Kathy Hall
Biographic Data
| ID | 3673990 |
|---|---|
| NAME | Kathy Hall |
| GIVEN NAMES | Kathy |
| FAMILY NAME | Hall |
| SIGNATURE | HALL K |
| AFFILIATIONS | University College Cork |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1988 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Exploring the impact of an online learning community to support student teachers on school placement
This paper documents the design, implementation, and evaluation of an online learning community (OLC), within the Republic of Ireland, which set out to support student teachers in a hybrid space during their school placement experience. Guided by qualitative research, data collection methods included interviews and analysis of students’ forum postings. Key findings illustrated that the OLC provided a valuable learning context for student teachers…
Reframing teacher education around inclusion, equity, and social justice
Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity dominated approach to teacher education in Europe – focused primarily on classroom-based pedagogical competencies – is insufficient to fulfil the agentic potential of the teaching profession to promote inclusion, equity, and social justice. It is argued tha…
Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and south of the Irish border. Funded by government departments and membership institutions across the island, it is facing a range of potential uncertainties. This study is an attempt to map the values and impacts of a complex boundary object. A framework designed by Wenger–Trayner was adapted to create a bespoke research to…
The reality of reality shock for inclusion
Views from the margins
Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah …
Research Methods for Pedagogy
Aspects of pedagogy are frequently researched, but the concept itself is poorly understood. More than just teaching and learning, pedagogy is about values, identities, relationships and interactions bounded by context. As such, researchers of pedagogy face the challenge of working out what constitutes pedagogical texts, data or evidence, and how these can be generated and understood. Research Methods for Pedagogy begins by exploring the different…
The mathematics problem
Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the as…
International Handbook of Research on Children's Literacy, Learning, and Culture
The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspecti…
International Handbook of Research on Children's Literacy, Learning and Culture
Response to Margaret MacDonald’s Review of Loris Malaguzzi and the Reggio Emilia Experience
Autistic Spectrum Disorders and Asian Children
This paper compares the incidence of the diagnosis of Autistic Spectrum Disorders (ASD) among White and Asian children with reference to data obtained from thirteen local education authorities (LEAs) in England. It begins by outlining some of the theoretical debates associated with the definition, diagnosis and prevalence of ASD. The empirical component underpinning this work uses logistic modelling to ascertain whether the proportion of children…
SATurated models of pupildom
Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, inte…
Classroom Discourse in the Literacy Hour in England
The National Literacy Strategy with its accompanying daily Literacy Hour was introduced into all primary schools in England in 1999 and aims to enhance literacy standards. This paper is about the nature of interaction in the Literacy Hour. It is based on a collaborative micro-analysis of observational data from two poetry lessons conducted within the LH in two Year 6 classrooms in two different suburban schools in a city in the north of England. …
Moments of Inclusion and Exclusion
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, …
This is Our School’
The article examines supplementary schooling within ethnic minority communities in Leeds and Oslo. Through an analysis of original research involving visits to a sample of supplementary schools in both cities, interviews with teachers and pupils, and reviews of unpublished documentation, the article seeks to understand the scale of provision, variety of purpose and the nature of pedagogy in these schools. Following a brief account of contextualis…
A Conceptual Evaluation of Primary Assessment Policy and the Education Policy Process in the Republic of Ireland
This paper offers a conceptual evaluation of primary assessment policy and the policy process in the Republic of Ireland. It considers, in particular, the National Council for Curriculum and Assessment's policy document, A Programme for Reform: curriculum and assessment policy towards the new century and within that, the policy statement, The Curriculum at Primary Level: programme development and pupil assessment and it also refers to the primary…
The Relative Importance of Class Size to Infant Teachers in England
This paper examines and compares the beliefs and attitudes of teachers of large and small infant classes in the north of England regarding class size with particular reference to its relative importance. Following an introduction which contex‐tualises the empirical study the details of the telephone and postal surveys are presented. The findings are analysed in relation to class size preferences, preferential treatment for some children and teach…
Critical Literacy and the Case for it in the Early Years of School
