2405 research outputs found
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Limerick After the Civil War, 1923-1930: a documentary history
Full text linkThis volume by Seán William Gannon (Limerick Local Studies) and Brian Hughes (Department of History, Mary Immaculate College) comprises a series of previously unpublished documents selected from a variety of national and local archives, together with short introductions, which illuminate aspects of political, religious, socioeconomic, sporting, cultural, and educational life in Limerick city and county in the early years of the Irish Free State.N
Support and space: exploring the implementation of a neuroaffirmative self-regulation framework for autistic children encompassing environmental, social and cognitive supports
Full text linkThe United Nations Convention on the Rights of Persons with Disabilities (United Nations,
2006) has called for a global human rights approach to remove barriers to enable the full
participation of people with disabilities in society. This includes developing environments suitable
for autistic people, and evidence-based supports for self-regulation. Self-regulation is necessary to
return to a calm state and choose strategies to calm oneself down when experiencing sensory
overload (Binns, 2019). Guided by a neuroaffirmative lens, the current study sought to explore
environmental, social and cognitive supports for self-regulation for autistic children in a special
class setting in Ireland. Firstly, environmental supports were identified and modifications were
made to the classroom environment to support regulation. Secondly, social supports were provided
through co-regulation, where social partners supported regulation by validating emotions and
offering calming strategies (Binns, 2019). Thereafter, the study explored the implementation and
effectiveness of an individualised cognitive-based self-regulation intervention using an adapted
version of the Zones of Regulation Curriculum (Kuypers, 2011).
The current study adopted a case study design within a reflexive qualitative paradigm
(Braun & Clarke, 2022). Participants included six autistic children, their class teacher and parents.
Mixed-methods data were collected. Qualitative data included the Sensory Audit for Schools and
Classrooms (Middletown Centre for Autism, n.d) and an individual Positive Sensory Profile
(Positive About Autism, n.d.) for each child. Semi-structured interviews were also conducted with
the class teacher and parents. Quantitative data included teacher- and parent-reported measures of
child self-regulation using the Emotion Regulation and Social Skills Questionnaire, at preintervention,
post-intervention and at a 12-week follow-up (Beaumont & Sofronoff, 2009).
The results of the study provide preliminary support for an environmental, social and
cognitive-based self-regulation intervention, with both qualitative and quantitative results observing
an improvement in children’s self-regulation skills. The results also revealed challenges in
implementing this intervention, including a lack of parental engagement, which was related to the
need for in-person parental training. The results of the study have significant implications for
educational policy and practice, including developing an understanding of suitable environmental,
social and cognitive supports to maximise the self-regulation development of autistic people. In
light of these findings, implications for policy and practice along with recommendations for future
research are explored.N
The utilisation of the natural environment as a resource when teaching geography at primary level
No full textThis study concerns the use of the natural environment as resource when teaching geography at primary level. The increasing disconnect between children and nature is well documented in literature (Louv 2009), however, few studies focus on children’s engagement with nature within the Irish primary school context, particularly within urban school settings. Through the use of qualitative methods, this study examines the experiences of primary school teachers and that of the researcher in situating learning in nature when teaching geography. Furthermore, this project explores the experiences of primary school children engaging in learning in the outdoor natural environment. In alignment with arguments presented by a multitude of researchers (Austin 2022; Harris 2017; Catling et al. 2010; Louv 2009), this study shows that situating learning in nature, within both rural and urban school settings, through the use of fieldwork, school gardens and play, positively impacts upon children’s environmental awareness, development and well-being.N
Musical setting creation for a Yeats poem: an autoethnography with the propeller model approach
Full text linkResearchers and artists alike have their own unique challenges when it comes to
engaging with their craft for the purposes of producing a final product. Both
occupations hold their own respective identities when it comes to the labour of their
work whilst holding other cultural and linguistic identities. This retrospective
autoethnography completed in the third-person narrative aims to explore the
experience of creating a musical setting in terms of cultural importance and identity
dynamics between artist and researcher. The research attempts to convey how the
Propeller Model Approach (PMA) can serve as a theoretical framework by deductively
providing emotive codes for the memories analyzed. The researcher’s experiences of
creating a musical setting for the WB Yeat’s poem “The Song of Wandering Aengus”
are recalled in the context of a Canadian Irish recording artist. The secondary
literature explores human creativity, philosophy of music and other autoethnographies
in conjunction with the four thematic areas of PMA. The results from the research
inform of a departure from an intellect-centric view on creativity and provide insight
into the music making process.Ye
Leadership for inclusive special education in Irish primary schools: an exploration of the role of the special educational needs coordinator
Full text linkAs the educational landscape rapidly transforms in response to the promotion of inclusive education agendas, it has brought challenges to the management and leadership of provision for students with Special Educational Needs (SEN). The role of the Special Educational Needs Coordinator (SENCO), the person responsible for managing and leading SEN in the primary school setting is not defined in Ireland and research relevant to the role is scarce. This research applied Bronfenbrenner’s Bioecological Systems Theory, and positioned special education within Hornby’s Inclusive Special Education Framework, to explore SENCOs’ and Principals’ perspectives on the role, and to identify the current practices of SENCOs and the implications for their professional learning in primary schools in Ireland.
