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The characteristic elements of TeachMeet TeachMeet 的特色元素
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-09-12 DOI: 10.1080/03323315.2024.2401030
Mags Amond, Keith Johnston, Richard Millwood
{"title":"The characteristic elements of TeachMeet","authors":"Mags Amond, Keith Johnston, Richard Millwood","doi":"10.1080/03323315.2024.2401030","DOIUrl":"https://doi.org/10.1080/03323315.2024.2401030","url":null,"abstract":"A TeachMeet is an informal gathering arranged by teachers to share and discuss practice with peers in a social setting. This paper focuses on reporting one fundamental finding of an in-depth explor...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Strengthening wellbeing in schools after COVID-19: a pilot evaluation of an awareness based intervention for children and young people 在 COVID-19 之后加强学校的福祉：针对儿童和青少年的提高认识干预措施试点评估
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-09-11 DOI: 10.1080/03323315.2024.2399563
Gráinne Hickey, Hannah Stynes
{"title":"Strengthening wellbeing in schools after COVID-19: a pilot evaluation of an awareness based intervention for children and young people","authors":"Gráinne Hickey, Hannah Stynes","doi":"10.1080/03323315.2024.2399563","DOIUrl":"https://doi.org/10.1080/03323315.2024.2399563","url":null,"abstract":"A National Wellbeing Project was developed following Covid-19 to promote wellbeing in children and young people (CYP). Two 8-week, awareness-based interventions, Breath-Body–Mind (BBM) and Creative...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"185 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Workaholism in higher education. An exploration of the cognitive, emotional, motivational, and behavioural elements 高等教育中的工作狂。对认知、情感、动机和行为要素的探讨
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-09-03 DOI: 10.1080/03323315.2024.2394411
Jennifer Hynes, Sarah-Jane Cullinane
{"title":"Workaholism in higher education. An exploration of the cognitive, emotional, motivational, and behavioural elements","authors":"Jennifer Hynes, Sarah-Jane Cullinane","doi":"10.1080/03323315.2024.2394411","DOIUrl":"https://doi.org/10.1080/03323315.2024.2394411","url":null,"abstract":"An increasing body of work has found higher education to be a challenging and stressful environment. Meanwhile, research on workaholism, characterised by an uncontrollable urge to work excessively,...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning 我明天再做"：通过混合式探究学习支持小学职前教师的参与
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-08-27 DOI: 10.1080/03323315.2024.2394396
Niamh Kitching
{"title":"‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning","authors":"Niamh Kitching","doi":"10.1080/03323315.2024.2394396","DOIUrl":"https://doi.org/10.1080/03323315.2024.2394396","url":null,"abstract":"Inquiry-based learning offers pre-service teachers (PST) the opportunity to develop skills appropriate to the teaching profession and is of value given the high level of decontextualised online lea...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"57 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘Bearing witness to negativity’: towards just futures of education 见证消极"：实现教育的公正未来
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-08-11 DOI: 10.1080/03323315.2024.2384675
Audrey Bryan, Delma Byrne, Maura Coulter, Thomas Delahunty, Elaine Keane, Karl Kitching, Déirdre Ní Chróinín
{"title":"‘Bearing witness to negativity’: towards just futures of education","authors":"Audrey Bryan, Delma Byrne, Maura Coulter, Thomas Delahunty, Elaine Keane, Karl Kitching, Déirdre Ní Chróinín","doi":"10.1080/03323315.2024.2384675","DOIUrl":"https://doi.org/10.1080/03323315.2024.2384675","url":null,"abstract":"Published in Irish Educational Studies (Vol. 43, No. 3, 2024)","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"6 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142206373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Implementing distributed leadership in Irish voluntary secondary schools from the principals’ perspective 从校长的角度看爱尔兰志愿中学实施分布式领导的情况
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-07-18 DOI: 10.1080/03323315.2024.2374304
Maree O’Rourke, Shivaun O’Brien
{"title":"Implementing distributed leadership in Irish voluntary secondary schools from the principals’ perspective","authors":"Maree O’Rourke, Shivaun O’Brien","doi":"10.1080/03323315.2024.2374304","DOIUrl":"https://doi.org/10.1080/03323315.2024.2374304","url":null,"abstract":"In 2018, the Irish Department of Education and Skills (DES) officially recommended a distributed leadership model as a new approach to leadership and management in post-primary schools. Policy impl...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"63 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141772667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
‘We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools 我们都要尽一份力"：爱尔兰小学和小学后学校的扫盲实践、观念和政策
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-07-08 DOI: 10.1080/03323315.2024.2370795
Patrick Burke
{"title":"‘We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools","authors":"Patrick Burke","doi":"10.1080/03323315.2024.2370795","DOIUrl":"https://doi.org/10.1080/03323315.2024.2370795","url":null,"abstract":"Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141574654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bridging the digital divide: gender and learning mode impacts on pre-service teacher digital competence and online engagement 缩小数字鸿沟：性别和学习模式对职前教师数字能力和在线参与的影响
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-05-30 DOI: 10.1080/03323315.2024.2359694
Seyum Getenet, Carole Haeusler, Petrea Redmond, Robert Cantle, Vanessa Crouch
{"title":"Bridging the digital divide: gender and learning mode impacts on pre-service teacher digital competence and online engagement","authors":"Seyum Getenet, Carole Haeusler, Petrea Redmond, Robert Cantle, Vanessa Crouch","doi":"10.1080/03323315.2024.2359694","DOIUrl":"https://doi.org/10.1080/03323315.2024.2359694","url":null,"abstract":"Digital technology literacy, attitude, efficacy, and online engagement are important for effective teaching in a contemporary world. This study examines the connections between pre-service teachers...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"17 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reflecting on the implementation of Aistear in advance of an update to the curriculum framework 在更新课程框架之前反思 Aistear 的实施情况
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-04-29 DOI: 10.1080/03323315.2024.2330893
Paula Walshe
{"title":"Reflecting on the implementation of Aistear in advance of an update to the curriculum framework","authors":"Paula Walshe","doi":"10.1080/03323315.2024.2330893","DOIUrl":"https://doi.org/10.1080/03323315.2024.2330893","url":null,"abstract":"This paper presents a reflective, critical analysis of the original roll-out and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthc...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"28 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141148290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Playful (music) teaching and learning in Irish primary school classrooms 爱尔兰小学课堂中的游戏（音乐）教与学
IF 1.7 4区 教育学
Irish Educational Studies Pub Date : 2024-03-26 DOI: 10.1080/03323315.2024.2330886
Rachael Byrne, R. Murphy, F. Ward, U. McCabe
{"title":"Playful (music) teaching and learning in Irish primary school classrooms","authors":"Rachael Byrne, R. Murphy, F. Ward, U. McCabe","doi":"10.1080/03323315.2024.2330886","DOIUrl":"https://doi.org/10.1080/03323315.2024.2330886","url":null,"abstract":"The value and importance of play for children’s well-being, learning and development is evidenced by its inclusion within the UN Convention on the Rights of the Child, and its increased policy and ...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"36 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140297931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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