2405 research outputs found
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Iniúchadh a dhéanamh ar chleachtadh éifeachtach teanga oideachasóirí agus an tionchar a luaití le sealbhú teanga agus spreagadh dhaltaí na n-ardranganna i mbunscoileanna lán-Bhéarla
No full textLéiríodh i dtaighde Murtagh (2007) gurb í an scoil an phríomháit ina mbíonn deiseanna ag daltaí leis an nGaeilge a úsáid. Léiríonn an taighde an tábhacht a baineann le cultúr láidir i measc na teanga a chothú chun cumas agus meas i leith na Gaeilge a láidriú. Rinneadh iniúchadh sa taighde seo ar an éifeacht a bíonn ag oideachasoírí ar mheon na ndaltaí i rang a cúig agus a sé i suíomh lán-Bhéarla.
Nochtar sna ceistneoirí, agallaimh leathstruchtúrtha agus sna grúpaí fócais tuairimí i measc na rannpháirtithe i leith foghlaim agus teagasc na Gaeilge. Bailíodh eolas cáilíochtúil agus cainníochtúil chun léargas a fháil ar rath na straitéisí teagaisc agus foghlama.
Tátar ag súil go mbeidh moltaí an taighde ina gcabhair d’oideachasóirí, do lucht deartha curaclaim agus do phlé ar an ábhar amach anseo chun múineadh éifeachtach teanga a chur i bhfeidhm.
Léiríonn UNESCO (2017) go bhfuil stádas ‘teanga i mbaol’ ag an nGaeilge agus caithfear tacaíocht a thabhairt do oideachasóirí agus daltaí sna ranganna seo chun dearcadh níos dearfaí a chothú i leith na Gaeilge. Toisc gurb í scoileanna lán-Bhéarla iad tromlach na scoileanna in Éirinn, is taighde ríthábhachtach í an réimse staidéar seo.N
An exploration of leaders' experiences of implementing the 'reading strand' of the primary language curriculum
No full textThe primary language curriculum is a recently implemented, reformed language curriculum in the Irish primary education system. Irish primary school education is witnessing a time of great change as all other curricular areas will soon be updated and changed. Leading curricular reform, however, is understudied in Ireland (Murphy, 2019). This study aims to explore and gain insight into the leaders’ experiences of implementing the English ‘reading strand’ of the PLC. It seeks to examine the lived experiences of leaders as they implement change, explore the factors that influence these experiences, investigate their preparation for reform, and identify lessons learned from the process. A phenomenological research design was employed to capture the perspectives of six educational leaders involved in the implementation of the PLC. Two principals, two literacy coordinators and two professional learning leaders in literacy partook in this study. Thematic analysis of the data collected from the interviews and researcher’s reflective diary, using Braun and Clarke’s thematic analysis of data (2019), identified three main themes; conceptualizing leadership during reform, perceptions of leading reading instruction, and challenges and opportunities in leading the ‘reading strand’ of the PLC. The findings of this study highlight the importance of providing adequate time and professional development for leaders involved in curricular reform, ensuring clear communication of curricular changes, and establishing consistent evaluation methods for leaders to support successful curriculum implementation. These insights are expected to have significant implications for the policy and practice of future curricular reforms.N
An investigation into the children’s literature choices of primary school students and teachers in a newly established DEIS setting
No full textSituated in the interpretivist paradigm, the researcher investigated the children’s literature preferences of students and teachers in a school which recently gained DEIS (Delivering Equality of Opportunity in Schools) status. The researcher engaged in case study research to identify the children’s literature preferences of students and teachers in Cherry Blossom School, noting similarities and differences of both participant groups. The researcher generated data using questionnaires, focus groups, and a draw and tell activity. Questionnaires were distributed to 290 participants, four focus groups were formed, with five participants in each, and fifteen draw and tell activities were completed and analysed.
As a newly established DEIS school, literacy is an area of focus in DEIS planning. It is a requirement of DEIS schools to have a DEIS literacy plan in addition to a whole school literacy plan. One action within the DEIS literacy plan for Cherry Blossom School was the promotion of Reading for Pleasure (RfP). This aim inspired the research for this study to gain insights into both student and teacher preferences on children’s literature. While international studies discuss students’ children's literature preferences, there is a need for contemporary research of student and teacher preferences in the Irish context.
The findings of this exploratory study reveal that fictional texts are favoured by students and teachers, motivation to read should come from intrinsic influences, incorporating child voice into book choices in classroom instruction is desirable, and building upon the existing children’s literature collection is a priority to include a diverse range of book genres and texts.
This research can assist in supporting schools and researchers to reflect on the reading practices of students in their schools, determine literature preferences of students and teachers, analyse the availability of diverse texts and genres available in their schools and enhance the reading experiences of students.N
How school leaders in post primary schools in Ireland can foster and ensure maximum inclusivity in their schools
No full textThis qualitative study examines the strategies and practices school leaders use to foster inclusion in post-primary schools. The research adopts an interpretative approach, conducting in-depth semi-structured interviews with those who lead inclusion in a variety of post-primary schools. Data were analysed using thematic analysis to identify common themes and insights.
