Irish Educational Studies最新文献

{"title":"Hungry for more: early childhood educators’ perspectives on STEM education, teaching and professional development","authors":"Sandra O’Neill, Córa Gillic, Nicola O’Reilly","doi":"10.1080/03323315.2023.2261903","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261903","url":null,"abstract":"Increasingly, educational policies and curricula recommend that young children experience STEM learning opportunities within Early Childhood (EC) settings. Despite greater demands placed on EC educators, their opinions on STEM have seldom been sought. This study investigated EC educators’ (1) interest in STEM education (2) opinions about the appropriateness of EC STEM education (3) ratings of their STEM self-efficacy and (4) STEM professional development preferences. An anonymous online questionnaire was distributed in the Republic of Ireland, with 198 complete responses received. The respondents, many of whom were highly qualified and experienced educators, reported being interested in STEM and felt it was important, though notably, some believed only for older children. Two-thirds felt their preservice education, which included mathematics (43%); science (30%); technology (17%); and engineering (10%), had not prepared them to support STEM. Knowledge of STEM policy was also limited. Despite this, high levels of STEM confidence were reported. Challenges reported included a lack of resources, support and guidance, and STEM knowledge. 96% of respondents expressed interest in attending EC STEM professional development and a variety of approaches to learning were identified. Implications for policy and practice are suggested.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135458096","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":"Identifying creative and participatory approaches to respond to existing challenges for Irish language teaching and learning at English-medium primary school level","authors":"Jane O’Toole","doi":"10.1080/03323315.2023.2261432","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261432","url":null,"abstract":"This paper argues that the combination of (i) creative language pedagogy informed by sociocultural theory (SCT), and (ii) a participatory, democratic approach to language learning inclusive of learner voice, supports language (re-) engagement for Irish language learners and educators in English-medium education, and in society at large. Firstly, existing challenges for Irish language learning and teaching at the primary level in English-medium education (EME) are explored within the broader context of Irish language engagement. In response, a school-based participatory action research (PAR) study which piloted SCT-informed pedagogical approaches of peer-tutoring, student-parent tutoring, and technology-mediated language learning is then presented. Focusing on overarching outcomes, the findings of this small-scale study are outlined which indicate an increase in both Irish language use and self-assessed proficiency, and overall motivation level consolidation amongst learners. In addition, the potential of a PAR approach in supporting engagement and partnership in Irish language learning is considered. In conclusion, recommendations for policy, practice, and research are suggested to further Irish language engagement in EME.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425798","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":"Conceptual framework for the participation of children in local area planning decision-making processes through primary geography education","authors":"Joe Usher","doi":"10.1080/03323315.2023.2260998","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260998","url":null,"abstract":"According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children’s localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children’s participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children’s participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children’s participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the ‘space’ within which children’s participation can and should occur. Enabling children’s participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children’s participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425128","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":"Changing career to teaching? The influential factors which motivate Irish career change teachers to choose teaching as a new career","authors":"Annette Geoghegan","doi":"10.1080/03323315.2023.2260809","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260809","url":null,"abstract":"AbstractThis article is based on a research study completed as part of an Ed. D dissertation which explored the experiences of career change teachers (CCTs) in Irish primary and post-primary schools. Their motivations for changing career, both intrinsic and extrinsic, along with the influence of family in career changers’ decisions to change career were explored. This research used a convergent parallel mixed methods design, with a sample of 112 participants. Data was gathered through the use of an online survey, completed by 107 participants and fifteen semi-structured interviews, ten of whom had also completed the online survey. The main motivations identified by career change teachers for changing career included a long-held desire to become a teacher, the influence of family members who were also teachers, crucial life events, positive prior teaching and learning experiences, loss of employment and interest in their previous job and other more extrinsic motivations. This research study provides a deeper understanding of the factors that influence a career change to teaching. This knowledge will assist in the recruitment of this diverse cohort of teachers to the teaching profession, bringing experience, skills and knowledge from different fields and backgrounds to the modern classroom.Keywords: Career change teacheridentitymotivation Ethical approvalThis study has been reviewed and received ethical approval from Maynooth University Research Ethics committee.