2405 research outputs found
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An exploratory study of the strategies utilised to support the social skills of children with autism spectrum difference (ASD) in mainstream and special placements in Irish primary schools
No full textThe purpose of this research was to explore the strategies utilised to support the social skills of children with autism spectrum disorder (ASD) in mainstream and special placements in Irish primary schools. The study sought to investigate the insights and experiences of contemporary classroom teachers in both mainstream and special settings through the lens of current school policy and practice and the factors that can affect the social inclusion of learners with ASD.
A mixed methods approach was used to gather data pertinent to the objective of the research. Quantitative data collection in the form of surveys were utilised in order to gain an overview of policy and practice in contemporary Irish primary schools. Semi-structured interviews and classroom observation sessions provided a qualitative perspective on understanding the nuance of social skill development in varying placements. Combining approaches allowed the researcher to ascertain a well-rounded view of social skill instruction and development in the primary school setting through the connection of theory and practice.
Themes that emerged from the findings were: the opportunities for individualised support and practice of social skills, balancing teacher autonomy with necessary direction and support and the variability in teachers’ engagement with continuing their professional development for the social skill development of learners with ASD.N
Exploring the insights and experiences of teachers using “fun friends” to support social and emotional learning in junior primary classes
No full textBackground: This research examines the insights and experiences of teachers who implement the programme “Fun Friends” to support social and emotional learning in junior primary classes. Social and Emotional Learning (SEL) is considered a fundamental element of children’s development (Government of Ireland (GoI) 1999a; NCCA 2020). Through the review of literature in this study, educational and societal reform suggests that SEL should be fostered in a holistic manner (Barry et al. 2017; French et al. 2022).
Aims: The purpose of this research was to gain insight into teachers’ experiences of using “Fun Friends” from training to implementation, to support SEL in their contexts. Teachers’ insights into the factors that potentially contributed to and/or inhibited the implementation of the programme were examined. Finally, teachers’ understanding and experience of fostering SEL through alternative strategies were reviewed.
Sample: This study was based on an interpretivist paradigm and data was collected through ten semi-structured interviews. Convenience and snowball sampling was used to select participants for this research study.
Results: The foremost findings arising from this study were that emotional literacy and emotional regulation are fundamental elements of SEL. Results identify that specific social skills development must be considered as an important aspect of SEL. Further findings highlighted how SEL should be a systematic process and a collaborative endeavour in the school context. Finally, several barriers can inhibit the implementation and effectiveness of SEL programmes such as curriculum overload and a lack of adequate training.
Conclusion: From participating teachers’ insights, this study concludes that although SEL programme implementation can have positive effects, it must be used as part of a larger holistic approach to support SEL. This study signifies a range of factors that can contribute to SEL programme implementation such as adopting a school wide approach to SEL, positive student-teacher relationships, parental involvement, teacher training and CPD, and, finally, quality leadership.N
How are primary school leaders identified, supported and sustained?
No full textPrimary education has witnessed a period of unprecedented change over the last two decades. This study aims to explore the experiences of those primarily tasked with navigating such change; school leaders. Set against the backdrop of shifting societal, political and curricular imperatives, this research explores the ways in which primary leaders are identified, supported and sustained in their roles. It examines six varying but related leadership roles which together form the continuum of school leadership as presented by the Centre for School Leadership (CSL) in their recent publication, Learning to be a School Leader in Ireland. Broadly based on the roles therein defined and in light of emerging policy on school leadership in Ireland (DE, 2016: 2017: 2022) this research employs an adaptation of De Nobile’s MLiS framework to discuss literature under the headings of leadership inputs, roles and outputs. Framed within the pragmatic paradigm, the study employed two data collection methods. In total, 30 primary school leaders were asked to reflect on their journeys in leadership with six semi-structured interviews providing rich qualitative data along with quantitative data collected in the form of an online survey. The foremost findings which emerge suggest that despite existing competence, leadership positions are perceived by many teachers to be unattractive. They also indicate that school leaders, irrespective of stage, require formalised support networks and that the school leader’s role requires redefinition and greater orientation towards their core purpose of leading teaching and learning. These findings, along with the factors which influence them, are presented visually in the form of an original model at the close of this dissertation. The study concludes by offering recommendations on foot of these findings to policy makers, teacher educators, representative and support groupings as well as by providing suggestions for future research in this area.N
Can teacher and children in the primary school classroom, develop musical knowledge together, through dialogue and listening and responding to music, to explore the composing process?
