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Investigating the effect of using digital technology to formatively assess mathematics on the intrinsic motivation and engagement of primary school students
No full textThe integration of digital technology in educational assessment has become increasingly pervasive. The majority of studies in the area relate to how this can be achieved, with little research done into students’ perspectives of digital assessment methods. This study investigates how formative assessment in maths can be revolutionised digitally in a 5th class primary classroom. It explores children's attitudes towards digital formative assessment in maths education, aiming to understand their perceptions and preferences, particularly relating to its effect on engagement and intrinsic motivation. The study employs a mixed methods approach. The 25 participants partook in pre and post intervention questionnaires, six intervention lessons whereby digital assessment methods were used, during which time the researcher kept a reflective diary, and finally, a focus group was conducted to consolidate the children’s overall perspectives. The synthesised findings show the children’s clear preference for game-like and collaborative methods. This study highlights the variety of assessment methodologies that exist in primary maths education and why certain methods appeal to children. Addressing and responding to these findings will allow for a positive culture around assessment to develop in primary classrooms, where the learner holds an invaluable opinion, for the betterment of teaching, learning and assessment.N
What are the challenges and enablers encountered by FET practitioners in the implementation of RPL practice in the Back to Education Initiative (BTEI)?
No full textThis study seeks to investigate the current operating environment of Recognition of Prior Learning (RPL) within the Back to Education Initiative (BTEI) in Ireland. RPL has a presence in the Further Education and Training policy that is informing practice in adult education. However, more work is needed to investigate the actual on-the-ground daily realities of RPL within these settings.
A qualitative approach was used to identify the findings through semi-structured interviews and a reflexive journal. Thematic Analysis (Braun & Clark 2006) was used to carry out initial coding, to draw themes from the collated data and to allow for triangulation to be applied to research materials.
The main findings to emerge from the data include: clustering learning outcomes can enable RPL have a greater spread of impact over the learning experience; the need for a core leadership team and a Model to follow; importance of credible evidence; the need for a flexible approach to assessment; the challenges of growing RPL provision for adult learners offer a plethora of opportunities; there still exists a level of unease amongst educators when it comes to integrating RPL to their practice.
These findings have informed a number of Conclusions which are: the interconnectedness between learning outcomes and RPL, the development of RPL in line with policy and the importance of a core team to lead this progression following a workable model, the reliability of evidence is of primary importance when it comes to accreditation, flexibility in RPL assessment, the subtle inferences we can draw from silence amongst practitioners around RPL.N
Iniúchadh criticiúil ar Mhúineadh le Scileanna a Aistriú idir Teangacha (MSAT) mar chleachtas i suíomhanna tumoideachais bunscoile: cad é an cleachtas reatha agus cad iad na deiseanna agus na dúshláin a bhaineann le haistriú scileanna?
No full textCé go bhfuil bunús faoi theoiric an aistrithe scileanna idir teangacha ó na 1980idí, ní ach le
déanaí go bhfeictear an teoiric á shní isteach i gcuraclaim chomhaimseartha. (Ó Duibhir agus
Cummins 2012) Leagadh béim ar aistriú scileanna idir teangacha in Éirinn den chéad uair mar
ghné lárnach i ndearadh Churaclam Teanga na Bunscoile. (CNCM 2019)
Bhí sé mar aidhm ag an taighde seo iniúchadh criticiúil a dhéanamh ar Mhúineadh le Scileanna
a Aistriú idir Teangacha (MSAT) mar chleachtas i suíomhanna tumoideachais bunscoile. Trí
mhionfhiosrú a dhéanamh ar an MSAT theastaigh ón taighdeoir tuiscint a fháil ar na
cosúlachtaí agus na héagsúlachtaí cleachtais a bhí ann agus na dúshláin agus na deiseanna a
bhain leis an gcleachtas sin.
Is faoi scáth pharaidím an phragmatachais a rinneadh ceisteanna an taighde seo a imscrúdú.
Baineadh úsáid as modhanna measctha, lena n-áiríodh modhanna cáilíochtúla agus
cainníochtúla, ar nós agallaimh leath-struchtúrtha (n=6), ceistneoirí (n=38) agus
grianghrafadóireacht fhrithluaileach (n=3). Ghlac 44 múinteoir bunscoile in iomlán páirt sa
taighde; deichniúr a bhí ag múineadh i scoileanna Gaeltachta agus 34 i nGaelscoileanna.
Nochtadh sa taighde seo go raibh contanam leathan cleachtais ann i dtaobh chur i bhfeidhm an
MSAT, idir mhúinteoirí nach raibh triail ar bith bainte acu as agus mhúinteoirí a raibh cleachtas
sách forbartha acu. Aithníodh go raibh dúshláin ar leith a raibh ag cur bac leis an gcur i
bhfeidhm, ar nós easpa acmhainní sonracha agus drogall nasc follasach a dhéanamh idir an
mionteanga agus an mhórtheanga. Ba ann do dheiseanna i leith an MSAT freisin. An deis ba
shuntasaí ná an fhianaise go raibh an ghairmiúlacht chomhoibríoch le feiceáil i nósmhaireachtaí
scoileanna i dtaobh na pleanála don MSAT.
