2405 research outputs found
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Being a digital learner: are female pupils in Irish primary education prepared for the new draft curriculum framework?
No full textIn today's technologically driven world, it is crucial that students develop the skills and knowledge necessary to thrive as digital learners. This study examines the perspectives of female primary school students on technology, focusing on their perceptions of essential digital learner attributes, existing skillsets, and strategies for enhancing their digital learning experiences.
The rationale for this study stems from the growing emphasis on digital literacy in the new Primary Draft curriculum and concerns regarding gender disparities in digital literacy capabilities. (NCCA, 2020). Recent studies, including the OECD's PISA 2023 assessment, have highlighted a gender gap in digital literacy, with boys generally outperforming girls. To address these concerns and gain insights into female students' experiences, this study employs a qualitative research approach, primarily using three structured activities with female students from an all-female urban primary school. The researcher's own school context provides convenient access to a well-defined population, and the all-female setting allows for a focused exploration of female students' perspectives without the influence of male students' perceptions.
The findings of this study will inform the researcher's future practice and may have potential implications for national policy related to digital learning and gender equality. By understanding female students' perspectives on technology and their experiences in the digital learning environment, educators can develop more effective strategies to support their digital literacy development and enhance their overall learning experiences. The study found that female students value interactive and engaging digital learning environments and highlight the need for skills like online safety, critical thinking, and teamwork. They see technology as a tool for both education and creativity but also recognise potential distractions and the need for balanced use.N
Foghlaim fhéinrialaitheach na Gaeilge: léargas domhain ar dhearcthaí agus eispéiris fhoghlaimeoirí an dara teanga
No full textSa taighde reatha, inscrudaítear an éifeacht a bhíonn ag cur i bhfeidhm an fhoghlaim fhéinrialaitheach teanga, ar fhoghlaimeoirí óga na Gaeilge. Déantar anáilís ar dhearcthaí agus ar eispéiris páistí rang a trí i leith foghlaim na teanga go féinrialaitheach.
Cuireann an Creatchuraclaim Nua na Bunscoile (2020), béim athnuaite ar chur chuige foghlaimeoir lárnach ag aithint an ról ríthábhachtach atá ag foghlaim fhéinrialaitheach i bpróiseas na foghlama.
Tá sé mar chuspóir ag an taighde seo dearcthaí agus eispéiris na bhfoghlaimeoirí agus iad ag foghlaim na Gaeilge go féinrialaitheach, na dúshláin atá rompu, agus tionchar a bhféinriail ar inniúlacht teanga a nochtadh. Riaradh ceistneoir ar na rannpháirtithe i rang a trí i nGaelscoil, chun a ndearcthaí agus a n-eispéiris i leith fhoghlaim na Gaeilge a mheas roimh agus ina dhiaidh tréimhse 6 seachtaine idirghabhála, atá dírithe ar fhoghlaim fhéinrialaitheach na Gaeilge. Bunaíodh grúpaí fócais chun torthaí cáilíochtúla a mheas agus anuas air sin, úsáideadh breathnóireacht an taighdeora le linn an phróisis chun na torthaí cainníochtúla ón gceistneoir agus na torthaí cáilíochtúla ó na grúpaí fócais a chur i gcomhthéacs.N
What affects the wellbeing of guidance counsellors working in post-primary schools in Ireland and what supports them professionally and personally to assist their wellbeing
No full textThe overarching aim of this research sought to explore the Wellbeing of Guidance Counsellors
in the Irish post-primary sector. This qualitative, interpretivist small-scale study sought to shed
light into teacher specific wellbeing, in the specialised area of Guidance and Counselling,
where research is scant.
Seven Guidance Counsellors were interviewed from a range of post primary school contexts
with the aim of examining the factors that affect and support their professional and personal
wellbeing. The study delved into their perceptions, experiences and interactions with the
phenomena of Wellbeing.
Thematic analysis revealed three main themes: Illbeing, Professional Supports & Strategies
and Wellbeing Interventions & Personal Practices.
Findings indicate that Guidance Counsellor Wellbeing is a fluid concept, one that is impacted
by a multiplicity of factors. Factors affecting Guidance counsellor wellbeing, identified as
illbeing (pressure, setbacks, disruptions and hardships) are an integral part of wellbeing and
wellbeing achievement. The findings also identify many protective aspects and interventions
that nurture, protect and act as facilitators of Guidance Counsellor wellbeing.
