John Lalor | Dublin City University (original) (raw)
Papers by John Lalor
Lalor John P Educate Together an Inclusive Response to the Needs of a Pluralist Ireland Phd Thesis Dublin City University, Mar 1, 2013
History of Education, 2015
This paper seeks to outline the key aspects of the validation and recognition of prior learning i... more This paper seeks to outline the key aspects of the validation and recognition of prior learning in the vocational education sector in Ireland In line with the current EU CREDIVOC project special attention will be paid to the common sector area, in this case engineering. McCarthy et al (2001) suggest that ‘VET systems can only be adequately understood with reference to the dynamic set of interrelationships between the education and training systems, the industrial relations system, the organizational structure of industry, and the class and status relations of the wider society as reflected in its political system’ (p. 425). It is important to observe that the context of any situation is relevant, not more so than in Ireland due to the rapid economic growth the country has experienced in the last ten to fifteen years. With Europe’s drive to consolidate its policies within the economic sectors through its members towards a knowledge economy (Brinkley & Lee 2006) the streamlining and h...
Die ITB-Forschungsberichte sollen Forschungsergebnisse zeitnah der Fachwelt vorstellen. Zur Absic... more Die ITB-Forschungsberichte sollen Forschungsergebnisse zeitnah der Fachwelt vorstellen. Zur Absicherung der Qualität wird ein internes Reviewverfahren mit zwei Gutachtern durchgeführt. Die ITB-Forschungsberichte können kostenlos von der Webseite des ITB geladen werden oder als Druckversion gegen Erstattung der Druck-und Versandkosten angefordert werden.
Eurasian Journal of Educational Research, 2015
Cultural Diversity in the Classroom, 2011
Throughout history Ireland and its people have undergone changes as a result of invasion, famine,... more Throughout history Ireland and its people have undergone changes as a result of invasion, famine, emigration and also a movement away from our rural roots to a more urbanised way of living. The Famine of 1847 led to one of the biggest changes in Irish society and the ...
This paper examines the literature on culture and the construction of identity in educational con... more This paper examines the literature on culture and the construction of identity in educational contexts in Ireland, and addresses how difference is dealt with in the institutional, policy and practical educational arenas. This is within the context of ongoing research on how the Irish Education system accommodates culturally diverse population. The paper first investigates the concept of Culture education and considers the role of school systems as reproductive and transformative agents, in a general sense and specifically in the Irish context. It then looks at cultural forces shaping these norms, and develops this against the social, cultural and demographic changes in Irish society over the last decade.
This report has been written and prepared by seven members of the CiCe network:
The School of Education Studies, which is located within the Faculty of Humanities and Social Sci... more The School of Education Studies, which is located within the Faculty of Humanities and Social Sciences at Dublin City University (DCU), offers a number of programmes at under-graduate and post-graduate level. This case study examines one element related to assessment and professional development of teachers and trainers within the School. The BSc in Education and Training is offered on a part-time or full-time basis for those interested in training or entering the field of Vocational Education and Training with particular emphasis on Adult education. The part-time course ...
This case study focuses on the learning outcomes of two separate modules within the programme: Su... more This case study focuses on the learning outcomes of two separate modules within the programme: Supervised Work-Based Practice (SWBP) and Microteaching. Using 'constructive alignment'(Biggs, 1996), the assessors are interested in the students not only having an understanding of the skills and knowledge required as a teacher/trainer but also the 'higher order elements' leading to a deep understanding of themselves and the environment they are working in. The emphasis on 'reflection'is crucial to the assessment ...
Praxisbegleitende Prüfungen und Beurteilungen in der beruflichen Bildung in Europa, 2007
Im Rahmen seiner Forschungsarbeit über praxisorientierte Beurteilung im Bereich der beruflichen B... more Im Rahmen seiner Forschungsarbeit über praxisorientierte Beurteilung im Bereich der beruflichen Bildung hat das am Projekt QUAL-PRAXIS beteiligte irische Team festgestellt, dass im irischen Kontext Reflexion und Vielfalt der Beurteilungsmethoden ...
