14,178
Views
12
CrossRef citations to date
0
Altmetric
Articles

Evolution of Irish curriculum culture: understandings, policy, reform and change

Pages 713-733 | Received 29 Jun 2020, Accepted 05 Jan 2021, Published online: 08 Apr 2021

References

  • Aukerman, M., and L. Chambers Schuldt. 2017. “Bucking the Authoritative Script of a Mandated Curriculum.” Curriculum Inquiry 47 (4): 411–437. doi:10.1080/03626784.2017.1368353.
  • Ball, S. J. 2012. Global Education Inc. New Policy Networks and the Neo-Liberal Imaginary. London: Routledge.
  • Barrow, R. 1984. Giving Teaching Back to Teachers. A Critical Introduction to Curriculum Theory. Brighton: Wheatsheaf.
  • Bobbitt, F. 1924. How to Make a Curriculum. Boston, MA: Houghton Mifflin.
  • Bruner, J. 1960. The Process of Education. Cambridge, MA: Harvard University Press.
  • Burke, A., and P. J. Fontes. 1986. “Educational Beliefs and Practices of Sixth Class Teachers in Irish Primary Schools.” Irish Journal of Education 20: 51–77.
  • Byrne, C., and M. Prendergast. 2020. “Investigating the Concerns of Secondary School Teachers Towards Curriculum Reform.” Journal of Curriculum Studies 52 (2): 286–306. doi:10.1080/00220272.2019.1643924.
  • Callan, J. 2006. Developing Schools, Enriching Learning. The SCD Experience. Maynooth: Department of Education.
  • Carr, W., and S. Kemmis. 1986. Becoming Critical, Education, Knowledge and Action Research. London: Falmer.
  • Coolahan, J. 1981. Irish Education: History and Structure. Dublin: Institute of Public Administration.
  • Coolahan, J. 1986. “The Secondary School Experiment 1924–1942: The Case of English.” In Dimensions of Reading, edited by V. Greaney and B. Molloy, 42–62. Dublin: The Educational Company.
  • Cuban, L. 1998. How Schools Change Reforms: Redefining Reform Success and Failure. New York: Teachers College Press.
  • Deng, Z. 2018. “Contemporary Curriculum Theorizing: Crisis and Resolution.” Journal of Curriculum Studies 50 (6): 691–710. doi:10.1080/00220272.2018.1537376.
  • Department of Education. 1971. Primary School Curriculum: Teacher’s Handbook, Part 1. Dublin: Stationery Office.
  • Department of Education. 1975. Committee on the Form and Function of the Intermediate Certificate Examination, Final Report. Dublin: Stationery Office.
  • Department of Education. 1980. White Paper on Educational Development. Dublin: Stationery Office.
  • Department of Education. 1992. Education for a Changing World; Green Paper on Education. Dublin: Stationery Office.
  • Department of Education and Science (DES). 1995. Charting Our Education Future, White Paper on Education. Dublin: Stationery Office.
  • Department of Education and Science (DES). 1999. Primary School Curriculum. Dublin: Stationery Office.
  • Department of Education and Science (DES). 2004. Rules and Programmes for Secondary Schools 2004/2005. Dublin: Stationery Office.
  • Department of Education and Skills [DES]. 2012. A Framework for Junior Cycle. Dublin: Author.
  • Department of Education and Skills (DES). 2015. Framework for Junior Cycle. Dublin: Author.
  • Department of Education and Skills [DES]. 2018. Circular Letter: Arrangements for the Implementation of the Framework for Junior Cycle with Particular Reference to School Year 2018/19. Dublin: Author.
  • Department of Education and Skills (DES). 2019. CUMASÚ. Empowering Through Learning. Dublin: Author.
  • Drudy, S., and K. Lynch. 1993. Schools and Society in Ireland. Dublin: Gill & Macmillan.
  • Eisner, E. 1992. “Educational Reform and the Ecology of Schooling.” Teachers College Record 93 (4): 610–627.
  • Elliott, J. 1998. The Curriculum Experiment, Meeting the Challenge of Social Change. Buckingham: Open University Press.
  • Fitz, J. A., and A. C. Nikolaidis. 2020. “A Democratic Critique of Scripted Curriculum.” Journal of Curriculum Studies 52 (2): 195–213. doi:10.1080/00220272.2019.1661524.
  • Flood, P. 2014. “Junior Cycle Framework: Considerations for Schools and Learners.” Education Matters Yearbook, 108–110.
  • Fullan, M. 1991. The Meaning of Educational Change. New York: Teachers College Press.
  • Fullan, M. 2016. The New Meaning of Educational Change. New York: Teachers College Press.
