Using software to tell a trustworthy, convincing and useful story

Figures & data

Table 1. Examples of items from the parental questionnaire (CPAL Project).

‘Right at the start of these classes the teacher discusses with us what we are going to do and this helps us to work better’. Do you think it is important for your child to know in advance what they are going to learn about in each lesson?
No □	Yes □	Not sure □
‘Getting the chance to comment on other pupils work helps me’. Do you think it is a good thing for your child to be checking other pupils’ work in these classes?
No □	Yes □	Not sure □

Table 2. Music education as a tool for inclusion project – data analysis categories (in bold) and subcategories (in italics).

1. Teacher education

School placements provided

Student teachers’ background

2. Music education in NI

Different activities in different schools1

3. Project processes and effectiveness

Barriers for cross-community education

4. Cross-community projects

Marvellous Medicine

The School of Music’s ‘Music Makers’

‘Education for Mutual Understanding’ at Nursery

Music at Integrated School A

Music at Integrated School B

Grammar School A cross-community project

Grammar School B music education

5. Music education potential

Children’s potential

Music potential in participants’ paths

6. Music as a sign of identity

Stereotypes & alienation

7. Perception of ‘Education for Mutual Understanding’

8. Intergenerational differences

9. Information on potential key practitioners

10. Socio-economic factors

11. Participants’ backgrounds

Table 3. Transcript appearances of the four main categories in the music education as a tool for inclusion study (adapted from Odena, 2010, p. 91).

Category	Number of quotations categorised	Number of interviewees
Project processes and effectiveness	51 (16 in subcategory ‘Barriers for cross-community education’)	14 (100%)
Music education potential	29	14 (100%)
Music as a sign of identity	23	10 (71%)
Socio-economic factors	12	8 (57%)
Total number of quotations for this set of categories	115

Figure 1 A generative model of social knowledge development.

Odena , O. 2010 . Practitioners’ views on cross-community music education projects in Northern Ireland: Alienation, socio-economic factors and educational potential . British Educational Research Journal , 36 ( 1 ) : 83 – 105 .

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