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What does a comparison between the three cases studies suggest about respondents’
perceptions of an Irish dimension at Key Stage 3? Appendices VII and VIII show that most
respondents felt that an Irish dimension had some importance in their planning. Reference to
the percentage figures indicates that over 40% respondents gave this response. This general
perception is developed more fully to rate the importance of an Irish dimension and migration
from Ireland in different areas of study. Appendix VIII indicates that an Irish dimension had a
low mode rating in all areas of study. Case Study 1 provides a marginally higher rating
for1500-1750 but the mode for this was shared between respondents who gave it low and
some importance. Nevertheless, the percentage figures in Appendix VII indicate that a
sizeable minority of respondents in all three case studies considered an Irish dimension
important for the period 1500-1750. A number of respondents to Case Studies 1 and 3 also
regarded an Irish dimension important for the period 1750-1900. A small number of teachers
considered that links between an Irish dimension and world history were important. Both the
mode and percentage figures for all of the case studies suggested that the majority of teachers
did not consider immigration from Ireland to be of any importance in their planning. A few
teachers considered immigration important especially when teaching 1750-1900.
Were respondents in Roman Catholic schools more likely to develop an Irish dimension than
teachers working in Local Education Authority schools? It could be assumed that Roman
Catholic schools were more likely to have links with local Irish communities. This data is not
shown in the appendices but could easily be obtained from questionnaires. Case Studies 1, 2
and 3 had a very small number of responses from teachers working in Roman Catholic
schools. Case Study 1 included three respondents from Roman Catholic schools and Case
Study 2 included four; only one respondent from a Roman Catholic school contributed to