  • Garrison, J. 2007. “Identifying Traces of Bildung in Dewey’s Philosophical System.” Paper presented at the 34th Annual Conference of the Society for the Advancement of American Philosophy, Columbia, South Carolina.
  • Gleeson, J. 1989. “The Junior Certificate: Trojan Horse or Mickey Mouse?” Compass 18 (2): 7–24.
  • Gleeson, J. 1990. “The Spiral 2 Project.” In Achievement and Aspiration: Curricular Initiatives in Irish Post-Primary Education in the 1980s, edited by G. McNamara, K. Williams, and D. Herron. Dublin: Drumcondra Teachers’ Centre.
  • Gleeson, J. 2010. Curriculum in Context: Partnership, Power and Praxis in Ireland. Oxford: Peter Lang.
  • Gleeson, J. 2012. “The Professional Knowledge Base and Practice of Irish Post-primary Teachers: What is the Research Evidence Telling Us? Irish Educational Studies 31 (1): 1–17. doi:10.1080/03323315.2011.617945.
  • Gleeson, J. 2013. “The European Credit Transfer System and Curriculum Design: Product before Process?” Studies in Higher Education 38 (6): 921–938 doi:10.1080/03075079.2011.610101.
  • Gleeson, J. 2018. “The Curriculum Response to ‘Free Education’ and the Raising of the School-Leaving Age.” In Education for All? The Legacy of Free Post-Primary Education in Ireland, edited by J. Harford. Peter Lang.
  • Gleeson, J., V. Klenowski, and A. Looney. 2020. “Curriculum Change in Australia and Ireland: A Comparative Study of Recent Reforms.” Journal of Curriculum Studies 52 (4): 478–497. doi:10.1080/00220272.2019.1704064.
  • Gleeson, J., R. Lynch, and O. McCormack. 2021. “The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators.” European Educational Research Journal Online First. doi:10.1177/1474904120987101.
  • Goodson, I. 2001. “Social Histories of Educational Change.” Journal of Educational Change 2 (1): 45–63.
  • Government of Ireland. 1998. Education Act. Dublin: Stationery Office.
  • Granville, G. 1994. “Professionalism and Partnership: The NCCA Committee System as a Mechanism for Curriculum Policy Formulation.” Unpublished MSc thesis submitted to University of Dublin.
  • Grek, S. 2009. “Governing by Numbers: the PISA ‘Effect’ in Europe.” Journal of Education Policy 24 (1): 23–37. doi:10.1080/02680930802412669.
  • Grundy, S. 1987. Curriculum: Product or Praxis. London: Falmer.
  • Hamilton, D. 1989. Towards a Theory of Schooling. London: Falmer.
  • Hamilton, D. 1990. Learning About Education: An Unfinished Curriculum. Milton Keynes: Open University Press.
  • Hannan, D. with M. Boyle. 1987. Schooling Decisions: The Origins and Consequences of Selection and Streaming in Irish Post-Primary Schools. Dublin: ESRI Paper no. 136.
  • Hannan, D., and S. Shortall. 1991. The Quality of Their Education, School Leavers’ Views of Educational Objectives and Outcomes. Dublin: ESRI.
  • Harford, J. ed. 2018. Education for All? The Legacy of Free Post-Primary Education in Ireland. Oxford: Peter Lang.
  • Heywood, J., S. McGuinness, and D. Murphy. 1980. The Public Examinations Evaluation Project. The Final Report. Dublin: Trinity College School of Education.
  • Hopmann, S. 2007. “Restrained Teaching: the Common Core of Didaktik.” European Educational Research Journal 6 (2): 109–124.
  • Hopmann, S. 2015. “‘Didaktik Meets Curriculum’ Revisited: Historical Encounters, Systematic Experience, Empirical Limits.” Nordic Journal of Studies in Education Policy 1: 14–21.
  • Hord, S. 1995. “From Policy to Classroom Practice: Beyond the Mandates.” In International Perspectives on Educational Reform and Policy Implementation, edited by D. Carter and M. O’Neill, 2–15. London: Falmer.
  • House, E. 1974. The Politics of Educational Innovation. Berkeley: McCutchan.
  • Hyland, Á, and K. Milne. 1992. Irish Educational Documents II. Dublin: Church of Ireland College of Education.
  • Interim CEB. 1986. In Our Schools, A Framework for Curriculum and Assessment. Report of the Interim Curriculum and Examinations Board to the Minister for Education. Dublin: CEB.
  • Jeffers, G. 2008. “Innovation and Resistance in Irish Schooling: The Case of Transition Year”, Unpublished PhD thesis submitted to University of Limerick.
