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Cén sórt taithí a bhíonn ag scoláirí nuair a aistríonn siad ó bhunscoil lán-Ghaeilge go hiar-bhunscoil lán-Bhéarla?
No full textIs seoid thar a bheith luachmhar é tumoideachas i gcaomhnú agus i ndul chun cinn na Gaeilge. Tugtar le fios sa litríocht náisiúnta agus idirnáisiúnta go mbaineann iliomad buntáistí le córas tumoideachais agus le bheith dátheangach. Faraor, níl dóthain scoileanna tumoideachais ar fáil don éileamh atá ann dóibh (Gaelscoileanna Teo 2010, Kennedy 2012). Anuas air sin, ní bhíonn an rogha ag gach scoláire leanúint ar aghaidh leis an tumoideachas ag an iar-bhunleibhéal toisc go bhfuil ganntanas iar-bhunscoileanna lán-Ghaeilge, go háirithe in áiteanna níos iargúlta timpeall na tíre. Mar sin, bíonn ar chuid mhaith iar-scoláirí an tumoideachais freastal ar scoileanna lán-Bhéarla don iar-bhunscoil. De ghnáth i scoileanna lán-Bhéarla, ní éiríonn chomh maith le scoláirí T2 Gaeilge a shealbhú ná ‘máistreacht’ a fháil ar na scileanna teanga (Harris et al. 2006, luaite ag Kennedy 2012). Bíonn rath i bhfad níos fearr ar scoláirí a fhreastalaíonn ar scoileanna lán-Ghaeilge (T1) ach ina ainneoin sin, déanann thart ar 50% de scoláirí (Roinn Oideachais 2022) an cinneadh an tumoideachas a fhágáil tar éis na bunscoile ar chúis amháin nó cúis eile.
Tá sé mar aidhm ag an taighde seo iniúchadh a dhéanamh ar na cúiseanna a bhaineann leis an gcinneadh seo a dhéanamh ionas go mbeidh eolas ann ina leith agus go bhféadfar an uimhir sin a laghdú. An bhfuil tionchar ag buntáistí nó míbhuntáistí an tumoideachais ar an gcinneadh nó an mbaineann sé leis an nganntanas scoileanna agus múinteoirí ábhair le Gaeilge? Anuas air sin, cén sórt eispéiris a bhíonn ag na scoláirí nuair a aistríonn siad ó bhunscoil lán-Ghaeilge go hiar-bhunscoil lán-Bhéarla? An mbíonn dúshláin le sárú acu nó an mbíonn ‘buntáistí sa bhreis acu’ (Mac Éinrí 2021) a thugann deis chun ratha dóibh sa scoil nua? Déantar iniúchadh agus anailís ar thuairimí i dtaobh na gceisteanna sin sa taighde seo faoi scáth na bparaidímí léirmhínitheacha agus bunathraitheacha.
Earcaíodh scoláirí a d’fhreastail ar bhunscoil lán-Ghaeilge ach a d’aistrigh go hiarbhunscoil lán-Bhéarla chomh maith lena dtuismitheoirí, a múinteoirí agus a bpríomhoidí don staidéar seo ionas go mbaileofaí réimse tuairimí, dearcthaí agus smaointe leathana ar an ábhar. Úsáideadh ceistneoirí, grúpaí fócais agus agallaimh leath-struchtúrtha chun eolas a bhailiú i dtaobh na ceiste taighde seo.
Léiríonn na torthaí go bhfuil tacaíocht shainiúil a bhaineann go sonrach le teanga ag teastáil uathu go háirithe ag tús na haistrithe chun cabhrú leo dul i ngleic leis.
Táthar ag súil go mbeidh torthaí an taighde seo ina dtreoir luachmhar do mhúinteoirí chun feasacht a ardú maidir leis na scoláirí seo, maidir lena riachtanais shainiúla agus lena dtaithí ar an aistriú scoile ionas go gcuirfear an tacaíocht chuí ar fáil dóibh amach anseo.N
Policy actors’ experiences of the decisionmaking processes in Irish primary educational policymaking 1990-2023: a continuum from a ‘cosy consensus’ to a ‘fight in the ditch’
Full text linkThis research investigated the mechanisms by which decisions are made surrounding Irish
primary educational policymaking. Policymaking can be viewed as a complicated and complex
process abundant with change, tension and opposing perspectives (Anderson 2003; Bell and
Stevenson 2015; Luetjens and Mintrom 2016). This research aimed to identify the policy actors
involved in educational policy design and examine the appearance, influence and extent of this
involvement (Ball 2016). A further aim of this research was to contribute rich insight into the
mechanisms of policymaking thus positively contributing to future policy formulation (Lingard
2013).
