Irish Educational Studies最新文献

{"title":"‘Pavee Leaders’ – enablers and inhibitors to accessing higher education for Irish travellers","authors":"R. Brennan, A. Cummins, M. Leane, F. O’Suileabhan, S. McGovern, A. M. Quilligan","doi":"10.1080/03323315.2024.2330890","DOIUrl":"https://doi.org/10.1080/03323315.2024.2330890","url":null,"abstract":"Historically, Irish Travellers have experienced social exclusion and marked educational disadvantage. Less than 1% of Travellers are documented as being in third-level education, with only 167 adul...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"152 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140298026","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}

{"title":"Exploring how respect is articulated in Irish education policy, curriculum, circulars and legislation","authors":"Orla McCormack, Joanne O’Flaherty, Emmanuel O’Grady","doi":"10.1080/03323315.2024.2330884","DOIUrl":"https://doi.org/10.1080/03323315.2024.2330884","url":null,"abstract":"Respect as a term or value is often evoked to highlight a sense of esteem or right that an individual or group should require or be afforded. It is frequently viewed as relational, and central to t...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"42 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140297804","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}

{"title":"The possibilities and problematics of school evaluation: post-primary teachers’ perspectives on the impact of school inspections in a high stakes inspection system","authors":"Kathryn McClurg, Ian Cantley, Caitlin Donnelly","doi":"10.1080/03323315.2024.2330898","DOIUrl":"https://doi.org/10.1080/03323315.2024.2330898","url":null,"abstract":"To ensure students receive the best possible education, many education systems worldwide have implemented school inspections. These inspections serve as a powerful tool to assess and improve educat...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"28 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166091","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}

{"title":"Diversifying the teaching profession","authors":"Kathleen Lynch","doi":"10.1080/03323315.2024.2328462","DOIUrl":"https://doi.org/10.1080/03323315.2024.2328462","url":null,"abstract":"Published in Irish Educational Studies (Ahead of Print, 2024)","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"28 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140149683","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}

{"title":"Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency","authors":"Ciara O’Donnell","doi":"10.1080/03323315.2023.2293148","DOIUrl":"https://doi.org/10.1080/03323315.2023.2293148","url":null,"abstract":"In Ireland state funded support services provide Continuing Professional Development for teachers and school leaders. These services are staffed with teachers seconded from their schools on an annu...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"41 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139072133","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}

{"title":"Teacher professionalism in policy texts in the Republic of Ireland; a critical discourse analysis","authors":"Brian Barron, Alan Gorman, Anne Looney","doi":"10.1080/03323315.2023.2291364","DOIUrl":"https://doi.org/10.1080/03323315.2023.2291364","url":null,"abstract":"In the Republic of Ireland, primary school teaching is a very attractive profession with pay being above the OECD average (Heinz and Keane 2018; Hennessey and Lynch 2017). This paper investigates h...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"15 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138692962","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}

{"title":"Building upon the conceptualisation of alternative education in Ireland","authors":"Tanja Kovačič, Cormac Forkan","doi":"10.1080/03323315.2023.2291808","DOIUrl":"https://doi.org/10.1080/03323315.2023.2291808","url":null,"abstract":"Young people who are either at risk of disengaging or disengaged from mainstream education in Ireland are often supported by what is termed ‘out-of-school’ or the ‘alternative education’ sector. A ...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"2 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138691638","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}

{"title":"ChatGPT and university teaching, learning and assessment: some initial reflections on teaching academic integrity in the age of Large Language Models","authors":"Adrian Kirwan","doi":"10.1080/03323315.2023.2284901","DOIUrl":"https://doi.org/10.1080/03323315.2023.2284901","url":null,"abstract":"Since its arrival in late 2022, ChatGPT has occupied the minds of academics, administrators and students. Reactions to the emergence of Large Language Models (LLMs) have varied but significant anxi...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"4 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138496131","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}

