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Education Ireland. DOCUMENT RESUME ED 248 188 SO 015 902 AUTHOR McKirnan, Jim, Ed. TITLE Irish Educational Studies, Vol. 3 No. 2. INSTITUTION Educational Studies Association of Ireland, Ddblin. PUB DATE 83 NOTE 3t3k Financial assistance provided by Industrial Credit. Corporation (Ireland), Allied Irish Banks, Bank ot Ireland, and "Education Ireland." For Volume see .D 235 105. For Volume 3 no. 1, see SO 015 901. PUB TYPE Collected Works - General (020) Viewpoints (120) EDRS PRICE MF01/PC15 Plus Postage. DESCRIPTORS Bt3iness Education; Case Studies; Comparative Education; Computer Assisted Instructkon; Educational Finance; *Educational History; *Educational Practices; Educational Theories; Elementary Secondaiy Education; Foreign Countries; High School Graduate0; National Programs; Open Education; ParochialSchools; Peace; Private Schools; Reading Instruction; Science Education IDENTIFIERS *Ireland; *Northern Ireland ABSTRACT Research problems and issues of concern to educators in the Republic of Ireland and Northern Ireland are discussed in 21 papers. Papers fall into the general categorie3 of educational history and current practices. Papers in the first category cover the following topics: a history'oflthe Education Inquiry of 1824-1826, the "hedge" or private primary schools which existed in Ireland prior to institution of the national school system in 1831, the relationship between the Chriptian Brothers schools and the national school system, the relationship between the Irish treasury and the national school system, a history of the Royal.Commission on Technical Instruction (1881-1884), the Educational Endowments Act of 1885, and Henry Edward Armstrong and experimental science in the schools. Patters dealing with current practices examine the views of Northern Ireland teachers, cognitive consciousness and the teaching of reading, peace education, Northern Ireland's management edUcation program, problems and trends in computer-based education, business studies in Irish schools, the effect of the economic recession on business studies, ritpal and symbol in the culture of Northern Ireland's primary schools, attitudes of "Leaving Certificate" students, the overhead projector as a teaching instrument, open curricula, residential schooling for the hearingimpaired, an analysis of the post - primary, curriculum, and the relation between theorg,and practice. (LP) *********************************************************v************* * Reproductions supplied ty EDRS are the best that can be made * * from the original document. * *******************************************************************t*** 1, Sr "MISSION TO REPRODUCE THIS '4111A7-3WAL HAS BEEN GRANTED BY %7Yale(V- .4.4110,1%. TO THE EDUCATIONAL RESOURCES INFORMATION CEM ER tERICt" rf ...........,,..a ....,*.mme ++,... - , - e Edited by Dr.Jim McKernan university College Dublin Editorial Board Dr.Jim licKe4nan, U.C.O. (General Editor) Pr.Prank Douglas, U.C.C. (Busineos Editor) Dr. John Coolahan, U.C.D. Professor Donal Mulcahy, U.C.C. Dr.Denis O'Sullivan, U.C.C. Mr.Jdhn Marshall, U.C.te. Professor V.A.McClellas 1, hull University. Professor Hugh sockett,_ University of East Anglia. Published by the Educational Studies Association of Ireland, (Cumann Leann Dideachais na h-Cireann), Dublin, 1983. Copyright of each contribution is vestr4 in the contilibutor. , e EducatiOnal Studies Association is crateful for financial assistance towards the publication of Irish Educational Studies, Vol.3, to the following agenda: Industrial Credit Corporation, Allied Irish Banks, Bank Of Ireland and Edfttion Ireland. Font page Boren on Contributors iii . General Editor's Comment 4, v 4 3.1aTca J Canainn, The Education Inquiry 1824-1826 in its social and political context. Wawa Soho:, The survival of the hedge schools - a local study. 21 Donald Heron, ;The Christian Brothers' disconnect- ion from the National Board, 1938. 37' As Hytan.d, The Treasury and Irish Education: 1850-19228 The myth and the reality. 57 liens,: B. Byrne, The Royal Commission on Technical Instruction 1881-1884: the Irish dimension. 83 Raymond Wilkinson, The E4ucational Endowmenti (Ireland) Act, 3885, as part of nine eenth center educational reform. 98 "I Gerry Beggan, Henry EdwArd Armstrong, (1848 937), the experimental science in so . 120 A.moEwrn and.7.F.Futtom, Theory and practice - &discussion of the views of Northern Ireland teachers 139 Cognitive consciousness- and the initial teaching of reading. 159 M,.411E, Peace education: a values dimension 171 / Annr T. Evaluation of NorthernIreland management education programme 187 'John A, VICv.;ne77, Problems and treat in computer based education 201 ti An Whit..., The development and validation of courses in business studies to NCEA awards: 1972-1982. 