  • Kirk, P. 2013. “A Framework for Junior Cycle: DES has established a Dedicated CPD Service: Junior Cycle for Teachers”. Education Matters Yearbook, 92–94.
  • Kirk, P. 2018/9. “Junior Cycle Reform Five Years In, Where Are We Now?” Ireland’s Yearbook of Education, 26–29.
  • Knight, P. 2001. “Complexity and Curriculum: A Process Approach to Curriculum-Making.” Teaching in Higher Education 6 (3): 369–381.
  • Lawton, D. 1986. School Curriculum Planning. London: Hodder and Stoughton.
  • Logan, J., and B. O’Reilly. 1985. “Educational Decision-Making: The Case of the Curriculum and Examinations Board.” Administration 33 (4): 469–481.
  • Long, F. 2008. “Protocols of Silence in Educational Discourse.” Irish Educational Studies 27 (2): 121–132.
  • Lortie, D. 1975. School Teacher: A Sociological Study. Chicago, IL: University Press.
  • Luke, A. 2006. “Teaching After the Market.” In Ideology, Curriculum, and the New Sociology of Education, edited by L. Weis, C. McCarthy, and G. Dimitriadis, 115–144. New York: Routledge.
  • Lynch, K. 1989. The Hidden Curriculum: Reproduction in Education. An Appraisal. London: Falmer.
  • Lynch, K., B. Grummel, and D. Devine. 2012. New Managerialism in Education. Hampshire: Palgrave Macmillan.
  • Marcel, G. 1949. Being and Having, translated by Katharine Farrer. Westminster: Dacre Press.
  • Marsh, C. J. 1997. Key Concepts for Understanding Curriculum 1. London: Falmer.
  • McCormack, T. 1992. Some General Issues in the Green Paper: A CMRS Perspective. Irish Education Decision Maker, Autumn, 26–29.
  • McGuinness, S. 1991. “Research on Assessment, Contribution to Symposium on Educational Research in Ireland: The Decade Ahead.” Irish Educational Studies 11: 175–177.
  • McKernan, J. 1991. “Reconceptualising the Post-Primary Curriculum: A Grid-Matrix for the Design and Evaluation of a Core Curriculum.” Irish Educational Studies 10: 188–204.
  • McNamara, G., K. Williams, and D. Herron. 1990. Achievement and Aspiration: Curricular Initiatives in Irish Post-Primary Education in the 1980s. Dublin: Drumcondra Teachers’ Centre.
  • Menand, L. 2001. The Metaphysical Club: A Story of Ideas in America. New York: Farrar, Straus, & Giroux.
  • Miller, R. 2003. Schools and the Future. Document no. 09. Poitiers: OECD Forum on Schooling for Tomorrow.
  • Mulcahy, D. 1981. Curriculum and Policy in Irish Post-Primary Education. Dublin: Institute of Public Administration.
  • Mulcahy, D. 1989. “Official Perceptions of Curriculum in Irish Second-Level Education.” In Irish Educational Policy, Process and Substance, edited by D. G. Mulcahy and D. O’Sullivan, 77–98. Dublin: Institute of Public Administration.
  • NCCA. 2011. Towards a Framework for Junior Cycle - Innovation and Identity. Dublin: NCCA.
  • NCCA. 2002. Developing Senior Cycle Education: Consultative Paper on Issues and Options. Dublin: National Council for Curriculum and Assessment.
  • NCCA. 2003. Developing Senior Cycle Education: Directions for Development. Dublin: NCCA.
  • NCCA. 2004. Proposals for the Future of Senior Cycle Education in Ireland. Overview. Dublin: NCCA.
  • NCCA. 2005. Proposals for the Future Development of Senior Cycle Education in Ireland. Dublin: NCCA.
  • NCCA. 2006. SPHE Draft Curriculum Framework. Dublin: NCCA.
  • NCCA. 2008. Key Skills at Senior Cycle. Draft Interim Report. Dublin: NCCA.
  • NCCA. 2010. Innovation and Identity. Dublin: NCCA.
  • NCCA. 2019. Senior Cycle Review. Public Consultation. Dublin: NCCA.
  • NCCA. 2020. Draft Primary Curriculum Framework. Dublin: NCCA.
  • NCCA. undated. Leading and Supporting Change in Schools: Discussion Paper. Dublin: NCCA.
  • Nie, Y., and S. Lau. 2010. “Differential Relations of Constructivist and Didactic Instruction to Students’ Cognition, Motivation, and Achievement.” Learning and Instruction 20: 411–423.