A two-phase mixed methods sequential explanatory research design (QUAL +quan) was adopted for the study. Phase One involved a large-scale national survey of SENCOs in Irish primary schools (n=371). Descriptive and inferential statistics were used to analyse the data from Phase One. Phase Two was informed by findings from Phase One and involved semi-structured interviews (n=9) with SENCOs, SENCO Principals, and Principals to undertake an in-depth exploration of the realities, experiences and challenges of the SENCO role in Ireland. Data was analysed using reflexive thematic analysis.
Findings from Phase One provide insight into the profiles of SENCOs in Irish primary schools. They pointed to experienced SENCOs who for the majority held a post of responsibility related to the SENCO role (72.6%). Four themes emerged from the thematic analysis from Phase Two. These themes indicated that SENCOs are leading and managing school-wide collaborative approaches to SEN provision; are experienced, knowledgeable, connected and enabled by supportive staff and Principals and a culture of collaboration; and that the extensive nebulous nature of the SENCO role has evolved in a policy vacuum with insufficient time and inadequate support from external professional services. The thematic analysis also provided insights from the Principals and SENCOs on the future directions of the role.
In summary, SENCOs are leading SEN provision through collaborative and distributed approaches across the school microsystem. It was evident that SENCOs are acting as advocacy leaders, pedagogical leads and mediators of change. While a large percentage have a SEN specific qualification and a post of responsibility, potentially more support is needed from policy makers and teacher educators to ensure that SENCOs have appropriate professional learning available to them and that the role is assigned a relevant and formalised post of responsibility. Various enablers and barriers to SENCO role enactment were identified when framed by Bioecological Systems Theory. The SENCO role operates at the centre of the Bronfenbrenner’s Bioecological Systems Theory and is impacted by changes over time (chronosystem) from the various levels of the system, such as policy changes from the macrosystem and exosystem. The findings may provide an important evidence base to underpin and inform the evolution of policy and practice for the SENCO role in Irish primary schools.N
A self-study of a novice coach navigating the coaching journey
Full text linkThis study investigated the learning experiences of one novice coach navigating the complexities of coaching teenage girls aged 12-14 over the course of one season. This included consideration of how to balance competition, inclusivity and player development while formally introducing competitive structures. This research contributes to the overall understanding of how novice coaches learn to coach and offers a guide to coaches on how to introduce competitive practices while supporting teenage girls to remain in team sport.
Using a self-study approach, the lead researcher explored her own practices to seek improvement and better understand her coaching. The research was conducted in one Limerick Ladies' Gaelic Football club over seven months. Participants included 47 children aged 12-14 and a wider coaching team of 6 adults aged 25-45. Data was obtained using various data collection methods from the researcher, fellow coaches and child participants. The researcher generated data involved engaging in post-training and post-games reflections (n=30) recorded in the researcher’s reflective research diary (n=7,500 words). After three months and upon completion of the league phase of the season, the researcher engaged with a critical friend (n=1) who challenged and questioned the researcher’s assumptions before starting the season's championship phase (n=4 months). Additionally, the researcher engaged in mentor observation and feedback sessions (n=4), where the mentor observed, challenged, and provided feedback on the researcher’s practice, which were recorded in the researcher’s reflective diary. Additionally, key learning moments provided by the mentor to the researcher were recorded in the researcher’s reflective diary (n=6). The players in this research took part in post-training (n=10) and post-match (n=7) reflections generating 304 player responses. Furthermore, critical incidents and comments (n=15) made by players were recorded in the researcher’s reflective research diary. The data gathered from these sources was analysed thoroughly using Braun and Clarke’s (2021) six phases of reflexive thematic analysis. Findings illustrate the coach’s learning journey with changes in her coaching philosophy and developments in her communication skills with coaches and players, which all led to an increase in her confidence when making decisions. The findings illustrate the complexity of balancing competition with inclusivity in youth sport, specifically for girls. This research also indicates the value of novice coaches engaging in self-study research and the benefits it holds for developing and improving current practices. By engaging in self-study, the researcher
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developed self-awareness and awareness of others through the actions taken to provide meaningful, worthwhile experiences for players.
On a personal level, this research has proved an enlightening and worthwhile experience for me as I continue to progress on my coaching journey. The contribution of this research lies in sharing my experiences as a novice coach navigating the role of competition and inclusion. These findings can extend understanding of coaching methodologies to enable more coaches to better understand the complexity of competition and coaching teenage girls.N
'To be or not to bee?' Lesson study in early years education: what are the characteristics of an effective STEAM lesson?