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Comhaltas Ceoltóirí Éireann (Association of Musicians of Ireland) is the largest group involved in the preservation and promotion of Irish traditional music (Comhaltas Ceoltóirí Éireann 2022).Additional informationNotes on contributorsAnnette GeogheganAnnette Geoghegan is a primary school teacher with 21 years teaching experience and is deputy principal in St. Anne’s Loreto P.S. in Navan. She holds a B. Ed from St. Patrick’s College, a M. Ed and a post-graduate diploma in Educational Leadership from Maynooth University. She graduated in November 2022 from Maynooth University with a Doctorate in Education, specialising in Teacher Education. Her areas of interest include teacher career change, teacher identity and teacher attrition. Annette also works with Hibernia College on the PME programme as a PE and SPHE tutor.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425376","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 the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools","authors":"Hazel RyanSheehan","doi":"10.1080/03323315.2023.2261424","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261424","url":null,"abstract":"ABSTRACTAmidst changing sociocultural and political climates, limited economic resources and shifting educational policies, classroom teachers continue to hold a significant responsibility in educating an increasingly diverse student population. Balancing the requirement to support student variability within perceived everchanging contexts can be challenging for many teachers. To alleviate some of the pressures in educating diverse student populations, Special Needs Assistants (SNAs) have been deployed to support teachers in meeting the care needs of some children with special educational needs, arising from a diagnosed disability. Grounded in Bronfenbrenner’s Ecological System’s Theory (1974), the following study explored the interpersonal relationship of teachers and SNAs working in mainstream primary classrooms, in Ireland. Data from quantitative questionnaires and qualitative semi-structured interviews were collected with results from the questionnaires (N = 112) informing the questions for the semi-structured interviews (N = 8). Open-ended questions were used throughout the interview process to collect the nuanced experiences of classroom collaborations from both teachers and SNAs. Findings indicate that SNAs are a well-established and welcomed part of the school workforce. Difficulties with role confusion, a lack of structural guidance around SNA deployment and professional self-efficacy in SEN confirmed the existence of challenges, experienced by the two workforces, which lead to implications in practice for effectively collaborating in classrooms.KEYWORDS: Paraprofessional supportinclusionspecial needs assistantscontinuing professional development (CPD)policyspecial educational needs (SEN) AcknowledgementsThe author expresses gratitude to the teachers and SNAs who generously shared their time in this study, providing invaluable insights and serving as representatives of this sector within the Irish education system. It is a powerful reminder of the dedicated efforts being carried out in classrooms throughout the region to ensure the inclusion of every student.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Ireland employs a multitrack approach to schooling across both primary and secondary levels. Special Schools are designed to serve students with significant and complex educational and care needs. Special Classes within mainstream settings are designed to provide a more supportive and tailored learning environment for students with specific SEN, such as those with autism spectrum disorders or mild to moderate intellectual disabilities; Mainstream + Supports, is designed for general education classes and students with SEN may receive additional support from special education teachers, SNAs, and other professionals as needed; Mainstream is the standard educational track that serves the majority of students, including those without identified SEN.Additional informationNotes on contributorsHazel Ry","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135579719","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":"Capturing the perspectives of a diverse range of early childhood education and care stakeholders","authors":"Rhona Stallard, Emeritus Noírín Hayes, Ann Marie Halpenny","doi":"10.1080/03323315.2023.2259360","DOIUrl":"https://doi.org/10.1080/03323315.2023.2259360","url":null,"abstract":"ABSTRACTCurrent approaches to research in the field of Early Childhood Education and Care (ECEC), in particular in relation to methods designed to interrogate policy and practice developments, tend not to focus on gathering empirical data through collaborative networks. This article provides a critical reflection on a novel qualitative methodological approach to gathering data through engaging participants in a professional conversation that involved a broad community of ECEC stakeholders in the Irish context. This methodology was informed by a professional conversation approach first employed in Queensland, Australia to support the professional learning and development of ECEC leaders in relation to new policy