454
Views
3
CrossRef citations to date
0
Altmetric
Articles

Organisational self-evaluation and teacher education for community relations in a transforming society?

&
Pages 320-345 | Received 17 Mar 2012, Accepted 05 Dec 2012, Published online: 04 Feb 2013

References

  • Argyris, C., and D. Schön. 1978. Organizational Learning: a Theory of Action Perspective. New York, NY: McGraw-Hill.
  • Arlow, M. 2004. “Citizenship Education in a Divided Society: The Case of Northern Ireland.” In Education, Conflict and Social Cohesion, edited by S. Tawil and A. Harley. Geneva: UNESCO International Bureau of Education.
  • Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Educational Policy 18(2): 215–228.
  • Barber, M. 1996. The Learning Game: Arguments for an Education Revolution. London: Victor Gollancz.
  • Booth, T., and M. Ainscow. 2002. Index for Inclusion: developing learning and participation in schools. Bristol: Centre for Studies on Inclusive Education (CSIE).
  • Booth, T., K. Nes, and M. Stromstad. 2003. “Developing Inclusive Teacher Education: drawing the book together.” In Developing Inclusive Teacher Education, edited by T. Booth, N. Kari and M. Stromstad. London: RoutledgeFalmer.
  • Bottery, M., and N. Wright. 2000. Teachers and the State. London: Routledge.
  • Brighouse, T., and D. Woods. 1999. How to Improve Your School. London: Routledge.
  • Carr, D. 1993. “Questions of Competence.” British Journal of Educational Studies 41(3): 253–271.
  • Cochran-Smith, M. 2004. Walking the Road: Race, Diversity and Social Justice in Teacher Education. New York, NY: Teacher’s College, Columbia University.
  • Corbett, J. 1999. “Inclusivity and School Culture: the Case of Special Education.” In School Culture. ed. J. Prosser London: Paul Chapman.
  • Council for the Curriculum, Examinations and Assessment. 2003. Pathways: Proposals for the Curriculum and Assessment at Key Stage 3. Belfast: CCEA.
  • Darby, J., D. Batts, S. Dunn, J. Harris, and S. Farren. 1977. Education and Community in Northern Ireland: Schools Apart?. Coleraine: New University of Ulster.
  • Department of Education in Northern Ireland. 1989. The Education Reform Order (Northern Ireland). Belfast: HMSO.
  • Department of Education in Northern Ireland. 1999. Towards a culture of tolerance. education for diversity (report of a Working Group on the Strategic Promotion of Education for Northern Ireland). Bangor, ME: Department of Education for Northern Ireland.
  • Department of Education in Northern Ireland. 2011. Community Relations, Equality ad Diversity in Education Policy. Bangor, ME: Department of Education for Northern Ireland.
  • Dunn, S., J. Darby, and K. Mullan. 1984. Schools Together?. Coleraine: Centre for the Study of Conflict, University of Ulster.
  • Dunn, S., and V. Morgan. 1999. “‘A Fraught Path’- Education as a Basis for Developing Community Relations in Northern Ireland.” Oxford Review of Education 25(1): 141–153.
  • Dweck, C. S., and L. Sorich. 1999. “Mastery Orientated Thinking.” In Coping, edited by C. R. Snyder. New York, NY: Oxford University Press.
  • Elwood, J., P. McKeown, T. Gallagher, R. Kilpatrick, C. Murphy, and K. Carlisle. 2004. Equality Awareness in Teacher Education and Training in NI. Belfast: Equality Commission for Northern Ireland.
  • European University Association. 2005. Developing an Internal Quality Culture in European Universities: Report on the Quality Culture Project 2003–2005. Brussels: EUA.
  • Florian, L. 2009. “Preparing Teachers to work in ‘Schools for All’ (Editorial).” Teaching and Teacher Education 25: 533–534.
  • Fullan, M. G. 1992. Successful School Improvement. Milton Keynes, UK: Open University Press.
  • Fullan, M., and S. Stiegelbauer. 1991. The New Meaning of Educatinal Change. London: Cassell.
