Jim Gleeson
Biographic Data
| ID | 6508396 |
|---|---|
| NAME | Jim Gleeson |
| GIVEN NAMES | Jim |
| FAMILY NAME | Gleeson |
| SIGNATURE | GLEESON J |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0001-6787-8131 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Student learning outcomes in the Irish context: Mixing curriculum paradigms, cultures, and design models
Learning outcomes rather than syllabus content have become a key feature of curriculum design across many jurisdictions. The authors' intentions are to provide a theoretical framework for their planned study of this changing approach to curriculum design in the Republic of Ireland. These changes are situated in the broad context of educational paradigms, curriculum cultures, and models of curriculum design. The introduction of teleological learni…
From New Public Management to public value: Irish education policy through the lens of Statements of Strategy
Through the lens of successive Department of Education and Science (DES) Statements of Strategy (1997Strategy ( -2021) ) the author considers the evolution of Irish education policy making from the perspectives of New Public Management (NPM) and the public value paradigm.In the context of changing international and national environments, the Strategic Management Initiative (SMI), introduced in 1994, was rooted in NPM principles and characterised …
Heads or tails: The relationship between curriculum and assessment in Irish post-primary education
Assessment is often described as the tail that wags the curriculum dog. Curriculum has featured more prominently than assessment in Irish scholarship. Drawing on relevant policy documents and interviews with senior National Council for Curriculum and Assessment (NCCA) and State Examinations Commission (SEC) officers, and relevant documentation, the author attempts to redress this imbalance. The Irish curriculum/ assessment relationship was charac…
Evolution of Irish curriculum culture: Understandings, policy, reform and change
Through the lens of contrasting curriculum cultures, the author considers the evolution of Irish curriculum policy and reform. Whereas our curriculum thinking and practice are grounded in an Anglo-Saxon/American culture, Didaktik curriculum culture and Stenhouse’s Process model provide valuable alternative perspectives. Our prevailing understandings of curriculum are reified, in an environment where curriculum reform/change are used interchangeab…
The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators
The European Credit Transfer System (ECTS), one of the main pillars of the Bologna Process, was heavily influenced by external forces such as internationalisation, globalisation and market values. It was also immune to national/regional policy influences and differences between academic disciplines. The authors investigated a) Irish teacher educators’ perceptions of the reasons for the introduction of the ECTS and b) the influence of the ECTS on …
Curriculum change in Australia and Ireland: A comparative study of recent reforms
Curriculum policies internationally are increasingly concerned with the promotion of national competitiveness and economic development. This involves more emphasis on skills than on knowledge, on learning than on teaching and on school/teacher autonomy than regulation from the centre. At the local level such global influences are inevitably refracted in a process known as glocalization. Using a critical policy historiography approach, this study …
Research capacity and initial teacher education reform: Irish experiences, international perspectives
The European Credit Transfer System and curriculum design: Product before process
This article critically considers the European Credit Transfer System (ECTS) from the perspectives of outcomes-based education and the alternative process model of curriculum design. The uses of ECTS to ensure quality control and accountability and promote international student mobility are discussed. The article concludes with a discussion of the purposes of a university education, and calls for evidence-informed debate in relation to models of …
The gendering of global citizenship: Findings from a large-scale quantitative study on global citizenship education experiences
The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered …
Attitudes of parents of young men towards the inclusion of sexual orientation and homophobia on the Irish post‐primary curriculum
The ‘Exploring Masculinities’ (EM) programme was piloted in 22 Irish single‐sex boys’ post‐primary schools during the late 1990s. Following objections from some influential journalists and an organisation representing parents whose sons attended Catholic secondary schools, the Minister for Education and Science put the planned dissemination of the programme on hold. The concerns of the objectors included the proposed treatment of sexual orientati…
Research capacity and initial teacher education reform: Irish experiences, international perspectives
The gendering of global citizenship: Findings from a large-scale quantitative study on global citizenship education experiences
The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered …
Attitudes of parents of young men towards the inclusion of sexual orientation and homophobia on the Irish post‐primary curriculum
The ‘Exploring Masculinities’ (EM) programme was piloted in 22 Irish single‐sex boys’ post‐primary schools during the late 1990s. Following objections from some influential journalists and an organisation representing parents whose sons attended Catholic secondary schools, the Minister for Education and Science put the planned dissemination of the programme on hold. The concerns of the objectors included the proposed treatment of sexual orientati…