{"title":"Experiential, relational, playful pedagogy in Irish primary schools – possibilities offered by Forest School","authors":"Joan Whelan, Orla Kelly","doi":"10.1080/03323315.2023.2280224","DOIUrl":"https://doi.org/10.1080/03323315.2023.2280224","url":null,"abstract":"ABSTRACTForest School, an experiential, nature-based pedagogy is attracting considerable interest in Ireland presently. This paper presents findings from the first national survey of Forest School pedagogy in Ireland, conducted in 2019–2020 as part of a larger study. The aim of the survey was to find out how Forest School pedagogy is understood by adults in Ireland who are interested in Forest School. Potential survey respondents were identified through the networks of the Irish Forest School Association. The survey included 5 open-ended questions to explore respondents’ understanding of Forest School and 63 five-point Likert items to explore attitudes to environmental and pedagogical issues. A purposive sampling strategy yielded 232 responses. Data analysis comprised thematic analysis of the qualitative dataset and exploratory factor analysis of the Likert items. The respondents describe Forest School pedagogy as experiential, relational, playful learning with(in) nature, where the adult acts as facilitator or mentor. Respondents trained as Forest School Leaders held more progressive pedagogical views and a more pro-environmental worldview than other respondents. The findings suggest that Forest School pedagogy offers possibilities towards delivering progressive pedagogy and supporting wellbeing and flourishing for all through widening our definition of school to include nature as a pedagogical partner.KEYWORDS: Forest Schoolnature-based pedagogyexperiential learningprimary schoolrelational pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The fifth question asked respondents how they heard about Forest School. The analysis is not included in this paper for space reasons.2 Various (2%) comprised five responses that did not fit elsewhere: learning without borders; respectful; self-esteem; dialogue and length of programme.3 This comment was included in a final question ‘Any Other Comments’Additional informationNotes on contributorsJoan WhelanJoan Whelan currently holds a post-doctoral research position on the Erasmus + APOLE (Adventurous Play and Outdoor Learning) project in the School of STEM Education, Innovation and Global Studies at the Institute of Education, Dublin City University. She competed her PhD in Dublin City University in 2022. Her thesis explored the possibilities offered by Forest School as caring pedagogy in the primary school. Previously she worked as a primary school principal in Dublin city until her retirement in 2016. She was a founder member of the Irish Forest School Association in 2016 and is currently chairperson. Her research interests are focussed on the possibilities offered by nature-based pedagogies and outdoor education more generally towards making schools more embedded in, and responsive to, the communities they serve.Orla KellyOrla Kelly is an Associate Professor in Social, Environmental and Scientific Education in the School of STEM Education, Innovation and Glo","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"54 45","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902796","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}

{"title":"Deconstructing the policy narratives at the root of arts-in-education practice in Ireland: a potential othering of teachers at play?","authors":"Ailbhe Curran, Dorothy Morrissey","doi":"10.1080/03323315.2023.2279520","DOIUrl":"https://doi.org/10.1080/03323315.2023.2279520","url":null,"abstract":"ABSTRACT‘Arts-in-education’ and teacher-artist partnership have been a key focus of recent policy in Irish arts education. However, recent research studies have highlighted how at times these partnerships can be problematic and teachers can become sidelined when such interventions occur. This article offers a new perspective on such research by exploring how the language of policy texts and the broader neoliberal discourse in which they are framed may impact the positioning of teachers and thus their possibilities for practice within partnerships. Using a critical policy lens, this article deconstructs the policy texts that have embedded ‘arts-in-education’ practice in Ireland and highlights some of the hidden narratives which have positioned the teacher as ‘other’ within Irish arts education policy. In doing so, it aims to illuminate the process of ‘othering’ within policy for researchers, policy-makers and teachers, and outline the potential implications of such positioning for the provision of arts education in primary schools.KEYWORDS: Positioningpartnershipneoliberalismarts-in-educationdiscourse analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Music Generation is a national partnership programme which aims to create access to performance music education for children and young people in Ireland, from age 0 to 18. It is co-funded by U2, The Ireland Funds, the Department of Education and Local Music Education Partnerships.Additional informationFundingThis research was supported with funding from Mary Immaculate College (University of Limerick) and the Teaching Council of Ireland.Notes on contributorsAilbhe CurranAilbhe Curran is a PhD scholar in the Department of Arts Education and Physical Education at Mary Immaculate College, University of Limerick. She also works as a teacher and deputy principal at a primary school in the Republic of Ireland. Ailbhe holds an MA in Education and the Arts and a Post-Graduate Diploma in School Leadership (University of Limerick). Ailbhe’s research interests lie in arts education, creativity and teacher agency.Dorothy MorrisseyDorothy Morrissey is a lecturer in drama education at Mary Immaculate College, University of Limerick. She holds an EdD (Narrative Inquiry) from the University of Bristol (UK) and is the author of a recently published Government of Ireland, Department of Education commissioned report Creative Clusters: A collaborative approach to cultivating creativity in schools. Dorothy is a member of the National Council for Curriculum and Assessment Primary Arts Education Development Group and has published widely on the arts, arts education, teacher-artist partnership, and gender.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"116 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136374","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}