  • Gale, K. and J. Wyatt 2008. Two men talking two: Therapy-A Story. Fourth International Congress on Qualitative Inquiry. University of Illinois at Urbana-Champaign.
  • Gallagher, A. M. 1995. Education in a Divided Society: A Review of Research and Policy. Centre for the Study of Conflict, University of Ulster at Coleraine.
  • Gerwirtz, S. 2002. The Managerial School: Post -Welfarism and Social Justice in Education. London: Routledge.
  • Gewirtz, S., S. J. Ball, and R. Bowe. 1995. Markets Choice and Equity in Education. Buckingham: Open University Press.
  • Hall, C., and A. Noyes. 2009. “New Regimes of Truth: The Impact of Performative School Evaluation systems on Teacher’s professional Identities.” Teaching and Teacher Education 25: 850–856.
  • Hopkins, D., M. Ainscow, and M. West. 1994. School Improvement in an Era of Change. London: Cassell.
  • Huberman, A. M., and M. B. Miles. 1984. Innovation up Close: How School Improvement Works. New York, NY: Plenum Press.
  • Liechty, J., and C. Clegg. 2001. Moving Beyond Sectarianism: Religion, Conflict and Reconciliation in Northern Ireland. Dublin: The Columba Press.
  • MacBeath, J. 2003. “A Role for Parents, Students and Teachers in School Self-Evaluation and Development Planning.” In Measuring Quality: Educational Indicators United Kingdom and International perspectives, edited by Kathryn A. Riley and Desmond L. Nuttall. London: Falmer.
  • MacBeath, J. 1999. Schools Must Speak for Themselves: The Case for School Self-Evaluation. London: Routledge.
  • MacBeath, J. – Mortimore, P. (1999). “Improving School Effectiveness: A Scottish Approach.” Paper presented at the British Educational Research Association, Oxford, September, 1999.
  • MacBeath, J., B. Boyd, J. Rand, and S. Bell. 1995. Schools Speak for Themselves. Glasgow: Quality in Education Centre, University of Strathclyde and National Union of Teachers.
  • MacBeath, J., and P. Mortimore. 2000. Improving School Effectiveness. Buckingham: Open University Press.
  • Marshall, J., S. Ralph, and S. Palmer. 2002. “‘I wasn’t trained to work with them’: Mainstream teachers’ Attitudes to Children with Speech and Language Difficulties.” International Journal of Inclusive Education 6(3): 199–215.
  • Mayo, P. 2003. “A Rationale for a Transformative Approach to Education.” Journal of Transformative Education 1: 38–57.
  • McCully, A. 2006. “Practitioner Perceptions of their Role in Facilitating the Handling of Controversial Issues in Contested Societies: A Northern Irish Experience.” Educational Review 7(2): 171–267.
  • McCully, A. 2010. Better Embedding Community Relations Principles in Initial Teacher Education: final report to funders. Coleraine: UNESCO Centre, University of Ulster.
  • McLean, A. 2003. The Motivated School. London: Paul Chapman Publishing.
  • Melnick, S. L., and K. M. Zeichner. 1998. “Teacher Education’s Responsibility to Address Diversity Issues: Enhancing Institutional Capacity.” Theory into Practice 37(2): 87–95.
  • Montgomery, A., and A. Smith. 1996. Values in Education in Northern Ireland. Belfast: CCEA.
  • Moran, A. 2009. “Can a Competence or Standards Model Facilitiate an Inclusive Approach to Teacher Education?” International Journal of Inclusive Education 13(1): 45–61.
  • Morrow, D. 2004. Preparing for Pluralism: Teaching and Learning in a Diverse SocietyKeynote address at the Conference, ‘Education for Mutual Understanding and Cultural Heritage: Opportunities and Challenges’. Belfast: Stranmillis University Colleg.
  • Northern Ireland Curriculum Council. 1990. Cross-Curricular Themes Guidance Materials. Belfast: NICC.
