Professional Educational Psychology and Community Relations Education in Northern Ireland.

This article provides an account of practice-based research of, at least, one-star quality in terms of its contribution to both theory and practice. Aimed at practitioner (as opposed to academic) psychologists, the article addresses a dimension of the practitioner role that has remained silent in the literature. The article makes creative and original connections between school effectiveness, school improvement and education in a divided society. Post 11th September, the article was described as being highly original, significant and relevant to all practising educational psychologists. Concrete evidence for this is gained from, eg: hits on the online electronic version (2002-2003 Annual Report of the Association of Educational Psychologists), citations in reviews of research, and author invitations to present his work at UK and international practitioner psychology conferences. The article is published in the premier journal reporting on quality applied educational research and practice within the United Kingdom and beyond.

One thing leads to another: science in the news as a basis for curriculum and professional development

Science based news is widely reported in the media. The ability to interact critically with such news reports is increasingly seen as a legitimate part of the science education agenda. This paper reports the findings of two studies looking at the early response and subsequent usage of a resource promoting the integration of science-based news in secondary science curriculum in Northern Ireland. This paper charts the introduction of the resource into schools. The subsequent impact on the science curriculum and the implications for teacher professional development are considered. Many science teachers demonstrate willingness and aptitude to use primary media sources within their teaching. Some who adopted the resource demonstrate the capacity to sustain the development using the resource as a catalyst in ongoing curricular change. Insights gained in this study are relevant to policy makers and curriculum developers as well as teachers seeking to promote this aspect of science education

Birth technology competence: a concept analysis

Aim. To identify birth technology competencies used by midwives to support women during the birthing process and to explore the concept of birth technology competence in midwifery practice in order to inform both education and practice. Objective. To define attributes of birth technology competence. Method. The Chinn and Kramer framework for concept analysis was used to examine sources including popular and professional literature, government reports and statutory regulation. The model allows for the exploration of three areas of experience, which interact to form the meaning of an idea or concept – feelings, values and attitudes associated with the concept, the symbolic label for the concept and the concept itself. Results. Exploration of the literature led to the development of exemplar cases that illuminate tentative attributes of the concept, contained within three domains – interpersonal skills, professional knowledge and clinical proficiency. Implications. Following testing in midwifery practice to ensure its transferability into the clinical context, the theoretical perspective developed here will provide a basis to inform education and practice in relation to the use of technology.