2405 research outputs found
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Amharclann na léitheoirí: idirghabháil chun líofacht sa léitheoireacht Ghaeilge a fhorbairt sna meánranganna i mbunscoileanna Béarla
No full textDe ghnáth, is próiseas mall agus saothaireach é an léitheoireacht sa dara teanga (T2) (Tsou 2011). Bíonn deacrachtaí ag daltaí le léamhthuiscint sa T2 mar bíonn siad ag streachailt na focail sa sliocht a aithint agus a léamh (Hickey 2007). Bíonn impleachtaí ag an easpa líofachta sa T2 do dhearcadh na ndaltaí i leith léitheoireachta sa T2 (de Brún 2022). Tá sé aitheanta ag an taighdeoir, a bhíonn i mbun teagaisc daltaí i Rang 3 agus i Rang 4 i mbunscoil Bhéarla, go mbíonn deacrachtaí ag an aoisghrúpa seo le líofacht sa léitheoireacht Ghaeilge.
Sa taighde seo cuireadh an idirghabháil, amharclann na léitheoirí, i bhfeidhm i seomra ranga an taighdeora. Bhí sé mar aidhm ag an taighdeoir idirghabháil taitneamhach a fhobródh líofacht léitheoireachta na ndaltaí a fhiosrú. Roghnaíodh an pharaidím phragmatach mar fhráma teoiriciúil don taighde agus roghnaíodh an taighde feidhmeach chun an taighde a dhearadh. Úsáideadh modhanna taighde measctha chun luach na hidirghabhála a mheas. Úsáideadh réamh- agus iarscrúduithe léitheoireachta (modheolaíochtaí cainníochtúla) chun dul chun cinn na ndaltaí a thomhas i réimsí an chruinnis, na prosóide agus na huathoibríochta. Úsáideadh modheolaíochtaí cáilíochtúla chun tuairimí an taighdeora agus na ndaltaí i leith na hidirghabhála a mheas. Chuir an taighdeoir a tuairimí in iúl trí dhialann mhachnaimh a choimeád le linn na hidirghabhála. Anuas air sin, chuir na daltaí a dtuairimí in iúl, trí pháirt a ghlacadh i ngrúpaí fócais ag deireadh na hidirghabhála.
Taispeánann na torthaí taighde gur idirghabháil fiúntach agus tairbheach é amharclann na léitheoirí chun líofacht sa léitheoireacht Ghaeilge a fheabhsú. Táthar ag súil go mbeidh amharclann na léitheoirí mar ghné lárnach de theagasc na léitheoireachta Gaeilge i mbunscoileanna Béarla amach anseo agus go mbeidh na torthaí taighde ina threoir luachmhar don chóras scolaíochta, don chóras oideachais agus don lucht beartais, mar aon le taighdeoirí.N
Continuing professional development among English language teachers from Ceará, Brazil
No full textThis study investigates the current situation of English language teachers’ Continuing Professional Development (CPD) in the Brazilian state of Ceará, more specifically in the 2nd Region of Education (CREDE2). Literature has extensively shown the challenges of English language teaching (ELT) in Brazil’s public education, such as inefficient policies on the initial and continuing preparation of ELT teachers, alongside several other structural problems (Vidotti and Dornellas 2007; Santos 2012; Chaguri 2012; Lima and Quevedo-Camargo 2008). A possible solution, teachers’ CPD, is referred to by research as being highly effective in enhancing teaching and learning outcomes, and students’ achievement. Unfortunately, little research has been done on CPD for ELT teachers in Ceará (Sousa and Martins 2020). For this reason, this study seeks to analyse the situation of CPD provision to ELT teachers from CREDE2 by regional and state officials, and what are teachers’ perceptions, opinions, and attitudes towards CPD made available to them.N
“It’s wrong but I can’t explain why!” Moral dumbfounding and moral judgement: how failure to justify moral judgements can inform our understanding of how they are made
Get PDFMoral dumbfounding occurs when people fail to justify a strongly held moral
judgement with supporting reasons. The discovery of moral dumbfounding coincided
with a growth in intuitionist and dual-process theories of moral judgement over
rationalist theories, and its existence has directly informed their development (e.g.,
Haidt, 2001; Prinz, 2005; Bucciarelli, Khemlani, & Johnson-Laird 2008; Dwyer, 2009;
Cushman, Young, & Greene 2010). Despite the influence of moral dumbfounding on
the morality literature, the phenomenon is poorly understood. Direct evidence in
support of dumbfounding is limited to a single study (Haidt, Björklund, & Murphy,
2000), which had a final sample of 30 participants and was never published in peerreviewed
form. The aim of the current project is to examine the phenomenon of moral
dumbfounding directly, firstly, to test if it is a real phenomenon, and secondly to
