General Teaching Council for Northern Ireland Repository
(642 recursos)
The Access to Research Resources for Teachers (ARRT) es una base de datos de la investigación educativa haciendo las publicaciones pertinentes a disposición de los profesionales de la educación 'en el toque de un botón'.
3.
A Guide for Teachers - NICC
This booklet, which is designed as a guide for principals and teachers, explains the legal requirements for the curriculum as set out in the Education Reform (NI) Order 1989 and indicates how these requirements will affect practice in schools.
4.
A Guide for Teachers - NICC
This booklet, which is designed as a guide for principals and teachers, explains the legal requirements for the curriculum as set out in the Education Reform (NI) Order 1989 and indicates how these requirements will affect practice in schools.
5.
Cross - Curricular Themes: Consultation Report - NICC
This report summarises the views expressed during consultation and makes recommendations as to the objectives of each of the six themes. It also makes detailed suggestions about how the themes may be delivered through the compulsory subjects of the curriculum.
6.
Cross - Curricular Themes: Consultation Report - NICC
This report summarises the views expressed during consultation and makes recommendations as to the objectives of each of the six themes. It also makes detailed suggestions about how the themes may be delivered through the compulsory subjects of the curriculum.
7.
Northern Ireland Curriculum Cohort Study: The Overview - Harland, John; Moor, Helen; Lord, Pippa; Styles, Ben
This summary presents key findings and implications from the Northern Ireland (NI) Curriculum Cohort Study. This study was carried out over a period of seven years and has tracked young people from the age of 11 through to age 18. The study began in 1996 when 60 pupils from ten primary schools were interviewed and observed in Year 7. Following this, our 60 pupils were interviewed and 3,000 young people from 50 schools were surveyed for each of the five years of post-primary education. Each year, these young people gave their views and perspectives on their experiences of the school...
8.
Northern Ireland Curriculum Cohort Study: The Overview - Harland, John; Moor, Helen; Lord, Pippa; Styles, Ben
This summary presents key findings and implications from the Northern Ireland (NI) Curriculum Cohort Study. This study was carried out over a period of seven years and has tracked young people from the age of 11 through to age 18. The study began in 1996 when 60 pupils from ten primary schools were interviewed and observed in Year 7. Following this, our 60 pupils were interviewed and 3,000 young people from 50 schools were surveyed for each of the five years of post-primary education. Each year, these young people gave their views and perspectives on their experiences of the school...
9.
Gifted and talented children in (and out) of the classroom - CCEA
This Literature Review report provides teachers with information and guidance on identifying gifted and talented children in their classroom. A guidance document addressing identification, whole school management and classroom strategies for educating these children will be published later this year. It also provides information on the particular issues faced by gifted and talented children.
10.
Gifted and talented children in (and out) of the classroom - CCEA
This Literature Review report provides teachers with information and guidance on identifying gifted and talented children in their classroom. A guidance document addressing identification, whole school management and classroom strategies for educating these children will be published later this year. It also provides information on the particular issues faced by gifted and talented children.
11.
Paperless Examinations Project - CCEA
The Paperless Examinations Project was designed to address the issues, both pedagogical and technological, that CCEA and Edexcel were likely to face in implementing online examinations. The following report deals with the results of the first year of the project. While a timescale of three to four years is envisaged, it was agreed that the project would be planned in at least three phases and that the outcomes from each phase would be analysed prior to proceeding to the next stage and would be considered alongside general developments in assessment and technology.
12.
Paperless Examinations Project - CCEA
The Paperless Examinations Project was designed to address the issues, both pedagogical and technological, that CCEA and Edexcel were likely to face in implementing online examinations. The following report deals with the results of the first year of the project. While a timescale of three to four years is envisaged, it was agreed that the project would be planned in at least three phases and that the outcomes from each phase would be analysed prior to proceeding to the next stage and would be considered alongside general developments in assessment and technology.
13.
The Transition from GCSE Science to GCE A Level Science - CCEA
The two-year research study was carried out by the Northern Ireland Council for the
Curriculum, Examinations and Assessment (CCEA), starting in November, 1995. Its
purpose was, firstly, given the range of GCSE Science courses available, to examine
pupils experiences of the transition from Science at Key Stage 4 to the study of the
separate sciences at Advanced Level. Secondly, the study sought to identify ways in which teachers were taking account of pupils different Science backgrounds in their teaching of A Level Science subjects.
14.
The Transition from GCSE Science to GCE A Level Science - CCEA
The two-year research study was carried out by the Northern Ireland Council for the
Curriculum, Examinations and Assessment (CCEA), starting in November, 1995. Its
purpose was, firstly, given the range of GCSE Science courses available, to examine
pupils experiences of the transition from Science at Key Stage 4 to the study of the
separate sciences at Advanced Level. Secondly, the study sought to identify ways in which teachers were taking account of pupils different Science backgrounds in their teaching of A Level Science subjects.
1.
