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Groups of singular alternating sign matrices
Full text linkWe investigate multiplicative groups consisting entirely of singular alternating sign matrices (ASMs) and present
several constructions of such groups. It is shown that every finite group is isomorphic to a group of singular ASMs, with a
singular idempotent ASM as its identity element. The relationship between the size, the rank, and the possible multiplicative
orders of singular ASMs is explored.Ye
Exploring children’s disability network team practitioners’ attitudes, perceptions and experiences of family-centred practices in the implementation of individual family service plans
Full text linkObjective: This study aims to enhance understanding of Individual Family Service Plan (IFSP) implementation within Ireland’s Children’s Disability Network Teams (CDNTs), focusing on the Family-Centred Practice (FCP) model of service delivery. Drawing upon the Consolidated Framework for Implementation Research (CFIR), the research explores barriers and facilitators of successful IFSP implementation within CDNTs. While research on FCP models and IFSP implementation in Ireland is limited, most international studies focused on early intervention services in the United States for children aged 0-3.
Methods: Using a mixed-methods, sequential explanatory design, practitioners from CDNTs (n = 112) completed an online survey, including the newly developed IFSP Attitudes (IFSP-A) and IFSP Perceptions (IFSP-P) scales. Online semi-structured interviews were conducted with a subset of practitioners (n = 11). Quantitative data underwent internal reliability assessment and descriptive and inferential statistics, including Wilcoxon signed ranked tests. Thematic analysis was utilised for qualitative data, guided by the CFIR.
Results: Significant disparities emerged between practitioners’ attitudes towards FCP importance and perceptions of actual IFSP implementation across all five essential IFSP elements, assessed through 22 pairs of items using Wilcoxon signed-rank tests. Qualitatively, nine themes were identified regarding the factors influencing CDNT practitioners’ experiences of IFSP implementation.
Implications: These findings illuminate the current state of IFSP implementation in CDNTs, providing insights into the barriers and facilitators practitioners encounter when implementing the FCP model. Notably, this research is highly relevant within the context of the Progressing Disability Services for Children and Young People Programme (PDS) initiative in Ireland. Launched in 2013, PDS has led to the gradual establishment of CDNTs, with most implementation occurring as recently as 2021. Under the PDS initiative, all CDNTs are mandated to operate under the FCP model of service delivery and implement IFSPs for each child and young person with complex needs and their family accessing services.N
The neurodiversity paradigm: exploring the factors influencing educational psychologists’ attitudes and practices
Full text linkBackground: The neurodiversity paradigm (NP) and the Neurodiversity Movement (NM) have called for a shift away from traditional notions of pathologising neurological differences, such as autism, to instead embracing the diverse neurological profiles that individuals exhibit.
Aims: The study aimed to explore factors influencing educational psychologists' (EPs’) attitudes towards the NP, NM, and neurodiversity-affirmative practice. It also aimed to identify factors influencing their professional practices and the prevailing neurodiversity-affirmative practices EPs apply when supporting Autistic children and young people (CYP).
Sample: The sample included EPs supporting Autistic CYP in Irish disability and school psychology services. A total of 12 EPs participated in semi-structured interviews conducted online.
Methods: The study adopted a qualitative design comprising semi-structured interviews. A realist approach to thematic analysis (TA) (Wiltshire & Ronkainen, 2021) was employed to analyse the interview data.
Results: The study explored the affective, behavioural, and cognitive components as themes that shaped EPs' attitudes. Subthemes identified in the affective domain reflected EPs' ethical concerns about traditional behavioural approaches, discomfort with the divisive nature of the NM, and differing confidence levels in using neurodiversity-affirmative practices. Learning experiences, reflective practices, and ineffective approaches were identified as subthemes influencing the behavioural domain of attitudes. At the same time, variations in knowledge of the NP and opinions on the NM were identified as subthemes in the cognitive domain. Results also highlighted shifts in EP’s adapting to neurodiversity-affirmative practices within assessments, consultations, interventions, and language. EPs perceived autonomy over their practice, enabling adherence to neurodiversity-affirmative approaches. They reflected varied perceptions of colleagues' practices and were hopeful of acceptance from the Autistic community.
Conclusions: This study demonstrates the multifaceted nature of EPs' attitudes towards the NP and NM and emphasises the need for professional development. It also calls for further robust research on the potential outcomes of neurodiversity-affirmative approaches in supporting Autistic CYP.N
An investigation into how school principals can develop a professional learning community to promote collaboration between class teacher and special education teacher (SET) in an Irish primary school setting
No full textThis study investigates how Primary School Principals can promote collaborative practice between Class Teachers and Special Education Teachers. The Special Education Teacher Allocation Model 2017 advocates for collaborative practice between stakeholders to support students with Special Educational Needs.