evaluate how the existence (or absence) of moral dumbfounding can inform theories of
moral judgement. Three studies demonstrate that dumbfounding is a genuine
phenomenon that can be reliably elicited in a laboratory setting, and develop methods
for studying dumbfounding. Two studies address specific challenges to dumbfounding,
and demonstrate that (a) people do not reliably articulate reasons that may be governing
their judgement, and (b) moral principles are not consistently applied across differing
contexts. A final set of studies tested two hypothesised explanations of moral
dumbfounding associated with dual-process theory (e.g., Cushman, 2013; Crockett,
2013), and model theory (Bucciarelli et al., 2008). Using a range of manipulations
across seven studies, the observed evidence for these explanations is weak. That
dumbfounding is poorly explained by existing theories of moral judgement presents a
significant limitation of current theories of moral judgement. To address this limitation,
a possible alternative theoretical approach that provides an explanation for moral
dumbfounding is explored.N
Mentoring as an approach to improve reflective practice in professional education
No full textThe research entitled “Mentoring as an approach to improve reflective practice in professional
education” is phenomenological research, with qualitative methods, carried out on a campus
of the federal education, science and technology network, located in Farroupilha, southern
Brazil. It aimed to verify whether mentoring is a good pedagogical approach to promote
reflective practice in professional education. It was phenomenological research, with
qualitative methods that used convenience sampling, conducted interviews and a workshop to
collect data that were later analyzed according to discourse textual analysis to answer the
question: Reflective practice as an approach to management and pedagogical monitoring can
impact practice teaching of teachers in technical areas of Professional Education? It was
concluded that mentoring can be an excellent approach to promote reflective practice in
professional education, as it allows, based on the demands of teachers themselves, especially
those in technical areas, to conduct moments of reflection guided by someone from the
pedagogical management, using different instruments, including reflective dialogue.N
A special education teachers’ perspective on SEN pupils transition from primary to post-primary school
No full textOver the past several decades, there have been significant transformations in the educational experiences of children with Special Educational Needs (SEN). Emphasis on inclusive approaches, reflected in international agreements and Irish legislation, has increased the number of SEN pupils in mainstream schools, necessitating their transition between primary and post-primary education. This transition is crucial for their well-being and academic success but poses challenges. Despite its importance, there is a notable gap in research on the perspectives of Special Education Teachers (SETs) regarding this process. This study aims to address this gap by exploring the views of SETs in both primary and post-primary schools in Ireland, focusing on the challenges, successes, and improvements needed for effective transitions.
A phenomenological approach was employed, utilising semi-structured interviews with SETs to gain insights into their lived experiences and perspectives on the transition process. Thematic analysis was used to code and identify significant themes from the participants' experiences. Key themes identified include preparation practices, communication strategies, and the role of educational supports. The study also examines the challenges hindering successful transitions and evaluates the resources available to support SEN pupils.
Findings indicate that challenges for SEN pupils include limited availability of school places and social and emotional adjustment. Parents face difficulties in trusting the new environment and balancing support with fostering independence. SETs experience significant time constraints, inadequate resources and facilities and emotional strain. However, successes are seen in early preparation, effective communication between stakeholders, and the use of interventions to build student confidence.
