Ball, Derek C
(2004)
Continuity between the Primary School and the
Junior Cycle of Post-Primary
A School-Based Study.
Masters thesis, National University of Ireland Maynooth.
Abstract
Education and learning seem to have gained exceptional importance within
our society over the last three decades, and educational changes seem to
have rarely escaped media attention, political agendas and economic
reforms. As a result the Irish education system has been faced with many
new demands and has undergone a proliferation of changes over the last
30 years. The importance and relevance of education is unquestionable,
and the knock-on effects which education impinges on society and industry
are nowhere clearer or more evident than in Ireland. Much of the so-called
‘Celtic Tiger’ can be attributed to the large amounts of funding spent on
teaching and training of our unemployed during the ‘80’s, through
government funding and European Social Fund grants from the EU (Benner
& Lenzen, 1995). Within this dissertation the author will endeavour to ascertain whether the
junior cycle of post-primary education is conducive to the primary cycle. The
author will explore to what degree the Junior Certificate maintain and
develop upon the educational aims and objectives practised in the primary
curriculum. The author will examine the evident constraints that are being
placed on both teachers and students at the junior certificate level, which in
turn are inhibiting them from developing upon the child-centred approach
used in the primary schools. These constraints include, pressure from
parents in regards to success in examinations, pressures placed on the
system by terminal examinations and summative assessment, lack of
resources, and over-crowding of syllabi.
| Item Type: |
Thesis
(Masters)
|
| Keywords: |
Primary School;
Post-Primary; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
5219 |
| Depositing User: |
IR eTheses
|
| Date Deposited: |
24 Jul 2014 11:01 |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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