Curriculum Change within Policy and Practice : Reforming Second-Level Education in Ireland / / edited by Damian Murchan, Keith Johnston

• Record Nr.: UNINA9910485002603321
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021
• ISBN: 9783030507077; 3030507076
• Edizione: [1st ed. 2021.]
• Descrizione fisica: 1 online resource (XV, 277 p. 18 illus.)
• Disciplina: 375.006; 375.00609415
• Soggetti: Education and state; Education - Curricula; Schools; Educational Policy and Politics; Education Policy; Curriculum Studies; School and Schooling
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: PART I. Perspectives on junior cycle reform -- Chapter 1. Reforming curriculum: policy optimism meets practice; Damian Murchan and Keith Johnston -- Chapter 2. Teachers' and parents' perspectives on curriculum reform; Melanie NíDhuinn, Mark Prendergast, Chris Byrne -- Chapter 3. Student voice in curriculum reform; Paula Flynn, Nóirín Hayes -- Chapter 4. Media/ting educational reform: Junior cycle reform in the media; Ann Devitt -- PART II. Reforming curriculum and pedagogy -- Chapter 5. Key-skills in the context of 21st century teaching and learning; Keith Johnston -- Chapter 6. Opportunities and challenges in the reform of junior cycle language curricula; Ann Devitt, Noel Ó Murchadha -- Chapter 7. Reforming the junior cycle: Lessons from Project Maths; Chris Byrne, Mark Prendergast, Elizabeth Oldham -- Chapter 8. Putting the A into STEAM: Junior cycle reform in music; Marita Kerin, Susan McCormick -- Chapter 9. Bearding the lion: ; reforming assessmentin junior cycle; Damian Murchan -- PART III. Planning and implementing change -- Chapter 10. The politics of educational reform; Clive Byrne -- Chapter 11. The Junior Cycle reform from a comparative perspective: assessment as curriculum practice according to Irish, Finnish and Swedish teachers; Maija Salokangas, Gerry Harvey, Wieland Wermke -- Chapter 12. Leading organisational change to support junior cycle reform; Eileen O’Connor, Damian Murchan -- Chapter 13. Junior cycle reform: looking forward; .
• Sommario/riassunto: This book explores how curriculum reform is interconnected with policy, practice and society. Curriculum reform is increasingly associated with efforts to better the lives of citizens and provide a competitive edge to national prosperity. Educational policy and practice have been the subject of unprecedented convergence worldwide in the quest for so-called 21st century skills. This book offers a case study of curriculum reform within the Republic of Ireland, focusing on antecedents, processes and outcomes of government efforts to evoke fundamental curriculum realignment at lower secondary level. Set against a backdrop of fluctuating economic fortunes and concerns about academic standards and educational equity, this volume has wider relevance beyond Ireland for any system undertaking education reform at scale. Damian Murchan is Associate Professor and Head of the School of Education, Trinity College Dublin, Ireland. His research interests include educational reform, assessment policy and practice, technology-enhanced learning and assessment, 21st century skills and teacher professional development. Keith Johnston is Assistant Professor in the area of ICTs in education at the School of Education, Trinity College Dublin, Ireland. His main research interests are the development and implementation of ICT policy in primary and post-primary education, and in the use of ICTs to support teaching and learning at these levels.

Epistemic stance in English conversation : a description of its interactional functions, with a focus on I think / / Elise Karkkainen

• Record Nr.: UNINA9910963835803321
• Autore: Kärkkäinen Elise
• Pubbl/distr/stampa: Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2003
• ISBN: 9786612160745; 9781282160743; 1282160745; 9789027295941; 9027295948
• Edizione: [1st ed.]
• Descrizione fisica: 1 online resource (225 p.)
• Collana: Pragmatics & beyond, , 0922-842X ; ; new ser. 115
• Classificazione: HF 350
• Disciplina: 420/.1/41
• Soggetti: English language - Discourse analysis; English language - Spoken English; Conversation
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Epistemic Stance in English Conversation -- Editorial page -- Title page -- LCC page -- Acknowledgements -- Table of contents -- List of tables -- Introduction -- 1.1. Theoretical orientation -- 1.2. Objectives and organization of the study -- 1.3. Database and transcription: Principles and conventions -- 1.4. Conversation analysis: Four types of interactional organization -- 1.5. Orientation of the present study -- Notes -- Expression of epistemic stance -- 2.1. Epistemic modality: Semantic definition -- 2.2. Epistemic stance: Interactional approaches -- 2.3. Conclusion -- Notes -- The intonation unit as analytical unit -- 3.1. Cognitive approaches to IUs -- 3.2. IUs as interactional units -- 3.3. Conclusion -- Note -- Routinization of stance marking at the linguistic and interactional level -- 4.1. Introduction -- 4.2. Grammatical classes and syntactic types -- 4.2.1. Lexical verbs: Epistemic phrases -- 4.2.2. Adverbs -- 4.2.3. Modal auxiliaries and quasi-auxiliaries -- 4.2.4. Adjectives and nouns -- 4.2.5. Participial forms -- 4.2.6. Conclusion -- 4.3. Semantic meanings expressed -- 4.4. Position of epistemic markers in intonation units -- 4.4.1. IU-; initial position -- 4.4.2. IU-medial position -- 4.4.3. IU-final position -- 4.4.4. Separate IUs -- 4.4.5. Summary of intonation unit positions -- 4.5. Position within intonation unit sequence and in conversational turns -- 4.5.1. Finality vs. lack of finality of what precedes -- speaker change or not? -- 4.5.2. Turn-internal vs. constituting a turn -- 4.5.3. Summary of turn positions -- 4.6. Conclusion -- Notes -- Stance-taking as an interactive activity -- 5.1. Introduction -- 5.2. Discourse profile of I think -- 5.3. Semantic definitions and previous pragmatic research on I think -- 5.4. Functions of pre-positioned I think -- 5.4.1. Functions of IU-initial I think.; 5.4.2. Functions of I think as a separate IU: On-line planning -- 5.4.3. Summary of pre-positioned I think -- 5.5. Functions of post-positioned I think -- 5.5.1. Functions of I think as a separate IU: Signaling completion and pursuing a response -- 5.5.2. Summary of post-positioned I think -- 5.6. Conclusion -- 5.6.1. Functions of I think in discourse -- 5.6.2. I think as a discourse marker -- Notes -- Concluding remarks -- References -- Symbols used in transcription -- Name index -- Subject index -- The PRAGMATICS AND BEYOND NEW SERIES.
• Sommario/riassunto: This book is the first corpus-based description of epistemic stance in conversational American English. It argues for epistemic stance as a pragmatic rather than semantic notion: showing commitment to the status of information is an emergent interactive activity, rooted in the interaction between conversational co-participants. The first major part of the book establishes the highly regular and routinized nature of such stance marking in the data. The second part offers a micro-analysis of I think, the prototypical stance marker, in its sequential and activity contexts. Adopting the methodology of conversation analysis and paying serious attention to the manifold prosodic cues attendant in the speakers' utterances, the study offers novel situated interpretations of I think. The author also argues for intonation units as a unit of social interaction and makes observations about the grammaticization patterns of the most frequent epistemic markers, notably the status of I think as a discourse marker.