Debate continues about literacy: how to teach it, how to measure it, whether standards of it are falling, whether we are better or worse at it than our neighbours in other parts of the world. Less debated is what counts as literacy, whom it serves, and whether we encourage the best literacy for the age we live in. Often the assumption is that everyone shares the same meaning of the word 'literacy', that it is a unitary phenomenon, a neutral skill…
Towards Schooling for the Twenty-First Century
Planning for the coming century children and youth in future society the paradigm shift visions for the next century educational needs of children and youth professional standards contemporary educational models for the future what is a good school
Changing woman, Tukunavi and Coal
Changing Woman is one of the most highly revered and dependable of the Navajo Holy People. She is the source of life, the giver of sustenance and destiny to all beings. She is the symbol of the Female Rains and the psyche of lakes, rivers, and mountains. She is in control of vegetation everywhere for the benefit of Earth People. Tukunavi is the area, including Black Mesa, which the Hopi say is part of the heart of Mother Earth. Within this heart,…
Coming to see the forest as well as the trees in northern California
SATurated models of pupildom
Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, inte…
The reality of reality shock for inclusion
Moments of Inclusion and Exclusion
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, …
This is Our School’
The article examines supplementary schooling within ethnic minority communities in Leeds and Oslo. Through an analysis of original research involving visits to a sample of supplementary schools in both cities, interviews with teachers and pupils, and reviews of unpublished documentation, the article seeks to understand the scale of provision, variety of purpose and the nature of pedagogy in these schools. Following a brief account of contextualis…
Changing woman, Tukunavi and Coal
Changing Woman is one of the most highly revered and dependable of the Navajo Holy People. She is the source of life, the giver of sustenance and destiny to all beings. She is the symbol of the Female Rains and the psyche of lakes, rivers, and mountains. She is in control of vegetation everywhere for the benefit of Earth People. Tukunavi is the area, including Black Mesa, which the Hopi say is part of the heart of Mother Earth. Within this heart,…
The mathematics problem
Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the as…
Critical Literacy and the Case for it in the Early Years of School
Debate continues about literacy: how to teach it, how to measure it, whether standards of it are falling, whether we are better or worse at it than our neighbours in other parts of the world. Less debated is what counts as literacy, whom it serves, and whether we encourage the best literacy for the age we live in. Often the assumption is that everyone shares the same meaning of the word 'literacy', that it is a unitary phenomenon, a neutral skill…
Views from the margins
Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah …
Coming to see the forest as well as the trees in northern California
Changing woman, Tukunavi and Coal
Changing Woman is one of the most highly revered and dependable of the Navajo Holy People. She is the source of life, the giver of sustenance and destiny to all beings. She is the symbol of the Female Rains and the psyche of lakes, rivers, and mountains. She is in control of vegetation everywhere for the benefit of Earth People. Tukunavi is the area, including Black Mesa, which the Hopi say is part of the heart of Mother Earth. Within this heart,…
Towards Schooling for the Twenty-First Century
Planning for the coming century children and youth in future society the paradigm shift visions for the next century educational needs of children and youth professional standards contemporary educational models for the future what is a good school
Critical Literacy and the Case for it in the Early Years of School
Debate continues about literacy: how to teach it, how to measure it, whether standards of it are falling, whether we are better or worse at it than our neighbours in other parts of the world. Less debated is what counts as literacy, whom it serves, and whether we encourage the best literacy for the age we live in. Often the assumption is that everyone shares the same meaning of the word 'literacy', that it is a unitary phenomenon, a neutral skill…
The Relative Importance of Class Size to Infant Teachers in England
This paper examines and compares the beliefs and attitudes of teachers of large and small infant classes in the north of England regarding class size with particular reference to its relative importance. Following an introduction which contex‐tualises the empirical study the details of the telephone and postal surveys are presented. The findings are analysed in relation to class size preferences, preferential treatment for some children and teach…
A Conceptual Evaluation of Primary Assessment Policy and the Education Policy Process in the Republic of Ireland
This paper offers a conceptual evaluation of primary assessment policy and the policy process in the Republic of Ireland. It considers, in particular, the National Council for Curriculum and Assessment's policy document, A Programme for Reform: curriculum and assessment policy towards the new century and within that, the policy statement, The Curriculum at Primary Level: programme development and pupil assessment and it also refers to the primary…
This is Our School’
