RELATIONSHIPS BETWEEN ACHIEVEMENT IN SPOKEN IRISH AND DEMOGRAPHIC, ADMINISTRATIVE, AND TEACHING FACTORS
The investigation of the factors affecting achievement in spoken Irish at primary and post primary levels has been hampered by the absence of objective tests. In the present study a recently developed objective test of spoken Irish was available and achievement on the test of a national sample of sixth grade classes (N=119) was related to nine predictor variables. One demographic variable (region) one administrative variable (‘size of the sixth grade group within the class unit) and two teaching variables (extent of Irish medium instruction and type of course method used) explained significant proportions of the variance in class achievement. The proportions of variance explained by these four variables were 7.6% (region), 8.9% (size of sixth grade group,) 13.5% (extent of Irish medium instruction) and 11.0% (type of course method).
THE DARING FIRST DECADE OF THE BOARD OF NATIONAL EDUCATION, 1831-1841
The establishment of the Board of National Education in 1831 was a landmark in the history of Irish education. The following decade was one of excitement and innovation in social policy and the Board, though faced with the task of organising and supporting a non-denominational system in difficult circumstanccs, did not lack ideas for further educational reform. In this paper the political, social and religious contexts of the birth and early development of the Board are considered. Particular attention is paid to the actual mode of operation and administrative arrangements of the Board initial moves, the early arrangements for offices, the first rules and regulations and the accountability aspect of the Board’s work. Arrangements arrived at for teacher training and teacher salaries and the procedure for establishing the school inspectorate are examined. Other important aspects of the Board’s activities which are described are the provision of school textbooks and arrangements for their dissemination the promotion of agricultural schools, and assistance in the provision of workhouse schools.
OPINIONS OF THE IRISH PUBLIC ON INTELLIGENCE
Patricia J Fontes, Thomas Kellaghan, George F Madaus and Peter W Airasian
In a survey of a representative sample of the Irish adult population (n 994) respondents were asked in interview their views on a number of issues related to intelligence and its measurement. Almost half (49%) the respondents judged that the results of intelligence tests depend equally on innate and learned factors the remaining half were nearly evenly divided between a belief in primarily innate causes and a belief in primarily learned causes. Opinion was divided about how much the kind of intelligence measured by tests matters in life 38% said a great deal 26% said not as much as other things and 21% said ‘very little. Majorities agreed (71%) that education cannot make up for a lack of natural ability and disagreed (61%) that it is fair to give more opportunities to those with more intelligence Just over half (52%) the respondents thought that most teachers are good judges of a child s intelligence.
RECENT RESEARCH ON THE HISTORY OF TEACHER EDUCATION IN ENGLAND AND WALES
J B Thomas
Literature on the history of teacher training in England and Wales which was published since 1970 is reviewed. An account of general works and bibliographies is followed by a summary of works on the Association of Teachers in Colleges and Departments of Education, teacher supply, and the histories of individual colleges. Data on students are presented. The need for work on the curriculum and the university training of teachers is considered.
THESES ON EDUCATIONAL TOPICS IN UNIVERSITIES IN IRELAND THEIR DISTRIBUTION BY UNIVERSITY, TOPIC AND DEGREE
Patricia J Fontes
Entries to the Register of theses on educational topics in universities in Ireland and its supplements, published by the Educational Studies Association of Ireland, were analyzed to determine the institutions, topics degrees, and university departments associated with the theses in 16 time intervals between 1911 and 1982. Nearly one half of the theses were completed since 1974. Work for about 23% of the theses was earned out in Queens University Belfast and for a nearly equal percentage in University College Dublin followed by Trinity College with 17% the New University of Ulster with 13% University College Cork with 11% University College Galway with 8% and St Patricks College Maynooth with 6 percent. The most common topics dealt with were history curriculum psychology sociology and philosophy. There were marked variations over the years in the proportions of theses presented at each of the universities and in the proportions of theses devoted to each topic. The majority of awards were for Master of Arts (42%) and Master of Education (37%) degrees and were for work carried out in the Education Departments of the universities.