This research study provides insights into the wellbeing and process of well-becoming of
Guidance Counsellors. Ultimately, Guidance Counsellor wellbeing needs to be proactively
approached as a shared responsibility, with an understanding that will always be impacted by
the individual, school, collective and larger societal, economic and global context. This
research study can contribute to policy and practice within post-primary guidance counselling,
as it provides insights into the importance of Guidance Counsellor wellbeing. If Guidance
Counsellors are to thrive and be highly effective in this rewarding yet challenging profession,
the caring, nurturing and support of their own wellbeing must be prioritised.
This research identifies that more work on educational policy and on a practical and research
level is necessary to ensure that Guidance Counsellor Wellbeing is realised.N
Teachers & the media: the big brother effect
No full textBackground
Opportunities for media consumption occur in almost every minute of a person’s daily life; be it on a personal device, on the radio, in newspapers or on the television. It is surprising; therefore, that the study of teacher portrayals in the media remains in its infancy, particularly in the Irish context.
Aim
Considering the inundation of media content, this dissertation seeks to uncover how teachers are portrayed both in terms of what is said in media outlets, as well as from the perspective of educators and school leaders. The research questions are aimed at addressing the ways in which media portrayals of teachers can impact their morale, job satisfaction and professional identity. Prevailing representations of teachers in the media will be investigated, along with potential implications for school leaders and policymakers.
Methods
One broadsheet and one tabloid newspaper, as well as one independent radio station, were selected for content analysis. Semi-structured interviews were also conducted with six participants in an attempt to understand the subject from a variety of perspectives.
Findings
Four key themes arose from the analysis of the interviews, media content analysis and the literature. These covered the prevailing portrayals of teachers in the media, the COVID-19 pandemic and its impact on those portrayals, the media’s impact on professional identity and job satisfaction and the school leader’s role.
Conclusion
Although media outlets endeavour to be objective and fair in their reports, including those on education, participant perceptions of how teachers are portrayed varied. High-intensity coverage of issues seemed to lead to teachers feeling more scrutiny, justifying the name of this project, ‘Teachers & The Media: The Big Brother Effect’.N
How do Irish and UK teachers perceive peer observation as a method of professional development for health and wellbeing education?
No full textThis study seeks to investigate Irish and UK teachers’ perceptions of peer observation as a method of professional development for Health and Wellbeing Education in secondary-level education. Current research indicates that there is an inconsistency in how teachers are sup-ported in delivering this subject. In Ireland and the UK, teachers do not receive professional training for this subject therefore it is not being taught properly. Reviewing professional devel-opment models reveals that a situated and contextual model can build confidence and improve teaching methodologies. Peer observation is an example of a model that has been found to be beneficial to teachers in improving their practice. For this study, an interpretivist paradigm with a qualitative research method was conducted. The researcher carried out semi-structured inter-views with four teachers from each country which were thematically analysed. This resulted in the researcher observing that peer observation is accepted and practised by UK teachers, whereas in Ireland it is not. The findings have shown the differences in perception have resulted from the unrelated approaches to professional development experienced by participants in each country. Peer observation for Health and Wellbeing Education would be embraced in the UK easily, in Ireland, it would not. These findings suggest that those responsible for developing policy and practice should engage with school leadership and teachers. Understanding what prevents teachers from participating in professional development practices like peer observa-tion is necessary. Priority for Health and Wellbeing Education advocated by leadership and constructive professional development practices like peer observation can change how this sub-ject is taught in schools.N
Exploring primary school children's perceptions of participating in a physical activity homework initiative
No full textThe Government of Ireland have published the Wellbeing Policy Statement and Framework for Practice whereby all schools and centres of education, through the School Self Evaluation process, will plan for wellbeing (WB) promotion for all pupils and the school community.
A concern is that children in Ireland are not reaching the World Health Organization (WHO) recommended levels of physical activity (PA), and this is having a negative impact on health and WB.
Physical Activity Homework (PAH) allows schools to promote children’s engagement in PA, contributing to their WB. This study aims to examine young children's perceptions of a PAH initiative and the impact of participation on their WB and attitudes toward physical activity. This study builds on previous research on PAH by including young children’s perspectives of participation.
Seventeen children in first class in a Delivering Equality of Opportunity in Schools (DEIS) Primary school participated in the PAH initiative. This consisted of PAH completed by children from Monday – Thursday across a six-week period. Children completed weekly reflections in their journals and a sub sample of 8 children participated in focus group discussions.
The findings of this study indicate that PAH impacts positively on PA levels for the students and their families, with perceptions of fun and enjoyment and feelings of happiness evident. PAH positively impacts students’ WB with findings indicating connections to physical, emotional, social, and cognitive WB. PAH encourages PA in many settings outside of the school setting while using child-friendly and age-appropriate materials ensures accessibility and positive participation.
