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Original Intentions and Unintended Consequences: The 'Contentious' Role of Assessment in the Development of Leaving Certificate Physical Education in Ireland
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Scanlon, Dylan; MacPhail, Ann; Calderón, Antonio – Curriculum Studies in Health and Physical Education, 2019
Ireland is set to introduce an examinable physical education curriculum (Leaving Certificate Physical Education (LCPE)) in the final two years of post-primary school. A Physical Education Development Group (PEDG) were tasked with the responsibility of constructing the LCPE specification. This paper explores the LCPE curriculum development process…
Descriptors: Foreign Countries, Physical Education, Curriculum Development, Physical Education Teachers
Loaded Dice: Games Playing and the Gendered Barriers of the Academy
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Ashencaen Crabtree, Sara; Shiel, Chris – Gender and Education, 2018
This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working…
Descriptors: College Faculty, Women Faculty, Teacher Attitudes, Career Development
The Relationship between Teachers' and Principals' Decision-Making Power: Is It a Win-Win Situation or a Zero-Sum Game?
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Shen, Jianping; Xia, Jiangang – International Journal of Leadership in Education, 2012
Is the power relationship between public school teachers and principals a win-win situation or a zero-sum game? By applying hierarchical linear modeling to the 1999-2000 nationally representative Schools and Staffing Survey data, we found that both the win-win and zero-sum-game theories had empirical evidence. The decision-making areas…
Descriptors: Evidence, Game Theory, Public School Teachers, Educational Change
Voting Power on School Governing Boards: The Countenance of Proportionality.
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Kelly, Anthony – Educational Research and Evaluation: An International Journal on Theory and Practice, 2002
Used the mathematics of cooperative multiperson game theory to analyze the relative strengths of various representative groupings on three models of school governing bodies loosely based on school types in Northern Ireland. Findings contribute to understanding of the distribution of power in committee-like structures. (SLD)
Descriptors: Boards of Education, Elementary Secondary Education, Foreign Countries, Game Theory