Data-collection for this research was completed through the use of open-ended interviews,
documents and a methodological journal in accordance with the qualitative constructivist
grounded theory research design and social constructivism paradigm (Charmaz 2014). A
combination of initial sampling and theoretical sampling was used to recruit a research sample
of fourteen participants with a range of policymaking experiences. The research data was
analysed through the use of initial, focussed and theoretical coding as well as the use of analytic
memos (Charmaz 2014).
The findings of this research indicate that educational policymaking is innately shaped by
political, economic and societal influences. Furthermore, the findings highlight the multitude
of policy actors involved in policymaking processes and the differentials of power that exist
between policy actors. Finally, consultation is presented as a celebrated and flawed construct.
This research presents eight conclusions arising from the findings, spotlighting the influential
and side-lined voices in the policymaking space as well as the challenges associated with the
involvement of numerous policy actors in policymaking. A number of recommendations for
improving policymaking processes in Irish education are advanced. The accumulation of these
recommendations enabled the construction of the conceptual framework for this research
which proposes potential improvements to Irish educational policymaking at primary level.N
Transition to post-primary school in Ireland: exploring the voices of children with mild intellectual disabilities
Full text linkBackground: The transition from primary to post-primary school is one of the key junctions in education for young people. With school playing a key role in the lives of students, the shift from a familiar to novel environment brings a unique set of challenges. This transition can present greater challenges for students with special educational needs (SEN). Yet the experiences of students with SEN from their perspective has received little attention in the literature. This research explored the experience of transitioning to post-primary school in Ireland for students with Mild Intellectual Disabilities (MID) and utilised Lundy’s Model of Participation as it’s theoretical framework. Methods: Three participants from different schools engaged in three semi-structured individual interviews. The interviews were completed with each student pre-, mid-, and post-transition. Universal Design for Learning approaches were employed to support the students’ participation in and comprehension of the research. Interpretative Phenomenological Analysis was utilised to analyse the data.
Findings: Apprehension for a new social environment and enthusiasm and anxiety in relation to making friends were key features of the students’ pre-transitional experiences. The sustained positive impact of transitional supports characterised the mid-transition experience. Post-transition, students emphasised the positive impact of support they received in post-primary school, specifically the impact co-teaching had on developing their sense of belonging with their class.
Conclusions: The results indicated that transitioning to post-primary school for students with MID is an entirely individual experience, which is impacted by social, contextual, and personal factors. The utility of Lundy’s Model of Participation as a framework to inform and support the participation of students with MID in research was evident. Implications for both
policy and practice in terms of addressing existing tensions within inclusive education and integration of student perspective in policy development are discussed. Directions for future research involves conducting follow-up research at later stage following the transition and conducting more in-depth qualitative research with students with SEN.N
Wellbeing in Irish primary schools: an exploration of educator experiences of the three-tiered continuum of support framework in supporting pupil wellbeing needs
Full text linkThis study explores the experiences of school principals, class teachers, and special education teachers in implementing the three-tiered Continuum of Support framework (CoS) to address pupil wellbeing needs in Irish Primary Schools (Department of Education and Science , 2006). Guided by the second generation of the Cultural-Historical Activity Theory (Engeström, 1987), the research questions aim to explore the dynamics between these key educators and the components of the CoS, emphasising areas of tension, collaboration, and opportunity.
Employing a mixed-methods sequential explanatory design, an online survey was first used to gather quantitative data from a national sample (N=136). The descriptive statistics obtained were utilised to inform the subsequent qualitative phase. Semi-structured interviews were conducted with a subsample of nine participants across various educational contexts and analysed using reflexive thematic analysis (Braun & Clarke, 2021).
