http://hdl.handle.net/2428/49034 Fri, 24 May 2013 09:24:10 GMT 2013-05-24T09:24:10Z http://hdl.handle.net/2428/49635 Title: Teaching controversial issues in a divided society: Learning from Northern Ireland Authors: McCully, Alan Abstract: The paper draws on the author’s professional experience as teacher, curriculum developer, researcher and teacher educator working with controversial issues in the context of the Northern Irish education system during thirty years of conflict and subsequent peace-building. It argues that while teaching controversial issues in any educational context offers challenges particular difficulties are faced in a society characterised by violent divisions around national identity, ethnicity or religion. Such situations can generate deep emotional reactions in students that override their capacity to engage in rational dialogue, or cause them to avoid such discourse at all. Facilitating understanding in these conditions requires specific responses on the part of the practitioner in order to establish a conducive and trusting environment for interaction. Arising from the collective experience of three major curriculum initiatives in the field the paper identifies ten points on which to build effective practice. In the conclusion these are placed in the context of recent writing on the relationship between education and divided societies. Sat, 01 Jan 2005 00:00:00 GMT http://hdl.handle.net/2428/49635 2005-01-01T00:00:00Z http://hdl.handle.net/2428/49634 Title: It ain't (simply) what you know, it's the way you communicate it: curriculum knowledge and communication Authors: Edwards, R Description: This is an article for practitioners, drawing mainly on the Scottish FE context for its examples. It presents the findings of the Literacies for Learning in Further Education research project regarding the literacy practices which mediate learning, teaching and assessment on FE courses. It focuses on differences between literacies for learning and literacies for assessment, between higher and lower level courses, between educational and occupational objectives, and on issues concerning progression. The downloadable pdf contains the whole SFEU publication; this article begins on page 14. Mon, 01 Jan 2007 00:00:00 GMT http://hdl.handle.net/2428/49634 2007-01-01T00:00:00Z http://hdl.handle.net/2428/49613 Title: Improving Subject Teaching Authors: Millar, R; Leach, J; Osborne, J; Ratcliffe, M; Ametller, J; Bartholomew, H; Collins, S; Duschl, R; Hames, V; Hind, A; Lewis, J; Scott, P Sun, 01 Jan 2006 00:00:00 GMT http://hdl.handle.net/2428/49613 2006-01-01T00:00:00Z http://hdl.handle.net/2428/49553 Title: Teaching the nature of science in schools: what makes a lesson effective? Authors: Bartholomew, H; Osborne, J; Ratcliffe, M Description: The study on which this paper draws is one project within an ESRC funded network looking at evidence-based practice in science education (EPSE), and is concerned with the teaching of 'ideas and evidence' in school science lessons. In an initial phase, a three round Delphi study (Dalkey et al. 1963) asked a panel of 23 individuals drawn from 5 communities with an interest in science education – scientists, philosophers of science, sociologists of science, science educators and science teachers – about aspects of the nature of science that they felt should be part of the compulsory school science curriculum. Sun, 01 Sep 2002 00:00:00 GMT http://hdl.handle.net/2428/49553 2002-09-01T00:00:00Z