  • Office of the First Minister and Deputy First Minister. 2005. A Shared Future: Policy and Strategic Framework for Good Relations in Northern Ireland. Belfast: OFMDFM.
  • O’Connor, U., B. Hartop, and A. McCully. 2002. A Review of the School’s Community Relations Programme. Bangor, ME: Department of Education.
  • Pearson, S. 2009. “Using Activity Theory to Understand Prospective Teachers’ Attitudes to and Construction of Special Educational Needs and/or Disabilities.” Teaching and Teacher Education 25: 559–568.
  • Salomon, G. 2002. “The Nature of Peace Education: Not all Programmes Are Created As Equal.” In Peace Education: The Concepts, Principles and Practices Around the World, edited by G. Salomon and B. Nevo. New Jersey: Lawrence Erlbaum Associates.
  • Sirotnik, K.A. 1987. The School as the Centre of Change. Occasional Paper No 5, Centre for Educational Renewal. Seattle: USA.
  • Smith, R. A. L. 2001a. “Schools as Institutions for Peace in Northern Ireland: Pupils, Parent’s and Teacher’s Perceptions on the Community Relations Dimension.” Educate: The London Journal of Doctoral Research in Education 1: 123–153.
  • Smith, R.A.L. 2001b. Schools as Institutions for Peace in Northern Ireland: Pupils, Parent’s and Teacher’s Perceptions on the Community Relations Dimension. Paper submitted as part of the requirements for the Doctor in Education Programme, EdD, Institute of Education, University of London.
  • Smith, A. 2003. “Citizenship Education in Northern Ireland: beyond national identity?” Cambridge Journal of Education 3(1): 15–32.
  • Smith, R.A.L. 2003. Poetic Narratives and Poetic Activism: Implications for Improving School Effectiveness for Peace in Northern Ireland. Thesis submitted as part of the requirements for the Doctor in Education Programme, EdD., Institue of Education, University of London.
  • Smith, R.A.L. 2005. “Bringing Narrative Psychology to School Improvement for Peace. Some Implications for the Role of the Educational Psychologist in Social Conflict”. Poetic Narratives and Poetic Activism: Implications for Improving School Effectiveness for Peace in Northern Ireland. Education and Child Psychology Special Issue Vol 22, No 1.
  • Smith, R. A. L., and J. E. Neill. 2005. “Examining the Possibilities of School Improvement for Peace in Northern Ireland from a Narrative Perspective.” The Journal of Transformative Education 3(1): 6–32.
  • Smith, A., and A. Robinson. 1996. Education for Mutual Understanding: The Initial Statutory Years. Coleraine: Centre for the Study of Conflict, University of Ulster.
  • Stoll, L. 1999a. “Developing School Capacity for Lasting Improvement.” Improving Schools 2(3): 32–39.
  • Tajfel, H. and J. C. Turner 1986. “The Social Identity Theory of Intergroup Behaviour.” In Psychology of Intergroup Relations, edited by S. Worchel and W. G. Austin. Chicago: Nelson- Hall.
  • Tronya, B. 1992. “Can you see the join? An Historical Analysis of Multicultural and Antiracist Education Policies.” In Racism and Education: Structures and Strategies, edited by D. Gill, B. Mayor and M. Blair. London: Sage.
  • Turner, J. 1999. Social Identity and the Concept of Prejudice. Paper presented at the British Psychological Society (BPS) Annual Conference 8th-11th April. Waterfront Hall, Belfast.
  • Usher, R., and R. Edwards. 1994. Postmodernism and Education. Abingdon, UK: Taylor – Francis.
  • Watkins, C. 1999a. “Personal -Social Education: Beyond the National Curriculum.” British Journal of Guidance – Counselling 27(1): 71–73.
  • Watkins, C. 1999b. “The Case for Restructuring the UK Secondary School.” Pastoral Care in Education 17(4): 3–10.
  • Wilson, D., and K. Eyben 2005. A Pilot (Assisted) Self -Evaluation Framework for Core Funded Community Relations Groups. Future Ways Programme, University of Ulster.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.