How is geography taught in Irish primary schools? A large scale nationwide study

Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.

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USABILITY EVALUATION CASE STUDY IN TECHNOLOGY ENHANCED LEARNING LARGE-SCALE PILOT IN PRIMARY SCHOOLS

EDULEARN19 Proceedings ◽

10.21125/edulearn.2019.0810 ◽

2019 ◽

Author(s):

Diana Bogusevschi ◽

Jim Playfoot ◽

Odilla Finlayson ◽

Gabriel-Miro Muntean

Keyword(s):

Primary Schools ◽

Large Scale ◽

Usability Evaluation ◽

Technology Enhanced Learning ◽

Enhanced Learning

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Bilingual education/bilingualism

Language Teaching ◽

10.1017/s0261444803261930 ◽

2003 ◽

Vol 36 (2) ◽

pp. 120-157

Keyword(s):

New York ◽

Language Learning ◽

Bilingual Education ◽

Language Proficiency ◽

Primary Schools ◽

Heritage Language ◽

Large Scale ◽

Community Services ◽

Language And Cognition ◽

Language And Education

03—360 Adegbite, Wale (U. Ile-Ife Nigeria). Sequential bilingualism and the teaching of language skills to early primary school pupils in Nigeria. Glottodidactica (Poznán, Poland), 28 (2002), 5—17.03—361 Bennett-Kastor, Tina (Wichita State U., USA; Email: [email protected]). The ‘frog story’ narratives of Irish-English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 131—46.03—362 Driessen, Geert, van der Slik, Frans and De Bot, Kees (U. of Nijmegen, The Netherlands; Email: [email protected]). Home language and language proficiency: A large-scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development (Clevedon, UK), 23, 3 (2002), 175—94.03—363 Gérin-Lajoie, Diane (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). L'approche ethnographique comme méthodologie de recherche dans l'examen du processus de construction identitaire. [Ethnographic approaches to research in examining the process of identity construction.] The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 77—96.03—364 Haritos, Calliope (Hunter Coll. School of Ed., New York, USA; Email: [email protected]). A developmental examination of memory strategies in bilingual six, eight and ten year olds. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 197—220.03—365 Lambson, Dawn (1270 E. Campus Dr., Tempe, Arizona, USA; Email: [email protected]). The availability of Spanish heritage language materials in public and school libraries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 233—43.03—366 Lee, Jin Sook (Rutgers U., New Brunswick, NJ, USA; Email: [email protected]). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 117—33.03—367 Oh, Maria K. and Kukanauza, Jurate (State U. of New York at Buffalo, USA; Email: [email protected]). Bilingualism and biculturalism: A constructively marginalized new person between worlds. English Teaching (Korea), 57, 3 (2002), 101—23.03—368 Priven, Dmitri (Polycultural Immigrant & Community Services & Seneca Coll., Toronto, Canada; Email: [email protected]). The vanishing pronoun: A case study of language attrition in Russian. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 131—44.03—369 Schelletter, Christina (U. of Hertfordshire, UK; Email: [email protected]). The effect of form similarity on bilingual children's lexical development. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 93—107.03—370 Shin, Sarah J. (U. of Maryland, USA; Email: [email protected]). Differentiating language contact phenomena: Evidence from Korean-English bilingual children. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 337—60.03—371 Spada, Nina (Ontario Inst. for Studies in Ed., U. of Toronto, Canada; Email: [email protected]) and Lightbown, Patsy M.. L1 and L2 in the education of Inuit children in Northern Quebec: Abilities and perceptions. Language and Education (Clevedon, UK), 16, 3 (2002), 212—40.03—372 Young, Catherine (PO Box 2270 CPO, 1099 Manila, Philippines; Email: [email protected]). First language first: Literacy education for the future in a multilingual Philippine society. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 221—32.

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Informal nature experience on the school playground

International Journal for Transformative Research ◽

10.1515/ijtr-2015-0004 ◽

2015 ◽

Vol 2 (1) ◽

pp. 18-25 ◽

Cited By ~ 3

Author(s):

Andreas Raith

Keyword(s):

Primary Schools ◽

Large Scale ◽

School Teacher ◽

Meta Analysis ◽

Educational Institutions ◽

Primary School Teacher ◽

School Playgrounds ◽

First Results ◽

The Impact ◽

Nature Experience

Abstract In Germany, all-day care and all-day schooling are currently increasing on a large-scale. The extended time children spend in educational institutions could potentially result in limited access to nature experience for children. On the other hand, it could equally create opportunities for informal nature experience if school playgrounds have a specific nature-oriented design. This article is written from the perspective of a primary school teacher and presents the findings of a meta-analysis which looks at the impact nature experience has on the development of children. Furthermore, the first results of a research study on green playgrounds in primary schools is discussed. The results so far seem to indicate that green school playgrounds have the potential of providing nature experience particularly for primary students

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Dissemination Among Youth of Knowledge of the Geneva Conventions

International Review of the Red Cross ◽

10.1017/s0020860400063713 ◽

1969 ◽

Vol 9 (105) ◽

pp. 677-678

Keyword(s):

Primary Schools ◽

Large Scale ◽

School Level ◽

Red Cross ◽

International Review ◽

Information Campaign ◽

Geneva Conventions

One of the most effective methods of making the Red Cross and the Geneva Conventions known is action at school level. It was for that reason that the ICRC undertook to distribute widely a textbook entitled The Red Cross and My Country (in English and French) which the International Review has mentioned in several previous issues. This large scale information campaign was started in Africa in the autumn of 1967. Since then many governments have agreed to the distribution of the manual in their schools. At present there are 230,000 copies—published and donated to the relevant authorities by the ICRC—in use in primary schools in twenty-one African States.