No full textConsidering the current contemporary focus on the child’s voice within the 2020 consultation process for the new curriculum in Ireland, this project is timely bearing in mind and taking into account the creative voice of the child. The plight of the teacher’s voice regarding music composition has been documented nationally and internationally. This research sets out to examine if teachers and third-class children in the primary school classroom co-construct musical knowledge through dialogue and listening and responding to music when exploring the composing process. Using an interpretative lens, the voice of the students and researcher are recounted through pictures, classroom dialogue, and reflections on the workshops presented. An interactive learning experience between students and facilitated by the teacher revealed how musical imagination, collaboration and communication can develop knowledge in music composition via unexpected directions in the Irish classroom. A qualitative approach was used to capture the powerful voice of third-class students. A phenomenological approach encapsulated the lived and social experience of all participants on music composition. Direct quotes from students shed light on the music composed and performed, the thought process behind the music and the connection between the multi-faceted layers of listening and responding, composing, performing, and reflecting.N
An teagasc idirdhealaithe don teanga san Iar-bhunscoil Ghaeltachta: Imscrúdú criticiúil ar rathúlacht chomhtháthú an teagaisc fhoirm-dhírithe agus an teagaisc idirdhealaithe mar chur chuige oideolaíoch chun freastal ar riachtanais theangeolaíocha scoláirí sa rang Gaeilge
No full textAithnítear sa Pholasaí don Oideachas Gaeltachta 2017-2022 an tábhacht a bhaineann le haird a dhíriú ar riachtanais teanga idirdhealaithe na gcainteoirí dúchais Gaeilge chomh maith le foghlaimeoirí Gaeilge sa seomra ranga ábharbhunaithe. Ní léirítear sa pholasaí, áfach, samplaí praiticiúla nó taighde-bhunaithe den chur chuige teagaisc seo. Dá bharr sin, feictear go bhfuil sraith teagaisc eiseamláireach dírithe ar an teagasc idirdhealaithe don teanga de dhíth chun an cur chuige oideolaíoch a thuiscint i gcomhthéacs. Mar iarracht ar an mbearna sin a líonadh tá sé mar aidhm ag taighde an údair imscrúdú a dhéanamh ar chuir chuige oideolaíocha a chuireann an teanga agus an teagasc idirdhealaithe chun cinn go comhuaineach agus na straitéisí úd a oiriúnú chun an teagasc idirdhealaithe don teanga a chur i bhfeidhm sa seomra ranga Gaeltachta.
Sa taighde seo, tugtar faoin taighde feidhmeach atá fréamhaithe go príomha i bparaidím thógachaíoch. Is í iar-bhunscoil an taighdeora suíomh an taighde agus is iad scoláirí na scoile (n=16) rannpháirtithe sampla an taighde. Is iad na cuir chuige oideolaíocha a úsáidtear don idirghabháil sa taighde feidhmeach chun an teagasc idirdhealaithe don teanga a bhunú ná: stáisiúin foghlama, grúpáil sholúbtha agus an teagasc foirm-dhírithe. Úsáidtear modhanna measctha leabaithe chun peirspictíocht níos leithne agus tuiscint níos doimhne a fháil ar an ábhar taighde. Baintear úsáid as ceistneoir chun teacht ar shonraí cainníochtúla ar chúlra teangeolaíoch na rannpháirtithe. Baineann bailiú sonraí cáilíochtúla leis na hagallaimh ghrúpa agus dialann mhachnaimh na rannpháirtithe/an taighdeora le linn agus i ndiaidh na príomhchéime den taighde seo chun tuairimí, dearcthaí agus eispéiris na rannpháirtithe a mheas.