214 Pgnil l'Hari, Economic recession: restraint or opportunity for higher education? 228 Marra!,, Rituals and symbols as contributors to the culture of Northern Ireland primary schools. 238 4 414 Contents , A study of Leaving Certificate students' perceptions of teachOrs" attitudes to Leaving Certificate. 256 Yr4rW7.:: Some aspects of the psychology of memory applie4 to the use of the overhead projector in the classroom. 273 krirri..te M,.onnt 1: Residential schooling and the education of children with . impkired hearing. 200 Jim Cia!,ln 'Open curricula' fer:an 'open society*.307 hlarrie A Principal's pejspective on the post-primary curriculum. 325 Reflections on the relation between theory and practice. 336 t. 1 ii Notes on contributors Seamus Cannon is Director of the Teachers' Centre, Blackrock, County Dublin. James Hoban is a secondary teacher in Roscommon. Don Herron is a teacher in St.Cronan's Senior National School, Brackenstown, Swords, County Dublin. Ape Hyland is Admissions Officer' and a lecturer'at Our Lady of Mexcy College of Education, Carysfort, Co. Dublin. , Kieran Byrne is a lecturer in Mary Immaculate College of Education, Limerick. Raynond Wilkinson teachers at Royal and Prior Comprehensive School, Paphoe, County Donegal. Gerry Beggan is a lecturer in the EducationDepartment, University College, Dublin. Alex McEwun is a lecturer in the EducationDepartment, Queen's University of Belfast. John F. Fulton is Professor of Education at Queen's University of Belfast: William G. O'Neill is at the Education Centre, New University of U1ster Coleraine, Northern Iceland. Dan McQuade 1G a lecturer in St. Patrick's College of Education, Belfast. Anne O'Shea is a Research Fellow with the Northern jr Ireland Council for Educational Research, Pscyhology Department, Queen's Universi,ty of Belfast. 111 John O'Connell is Director, Computer Centre, St.Patrick's College, Maynooth. Anthony White is a Registrar at the National Council far Eduaational Awards, Mountloy Square, Dublin. Daniel O'Hare is Director of the National Insttute for Higher Education, Glasnevin, Dublin. Dominic Murray is a lecturer in the Education Department, Univeristy College, Cork. a Madeline O'Shea is a aecondary teacher in Dun Laoghaire, County Dublin. Frank Douglas is a lecturer in Education at University College, Cork. Pat McDonnell is a specialist teacher of the hearing impaired. Jim Callan is a I..'turer in the Education Department. St. Patrick's College, Maynooth. John Harris is principal of Newpark Comprehensive School andtis seconded as special advisor to the Minister for Education. Hugh Gash is a lecturer in St. Patrick's College of Education, Drumcondra, Dublin. iv General Editor's Comment The history of educational research and of scholarly studies in education suggests that the field hap been, almost the exclusive preserve of.third'level academi and of those engaged in research agehcies in a profess Tonal capacity. Rarely did schoolmen venture into such choppy waters. It is very encouraging to note that in this number of the journal, one -third of the papers have been contributed by either practising teachersor ' principals in primary or post-primary education. This, I believe, is a very healthy development in Irish:educ- ation and testifies to the 'extended professionalism' of our school teachers. T believe that educational research can sd(ve to inform educational policy as well as improve the quality of life in sehools and the effectiveness of the cerric- alum. if educational research is to be effective thep there must be a greater cross-fertilisation of enquiry, supplemented by increased modes of cooperation and evenness accosn our three there,. system. We need'mesh', Particularly in terms of curriculum research where curriculum deV'elopment is the goal: Tne recent establish- ment'of the Curriculum and Examinations Botird presents us with a golden Tportunity to achieve this lineal'', allow- ing au it can, fcr primary, post-primary, third-level and other agencies to come together in.a dynamic enterprise which none could arllieve by working elope. For far too long we have been working alone and without liaison. The first point tt I wish to make concerns the character and choice oc7 .research problems and topics. Ireland is a small country with rather limited educational resources for research work. Iteseems to me that if several researchers were to pool their resources, both intellectual and capita), and attacked a cvlmon theme, . av or problem, then solutions will be found all the sooner. There seems to beta research tradition of private, once- off type studies, whereby researchers follow their own whimp or ideas in iipolation from the research community. Would it not be eminently mole sensible to establish Inter-disciplinary teams of researchers who
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