59 2.3: Transport and housing problems - 61 2.4 Building labourers - 67 2.5 Post-War rebuilding - 68 2.6: NSHC Hostels for Irish building labourers - 72 2.7: Irish nurses in Bristol -79 2.8: Nursing shortages - 83 2.9: The Glenside Irish - 86 2.10: Religious affiliation and geography - 87 2.11: Working at Glenside and further migration - 91 2.12: A positive stereotype? - 92 2.13: Conclusion - 95 Chapter 3: Twentieth century Anglo-Irish relations in the Bristol context - 98 3.1: Irish neutrality - 99 3 3.2: The Treaty Ports - 101 3.3: Loyalists and Nationalists - 104 3.4: Fifth column fears - 107 3.5: The American Note - 110 3.6: Volunteers and emigrants - 111 3.7: Condolences and speeches - 113 3.8: The Republic