These findings indicate that PAH can be used as an initiative to contribute to WB promotion in the school setting. It can positively affect PA participation, which in turn impacts health and well-being.
The findings suggest that PAH may be an acceptable strategy to include in school-based WB policies and practices when planning for whole-school WB promotion. These findings may help inform the roll out of the new WB curriculum and government-led WB policies and practices.N
An investigation into the impact of online learning environments on student engagement in an international school context
No full textThe primary objective of this research is to explore how the online platform ‘Google Classroom’
can be effectively used in lesson planning to promote Universal Design for Learning principles
and evaluate students' perceptions. By investigating the integration of UDL principles within
this digital environment, the study aims to contribute valuable insights into the intersection of
technology, teaching methodologies, and student engagement.
The findings reveal that UDL principles, when combined with diverse digital tools, can create
inclusive and engaging learning environments. Students appreciated the flexibility to choose
between different content formats and the support provided for native languages, which
enhanced their learning experiences. However, technical challenges emerged as a significant
obstacle. Additionally, while autonomy in learning was beneficial, younger students often
required more structured support to make effective decisions and manage their time.
Recommendations include investing in comprehensive digital literacy programs for students
and educators, enhancing digital infrastructure in schools, and providing continuous
professional development for teachers. Emphasizing a whole-school approach to UDL
implementation and fostering collaboration among educators are crucial to effectively
integrating these principles. Future research should focus on longitudinal studies to assess the
long-term impact of digital learning environments and UDL on student learning outcomes and
inclusivity.N
An Investigation into how Trauma Informed Practice is implemented in the Irish primary school context
No full textThis research seeks to investigate how Trauma Informed Practice (TIP) is currently being implemented in two Irish primary schools. By comparing the supports to TIP training in the UK, Australia and USA, it highlights the need for developments in this field.
Using a qualitative research method, this study explores the emergent issues surrounding school culture, classroom climate, teacher and SNA voice, how school staff understand the the language of trauma, and what training has been implemented in schools. Ten practising school staff, from rural and urban schools were interviewed, and the data was transcribed and coded. Themes were generated based on frequency of codes. The transcripts were analysed using thematic analysis (Braun and Clarke 2013). The interview data was supported using relevant literature. Participants presented variations on the supports and resources that they use in their implementation of TIP.
The findings suggest that all school staff are not trained in how to deal with child trauma. Participants linked signs of trauma with ADD, ADHD and Autism, Thirdly, school staff are not referring to policy as a resource and as a support in schools.
Recommendations were presented to encourage all school staff to complete training in TIP, to include TIP in policy documents, to have one cohesive training programme in TIP, and to implement a tiered approach to TIP. This training can be implemented when the DES employ wellbeing coordinators in all primary schools to begin training on policy and TIP, to support staff, and to improve communication between teachers and parents and to improve communication between school staff and the DES.N
Engage, embrace, empower and educate. the hidden autistic voice: exploring the strengths of autistic people of marginalised genders* from lived experiences. *Cisgender females, transgender people, non-binary people, intersex people
No full textHistorically, the autistic voice has been forgotten in research; little is known about the strengths of autistic people of marginalised genders through lived experiences. This research investigated ‘How Autistic People of Marginalised Genders Perceived their Strengths through Lived Experiences’. Research has historically focused on a deficit-based medical model of autism. The study explored the lived experience of autistic strengths, the impact of role models in promoting strengths, all encompassed in the context of gender. It provided crucial insights and learnings for young autistic people.
The research aligned to a post-positivism paradigm; mixed methods included a survey and biographical analysis. Resilience and career success were key themes identified. The home environment was the most impactful in promoting strengths and the work environment was the least. Findings showed a strong need to educate society on the strengths of autism and provide a better understanding through inclusion, improved teacher training and awareness. Advice from autistic people was ‘Be Yourself and Celebrate You’.
The research showed autistic people of marginalised genders should be defined by their strengths, lived experiences, and the contribution their strengths play in society and in promoting a positive representation of autism.N
The perceived impact of a lack or delay in additional needs services on young children’s social development in the early years
No full textThe end goal for this research was to take an up to date look in to the perceived impact of a lack or delay in additional needs services on young childrens social development in the early years. The study aims to use literature and policy to identify any strenths or weaknessess in the Irish special educational needs system and services. This study uses the opinions and experiences of early years educators and primary school teachers in order to have an up to date look into how children are affected day to day by nor being able to access certain resources that they require.
This research was gathered using a qualitative method. Fourty participants were gathered, twenty primary school teachers and twenty early years educators and they answered a survey.N