developments (Irvine & Price, 2014). The professional conversation methodology was adapted and expanded to the Irish context and was applied to a series of symposia between 2015 and 2019. Recognising this methodological approach as a way to employ research evidence in and from policy and practice in ECEC and in education more broadly represents an innovation that has the potential to positively impact research, policy and practice knowledge.KEYWORDS: Professional conversationsmethodologyearly childhood education and care Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For example, play and creativity, emergent curriculum, meta-cognition and emotional regulation in young children as per www.ecalignment.ie.Additional informationFundingThis work was supported by National Council for Curriculum and Assessment: [Grant Number TBC].Notes on contributorsRhona StallardRhona Stallard is a Lecturer in the Department of Early Childhood Education at Marino Institute of Education, Dublin.Emeritus Noírín HayesNóirín Hayes is Visiting Academic at the School of Education, Trinity College Dublin and Professor Emerita, Technological University Dublin.Ann Marie HalpennyAnn Marie Halpenny is a Lecturer (Rtd) in the School of Social Sciences, Law and Education at Technological University Dublin.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135579191","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":"Taming the imposter monster","authors":"Maria Stewart","doi":"10.1080/03323315.2023.2260786","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260786","url":null,"abstract":"\"Taming the imposter monster.\" Irish Educational Studies, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864457","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":"Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context","authors":"Giampiero Tarantino, Ross D. Neville","doi":"10.1080/03323315.2023.2260999","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260999","url":null,"abstract":"Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers’ attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers’ attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers’ attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864895","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 impact of forming a community of practice on teachers’ attitudes and approaches to primary geography","authors":"Lisa Clarke, Susan Pike","doi":"10.1080/03323315.2023.2258493","DOIUrl":"https://doi.org/10.1080/03323315.2023.2258493","url":null,"abstract":"Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children’s geographical experiences in school are minimal. There is a myriad of reasons for this range of practice. One significant feature is the lack of funding or provision for continuing professional development (CPD) for primary teachers in Geography. This paper outlines a project to create school-based CPD for teachers in primary geography. The results of the project are that the school-based CPD, designed by teachers can provide support them to enact the curriculum as well as providing engaging, interesting and enjoyable experiences for teachers. The findings also suggest that such CPD can also have a positive impact on children’s experiences of Geography, through enhanced practices by teachers. The implications for such findings are discussed in relation to curriculum change.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925426","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":"Recognising autism in girls within the education context: reflecting on the internal presentation and the diagnostic criteria","authors":"Aoife Munroe, Michele Dunleavy","doi":"10.1080/03323315.2023.2260371","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260371","url":null,"abstract":"It is widely acknowledged that girls are less likely to receive an autism diagnosis compared to boys (Gould, J. 2017. “Towards Understanding the Under-Recognition of Girls and Women on the Autism Spectrum.” Autism 21 (6): 703–705), with growing recognition that girls are underserved by the current clinical diagnostic criteria, potentially due to differences in presentation (Duvekot, J., J. van der Ende, F. C. Verhulst, G. Slappendel, E. van Daalen, A. Maras, and K. Greaves-Lord. 2017. “Factors Influencing the Probability of a Diagnosis of Autism Spectrum Disorder in Girls Versus Boys.” Autism 21 (6): 646–658). Lack of awareness of the female profile of autism among teachers and other professionals can have implications in terms of recognition, diagnostic referrals, formal identification and support. A narrative review approach was adopted to review extant literature pertinent to sex differences in autism, using the diagnostic criteria outlined in DSM-5 as a framework (American Psychiatric Association. Citation2013. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington: American Psychiatric Association). The aim of this paper is to raise awareness of the varied presentation exhibited by some autistic girls. The findings reveal differences in the presentation of autism characteristics among girls with a more internal presentation apparent. The findings of the review indicate the need for revisions to diagnostic tools to reflect the more nuanced female presentation, increased training and guidance for professionals working with autistic girls and continued research. It is hoped that this review will further knowledge in this area to support the recognition of autism in females and mitigate the risk of females being missed, misdiagnosed or diagnosed later in life.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926162","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}