Attitudes of parents of young men towards the inclusion of sexual orientation and homophobia on the Irish post‐primary curriculum
The ‘Exploring Masculinities’ (EM) programme was piloted in 22 Irish single‐sex boys’ post‐primary schools during the late 1990s. Following objections from some influential journalists and an organisation representing parents whose sons attended Catholic secondary schools, the Minister for Education and Science put the planned dissemination of the programme on hold. The concerns of the objectors included the proposed treatment of sexual orientati…
The gendering of global citizenship: Findings from a large-scale quantitative study on global citizenship education experiences
The growing literature on the gendering of citizenship and citizenship education highlights that western notions of ‘citizenship’ have often been framed in a way that implicitly excludes women. At the same time, insofar as feminist writers have addressed citizenship, they have tended to see it in largely local and national terms. While feminist literature has laid the groundwork for understanding how schools have shaped and structured a gendered …
The European Credit Transfer System and curriculum design: Product before process
This article critically considers the European Credit Transfer System (ECTS) from the perspectives of outcomes-based education and the alternative process model of curriculum design. The uses of ECTS to ensure quality control and accountability and promote international student mobility are discussed. The article concludes with a discussion of the purposes of a university education, and calls for evidence-informed debate in relation to models of …
Research capacity and initial teacher education reform: Irish experiences, international perspectives
Curriculum change in Australia and Ireland: A comparative study of recent reforms
Curriculum policies internationally are increasingly concerned with the promotion of national competitiveness and economic development. This involves more emphasis on skills than on knowledge, on learning than on teaching and on school/teacher autonomy than regulation from the centre. At the local level such global influences are inevitably refracted in a process known as glocalization. Using a critical policy historiography approach, this study …
The European Credit Transfer System (ECTS) from the perspective of Irish teacher educators
The European Credit Transfer System (ECTS), one of the main pillars of the Bologna Process, was heavily influenced by external forces such as internationalisation, globalisation and market values. It was also immune to national/regional policy influences and differences between academic disciplines. The authors investigated a) Irish teacher educators’ perceptions of the reasons for the introduction of the ECTS and b) the influence of the ECTS on …
Evolution of Irish curriculum culture: Understandings, policy, reform and change
Through the lens of contrasting curriculum cultures, the author considers the evolution of Irish curriculum policy and reform. Whereas our curriculum thinking and practice are grounded in an Anglo-Saxon/American culture, Didaktik curriculum culture and Stenhouse’s Process model provide valuable alternative perspectives. Our prevailing understandings of curriculum are reified, in an environment where curriculum reform/change are used interchangeab…
Heads or tails: The relationship between curriculum and assessment in Irish post-primary education
Assessment is often described as the tail that wags the curriculum dog. Curriculum has featured more prominently than assessment in Irish scholarship. Drawing on relevant policy documents and interviews with senior National Council for Curriculum and Assessment (NCCA) and State Examinations Commission (SEC) officers, and relevant documentation, the author attempts to redress this imbalance. The Irish curriculum/ assessment relationship was charac…
Student learning outcomes in the Irish context: Mixing curriculum paradigms, cultures, and design models
Learning outcomes rather than syllabus content have become a key feature of curriculum design across many jurisdictions. The authors' intentions are to provide a theoretical framework for their planned study of this changing approach to curriculum design in the Republic of Ireland. These changes are situated in the broad context of educational paradigms, curriculum cultures, and models of curriculum design. The introduction of teleological learni…
From New Public Management to public value: Irish education policy through the lens of Statements of Strategy
Through the lens of successive Department of Education and Science (DES) Statements of Strategy (1997Strategy ( -2021) ) the author considers the evolution of Irish education policy making from the perspectives of New Public Management (NPM) and the public value paradigm.In the context of changing international and national environments, the Strategic Management Initiative (SMI), introduced in 1994, was rooted in NPM principles and characterised …
Sociology (10 works) · Pedagogy (8 works) · Political science (8 works) · Curriculum (7 works) · Irish (7 works) · Higher Education Learning Practices (6 works) · Global Educational Policies and Reforms (5 works) · Law (5 works) · Economics (4 works) · Education Systems and Policy (4 works)