Understanding our subjects and the nature of subject knowledge and progression in learning are es... more Understanding our subjects and the nature of subject knowledge and progression in learning are essential aspects of initial teacher education (ITE) but, in the Republic of Ireland and Northern Ireland, as in most areas, models of Citizenship Education (CE) are heavily dependent on the official definitions of citizenship developed by curriculum officials, with varying levels of political control and teacher consultation. Whilst there are networks of teachers bringing together CE teachers (for example the Five Nations network funded by the Gordon Cook Foundation) there has been little work developed by teachers to identify a comprehensive model of what it is that CE teachers actually do in the classroom and what young people do (and should) learn in the subject. We believe this makes CE particularly vulnerable to political influence and that it can become a repository for wider social policy concerns. Whilst there is always a need to identify a form of CE that suits the context in which it is being taught, this must be balanced by a more informed sense of what the core of the subject entails and how young people actually learn citizenship.
In other comparable subjects there have been teacher-led initiatives in the past such as the Humanities Curriculum Project (Stenhouse, 1983), and project CHATA (Lee & Ashby, 1987), which identify key concepts, skills, questions and areas of factual knowledge that together comprise the ‘subject lens’ that young people can apply to think about the world from a particular perspective. This project begins to develop such a model for CE, focusing on what is distinctive about seeing the world as a citizen, and thus developing a clear model for how teachers structure their teaching and how young people learn in CE. This will facilitate a discussion about attainment and progression within the subject as a school subject, and help to further distinguish CE from citizenship, as a political construct.
This small project, supported by SCOTENS, set out to generate a working model to underpin a larger scale research project, and as such it has allowed us to pilot a methodology and yield some initial working models for conceptual and skills progression. Whilst we do not claim to have discovered a universal model of progression in conceptual learning, we hope to have illustrated the value of thinking seriously about subject knowledge in CE and the complexities involved in asking students to use abstract concepts to think about citizenship.
Lalor John P Educate Together an Inclusive Response to the Needs of a Pluralist Ireland Phd Thesis Dublin City University, Mar 1, 2013
History of Education, 2015
This paper seeks to outline the key aspects of the validation and recognition of prior learning i... more This paper seeks to outline the key aspects of the validation and recognition of prior learning in the vocational education sector in Ireland In line with the current EU CREDIVOC project special attention will be paid to the common sector area, in this case engineering. McCarthy et al (2001) suggest that ‘VET systems can only be adequately understood with reference to the dynamic set of interrelationships between the education and training systems, the industrial relations system, the organizational structure of industry, and the class and status relations of the wider society as reflected in its political system’ (p. 425). It is important to observe that the context of any situation is relevant, not more so than in Ireland due to the rapid economic growth the country has experienced in the last ten to fifteen years. With Europe’s drive to consolidate its policies within the economic sectors through its members towards a knowledge economy (Brinkley & Lee 2006) the streamlining and h...
Die ITB-Forschungsberichte sollen Forschungsergebnisse zeitnah der Fachwelt vorstellen. Zur Absic... more Die ITB-Forschungsberichte sollen Forschungsergebnisse zeitnah der Fachwelt vorstellen. Zur Absicherung der Qualität wird ein internes Reviewverfahren mit zwei Gutachtern durchgeführt. Die ITB-Forschungsberichte können kostenlos von der Webseite des ITB geladen werden oder als Druckversion gegen Erstattung der Druck-und Versandkosten angefordert werden.
Eurasian Journal of Educational Research, 2015
Cultural Diversity in the Classroom, 2011
Throughout history Ireland and its people have undergone changes as a result of invasion, famine,... more Throughout history Ireland and its people have undergone changes as a result of invasion, famine, emigration and also a movement away from our rural roots to a more urbanised way of living. The Famine of 1847 led to one of the biggest changes in Irish society and the ...