Semi-structured interviews were conducted to gain an understanding of how the principal develops a professional learning community to promote collaboration between class teachers and special education teachers in the Irish primary school setting to support children with SEN. Class Teachers and SETs were interviewed to understand how they collaborate and their experience of collaboration. Qualitative data was gathered using the researcher’s reflective diary and semi-structured interviews. The following themes emerged from the Thematic Analysis: the value of collaboration; the challenges to collaboration and professional development of teachers to collaborate. Sub-themes that were derived from the research were staff shortages, time constraints and culture of the school. In summary, findings suggest that teachers value collaboration. It was found that the principal needs to lead collaborative practice by creating a culture where people work together. Allocating time for teachers to meet and plan together to support students is necessary for this to be an effective practice. The challenges outlined were time for collaboration, professional development in the area of collaboration, and teacher shortages.N
The future of Europe: pupils’ understanding of their European Union citizenship in the Irish primary school context
No full textThe aim of this research is to investigate pupils’ understanding of their European Union (EU) citizenship within the context of the Irish primary school. The study will focus on pupils from Third to Sixth Class. Much of the educational research into Citizenship Education has focussed on the secondary school context. Many of the learning materials and programmes developed for teaching about the European Union are also aimed at students in secondary education. To begin teaching about the European Union in the primary setting, educators must first establish a starting point based on pupils’ prior knowledge and understanding. This research seeks to establish that starting point. Through a mixed methods approach, the researcher will investigate how pupils perceive their EU membership, what aspects of their EU membership pupils value most and least, pupils’ ability to map EU member states on a map of Europe and the impact of the Blue Star programme on pupils’ understanding.N
An exploration of student voice in primary physical education
No full textStudent voice has been described as a powerful tool in teaching and learning. As interest in student voice grows in research, policy, and practice in physical education (PE), calls have been made for additional guidance on the use of student voice pedagogies (SVPs) in everyday PE practice. The aim of this thesis was to explore my experiences, alongside those of my students, as I enacted SVPs in primary PE.
An integrated ethnographic case study and Self-Study of Teaching and Teacher Education Practices (S-STTEP) methodology was employed in this research. Guided by Lundy’s (2007) model of child participation, along with the Meaningful PE framework (Fletcher et al., 2021), I enacted SVPs in my primary PE practice across two academic years. Data sources included my personal reflections, transcripts of critical friend meetings, transcripts of focus groups with children, and children’s written reflections.
Four peer-reviewed journal articles form the core of this thesis. Two of the four empirical articles relate to my experience of enacting SVPs in PE. Findings from these articles detail the successes and challenges of SVP enactment. Learning to enact SVPs in PE involved a non-linear process, in which a trial-and-error approach to implementation was required. The children’s experiences and engagement with SVPs were explored in two further empirical articles. Findings indicate that while children appreciate the additional autonomy afforded to them through SVPs, their participation needs to be scaffolded.
Although enacting SVPs in PE is not without challenge, reflection and collaboration with my critical friend enabled me to overcome barriers to enactment and change my practice for the better. Employing SVPs, alongside reflective pedagogies, served to empower children to direct their learning, supported a collaborative approach to decision-making, and ultimately led to more personally relevant and meaningful experiences for children in PE.N
From STEm to steM: developing the landscape of teacher learning for STEM education
Full text linkThe new Irish Primary Curriculum Framework introduces STEM as one of five broad curriculum areas, and publication of a STEM specification is imminent. Traditionally, STEM content has been taught as discrete disciplines across the sectors, with initial teacher education (ITE) being no exception. However, the new focus on integrated and interdisciplinary approaches has created an impetus to re-examine how we explore the STEM disciplines in ITE. This dissertation presents an action inquiry to prepare preservice teachers for the new demands of STEM education. Participants were two groups of preservice teachers (PSTs) (n=30 and n=28) undertaking a mathematics education specialism as part of their undergraduate programme. This dissertation reports on two 12-week integrated STEM interventions. While both modules differed in their approach, common themes were generated throughout.
Findings across both modules indicate that purposefully designed, interdisciplinary STEM education experiences at the ITE level can create informed, confident STEM teachers ready to take on new integrated teaching roles. Opportunities to engage as learners of integrated content supported participants in developing the required STEM literacies and exposed them to the rich and ambitious pedagogies necessary for effective classroom implementation. Collaborative field practices corroborated this learning as they witnessed theory play out in practice and observed the benefits for children. Challenges were also noted as the PSTs negotiated the blurry boundaries of STEM education. This dissertation reports on the difficulties in positioning meaningful mathematics within integrated tasks. Responsive to these challenges in the first iteration of this module, the subsequent design forefronted mathematics as the central discipline. Journeying with these preservice teachers from the lecture room to the primary classroom and back allowed me to examine their evolving understanding of STEM education over time and observe the development of their STEM teacher identities. Implications for ITE and STEM education are discussed.N
Augmentative and Alternative Communication (AAC) in Irish mainstream primary schools: staff experiences and inclusive practices
Full text linkBackground: Inclusive education for students with additional needs has been denoted in Irish educational policies for three decades, as well as in international literature and human rights legislation with increasing emphasis. Research has shown that many students with Complex Communication Needs (CCN) are effectively supported by Augmentative and Alternative Communication (AAC). UNESCO defines AAC as “communication systems used to replace speech either on a regular or occasional basis” (Hersch, 2020, p.51).