The findings reveal that there is a need for clearly defined parameters for inclusive education so that all school leaders have the same vision for inclusive education to ensure equity across the education system. School leaders prioritise inclusion by providing ongoing teacher training, fostering staff collaboration, and allocating resources to support inclusive programs. This study highlights the barriers faced by school leaders, such as resistance to change, limited resources, and the need for continuous professional development. The research underscores the importance of effective leadership, a commitment to equity, and the cultivation of a school-wide culture of inclusion. Despite the commitment being made at school and national level, this research found that a fully inclusive education model is not feasible given the resources and training currently provided. This dissertation contributes to the existing literature on inclusive education by providing practical insights and recommendations for school leaders aiming to foster inclusion. The findings have significant implications for policy makers, educational practitioners, and researchers interested in promoting inclusive practices in schools.N
Meon an Mhúinteora: cad iad na straitéisí teagaisc is éifeachtaí a imríonn tionchar ar fhorbairt scileanna ginchumais labhartha an pháiste le linn Aistear?
No full textSa taighde reatha, imscrúdaítear straitéisí teagaisc a úsáidtear chun scileanna
ginchumais labhartha an pháiste a fhorbairt le linn Aistear. Is staidéar de mhodhanna measctha
é agus tá sé mar spriocaidhm ag an taighde an cheist taighde seo a fhreagairt: "Cad iad na
straitéisí teagaisc is éifeachtaí a imríonn tionchar ar fhorbairt scileanna ginchumais labhartha
an pháiste le linn Aistear?" Trí fhreagairt na ceiste, tá sé mar aidhm ag an taighdeoir meon na
múinteoirí i leith Aistear a ghabháil chomh maith. In ainneoin na léargais rathúla atá le maíomh
sa ghort ar an tumoideachas, is léir go bhfuil obair dhíograiseach, chrua le saothrú sa ghort go
fóill, ar mhaithe le treoir a thabhairt do mhúinteoirí atá lonnaithe sa suíomh tumoideachais, ach
go háirithe i gcleachtas Aistear.
Ag tús an tráchtais, cíoradh agus imscrúdaíodh creatchuraclam na luath-óige go
náisiúnta agus go hidirnáisiúnta sula gcúngaíodh an lionsa ar Aistear in Éirinn. Rinneadh
iniúchadh ar straitéisí teagaisc, ach go háirithe na straitéisí a mheallann scileanna ginchumais
labhartha, trí lionsa na litríochta. Sainmhíníodh agus caitheadh solais ar bhearnaí a mhaireann
sa taighde. Anuas air sin, leagadh modheolaíocht an taighde amach agus nochtadh réasúnaíocht
phearsanta agus phroifisiúnta an taighdeora. Ina dhiaidh sin, cuireadh torthaí an taighde in iúl
agus pléadh go sonrach iad.
Mar fhocal scoir, léiríodh conclúidí an taighde agus rinneadh cur síos ar na moltaí don
Roinn, do cheannairí scoile agus do mhúinteoirí. Chomh maith leis sin, moladh taighde breise
sa ghort a bheadh fiúntach a chur i bhfeidhm sa todhchaí.N
Iniúchadh ar iompar teanga i measc scoláirí san idirbhliain agus sa chúigiú bliain in iar-bhunscoileanna lán-Ghaeilge lasmuigh den Ghaeltacht i bPoblacht na hÉireann
No full textTá difríocht mhór idir líon na ndaoine i bPoblacht na hÉireann a mhaíonn go bhfuil Gaeilge acu agus líon na ndaoine a úsáideann í go rialta de réir thorthaí daonáirimh na hÉireann 2022. Bunaíodh scoileanna lán-Ghaeilge a mhúineann trí mheán na Gaeilge chun an teanga a chur chun cinn sa tír. Is í aidhm an taighde seo ná iniúchadh a dhéanamh ar éifeacht na scoileanna seo mar ghníomhairí chun an Ghaeilge a láidriú i measc an phobail.
Sa taighde seo rinneadh fiosrú ar iompar teanga i measc scoláirí san idirbhliain agus sa chúigiú bliain in iar-bhunscoileanna lán-Ghaeilge lasmuigh den Ghaeltacht i bPoblacht na hÉireann chun a n-iompar teanga a fhiosrú agus na cúiseanna taobh thiar de sin a mheas.
Rinneadh ceisteanna an taighde a iniúchadh faoi scáth na paraidíme pragmataí. Baineadh úsáid as modhanna cáilíochtúla agus cainníochtúla chun sonraí an taighde a bhailiú trí agallaimh leath-struchtúrtha, grúpaí fócais agus ceistneoir.
Ag eascairt as torthaí an taighde seo ba léir nár úsáid na scoláirí mórán Gaeilge lasmuigh dá ranganna foirmeálta ar scoil agus rinneadh an argóint gur inspreagadh feidhmiúil atá acu maidir le foghlaim na Gaeilge.
