View - eTheses Repository - University of Birmingham

More documents

Recommendations

Info

APPENDIX V: Perceptions of historical dimensions by secondary respondents in Case Study I (pilot study with History Mentors at Birmingham University) with raw data modified to three categories (low importance, some importance, important) CHART A Teacher perceptions of the importance of historical dimensions at Key Stage 3 Low Some Important TOTAL British mult. hist 4 2 19 25 English history 1 1 23 25 Irish history 7 12 6 25 Scottish history 11 11 3 25 Welsh history 10 12 3 25 European history 2 1 22 25 World history 4 2 19 25 CHART B Teacher perceptions of a multicultural dimension in Key Stage 3 Areas of Study Low Some Important TOTAL 1066-1500 10 4 11 25 1500-1750 11 7 7 25 1750-1900 9 3 13 25 Europe 8 5 12 25 Pre 1900W 5 8 12 25 Post 1900W 3 7 15 25 CHART C Teacher perceptions of the importance of Irish history in Key Stage 3 Areas of Study Low Some Important TOTAL 1066-1500 23 2 0 25 1500-1750 10 10 5 25 1750-1900 14 9 2 25 Europe 25 0 0 25 Pre1900W 21 2 2 25 Post 1900W 18 3 4 25 CHART D Teacher perceptions of the importance of immigration from Ireland in Key Stage 3 Areas of Study Low Some Important TOTAL 1066-1500 25 0 0 25 1500-1750 23 2 0 25 1750-1900 15 8 2 25 Europe 21 3 1 25 Pre1900W 23 2 0 25 Post 1900W 22 1 2 25
APPENDIX VI: Perceptions of historical dimensions by secondary history respondents in Case Studies 1, 2 and 3 (25 History Mentors at Birmingham University, 38 Heads of History and 52 delegates at the School History Conference in July 2004) comparing three categories (low importance, some importance and important) CHART A Teacher perceptions of the importance of historical dimensions at Key Stage 3 Case studies 1 2 3 1 2 3 1 2 3 Ment Birm SHP Ment Birm SHP Ment Birm SHP Dimensions Low Low Low Some Some Some Impt Impt Impt British mult. hist 4 3 16 2 11 5 19 24 31 English history 1 0 0 1 0 0 23 38 52 Irish history 7 12 19 12 17 23 6 9 10 Scottish history 11 15 22 11 19 24 3 4 6 Welsh history 10 18 24 12 18 21 3 2 7 Local history N/A 3 5 N/A 13 10 N/A 22 37 British history N/A 0 0 N/A 4 2 N/A 34 50 European history 2 3 6 1 7 3 22 28 43 World history 4 2 4 2 5 4 19 31 44 CHART B Teacher perceptions of the importance of a multicultural dimension in Key Stage 3 Areas of Study Areas of Study Low Low Low Some Some Some Impt Impt Impt 1066-1500 10 13 16 4 15 13 11 10 23 1500-1750 11 14 19 7 12 15 7 12 18 1750-1900 9 5 11 3 8 12 13 25 29 Europe 8 7 18 5 14 10 12 17 24 Pre 1900W 5 9 13 8 7 6 12 22 33 Post 1900 W 3 3 8 7 11 8 15 24 36 CHART C Teacher perceptions of the importance of Irish history in Key Stage 3 Areas of Study Areas of Study Low Low Low Some Some Some Impt Impt Impt 1066-1500 23 32 43 2 5 7 0 1 2 1500-1750 10 19 22 10 12 14 5 7 16 1750-1900 14 25 33 9 6 15 2 7 4 Europe 25 30 46 0 7 4 0 1 2 Pre 1900W 21 32 47 2 3 3 2 3 2 Post 1900 W 18 27 40 3 7 6 4 4 6 CHART D Teacher perceptions of the importance of immigration from Ireland in Key Stage 3 Areas of Study Areas of Study Low Low Low Some Some Some Impt Impt Impt 1066-1500 25 38 47 0 0 2 0 0 3 1500-1750 23 34 43 2 2 6 0 2 3 1750-1900 15 23 34 8 11 8 2 4 10 Europe 21 36 50 3 2 0 1 0 2 Pre 1900W 23 34 49 2 4 2 0 0 1 Post 1900 W 22 31 46 1 7 2 2 0 4 Key for Charts A, B, C and D Low importance = not recorded, not mentioned or only mentioned orally in class Some importance = sometimes mentioned in plans Important = an important strand in A and important in some topics or plans in B, C or D
Page 1 and 2:
PERCEPTIONS OF AN IRISH DIMENSION A
Page 3 and 4:
ABSTRACT This thesis asserts that a
Page 5 and 6:
CONTENTS LIST OF TABLES LIST OF ABB
Page 7 and 8:
CHAPTER 7 206 Movers’ and shakers
Page 9 and 10:
LIST OF ABBREVIATIONS CIDE DEC DfES
Page 11 and 12:
and global history and that this in
Page 13 and 14:
experiences of Huguenot refugees in
Page 15 and 16:
intention for the current research
Page 17 and 18:
a series of ‘fuzzy generalisation
Page 19 and 20:
CHAPTER 1 AN IRISH DIMENSION WITHIN
Page 21 and 22:
never again to be regarded as the p
Page 23 and 24:
claimed that the experiences of the
Page 25 and 26:
The report made some reference to d
Page 27 and 28:
Irish dimension has featured in thi
Page 29 and 30:
together. The relationship between
Page 31 and 32:
Although, the third volume certainl
Page 33 and 34:
esonance. Secondly, within the peri
Page 35 and 36:
Before exploring links between an I
Page 37 and 38:
Historical Association and former H
Page 39 and 40:
narrative histories based on the ex
Page 41 and 42:
This did not make explicit referenc
Page 43 and 44:
ead’. Anti-racism was concerned w
Page 45 and 46:
working party’s recommendations h
Page 47 and 48:
and alienated by a diet of history
Page 49 and 50:
history for equality and diversity
Page 51 and 52:
CHAPTER 2 METHODOLOGY: APPROACHES U
Page 53 and 54:
investigated Art teachers’ percep
Page 55 and 56:
… a group of children in a class
Page 57 and 58:
esearch participants must be honour
Page 59 and 60:
Case Study I: Pilot study of 25 Sec
Page 61 and 62:
276 primary schools, 197 are LEA sc
Page 63 and 64:
comparing the primary and secondary
Page 65 and 66:
Development Education or the Irelan
Page 67 and 68:
esponse. A common format for the pr
Page 69 and 70:
eferences to their life histories.
Page 71 and 72:
Research into action The issues and
Page 73 and 74:
organiser and I discussed the prosp
Page 75 and 76:
schools replied. Only 6 telephone r
Page 77 and 78:
who volunteered were interviewed. T
Page 79 and 80:
without evident inhibitions. A more
Page 81 and 82:
Ireland in Schools (a) Secondary Te
Page 83 and 84:
CHAPTER 3 THE IRISH DIMENSION WITHI
Page 85 and 86:
one said that they served the Irish
Page 87 and 88:
What does a comparison between the
Page 89 and 90:
Can perceptions of an Irish dimensi
Page 91 and 92:
Number of respondents 25 38 52 115
Page 93 and 94:
out of 38 responses and in Case Stu
Page 95 and 96:
The teaching of an Irish dimension
Page 97 and 98:
The last question provided responde
Page 99 and 100:
obtained from at least one school i
Page 101 and 102:
felt that Irish history and immigra
Page 103 and 104:
RC responses 0 17 4 1 22 LEA respon
Page 105 and 106:
Table 9: An examination of the rela
Page 107 and 108:
y some secondary respondents. A num
Page 109 and 110:
secondary schools there are respond
Page 111 and 112:
and Primary Historical Association
Page 113 and 114:
1 Some Low No - less 2 Some Low/som
Page 115 and 116:
Birmingham had an Irish community.
Page 117 and 118:
concentrate on … literacy and num
Page 119 and 120:
more traditional topics which could
Page 121 and 122:
The fifth interviewee had been Head
Page 123 and 124:
The impression given was that at bo
Page 125 and 126:
which they constructed the past. Fo
Page 127 and 128:
Birmingham, and the remaining three
Page 129 and 130:
The interviewee said that at a rece
Page 131 and 132:
decision to focus on teaching Irish
Page 133 and 134:
The interviewee taught Ireland as t
Page 135 and 136:
Examples of topics where an Irish d
Page 137 and 138:
emphasised pragmatic motives for de
Page 139 and 140:
Two interviewees indicated that the
Page 141 and 142:
It is possible that the interviewee
Page 143 and 144:
commented, ‘We obviously do Engli
Page 145 and 146:
What did this interviewee have to s
Page 147 and 148:
When asked about other aspects of t
Page 149 and 150:
dimension and multicultural and ant
Page 151 and 152:
the other case studies did not repl
Page 153 and 154:
The Project Facilitator was intervi
Page 155 and 156:
The Director worked closely with co
Page 157 and 158:
In practical terms 80:20 is about w
Page 159 and 160:
at what was happening in Belfast an
Page 161 and 162:
of pictures related to current deve
Page 163 and 164:
elated to an Irish dimension, the P
Page 165 and 166:
We didn’t feel that they needed t
Page 167 and 168:
The fact that the interviewee did n
Page 169 and 170:
We can draw out influences of the w
Page 171 and 172:
esponsibility for the history curri
Page 173 and 174:
curriculum. The analysis of the thr
Page 175 and 176:
• Contributes towards the teachin
Page 177 and 178:
studying Ireland is a chore, but th
Page 179 and 180:
article concluded by noting that hi
Page 181 and 182:
elated to a multicultural or anti-r
Page 183 and 184:
The interviewee also felt that thei
Page 185 and 186:
Beyond individual schools they felt
Page 187 and 188:
Clearly, the co-ordinator’s inter
Page 189 and 190:
Stage 4. They also considered that
Page 191 and 192:
For example they had already used m
Page 193 and 194:
The interviewee developed materials
Page 195 and 196:
community because they feared that
Page 197 and 198:
will be considered before consideri
Page 199 and 200:
een delayed by personal or school d
Page 201 and 202:
The interviewee indicated more abou
Page 203 and 204:
Work related to Black History at Ke
Page 205 and 206:
growing up in an ever smaller world
Page 207 and 208:
within British history. It is inter
Page 209 and 210:
through a workshop. They provided t
Page 211 and 212:
The second teacher was interviewed
Page 213 and 214:
interviewee had undertaken fund rai
Page 215 and 216:
interpret the story. Clearly, the s
Page 217 and 218:
History Project GCSE courses or as
Page 219 and 220:
The intention is to explore the spe
Page 221 and 222:
Romans, Tudors, World War 2 in a va
Page 223 and 224:
interviewee noted that a significan
Page 225 and 226:
egin to do that. That’s the key,
Page 227 and 228:
interviewee had also contributed to
Page 229 and 230:
argue with that really because ther
Page 231 and 232:
People have come and gone through E
Page 233 and 234:
leader for the GCSE History pilot.
Page 235 and 236:
Towards the end of the interview th
Page 237 and 238:
in their cluster group still had di
Page 239 and 240:
months before the time of the inter
Page 241 and 242: the interests of particular mentors
Page 243 and 244: … the further that you get from t
Page 245 and 246: Clearly, the issues of the relation
Page 247 and 248: ‘schools quite often find that th
Page 249 and 250: examination results and league tabl
Page 251 and 252: in Britain’s multicultural societ
Page 253 and 254: priorities. For some interviewees i
Page 255 and 256: Curriculum 2000 and primary intervi
Page 257 and 258: implications for both pupils’ und
Page 259 and 260: focus for looking at events such as
Page 261 and 262: Different interpretations and versi
Page 263 and 264: … if comparing the IRA to al-Qaid
Page 265 and 266: teach about Ireland at Key Stage 3
Page 267 and 268: current study. An exploration of th
Page 269 and 270: APPENDICES Appendix I: Appendix II:
Page 271 and 272: . Why do you teach it? Rate each of
Page 273 and 274: APPENDIX II: Secondary Head of Hist
Page 275 and 276: Question 2. How important is multic
Page 277: Question 4. How important is immigr
Page 280 and 281: 8. DO YOU TEACH IRISH HISTORY/OR IR
Page 282 and 283: 12. History textbooks at KS4 Please
Page 284 and 285: APPENDIX III: Primary History Co-or
Page 286 and 287: 5. Tick the comment which shows the
Page 288 and 289: 7. HISTORY TEXTBOOKS AT KS2 Please
Page 290 and 291: I really appreciate you help in com
Page 294 and 295: APPENDIX VII: Perceptions of histor
Page 296 and 297: APPENDIX IX: Perceptions of histori
Page 298 and 299: APPENDIX XI: Perceptions of histori
Page 300 and 301: Bookseller (2003 b) The Bookseller,
Page 302 and 303: Charlesworth, S. (2000) A Phenomeno
Page 304 and 305: Gain, C.and George, R. (1999) Gende
Page 306 and 307: Jenkins, K. (1991) Re-thinking the
Page 308 and 309: Morrison, V. (1989) ‘Coney Island
Page 310 and 311: Riverdance - A Journey (1996) Produ
Page 312: Weight R. (2002) Patriots: National
show all

View - eTheses Repository - University of Birmingham

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?