The findings revealed insights into existing wellbeing support practices and potential areas for improvement. Opportunities for a more inclusive support system in Irish primary schools are identified, contributing to evolving policy and practice discussions for students with wellbeing needs. By highlighting educators' experiences, this study identified actionable areas for consideration and improvement. It adds valuable perspectives to discussions on effective multi-tiered support on the ground, fostering holistic pupil development within a supportive educational environment.N
Never the same river: an interdisciplinary exploration into the confluence of nature, people and place for river catchment stewardship with citizen science
Full text linkGood freshwater quality is essential to supporting healthy people and ecosystems.
Measures to reverse deteriorating water quality in surface waterbodies are set out in
Ireland’s River Basin Management Plans, under the EU’s Water Framework Directive, using
an integrated catchment management approach that promotes community stakeholder
participation in water matters. Combining elements of environmental science, politics,
psychology and sociology, this interdisciplinary research project highlights the complex
dynamics of addressing poor water quality through environmental governance frameworks
using an Irish case study. The study investigates the influence of nature experiences on
identity, and how a sense of belonging or attachment to place, community or nature
contributes to awareness, pro-environmental behaviours and volunteerism. A combination
of theory and praxis uncovers motivations, barriers and intentions of environmental actions
as a baseline to inform strategies for recruitment and retention of volunteers. The study
analyses quantitative and qualitative data from questionnaire survey responses throughout
Ireland, and focuses on the ‘at risk’ Maigue River catchment in County Limerick. Qualitative
data from key informant interviews and focus groups provides thematic analytical
comparisons between new and established volunteers and stakeholders. Key findings reveal
that 1) Experiences in nature are transformative and, for some, they inspire a lifetime
commitment to environmental stewardship; 2) There is growing social acceptance and
interest in environmentalism, however, misconceptions and conflicting priorities may
stymie conservation efforts and the development of a social norm; 3) Nature-based citizen
science, built into a progressive, diverse training programme that incorporates social
learning, can invite casual or committed environmental volunteerism that mutually benefits
the health and wellbeing of volunteers and the environment, and optimises volunteer
programme success; 4) Awareness-building and volunteer recruitment campaigns should be
tempered with messages of hope that it is possible to make a difference. Communitydriven,
collaborative initiatives are essential to help achieve effective catchment
management. Nature-based citizen science and volunteerism provide a platform for public
involvement that fosters connections to nature and a sense of ownership over local and
community ecosystems that can ultimately benefit the health, wellbeing and resilience of
people, communities and the environment.N
Making children visible: using student voice to shape inclusive practice in mainstream post-primary schools in Ireland
Full text linkRatification of the United Nations Conventions on the Rights of the Child (UNCRC) in 1989 initiated academic, political and community interest and commitment to advancing advocacy and support for children, their rights, their voice and their participation in all decisions which affect them (Jones and Marks 2017). Accordingly, children’s policy developments in national and international contexts centered on listening to the voices of children and young people to achieve better outcomes for all. However, the voices of children with Special Educational Needs and Disabilities (SEND) are rarely consulted (Alderson and Morrow 2020). Children with SEND tend to be the end users of policies and practices developed and implemented in their name without their consultation or participation (Kilkelly et al. 2004; Lundy et al. 2014; Moloney et al. 2021). This is evident in education policy. With an increasing number of students with SEND in mainstream schools and with the National Council of Special Education (NCSE) recommending a progressive realisation towards an inclusive education system (NCSE 2024), it is timely that we listen to the voices of children with SEND to examine what is working well and what needs to change to enhance inclusive practice in our schools.
Consequently, this research set out to explore the experiences and perspectives of 13 students with intellectual disabilities (ID) in mainstream post-primary schools in Ireland. It aimed to understand if these experiences were barriers or facilitators to participation in the life of the school, including decision making. Framed within the transformative paradigm this research situated children with ID as co-researchers and agents of change. However, research with children, particularly children with disabilities, can pose methodological and ethical challenges (Keenan 2016). Consequently, Photovoice as a participatory visual research method was chosen to support students to voice their experiences. It’s use operationalised Lundy’s Model of Participation (2007), which severed as the theoretical and methodological framework for this study by providing space, voice, audience and influence which are necessary for children as right-bearing citizens to express their views and have their voices heard in an ethical inclusive manner.