The article examines supplementary schooling within ethnic minority communities in Leeds and Oslo. Through an analysis of original research involving visits to a sample of supplementary schools in both cities, interviews with teachers and pupils, and reviews of unpublished documentation, the article seeks to understand the scale of provision, variety of purpose and the nature of pedagogy in these schools. Following a brief account of contextualis…
Classroom Discourse in the Literacy Hour in England
The National Literacy Strategy with its accompanying daily Literacy Hour was introduced into all primary schools in England in 1999 and aims to enhance literacy standards. This paper is about the nature of interaction in the Literacy Hour. It is based on a collaborative micro-analysis of observational data from two poetry lessons conducted within the LH in two Year 6 classrooms in two different suburban schools in a city in the north of England. …
Moments of Inclusion and Exclusion
This paper uses evidence from a small-scale study of two English primary school classrooms to examine school inclusion in its political contexts. We argue that ‘inclusion’ and ‘exclusion’ are complex processes, enacted moment-by-moment by pupils and teachers. Our focus is on the pupils' negotiation of these moments, and we examine how their negotiations are contingent on (although not determined by) a web of intersecting indices of ‘difference’, …
SATurated models of pupildom
Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, inte…
Autistic Spectrum Disorders and Asian Children
This paper compares the incidence of the diagnosis of Autistic Spectrum Disorders (ASD) among White and Asian children with reference to data obtained from thirteen local education authorities (LEAs) in England. It begins by outlining some of the theoretical debates associated with the definition, diagnosis and prevalence of ASD. The empirical component underpinning this work uses logistic modelling to ascertain whether the proportion of children…
Response to Margaret MacDonald’s Review of Loris Malaguzzi and the Reggio Emilia Experience
International Handbook of Research on Children's Literacy, Learning, and Culture
The International Handbook of Research in Children's Literacy, Learning and Culture presents an authoritative distillation of current global knowledge related to the field of primary years literacy studies. Features chapters that conceptualize, interpret, and synthesize relevant research Critically reviews past and current research in order to influence future directions in the field of literacy Offers literacy scholars an international perspecti…
International Handbook of Research on Children's Literacy, Learning and Culture
The mathematics problem
Educational change in the neoliberal state is permeated by the effects of forces from outside the field of education itself. The process of governmentality welcomes, indeed demands, the participation of those non-state actors valorised by neoliberalism as well as government agencies dedicated to the advancement of such groups. Inevitably, the concerns of such organisations become central to how the state sees education. This article traces the as…
Research Methods for Pedagogy
Aspects of pedagogy are frequently researched, but the concept itself is poorly understood. More than just teaching and learning, pedagogy is about values, identities, relationships and interactions bounded by context. As such, researchers of pedagogy face the challenge of working out what constitutes pedagogical texts, data or evidence, and how these can be generated and understood. Research Methods for Pedagogy begins by exploring the different…
Views from the margins
Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah …
The reality of reality shock for inclusion
Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework
SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and south of the Irish border. Funded by government departments and membership institutions across the island, it is facing a range of potential uncertainties. This study is an attempt to map the values and impacts of a complex boundary object. A framework designed by Wenger–Trayner was adapted to create a bespoke research to…
Reframing teacher education around inclusion, equity, and social justice
Set against a context of a changing world and a polarised debate around contested understandings of the role and purpose of teacher education, this paper argues that the current performativity dominated approach to teacher education in Europe – focused primarily on classroom-based pedagogical competencies – is insufficient to fulfil the agentic potential of the teaching profession to promote inclusion, equity, and social justice. It is argued tha…
Exploring the impact of an online learning community to support student teachers on school placement
This paper documents the design, implementation, and evaluation of an online learning community (OLC), within the Republic of Ireland, which set out to support student teachers in a hybrid space during their school placement experience. Guided by qualitative research, data collection methods included interviews and analysis of students’ forum postings. Key findings illustrated that the OLC provided a valuable learning context for student teachers…
Sociology (16 works) · Pedagogy (13 works) · Political science (12 works) · Psychology (12 works) · Mathematics education (9 works) · Teacher Education and Leadership Studies (9 works) · Social science (6 works) · Computer Science (5 works) · Geography (5 works) · Education Systems and Policy (4 works)