The study concludes with recommendations for enhancing transition practices, including robust inter-school communication, increased training for educators, better parental involvement, and more resources and support for schools. Specific policy recommendations include the allocation of funding to increase the availability of post-primary school places and ASD classes, implementation of early transition planning, and systematic embedding of transition resources such as education passports and Student Support Plans (SSPs). This research contributes to the understanding of transitions in special education, offering insights to inform policy and practice, ultimately improving the educational experiences of SEN pupils in IrelandN
Exploring teachers and special needs assistants experiences and perceptions of behaviours of concern and their impacts on educators in special schools in Ireland
No full textThis dissertation explores the complex experiences and perspectives of educators and Special Needs Assistants (SNAs) in special schools in Ireland regarding behaviours of concern exhibited by pupils. These behaviours, which include physical aggression, verbal aggression, self-injury, and non-compliance, significantly impact both the educational experiences of pupils and the professional lives of teachers and SNAs. By understanding these viewpoints, the study aims to foster a healthier and more productive learning environment, contributing to the development of policies and practices that support both pupils and educators.
The research adopts a mixed-methods approach, combining qualitative and quantitative methodologies to capture a comprehensive understanding of the phenomenon. Semi-structured interviews with teachers and SNAs provide in-depth insights into their experiences, while survey questionnaires quantify the prevalence and impact of behaviours of concern. The study is guided by Bronfenbrenner’s Ecological Systems Theory and Vygotsky’s Social Constructivism, which highlight the influence of environmental and social factors on individual behaviour and learning.
Findings reveal that behaviours of concern are prevalent in special schools and have profound effects on the well-being and professional satisfaction of educators. Teachers and SNAs report high levels of stress, burnout, and physical injuries, which are exacerbated by insufficient systemic support and inadequate training. The study also identifies significant gaps in current research, particularly the lack of focus on educators’ perspectives and the systemic issues that contribute to behaviours of concern.
The dissertation provides several key recommendations for improving the management of behaviours of concern in special schools. These include the implementation of comprehensive support systems for educators, enhanced training programmes focused on behaviour management, and policy reforms that address systemic issues such as resource allocation and professional development. By incorporating educators’ perspectives into policy-making, the study aims to create safer and more supportive educational environments for both pupils and staff.
Overall, this research contributes to the existing body of knowledge by highlighting the critical role of educators in managing behaviours of concern and the need for systemic changes to support their efforts. The findings underscore the importance of a holistic approach that considers the interplay of individual, social, and environmental factors in addressing behaviours of concern in special education settings.N
Childhood homelessness in Irish primary schools: the children behind the numbers
No full textChildhood Homelessness in Ireland continues to soar. This mixed methods study seeks to create
space for the often ignored ‘Child Voice’ regarding Childhood Homelessness. Undertaken in two
phases, it includes data from both pupil and teacher cohorts.
Phase One: An online survey seeks to shed light on the prevalence of Childhood Homelessness
and subsequent teacher concerns in some of Irelands DEIS 1, DEIS 2 and Non-DEIS primary
schools.
Phase Two: A case study undertaken in a multi-grade 2nd and 3rd Class in a DEIS Band 1 school
in Dublin. Utilising age-appropriate, authentic and reflective picture books acting as ‘Windows,
Mirrors and Sliding Glass Doors’ (Bishop, 1990), the theme of ‘Childhood Homelessness’ is
introduced and explored through the lens of Critical Literacy. Discussions and activities in
‘Picture Book’ and ‘Focus Group’ sessions are child led.
Findings emerging from ‘Thematic Analysis’ reveal high rates of teachers encountering
Childhood Homelessness and a widespread lack of appropriate supports and services. Non-DEIS
rates suggest gaps within ‘The Refined DEIS Identification Model’ (2022). Pupil findings
indicate societal disillusionment; describing the realities of an unfair society, potential impacts of
Childhood Homelessness, and the needs of children affected.N
What are the factors that motivate teachers to pursue positions of school leadership in primary schools?
No full textThe purpose of this study was to gain a deeper understanding of the factors that motivate primary school teachers to pursue formal school leadership positions. This study investigated school leadership in a primary context, the role of school leaders and how their leadership capacity can be developed and fostered as middle and senior school leaders in an Irish educational context. With a disproportionate focus placed on school management, and almost a third of newly appointed principals have no prior leadership experience (IPPN 2022), it is relevant to ask; what are the factors that motivate teachers to pursue positions of school leadership in Irish primary schools?