Findings highlight the complexity of the lived experience of students with ID in mainstream schools, as they navigate places, spaces and people who challenge and support them in their school journey. Barriers and facilitators which influence the participation of students with ID, including their participation in decision making, emphasise the complexity of inclusive practice. Findings stress tensions and dilemmas between the voices of students with ID, the voices of adults, and national and international policy. These tensions call for a reimagining of support structures which address individual needs, not categories of disabilities. This has implications for policy and practice and emphasises the necessity to listen to the voices of students with ID to enhance inclusive practice in our schools.N
Evaluating the effectiveness of the Body Project as a whole-class, positive body image intervention in Irish post-primary schools
No full textBackground: The Body Project is a cognitive dissonance-based eating disorder prevention programme developed by Stice et al. (2006).
Aims: The primary objective of this study was to evaluate the effectiveness of the Body Project as a universal, whole-class, positive body image intervention in co-educational Irish post-primary schools.
Sample: Two Transition Year class groups (N=34) participated in this study. This comprised n=18 males, n=15 females, and n=1 participant who did not disclose their gender.
Methods: One class group (n=17) received the 4-week Body Project intervention adapted for universal, whole-class, mixed-gender delivery. The other class group (n=17) were waitlisted for intervention. Participants completed questionnaires at baseline and post-intervention to measure changes in appearance ideal internalisation and body appreciation. Additionally, the participants in the intervention group rated their enjoyment of the programme using a 5-point Likert scale.
Results: Findings indicate that the Body Project did not effectively reduce appearance ideal internalisation (p> .05) from baseline to post-test and the Body Project did not effectively increase body appreciation (p> .05) from baseline to post-test. Participants enjoyed the intervention (M= 4.12, SD=6.00).
Conclusions: This research contributes to the literature as it is an independent study evaluating the effectiveness of the Body Project. It is the first to explore the effectiveness of the Body Project as a whole-class, universal, mixed-gender intervention, and the first to evaluate the Body Project in the Irish cultural context. Findings indicate that the Body Project is not effective as a universal, whole-class, positive body image intervention in co-educational Irish post-primary schools. Implications for the field of Educational and Child Psychology are discussed with reference to policy, practice, and future research directions.N
Navigating youth participatory action research in a primary school: exploring power dynamics, tensions and challenges
Full text linkInvolving children in the co-production of knowledge through cross-generational research such as Youth Participatory Action Research (YPAR) is a growing practice which has the benefits of amplifying the voices of children and developing practical knowledge for social change. However, better understanding is needed about how power dynamics operate during the facilitation of YPAR studies. Such an understanding would ensure that during the facilitation of a YPAR study, spaces are created where the diverse perspectives of both child co-researchers and the adult researcher are considered. Moreover, this understanding would help adult researchers/facilitators navigate complex relationships and ensure that decision-making processes were inclusive and replicating traditional inequalities is avoided. Also reflecting on power dynamics encourages adult researchers/facilitators to critically examine their positionality, biases and privileges.
This study aimed to gain insights into power dynamics within a YPAR study. Specifically, it explored two critical aspects: (i) power relations between a teacher/researcher and child co-researchers. This aspect delved into the interactions between the adult researcher and the child co-researchers, and (ii) the impact of the adult researcher on child participation: Here, the focus was on the adult researcher’s role in either supporting or hindering child participation.
This qualitative study was guided by Freirean critical theory (Freire 1970, 1972) and the Lundy (2007) model of participation. Across two academic years, six primary school children aged 10-12 years participated in three cycles of a YPAR study with a teacher/researcher. Multiple data methods were utilised, including research meetings with the child co-researchers and a draw and write survey. Additionally, the study employed peer-paired interviews and focus group interviews with the child co-researchers. Furthermore, semi-structured interviews were conducted with both the school principal and a class teacher. In addition, the adult researcher maintained a research journal throughout the YPAR study.