Full text linkThis study investigates the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in early years education using the innovative approach of lesson study. The aim of this research is to explore the characteristics of effective STEAM lessons in early years education, in an urban, junior primary school. Through a collaborative lesson study framework, educators collaboratively design, implement, and reflect upon STEAM-infused lessons, tailoring them to the unique developmental needs of 5–7-year-olds. The two teacher participants engaged in six lesson study cycles over the course of four months. Lesson study was used as a vehicle to implement STEAM lessons in two senior infant classes. Qualitative data was collected through semi structured interviews, lesson plans, and observations. Preliminary findings showcase a positive impact of STEAM in early years education and outline effective pedagogies and methodologies used. Furthermore, the findings illustrate how lesson study offers a conducive platform for educators to co-create developmentally appropriate STEAM experiences. Collaborative lesson planning and iterative refinement contribute to the design of engaging STEAM activities that facilitate young children’s STEAM experiences. However, challenges related to teachers changing practice and teachers lack of confidence in teaching STEAM in early years education were identified. Furthermore, the study highlights the significant impact of professional development for educators to effectively implement STEAM education. The work concludes by contemplating the place of STEAM education and lesson study in the current educational landscape and makes recommendations to support their implementation nationally.N
Gothic trauma in the work of Eugene McCabe
Full text linkThis research analyses Eugene McCabe’s contributions to modern Irish writing by examining
his engagement with three milestone events in Irish history. The study focuses on McCabe’s
works in chronological order, beginning with Tales from The Poorhouse (1999), set during the
Great Famine of 1845. These short stories provide a platform to explore the trauma and socioeconomic
repercussions experienced by the Irish population during this devastating period. The
research then delves into Death and Nightingales (1992), McCabe’s only novel, which takes
place against the backdrop of the Irish Land Wars of the 1880s. Through this work, McCabe
explores historical land issues, offering insights into their impact on Ireland’s history and their
relevance to contemporary society. Finally, the study concludes with analyses of shorter
fictions, ‘Cancer,’ ‘Heritage,’ and ‘Victims.’ These narratives are set amidst the ‘Troubles’ in
Northern Ireland. This exploration allows for an examination of the trauma endured by
individuals and communities affected by the conflict, and as well as McCabe’s portrayal of
loss, heritage, and victimhood.
In analyzing McCabe’s literary techniques, themes, and character development, this
research sheds light on his treatment of historical events and their lasting influences. The study
also situates McCabe’s works within their socio-political contexts, examining how they reflect
or challenge prevalent narratives of Irish history. By filling the gap in scholarly research on
McCabe’s oeuvre, this study contributes a comprehensive analysis of these three works,
offering fresh insights into his literary engagement with Irish history. Through this
investigation, a deeper understanding of trauma, historical legacies, and Irish identity emerges,
further enriching the appreciation of McCabe’s contributions to modern Irish literature.N
Voices from the classroom- an ethnographic case study of teachers' experiences and perspectives of drama and arts education in Irish primary schools
Full text linkDrama is a recognised subject in the Irish primary school curriculum. Whilst research has been conducted into drama education practices in Irish schools, little is known about teachers’ experiences and perceptions of drama education. The rationale for this research is to report on the current position of drama in the Irish primary classroom. This research further aims to report on teachers’ attitudes and experiences of drama in their classrooms.
To achieve these aims, a case study with an ethnographic focus was conducted. One-to-one interviews were conducted with 15 Irish primary teachers, located in 15 different schools of a range of sizes, locations, and demographic compositions. Verbatim transcripts of the audio-recorded interviews were analysed in Nvivo 11 software using a comparative procedure. There are five emergent analytical categories: the importance of drama education in schools, the awareness and interest among teachers, the implementation of drama, the importance of drama on students’ learning and the development and impact of teachers’ backgrounds and past experiences. These categories are developed into the main themes of the research which are compared and discussed in relation to the significance of drama, being a supporter of drama, making drama happen, and drama for living and learning. Findings associated with these themes are used to develop recommendations for the enhancement of drama education.
Within the context of curricular redevelopment at primary level in Ireland and taking into account the positive changes taking place in the broader arts and education ecosystem as a result of increased systemic focus and investment in creativity initiatives, drama needs to hold a new position in our schools. The predominant outcome of this research in addressing extant difficulties with drama in Irish primary schools it to make the case for a transdisciplinary model for drama in schools - a living model of drama - which values all dramatic engagement, particularly that which leads to rich modes of learning and engagement both within and beyond the curricular structures.N
Exploring teacher agency in supporting minimally speaking autistic children in mainstream primary schools in Ireland
No full textThis study explores teachers’ views and perceptions regarding their agency in supporting minimally verbal autistic children in mainstream primary schools in Ireland. The small-scale study employed an explanatory sequential mixed methods design using a quantitative online questionnaire with thirty-two participants followed by qualitative individual interviews with six participants who volunteered on completion of the questionnaire. This was used to explore teacher’s perceptions and experiences of agency in their practice.
Priestley et al.’s (2015) ecological model, where agency is achieved through the interplay of the iterative, practical-evaluative, and projective dimensions, was used as a theoretical lens to interpret the findings. Three main themes emerged from the data collection and analysis: a) confidence, b) collaboration, and c) professional development.
Findings highlight the complex nature of teacher agency, showing how special class teachers' perspectives are connected to context, structure, and material conditions. Insights for educational policy by highlighting the importance of the conditions that enable and constrain teacher agency in supporting autistic children in primary schools are shared along with implications and recommendations for practice and further research.N