This study was underpinned by a social constructivist paradigm, whereby “individuals seek understanding of the world in which they live and work” (Creswell: 2014, p. 8). The data that forms the basis of this data was collected using qualitative methods in order to uncover the “unique meaning of participants” (Krauss 2005, p.763) and their experiences to date. Participants were selected based on their prior experience in a formal school leadership position – including both middle and senior leaders – with a range of experience from newly-appointed school leaders to recently retired.
The key themes that emerged from the findings of this study included the motivation to lead, the opportunities and challenges that come with leadership and how aspiring school leaders can be supported in the Irish education system. The findings highlighted the range of supports that are available for active school leaders and how the same level of support is not in place for aspiring school leaders. The challenges faced by school leaders came to the fore including staffing, sustainability and maintaining a work-life balance, challenges that no doubt will remain for school leaders unless measures are put in place.N
Navigating the voyage: a study of the experiences of individuals with autism spectrum differences during their transition from primary to post primary school
No full textThis research looks at the experiences of individuals diagnosed with Autism Spectrum Differences (ASD) as they transition from primary to secondary school. Using thematic analysis as laid out in Braun and Clarke (2006) the study explores the perspectives of seven participants, a secondary school, a primary principal, a post primary teacher, a primary school teacher, two parents of primary school students and one parent of a secondary school student. The findings highlight the challenges faced by children during this transition period, such as increased anxiety, sensory overload and difficulties in integration. The study discusses the role of parents as advocates for their children highlighting their struggles with communication and inconsistent support from schools and the support services. It identifies strategies such as maintaining routines, offering structured supports and promoting a sense of belonging through peer interactions and inclusive practices. The study further outlines the importance of proactive measures being employed in schools such as familiarisation visits and individualised transition plans tailored to every learners needs. The adoption of consistent transition protocols across schools is proposed together with early engagement initiatives and increased funding for SEN to ensure a positive transition for learners with ASDN
The factors affecting primary teachers’ feelings of confidence and preparedness when teaching visual arts in Ireland
No full textThe arts theorist Elliot Eisner illustrates the elements required of teachers to teach visual arts well. Included are elements such as the ability to engage the pupils’ imaginations as well as allowing them space for personal interpretation whilst still guiding their practice. Eisner also notes as important a technical knowledge of how to use materials and the ability to model the skills and language the students are learning (2002). In order for such quality visual arts education to occur, teachers need to feel confident and prepared to embody these elements. Prior research suggests that pre-service education and teacher CPD have an impact upon these feelings of confidence and preparedness (Grennan, 2017; Fahy, 2023; Frewen, 2021; Hickey, 2005; Higgins, 2021; Kenny et al, 2015; Keys, 2020).
This research sought to explore the confidence levels and feelings of preparedness when teaching visual arts among a small sample of Irish primary teachers. Examined too were the factors influencing the participants’ confidence levels. This mixed methods research was guided by a constructivist paradigm and the data was collected via a questionnaire and 2 focus group interviews. The transcripts of the focus group interviews were analysed thematically following the Braun and Clarke framework (2006).
The findings of this study mirror prior research with regards the impact made by pre-service education and CPD on teacher confidence levels and feelings of preparedness. Impactful, also, is the availability of materials and funding as well as teachers’ prior visual arts experiences. The research highlighted an apparent over reliance on the paint and colour strand by some teachers. Emerging from the data was the focus, by some participants, on the end product during visual arts lessons. This may suggest differing degrees of awareness among the participants of the guiding principle of the visual arts curriculum; the creative process of making art is as important as a finished product (DES, 1999).
Recommendations arising from this study were made to third level institutions, policy makers and school management bodies. Recommendations included reviewing the quantity of time spent on visual arts in pre-service education, the necessity for CPD targeting specific skills such as drawing and the potential benefits of direct funding for visual arts resources from the DoE. Further study was suggested regarding visual arts CPD and also the favouring of paint as a medium by some teachers.N