Findings indicate that when the adult researcher creates space for cross-generational collaboration, power dynamics become decentralised, so that child co-researchers contribute as knowledgeable actors with decision making powers on an equal basis as an adult researcher. The findings also emphasise the critical need for vigilance by an adult
researcher regarding hierarchical power relations when facilitating a YPAR study within a school context. Adult researchers must acknowledge the possible impact of authority, privilege and decision-making on the research process. In this respect, therefore, as indicated through the findings, adult researchers must ensure that child co-researchers are not constrained by teachers or other school personnel when conducting research activities with their peers. By doing so, they can cultivate an environment where children’s voices are empowered and equitable participation is promoted. In recognising children’s rights (UNCRC 1989; Lundy 2007) and navigating power dynamics, the adult researcher plays a critical role in fostering an inclusive YPAR process. Their expertise enhances the depth and breadth of knowledge generated by the child co-researchers, informing meaningful suggestions for change. Moreover, the adult researcher must actively engage in self-reflection to recognise their own positionality and biases, ensuring that power imbalances do not inadvertently hinder child participation.N
An exploration of how students with Down syndrome experience basic psychological need satisfaction in Irish mainstream class settings
Full text linkBackground and Aim: Self-Determination Theory posits that all individuals have inherent tendencies toward growth and development as well as a vulnerability to maladaptive functioning. Within social contexts such as schools, certain psychological nutrients – namely, autonomy, competence, and relatedness – are needed to support this propensity toward adaptive functioning, and to promote students’ well-being, engagement, and motivation. The aim of this study was to explore how students with Down syndrome experience basic psychological need satisfaction in mainstream primary schools.
Methodology: Underpinned by Basic Psychological Needs Theory, this study used an explanatory multiple case study design to explore students’ experiences of autonomy, competence, and relatedness. Each case consisted of a student with Down syndrome in a mainstream class, their class teacher, Special Needs Assistant, and classmates. Alongside semi-structured interviews, techniques based upon Personal Construct Psychology were used to gather qualitative data. An adapted version of the Basic Psychological Needs in the Classroom Scale was utilised to explore the perceived classroom climate in relation to need satisfaction.
Results: Descriptive analysis, pattern-matching, and reflexive thematic analysis were used to analyse the data. Within-case patterns were first explored. Thereafter, a cross-case synthesis of findings was conducted. Across both cases, students’ perceptions of need satisfaction were associated with feelings of enjoyment and engagement in school. Need frustration was associated with disengagement and negative affect. Themes relating to autonomy included the provision of choice and the need for structure. Themes pertaining to competence included providing support, adapting and accommodating, and the challenges of mainstream. Themes associated with relatedness included being part of the school community and developing relationships.
Conclusion: The study addresses an identified research gap by exploring the unique perceptions and experiences of students with Down syndrome in relation to basic psychological need satisfaction in mainstream schools. The implications of the findings for future practice, research, and policy in the field of educational psychology are discussed.N
Scothsheanchas sheáin na Cille Mhic Criomhthain
Full text linkDuine de na seanchaithe ba mhó a thug ábhar seanchais do Choimisiún Béaloideas Éireann ab ea
Seán ‘na Cille’ Mac Criomhthain (1875-1955) ó Chill Maoilchéadair i gceantar Gaeltachta Chorca
Dhuibhne. Os cionn míle mír seanchais idir fhilíocht, scéalta, stairseanchas agus amhráin a bhailigh
Seosamh Ó Dálaigh, Seán Ó Dubhda agus Caoimhín Ó Danachair ón gCriomhthanach thar tréimhse
ní ab fhaide ná fiche bliain. Iarracht atá sa tráchtas dochtúireachta seo ar an stór béaloidis agus an
cineál Gaeilge a bhí aige a shuíomh ina gcomhthéacs ceart laistigh de léann na Gaeilge agus laistigh
de léann an bhéaloidis idirnáisiúnta araon.
Toisc líonmhaireacht an ábhair ar fad a bailíodh ón gCriomhthanach, is ar an seanchas a bhailigh
Seosamh Ó Dalaigh uaidh a díríodh sa tráchtas, agus aithnítear, dá bhrí sin, nach bhfuil anseo ach
an chéad chéim i dtreo tuiscint cheart a bheith againn ar an saibhreas seanchais a bhí ag an seanchaí
tréitheach seo.
Tugadh faoin méid sin a chur i gcrích trí chúlra an tseanchaí a scrúdú, scéal a shaoil a ríomh, cuntas
a thabhairt ar an gcanúint phearsanta a bhí aige, agus eagrán dá chuid seanchais a chur i dtoll a
chéile. Beidh toradh an tsaothair seo ina áis do lucht béaloidis, canúineolaíochta, staire agus
socheolaíochta.N