Ag eascairt as anailísiú agus sintéisiú na sonraí, nochtar go dtacaíonn stáisiúin foghlama le forbairt scileanna teanga gach scoláire, go háirithe nuair atá siad ag freastal ar stíleanna foghlama agus leibhéil éagsúla teanga na scoláirí. Léirítear go bhfuil tionchar ag leas a bhaint as an ngrúpáil sholúbtha chun saibhriú/sealbhú teanga gach scoláire a chur chun cinn chomh maith leis an bpiarfhoghlaim a éascú. Fíoraítear freisin go bhfuil tairbhe ag baint le comhtháthú an teagaisc fhoirm-dhírithe agus an teagaisc idirdhealaithe chun foghlaim rathúil teanga atá idir ghníomhach, chumarsáideach agus idirdhealaithe a chur chun cinn i suíomh an tumoideachais mheasctha.
Cruthaítear sa taighde seo go bhfuil na cuir chuige oideolaíocha rathúil chun an teagasc idirdhealaithe don teanga a chinntiú. Beifear ag súil go mbeidh an taighde seo ina thairbhe do mhúinteoirí agus do thaighdeoirí a bhíonn de shíor ar thóir oideolaíochtaí éifeachtacha taighde-bhunaithe i ngort an tumoideachais in Éirinn agus níos faide i gcéin.N
Tionchar na cómhúinteoireachta ar chomhtháthú teanga agus ábhair i glár FCÁT-Eolaíocht
No full textMaítear sa litríocht nach bhfuil ag éirí le daltaí an tumoideachais in Éirinn an Ghaeilge a
shealbhú go cruinn. Cé go moltar straitéisí le dul i ngleic leis seo, tuairiscítear nach bhfuil
oiliúint ná muinín ard go leor ag múinteoirí ábhair chun an teanga agus an ábhar a
chomhtháthú (FCÁT). Feictear úsáid na cómhúinteoireachta go hidirnáisiúnta chun tacú
le múinteoirí an t—ábhar agus an teanga a chomhtháthú, ní ndearnadh a leithéad de
staidéar in Éirinn áfach. Is fiosrú é an taighde seo ar acmhainneacht na
cómhúinteoireachta chun teanga a chomhtháthú i gceachtanna eolaíochta. Faoi scáth na
paraidíme tógachaíche, d’úsáid an taighdeoir modhanna cáilíochtúla agus cainníochtúla,
lena n-áirítear agallaimh, fístaifeadadh, ceistneoirí, agus scrúduithe. Tuairiscítear sna
torthaí, tionchar fabhrach na cómhúinteoireachta ar fhoghlaim teanga agus ar
thaitneamh i ranganna eolaíochta, ach níos tábhachtaí fós, taispeánann na torthaí seo
gur fearr múinteoir aonair atá inniúil sa teanga agus san ábhar ná beirt mhúinteoirí atá
inniúil i gceachtar acu réimse faoi seach. Táthar ag súil go dtacóidh torthaí an staidéir
seo le múinteoirí an chómhúinteoireacht a chur i bhfeidhm go héifeachtach i scoileanna
lán-Ghaeilge agus go dtacóidh sé le lucht déanta polasaithe agus le hoideoirí múinteoirí
modheolaíochtaí FCÁT a chur chun cinn.N
Trasteangú agus fadhb-réiteach sa seomra ranga matamaitice – cor nó faoiseamh a chur sa scéal?
No full textGo stairiúil, tógadh ceisteanna faoi oiriúint an trasteangaithe sa suíomh T2, go sonrach
ag tabhairt le fios nach oideolaíocht le moladh í le húsáid le daltaí ag foghlaim tríd an dara
teanga. Leis an tobmhéadú atá tagtha ar líon na ndaltaí in Éireann atá cláraithe i suíomh
an tumoideachais agus le leathnú cleachtas an trasteangaithe, ta géarghá le hiniúchadh
ar an trasteangú mar oideolaíocht.
Is é aidhm an taighde seo ná imscrúdú a dhéanamh ar ról an trasteangaithe chun tacú le
daltaí ag an dara leibhéal scileanna fhadhb-réiteacha a fhorbairt sa Mhata ag súil le fáil
amach an cleachtas cabhrach nó a mhalairt atá ann. Beifear ag súil le taithí agus toimhdí
na ndaltaí a úsáid chun teacht ar fhreagra na ceiste taighde “An trasteangú – cor nó
faoiseamh sa scéal?”