Táthar ag súil leis go mbeidh torthaí an taighde seo ina dtreoir dóibh siúd atá ag obair in earnáil an tumoideachais in Éirinn agus an Ghaeilge labhartha á forbairt acu.N
What behaviours do senior primary school pupils adopt and what strategies do they use when independently selecting books for the purpose of reading for pleasure, from the main school library?
No full textThis case study sought to examine the behaviours adopted by senior primary school students and the selection strategies they used when selecting books for the purpose of reading for pleasure, from the main school library.
Educational literature has recognised the positive correlation between reading engagement and academic, emotional and social benefits. Yet, reading for pleasure rates have been in decline, particularly as children progress towards adolescence. Therefore, this study was timely, as it sought to understand factors which influence reading for pleasure experiences.
Mixed methods data collection procedures were employed, featuring a pupil questionnaire, in situ observations of the literacy event, a participant-directed reflective reading journal and six semi-structured interviews. Quantitative data provided information on the participant as a reader while qualitative inductive data analysis facilitated the emergence of themes.
The findings highlighted the importance of both micro and macro facets of access, reader motivational factors such as curiosity and involvement and the use of a broad repertoire of selection strategies to increase the probability of choosing a personally appealing book. The role of social interaction in creating reading related activities as cultural capital within the peer group was observed as significant and contributed to the development of reader identities.
Considering these determinations, a recommendation for educators to adopt a sociocultural perspective of literacy to foster communities of engaged readers has been presented.N
What is known about the efficacy of morphology in teaching reading in English in primary schools?
No full textIntroduction: This research builds on the growing body of work examining the relationship
between morphology and reading.
Purpose: Unlike phonology, research tells us that teachers lack knowledge about morphology
itself and how to teach it. This study sought to find evidence for the efficacy of morphology
in teaching reading in research and how it is used to teach reading internationally through
examining curricula and curriculum support documents.
Method: A systematic literature review was undertaken to find relevant research on the
relationship between morphology and teaching reading. Searches were conducted in the
EBSCO and Google Scholar databases. Curricula from Ireland, Britain, Scotland, Wales,
Canada, America, and Australia were incorporated in the form of grey literature.
Results: The study found that using morphology to teach reading to English Language
Learners (ELLs) was highly beneficial for comprehension and word reading, regardless of the
relationship of the first language to English. There was also some evidence to suggest that
children with disabilities or learning difficulties in literacy benefit from morphological
instruction, though the number of studies on this cohort was small. Most studies originated
from fields outside of education and pedagogy, indicating that there is a lack of research with
an educational or pedagogical lens. While newer curricula and curricula aimed specifically at
ELLs reflected these results, the dominance of phonology in comparison to morphology
remains.
Conclusion and Implications: ELLs and children with disabilities, as well as typically
developing children, can benefit from systematic and purposeful morphological instruction to
increase word reading and comprehension skills. More interdisciplinary research in this area
is needed to clarify and increase knowledge around the efficacy of morphology in teaching
reading in primary classrooms.N
An Investigation into the academic value of the Spellings for Me Programme
No full textThe purpose of this research was to investigate the academic value of the Spellings for Me programme. This programme has approximately 75,000 users within primary schools. As the programme is in its infancy, no independent research appears to have been conducted on its efficacy. The research was performed within a pragmatic paradigm using a mixed methods methodology. This included the use of standardised spelling tests, student and parent/guardian surveys, and teacher interviews. Equal significance was assigned to the quantitative and qualitative data. Data was then triangulated at the interpretative stage of research to formulate findings. Findings that emerged from the research found that teachers report to lacking expertise on the teaching of spelling, that student engagement with the programme was positive but that the successful implementation of the programme requires considerable teacher input and oversight. The research also discovered that the academic value of the Spellings for Me Programme is uncertain, based on conflicting opinions amongst research participants and the empirical data generated.N
An examination of the role of the special needs assistant in the Irish primary school
No full textPrevious research relating to the role of the Special Needs Assistant (SNA) in Irish schools has found that the role of the SNA has “assumed a broader profile than originally intended” (Keating & O’Connor, 2012, p.540). In order to identify exactly what is involved in the SNA role, the author decided to examine the role of the SNA in Irish primary schools in this study.
This qualitative study was based on a social constructivist paradigm. Data was collected using one-to-one interviews with six SNAs who were actively working in Irish primary schools at the time of data collection. The data collected was analysed using reflexive thematic analysis.
The findings of this study indicate that SNAs in Irish primary schools carry out a role that has a wide variety of functions and duties. This role goes beyond the role of the SNA outlined by the DES (2014) in Circular 0030/2014 and undoubtedly involves a pedagogical aspect. Additionally, it seems that SNAs do not receive adequate training to effectively carry out this role, which is respected and valued by most education stakeholders. Based on these findings, this paper presents a number of recommendations for future research, policy and practice.N