Táthar ag súil go mbeidh an taighde seo mar thaca do phríomhoidí, do mhúinteoirí, do
chomhairleoirí oideachais agus do lucht déanta beartais agus iad ag pleanáil chun cinn don
aistriú scileanna.N
Iniúchadh a dhéanamh ar na himpleachtaí a bhíonn ag an teanga a úsáidtear sa bhaile ar shealbhú na Gaeilge i scoileanna lán-Ghaeilge lasmuigh den Ghaeltacht
No full textSa taighde reatha seo, déantar iniúchadh ar dhaltaí mar fhoghlaimeoir Gaeilge I suíomh tumoidheachais in Éirinn lasmuigh den Ghaeltacht chun tionchar an teanga a úsáidtear sa bhaile ar shealbhú na Gaeilge a imscrúdú. Déantar anailís ar sonraí agus dearcadh na gcaomhnóirí a mheas, sonraí, dearcadh agus cumais na ndaltaí a mheas agus breathnóireacht an mhúinteora a mheas chun na tionchair éagsúla a aimsiú.
Dírítear ar an mbearna atá le líonadh sa litríocht in Éirinn ar Naíonáin mar fhoghlaimeoirí Gaeilge. Úsáidtear an pharaidím thogachaíoch chun tabhairt faoin taighde. Cuireadh ceistneoir ar chaomhnóirí, agallamh agus teist ar na ndaltaí agus dialann breathnóireachta ar mhúinteoirí chun cúlra, dearcadh agus cumas na rannpháirtithe sa Ghaeilge a imscrúdú.
Táthar ag súil go mbeidh torthaí an taighde seo ina dtreoir luachmhar do dhaltaí, chaomhnóirí agus mhúinteoirí tumoideachais chun sealbhú an dara teanga a chur chun cinn i gcomhthéacs an tumoideachais, maraon le taighdeoirí an chórais oideachais i gcoitinne.N
How do adolescents with moderate severe profound general learning disabilities learn about migration through wordless picturebooks?
No full textThis thesis examined two wordless picturebooks for adolescents with Moderate and Severe Profound General Learning Disabilities to determine how topics such as migration can be taught using the medium of picturebooks. The possibilities offered by visual methods such as photo elicitation and graphic elicitation as part of the interview process were explored. The findings of this approach suggest that this allowed for greater inclusivity, participant empowerment, and placed the voices of all the participants at the centre of this research. Incorporating vulnerable adolescent participant voices to this research entailed identifying strategies and tools to aid unique communication needs. This study examined the difficulties of translation from Ukrainian to English using Apps and the subsequent Pragmatic Failures encountered. Exploring how each learner learns and meeting their individual needs, necessitated investigation of Autonomous Sensory Meridian Responses (ASMR) for participants which led to incorporating a range of semiotic resources for learning.N
The restorative approach: a qualitative study exploring teachers' perspectives of restorative practice in Irish primary schools
No full textThis research project explored teachers’ perspectives of Restorative Practice (RP) in three Irish
primary schools. RP has emerged as an alternative disciplinary framework that focuses on
healing relationships in lieu of traditional punishments (Stewart and Ezell 2022). RP has
become increasingly popular in schools as teachers recognise the need to modernise their
approaches towards behaviour, relationships, and student wellbeing (McQueen et al. 2023).
The widespread implementation of RP in schools has outpaced research into its effectiveness
and suitability (Zakszecki and Rutherford 2021). This study addresses this “practice-toresearch
gap” (p.371) by exploring teachers’ perspectives of RP in Irish primary schools.
The data for this qualitative study was collected through semi-structured interviews with six
primary school teachers across three different school settings. Braun and Clarke’s (2006)
thematic framework was used to analyse this data.
The overall research question concerned teachers’ perspectives of RP in Irish primary schools.
The first embedded question focused on the factors to consider when implementing RP in a
primary school. The second embedded question explored the benefits and challenges of
implementing RP as an alternative approach to addressing behaviour. The final embedded
question investigated what effect teachers believe RP has on developing and maintaining
relationships within the school community.
Encouragingly, the findings indicate that teachers hold a predominately favourable view of RP.
Most teachers praised RP as an effective alternative approach for dealing with behaviour.
Furthermore, teachers shared how RP has positively supported the development and
maintenance of peer, colleague and student relationships. These findings also identified several
factors influencing RP's successful implementation in primary schools.N
Bereavement education in Irish primary schools: an investigation into stakeholder attitudes and perspectives
No full textBereavement education (BE) is an important element in a child’s holistic development in primary schools to help them to understand and cope with bereavement and grief as well as providing emotional support, and normalising bereavement and grief. BE is often overlooked and disregarded in Irish primary schools. This research explores the perspectives of NQTs, teachers, principals, and an external support service employee (ESSE) in bereavement support. The current system for BE in Irish primary schools is little to non-existent, with limited known support, and supporting policy documentation.
