Murphy, Deirdre (2003) Civics Revisited? An Exploration of the Factors Affecting the Implementation of CSPE in Five Post-Primary Schools. Masters thesis, National University of Ireland Maynooth.
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Abstract
Civic, Social and Political Education, or CSPE, was introduced into Irish post-primary schools in
1996. The nineteen nineties are looked upon as a period of great innovation in Irish education. One
of the prime aims of CSPE is the promotion of active and participative citizenship. CSPE is a new
curricular initiative, which requires the teacher, a key agent of change, to deliver this programme of
civic education at classroom level.
Firstly, this study reviews the literature associated with educational change in order to get an overall
picture of the challenges facing those who must implement change at classroom level. It then
reviews the literature associated with a renewed interest in civic education in the final decade of the
twentieth century and presents a history of civic education in Ireland.
This study explores the factors that affect the implementation of CSPE in five post-primary schools.
Five research sites were chosen. The researcher explored the attitudes, perceptions and opinions of
both teachers and students to identify and explore any factors which militate against the successful
implementation of CSPE. The research instruments employed by the research included a CSPE
Teacher questionnaire, a CSPE Teacher interview and a series of focus group interviews with both
current and former students of CSPE. . The research findings are presented in chapters four, five and
six and the analysis of the data collected occurs in chapter seven.
Item Type: | Thesis (Masters) |
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Keywords: | Civics; CSPE; |
Academic Unit: | Faculty of Social Sciences > Education |
Item ID: | 5249 |
Depositing User: | IR eTheses |
Date Deposited: | 29 Jul 2014 16:09 |
URI: | https://mural.maynoothuniversity.ie/id/eprint/5249 |
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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