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La política de ingreso a la carrera docente en México: Resultados de una supuesta idoneidad

Education Policy Analysis Archives ◽

10.14507/epaa.26.3463 ◽

2018 ◽

Vol 26 ◽

pp. 5 ◽

Cited By ~ 1

Author(s):

Graciela Cordero Arroyo ◽

Jose Alfonso Jimenez Moreno

Keyword(s):

Primary Schools ◽

Large Scale ◽

Teaching Profession ◽

Educational Quality ◽

Teaching Performance ◽

Teaching Career ◽

Educational Levels ◽

Teaching Function ◽

Professional Teaching ◽

Large Scale Tests

As a consequence of the Mexican Educational Reform of 2013, the educational system allows the entry into teaching in presschools and primary schools to professionals without preservice teacher education, as long as they demonstrate their suitability through two large-scale tests. This article describes and analyzes the implementation of the tests used in the evaluation of admission to the professional teaching service at these educational levels, and in addition, presents empirical evidence of the results of the process of entering the teaching career as a basis to question the alleged suitability in the evaluation results, both nationally and in a federal entity in the northwest of the country. Two references are observed that define the suitability of the teaching performance. The first is an instrument called Profiles, Parameters and Indicators, which serves as a general ideal of what is expected by the teaching function. The second, the standards defined in the measurement process itself. The conclusion addresses the need to review the process of evaluation of the admission to the teaching career in Mexico, as well as to analyze the implications for the devaluation of the teaching profession and the desired educational quality that the entry of professionals without the appropriate training can bring.

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Large-scale citizen science provides high-resolution nitrogen dioxide values and health impact while enhancing community knowledge and collective action

10.31235/osf.io/4snhf ◽

2020 ◽

Author(s):

Josep Perelló ◽

Anna Cigarini ◽

Julian Vicens ◽

Isabelle Bonhoure ◽

David Rojas-Rueda ◽

...

Keyword(s):

High Resolution ◽

Collective Action ◽

Citizen Science ◽

Primary Schools ◽

Large Scale ◽

Health Impact ◽

Positive Contribution ◽

Health Issues ◽

Community Knowledge ◽

Key Drivers

We present outcomes from a large-scale air quality citizen science campaign (xAire, 725 measurements) to demonstrate its positive contribution in the interplay between advances in exposure assessment and developments in policy or collective action. A broad partnership with 1,650 people from communities around 18 primary schools across Barcelona provided the capacity to obtain unprecedented high-resolution NO2 levels and an updated asthma Health Impact Assessment. It is shown that NO2 levels vary considerably with at some cases very high levels. More than a 1,000 new cases of childhood asthma could be prevented each year by lowering NO2 levels. Representativity of site selection and the minimal number of samplers for land use regression modelling are considered. Enhancement of community knowledge and attitudes towards collective response were observed and identified as key drivers for successful large-scale monitoring campaigns. The results encourage strengthening collaboration with local communities when exploring environmental health issues.

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Outbreaks of influenza and influenza-like illness in schools in England and Wales, 2005/06

Eurosurveillance ◽

10.2807/esm.12.05.00705-en ◽

2007 ◽

Vol 12 (5) ◽

pp. 3-4 ◽

Cited By ~ 11

Author(s):

H Zhao ◽

C A Joseph ◽

N Phin

Keyword(s):

Primary Schools ◽

Large Scale ◽

Health Protection ◽

Influenza B Virus ◽

Influenza B ◽

Base Line ◽

Local Health ◽

England And Wales ◽

Influenza Like Illness ◽

Influenza Activity

In England and Wales, clinical reports from primary care showed that influenza activity for the season 2005/06 only rose above the base line for four weeks during February 2006. However, outbreaks of influenza-like illness and/or gastrointestinal infection in schools began to be reported to the Health Protection Agency, Centre for Infections in early January 2006. To quantify the type, size and the spread of these outbreaks a reporting form was distributed to local Health Protection Units in England and to Wales for retrospective and prospective weekly completion. Between weeks 48/05 and 11/06, a total of 688 school outbreaks were reported, including 658 outbreaks of influenza-like illness with or without other symptoms. The remaining 30 outbreaks listed as gastrointestinal only were excluded from the present analysis. Influenza B was confirmed in 70 outbreaks where testing took place. 61% of the outbreaks were reported from primary schools for children aged 4-11 years. This large scale outbreak in school children with flu-like illness across England and Wales was not picked up by most of the routine surveillance schemes, therefore, we believe that a school absentee monitoring and reporting system may be needed to give an early warning of increased influenza activity, especially for the mild form of the disease caused by influenza B virus

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