Sa taighde seo, rinneadh imscrúdú ar an trasteangú mar straitéis i suíomh T2 ag díriú go
sonrach ar an seomra ranga Matamaitice ag an dara leibhéal. Earcaíodh 2 rang agus 38
dalta i scoil an taighdeora chun an taighde seo a chur i gcrích. Iarradh orthu ceistneoir a
líonadh agus páirt a ghlacadh i ngrúpaí fócais.
Léiríonn na torthaí taighde go bhfuil an trasteangú éifeachtach sa suíomh lán-Ghaeilge.
Soiléirítear go mbaineann fiúntacht le trasteangú sa seomra ranga, i dearcadh na ndaltaí.
De bharr gur mion-theanga í an Ghaeilge, léirítear gur gá úsáid dea-thomhaiste
trasteangaithe a chur i bhfeidhm chun stadás na Gaeilge san earnáil tumoideachais a
chosaint sa tseomra ranga agus mórthimpeall na scoile. Táthar ag súil go n-éascóidh
torthaí an taighde seo plé maidir le ceartúsáid an trasteangaithe sa rang Mata T2 ag an
dara leibhéal.N
Effective pedagogical approaches for children with developmental language disorder: a systematic literature review
No full textDevelopmental Language Disorder (DLD) is a language disorder with no known cause.
Although awareness around DLD has grown, it remains an under-researched and underserved
condition. This study aimed to identify pedagogical approaches which are effective for
children with DLD aged 4-12 years old. To achieve this goal, a systematic literature review was
carried out on research published from 2003-2023. A database search, website search,
reference harvesting, and a manual search were conducted to identify studies for review.
Eleven studies met the inclusion criteria of the review. Eight of these studies were randomised
control trials while the remaining three were cohort studies. All studies were rated according
to Gough’s (2007) Weight of Evidence framework. These studies focused on areas such as
word learning, language and auditory processing, phonological awareness, non-linguistic
cognitive processing, direct versus indirect and individual versus group modes of language
therapy, as well as grammar. These studies identified interactive book reading, Fast ForWord
Language (FFW-L), computer-assisted language intervention, individualised language
intervention, non-linguistic cognitive interventions, bilingual therapy, indirect and direct
interventions, group and individual interventions, ‘Context-Optimization’, and spaced
interventions as effective pedagogical approaches for children with DLD.N
An examination of Problem Based Learning as an educational method, identification of benefits and challenges when implementing such a learning method and systems that can be put in place in order maximise its effectiveness
No full textThis research paper sought to explore the experiences of both students and teachers/tutors
when utilizing problem-based learning in their education settings, it also looked the
challenges faced by those who both participate and facilitate problem-based learning along
with methods and interventions used by teachers to manage conflict within the group and
how best to ensure full participation by all group members.
Within his own practice the researcher found that certain students were not fully engaged
within the problem-based learning task and that after receiving feedback from these students
that there was certain issue that brought this about.
The study was completed using a mixed methods approach. The study conducted semi
structured interviews with a variety of problem-based learning practitioners in the third level
education sector, feedback was also received from students that have used problem-based
learning in their studies.
The results of this study found that this pedological approach to teaching had a positive
influence of both students understanding on the learning material, it also highlighted several
issues in relation to members working in groups and how this manifested itself in group
conflict. It also explored the balance that ought to be achieved when choosing tutors or
teachers to facilitate problem-based learning groups, a balance of experience in group work
and those who were subject experts.
Further research must be carried out to gauge the opinions and thoughts of tutors when
implementing problem-based learning. Clear identification and the assignment of roles within
this learning intervention is extremely important. Finally tutors and facilitators require
upskilling and the provision of continuous professional development in problem-based
learning to ensure its effectiveness.N
Musical setting creation for a Yeats poem: an autoethnographic Irish-Canadian experience
Get PDFSeptember 05 and 06, 2024, University of LimerickIrish Humanities Association Annual ConferenceThe project aims to explore 'what it is like' to create a musical setting for a poem written by WB Yeats as a Canadian born musician of paternal Irish heritage. Exploring the significance of this creative process is to assist in its cultural analysis through autoethnography via the Propeller Model Approach.N