  • O’Donoghue, T., J. Gleeson, and O. McCormack. 2017. “National Newspaper-Reporting on State Examinations: An Historical Exposition of the Exceptional Case of the Irish Leaving Certificate.” Encounters in Theory and History of Education 18, doi:10.24908/eoe-ese-rse.v18i0.6426.
  • OECD. 1991. Reviews of National Policies for Education: Ireland. Paris: OECD.
  • O’Sullivan, D. 1992. “Cultural Strangers and Educational Change: The OECD Report Investment in Education and Irish Educational Policy.” Journal of Education Policy 7 (5): 445–469.
  • O’Sullivan, D. 2005. Cultural Politics and Irish Education Since the 1950s. Policy Paradigms and Power. Dublin: Institute of Public Administration.
  • Pantic, N., and T. Wubbels. 2012. “Competence-based Teacher Education: A Change from Didaktik to Curriculum Culture?” Journal of Curriculum Studies 44 (1): 61–87.
  • Pieper, J. 1957 Leisure the Basis of Culture. London: Collins.
  • Pinar, W. F. 2004. What is Curriculum Theory? New Jersey: Lawrence Erlbaum.
  • Pinar, W. F. 2011. The Character of Curriculum Studies: Bildung, Currere, and the Recurring Question of the Subject. New York, NY: Palgrave Macmillan.
  • Postman, N., and C. Weingartner. 1971. Teaching as a Subversive Activity. Hammondsworth: Penguin.
  • Priestley, M. 2002. “Global Discourses and National Reconstruction: The Impact of Globalization on Curriculum Policy.” The Curriculum Journal 13 (1): 121–138. doi:10.1080/09585170110115295.
  • Priestley, M. 2018. “Curriculum Making as Social Practice: Complex Webs of Enactment.” The Curriculum Journal 29 (2): 151–158.
  • Rizvi, F., and B. Lingard. 2010. Globalizing Education Policy. London: Routledge.
  • Rudduck, J. 1991. Innovation and Change. London: Falmer.
  • Sahlberg, P. 2006. “Education Reform for Raising Economic Competitiveness.” Journal of Educational Change 7: 259–287. DOI 10.1007/s10833-005-4884-6.
  • Sarason, S. B. 1990. The Predictable Failure of Educational Reform. San Francisco: Jossey Bass.
  • Smyth, E. 2009. “Junior Cycle Education: Insights from a Longitudinal Study of Students.” ESRI Research Bulletin 4 (1).
  • Smyth, E., S. McCoy, and J. Banks. 2019. Student, Teacher and Parent Perspectives on Senior Cycle Education. Dublin: NCCA/ESRI.
  • Stanley, W. B. 2011. “Education, Philosophy, and the Cultivation of Humanity.” Counterpoints 352: 209–217.
  • Stenhouse, L. 1975. An Introduction to Curriculum Research and Development. London: Heinemann.
  • Sugrue, C. 1997. Complexities of Teaching: Child-Centred Perspectives. London: Falmer.
  • Taba, H. 1932. The Dynamics of Education. New York: Harcourt Brace.
  • Teachers’ Union of Ireland, Association of Secondary Teachers Ireland, Department of Education and Skills. 2015. Junior Cycle Reform Joint Statement on Principles and Implementation. Dublin: Authors.
  • Trant, A. 1992. The Power of the Provisional: The Curriculum Development Unit – A Case Study in Innovation in Modern Irish Education. Dissertation submitted to the Institute of Education, University of London in fulfilment of the requirements for the degree of Doctor of Philosophy.
  • Tyler, R. W. 1949. Basic Principles of Curriculum and Instruction. Chicago, IL: University of Chicago Press.
  • Walsh, T. 2012. Primary Education in Ireland, 1897–1990: Curriculum and Context. Bern: Peter Lang.
  • Walsh, T. 2016. “100 Years of Primary Curriculum Development and Implementation in Ireland: A Tale of a Swinging Pendulum.” Irish Educational Studies 35 (1): 1–16. doi:10.1080/03323315.2016.1147975.
  • Westbury, I. 2000. “Teaching as a Reflective Practice: What Might Didaktik Teach Curriculum?” In Teaching as a Reflective Practice: The German Didaktik Tradition, edited by I. Westbury, S. Hopmann, and K. Riquarts, 15–40. New Jersey: Lawrence Erlbaum Associates.
  • Wood, P., and G. Butt. 2014. “Exploring the Use of Complexity Theory and Action Research as Frameworks for Curriculum Change.” Journal of Curriculum Studies 46 (5): 676–696.
  • Wraga W, G. 2016. “Arresting the Decline in Integrity of Curriculum Studies in the United States.” Counterpoints 491: 99–110.