This paper examines the literature on culture and the construction of identity in educational con... more This paper examines the literature on culture and the construction of identity in educational contexts in Ireland, and addresses how difference is dealt with in the institutional, policy and practical educational arenas. This is within the context of ongoing research on how the Irish Education system accommodates culturally diverse population. The paper first investigates the concept of Culture education and considers the role of school systems as reproductive and transformative agents, in a general sense and specifically in the Irish context. It then looks at cultural forces shaping these norms, and develops this against the social, cultural and demographic changes in Irish society over the last decade.
This report has been written and prepared by seven members of the CiCe network:
The School of Education Studies, which is located within the Faculty of Humanities and Social Sci... more The School of Education Studies, which is located within the Faculty of Humanities and Social Sciences at Dublin City University (DCU), offers a number of programmes at under-graduate and post-graduate level. This case study examines one element related to assessment and professional development of teachers and trainers within the School. The BSc in Education and Training is offered on a part-time or full-time basis for those interested in training or entering the field of Vocational Education and Training with particular emphasis on Adult education. The part-time course ...
This case study focuses on the learning outcomes of two separate modules within the programme: Su... more This case study focuses on the learning outcomes of two separate modules within the programme: Supervised Work-Based Practice (SWBP) and Microteaching. Using 'constructive alignment'(Biggs, 1996), the assessors are interested in the students not only having an understanding of the skills and knowledge required as a teacher/trainer but also the 'higher order elements' leading to a deep understanding of themselves and the environment they are working in. The emphasis on 'reflection'is crucial to the assessment ...
Praxisbegleitende Prüfungen und Beurteilungen in der beruflichen Bildung in Europa, 2007
Im Rahmen seiner Forschungsarbeit über praxisorientierte Beurteilung im Bereich der beruflichen B... more Im Rahmen seiner Forschungsarbeit über praxisorientierte Beurteilung im Bereich der beruflichen Bildung hat das am Projekt QUAL-PRAXIS beteiligte irische Team festgestellt, dass im irischen Kontext Reflexion und Vielfalt der Beurteilungsmethoden ...
Understanding our subjects and the nature of subject knowledge and progression in learning are es... more Understanding our subjects and the nature of subject knowledge and progression in learning are essential aspects of initial teacher education (ITE) but, in the Republic of Ireland and Northern Ireland, as in most areas, models of Citizenship Education (CE) are heavily dependent on the official definitions of citizenship developed by curriculum officials, with varying levels of political control and teacher consultation. Whilst there are networks of teachers bringing together CE teachers (for example the Five Nations network funded by the Gordon Cook Foundation) there has been little work developed by teachers to identify a comprehensive model of what it is that CE teachers actually do in the classroom and what young people do (and should) learn in the subject. We believe this makes CE particularly vulnerable to political influence and that it can become a repository for wider social policy concerns. Whilst there is always a need to identify a form of CE that suits the context in which it is being taught, this must be balanced by a more informed sense of what the core of the subject entails and how young people actually learn citizenship.
In other comparable subjects there have been teacher-led initiatives in the past such as the Humanities Curriculum Project (Stenhouse, 1983), and project CHATA (Lee & Ashby, 1987), which identify key concepts, skills, questions and areas of factual knowledge that together comprise the ‘subject lens’ that young people can apply to think about the world from a particular perspective. This project begins to develop such a model for CE, focusing on what is distinctive about seeing the world as a citizen, and thus developing a clear model for how teachers structure their teaching and how young people learn in CE. This will facilitate a discussion about attainment and progression within the subject as a school subject, and help to further distinguish CE from citizenship, as a political construct.
This small project, supported by SCOTENS, set out to generate a working model to underpin a larger scale research project, and as such it has allowed us to pilot a methodology and yield some initial working models for conceptual and skills progression. Whilst we do not claim to have discovered a universal model of progression in conceptual learning, we hope to have illustrated the value of thinking seriously about subject knowledge in CE and the complexities involved in asking students to use abstract concepts to think about citizenship.