Aims: This research question asks how students using AAC are included in Irish mainstream primary schools. A qualitative mixed-methods sequential design was employed to explore the inclusive practices and experiences of staff supporting students using AAC.
Sample: 17 participants took part including primary school teachers and Special Needs Assistants (SNAs) with varying experience in supporting students with CCN who use AAC.
Methods: A survey was delivered online and analysed using Reflexive Thematic Analysis (RTA). Following this, three survey participants (one teacher and two SNAs) who work together to support a child using AAC, took part in semi-structured interviews. Interviews were analysed using Multiperspectival Interpretative Phenomenological Analysis (IPA).
Results: Survey analysis resulted in four overarching themes related to structure, roles of individuals across the school environment, training, and time as both a limitation and a source of hopefulness. Interview participants also discussed barriers and facilitators of AAC use, inclusive practices, social interaction and communication.
Conclusions: Findings indicate that currently AAC is more often used in structured lessons with staff compared to social interactions with peers, although staff sometimes engage in novel, unstructured peer training. Evident across responses were strong feelings related to the
inclusion of this cohort of students. Implications were noted for the choice of AAC, creating opportunities for interactions, and the need for whole-school approaches to staff training and AAC use.N
Critical thinking for global citizenship education: a conceptual framework
Full text linkThis open access book shares a two-part conceptual framework for critical global learning which weaves together theory and practice. The author shares the outcomes of her research and experiences developing students’ critical thinking skills within the context of global citizenship education. While rooted in literature and research findings, the book is personal and reflexive, as the author shares her experiences as a teacher trying, and sometimes failing, to support critical thinking development which allows readers to reflect on their own practice. The book will be of interest to academics working in higher education, initial teacher education, and global citizenship education.Ye
Cad iad na fachtóirí a dhíspreagann scoláirí ón oideachas lán-Ghaeilge ag an iar-bhunleibhéal lasmuigh den Ghaeltacht, i gcontae an taighdeora?
No full textSprioc lárnach ab ea an fás agus an fhorbairt sa Ghaeloideachas ag Rialtais na hÉireann i 2010 “Cuirfear oideachas lán-Ghaeilge ar ardchaighdeán ar fáil do dhaltaí scoile arb é mian a dtuismitheoirí/gcaomhnóirí é” (Straitéis Fiche Bliain don Ghaeilge 2010-2030, lch. 4). Ach mar a léirítear dúinn i dtaighde na Roinne Oideachais (2022) tá titim suntasach le feiscint sna huimhreacha iontrála sna hiar-bhunscoileanna lán-Ghaeilge ar fud na tíre.
Is léir ón taighde úd (An Roinn Oideachais 2022), i gcontae an taighdeora bhí titim de 16% i líon na scoláirí a d’aistrigh ó Ghaelscoil go hiar-bhunscoil lán-Ghaeilge. Tá sé mar sprioc ag an taighdeoir a fháil amach, cén fáth go bhfuil an scéal amhlaidh?
Roghnaíodh an pharaidím thógachaíoch chun ceisteanna an taighde seo a iniúchadh agus a fhiosrú. Bhí scoláirí ó dhá Ghaelscoil agus ó dhá bunscoil Bhéarla rannpháirteach sa taighde seo. Baineadh leas as gceistneoir agus as grúpa fócais chun tuairimí agus peirspictíochtaí na rannpháirtithe a bhailiú i leith an tumoideachais agus a gcinneadh iar-bhunscoile.
Tugtar le fios go bhfuil go bhfuil cosúlachtaí idir na cúiseanna go roghnaítear iar-bhunscoil lán-Ghaeilge agus iar-bhunscoil lán-Bhéarla. Ina measc luaitear cúrsaí clainne, cúrsaí spóirt agus cairde go láidir. Is léir go bhfuil buntáistí an tumoideachais tábhachtach dóibh siúd a roghnaíonn iar-bhunscoil lán-Ghaeilge. Tugtar le fios nach bhfuil tuismitheoirí lárnach sa chinneadh iar-bhunscoile.
Caitheann an taighde seo solas úr ar thodhchaí an tumoideachais i gcontae an taighdeora. Tá moltaí luachmhara tugtha sa taighde seo agus táthar ag súil go mbeidh siad ina acmhainn do plean earcaíochta na nGaelcholáistí sa todhchaí.N