NQTs expressed the need for a comprehensive compulsory BE programme with continuous professional development (CDP) to accompany. Teachers noted the emotional challenges associated with BE and had mixed opinions in relation to the development of BE. Principals along with the ESSE emphasised an unnecessary BE programme, as teachers can create a supportive environment without this. This study reveals the need for integrating a development of BE, whether or not a compulsory programme, but to create internal school efforts to truly and adequately address and meet the multifaceted needs of bereaved children.
The methodology used in this research included semi-structured interviews with two principals, two teachers, two NQTs and an ESSE with an expertise in childhood bereavement.N
An exploration into the impact of an early literacy intervention programme, reading recovery, on pupil wellbeing in a Delivering Equality of Opportunity in Schools (DEIS) school
No full textIn recent years there has been an increasing focus on wellbeing promotion in Irish educational policy with the purpose of enabling young people experience success at school and achieve their full potential. The purpose of this study is to explore the impact of an early literacy intervention programme, Reading Recovery, on pupil wellbeing in a Delivering Equality of Opportunity in Schools (DEIS) junior school, an under researched topic. The conceptual framework for the study is guided by the Wellbeing Policy Statement and Framework for Practice (DES 2019) which provides guidelines for promoting wellbeing in schools.
The study was conducted using an action research methodology and a mixed method approach. There were nine participants in the study: two Senior Infant pupils and one First Class pupil, their parents and class teachers. The researcher was the Reading Recovery teacher and an active participant in the research process. Qualitative data collection consisted of interviews that were analysed thematically in addition to pupil wellbeing self-reports, lesson records and reflective journaling. Quantitative data involved conducting literacy assessments with pupils before and after the Reading Recovery intervention.
Positive relationships, belonging and pupil voice were identified as protective factors for promoting pupil wellbeing while emotional needs, literacy difficulties, and special educational needs (SEN) were identified as risk factors for pupil wellbeing. Parents and class teachers identified literacy success, improvements in pupil confidence, self-esteem, self-efficacy and motivation as benefits for pupils participating in Reading Recovery. Class teachers reported that pupils benefitted positively from the one-to-one relationship with the Reading Recovery teacher.
The findings in this study suggest that practitioners and policy makers should consider the value of pupil voice, participation in early literacy intervention programmes and support for SEN pupils as protective factors for promoting pupil wellbeing. Further studies, with a larger sample size in DEIS and non-DEIS schools, could build on the findings in this study. The findings also have important implications for leading and promoting wellbeing in educational settings. As leaders and educators, we need to self-reflect on our own wellbeing in addition to identifying and prioritising the wellbeing needs of our school communities.N
Gendered unconscious bias in STEM: primary school students’ perceptions of male and female teachers
No full textThe acronym STEM stands for Science, Technology, Engineering and Math. Ireland saw the development of a STEM education policy in 2017; since then, many documents have been published relating to implementation plans and reviews. Furthermore, a systematic literature review on addressing gender balance interventions in STEM education (Goos et al. 2020), followed by recommendations for achieving gender equity in STEM education (McCarthy 2022) have been published. This mixed methods interpretivist/constructivist study explores the perceptions of 5th and 6th class students in a co-educational primary school in relation to female and male math and science teachers. Student surveys on male and female teachers, drawing activities based on math and science teachers and a student career sorting activity are the data collection procedures used to explore this research study. These methods were analysed to discover the existence of unconscious biases or stereotypes in students’ perceptions of math and science teachers regarding gender. Focus groups were conducted, consolidating the findings that emerged from the study. Students’ drawings of math and science teachers included influences such as family members, school experiences and stereotypes from the media. Male teachers were commonly drawn by both genders, with a growing increase of neutral drawings of male and female teachers, particularly by girls. Students’ perceptions of STEM careers also displayed a growing sense of gender equality in gender roles. Overall, the existence of stereotypes did emerge from students’ perceptions, but indications that while students are aware of biases, they are beginning to perceive STEM careers as suitable for both males and females.N
Leadership identity: a crisis of uncertainty of the ‘who’- how do international school leaders perceive their leadership identity and how does this perception influence their practice in schools?
No full textThis research study explored how leaders construct and develop their ‘leader’ identity, their
existing understanding of the self and its impact on leadership practice. This research
intends to shed a light on the participants’ perspectives and knowledge of leadership and
leader identity construction, and how it connects to and influences their leadership role,
practices, styles, and identity.
Leadership is being increasingly recognized as a catalyst for change and a critical element to
sustain and enhance school improvement. Identity is a dynamic and complex concept (Priest
and Middleton 2016). How one thinks of oneself as leader (leader identity) is crucial for
leadership development to be effective as it anchors leaders in understanding who they are
(Day and Harrison 2007).
A qualitative approach with semi-structured interviews was used to gather the perspectives
of the participants in different leadership roles. This study involved ten participants from
international schools in five different countries.
The findings suggested that leader identity development is a multi-faceted process and
despite the participants having a less developed theoretical understanding of identity, from
the themes that emerged through the narratives, correlations between leader identity and
the relational and contextual nature of leadership development was evident.
From the findings, it could be interpreted that participants are still on a journey in the
identity construction process.N