Torthaí dearfacha don córas gaelscolaíochta léirithe i dtuairisc nua an ESRI
Eanáir 19, 2012
Tá tuairisc nua an ESRI, a foilsíodh inné, ar fáil anseo: The Primary Classroom: Insights from the Growing Up in Ireland Study
Tá rudaí fíor-shuimiúla agus dearfacha luaite i dtaobh na ngaelscoileanna, ar a n-áirítear (é ar fáil as Béarla amháin faraor):
Ón Achoimre Feidhmeach
Ich 9: ..girls, those attending fee-paying schools, those attending gaelscoileanna and those in non-disadvantaged schools are more likely to experience active learning in their classroom than boys, those in English-medium schools and those in disadvantaged (DEIS) schools.
I dtaobh leithdháileadh ama ar ábhair an churaclaim agus tréithe scoileanna, luaitear:
Lch 21: Differences are also evident in terms of the language medium of the school. Not surprisingly, English-medium schools allocate more time to English and less time to Irish than Irish-medium schools, both Gaeltacht schools and gaelscoileanna. However, other differences are evident, with gaelscoileanna devoting more time to Drama, Music and PE than either English-medium or Gaeltacht schools (Figure 2.4). The pattern appears to reflect a broader orientation to the promotion of Irish language and culture in gaelscoileanna rather than language medium per se.
Na tosca a théann i bhfeidhm ar leithdháileadh ama:
Lch 23 Even controlling for gender mix and DEIS status, students attending gaelscoileanna spend more time on PE, Drama and Music than other students.
Grúpálacha churaclaim
Lch. 28: Gaelscoileanna are more likely than Gaeltacht or English-medium schools to provide a broad curriculum.
Modheolaíochtaí agus méid na ranganna:
Lch. 36: Children attending gaelscoileanna are more likely to be in classes of greater than 30 pupils, while girls attending single sex schools are less likely to be in large classes.
Ich 39: Children in gaelscoileanna are more likely to benefit from pair- and group-work than children in other school settings, as are children attending fee-paying schools. While in both the fee-paying sector and Irish-medium schools teachers place less emphasis on providing differentiated activities, they place a greater emphasis on hands-on activities, using play to facilitate learning and encouraging pupils to find things out for themselves. In contrast, they appear to rely less frequently on more traditional approaches like copying notes from the board.
Lch. 43: Teaching methods are found to vary by school characteristics. In keeping with the descriptive analyses presented above, teachers in girls’ schools are more likely to use more active approaches than those in boys’ or coeducational schools. In addition, teachers in gaelscoileanna are more likely to use active methods than those in English-medium or Gaeltacht schools.
Lch. 45: More active teaching approaches like pair-work, group-work and hands-on activities are all more prevalent among recently qualified teachers and decline in prominence with length of teaching experience. This is a significant finding and may signify an important shift in teacher training methodologies over time. There is also evidence to suggest that teachers take different approaches in different school and classroom contexts – with more active methods adopted in single-sex girls’ schools, fee-paying schools and gaelscoileanna, and more teacher-centred approaches in rural DEIS and urban band 1 DEIS schools.
Rannpháirtíocht na bPáistí i suíomhanna scoile éagsúla:
Lch. 49: Children attending gaelscoileanna are also less likely to report that they never like school, although again small numbers point to the need for caution in the interpretation of these results.
Meon na bPáistí
Lch. 57: Not surprisingly, children in Irish-medium schools are more positive about Irish than those in English-medium schools (see Figure 4.9), with the most positive attitudes evident among children attending gaelscoileanna. Interestingly, children attending Irish-medium schools, both gaelscoileanna and Gaeltacht schools, also have more positive attitude to Reading than those in English-medium schools. No variation is evident in attitudes to Mathematics by language medium of the school.
Lch. 59: Not surprisingly, children attending gaelscoileanna have more positive attitudes to Irish than those in English-medium schools. Interestingly, however, no significant differences are found between Gaeltacht and English-medium schools in attitudes to Irish. Finally, attitudes to the three subjects do not vary between DEIS and non-disadvantaged schools.
Lch. 61: As might be expected attitudes towards Irish are more positive among children attending gaelscoileanna, although no significant differences are found between Gaeltacht and English-medium schools in attitudes towards Irish.
Ón gconclúid:
Lch. 62: Thus, children attending gaelscoileanna are more likely to experience a broad curriculum and spend more time not only on Irish but also on Music, Art and PE.
Lch. 62: It is of policy concern too that some groups of children, namely, girls, those attending fee-paying schools, those attending gaelscoileanna and those in non-disadvantaged schools, have greater access to the kinds of active methods which may engage them in learning. Couched differently, boys and children from disadvantaged backgrounds, groups with lower levels of achievement later on in the school system, are less likely to experience active and engaging settings for learning. The reasons for such differences are unclear from the data available here, but may reflect group-work and pair-work being seen as ‘easier’ to manage with more engaged groups of students.
