2405 research outputs found
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Ní neart go cur le chéile iniúchadh ar fhorbairt acmhainn na ceannaireachta sa bhunscoil lán-Ghaeilge
No full textAithnítear go bhfuil castacht ag baint le ceannaireacht sa suíomh tumoideachais, castacht a éilíonn feasacht ar chomhthéacs, ar shealbhú dara teanga, ar oideolaíochtaí follasacha agus ar stíleanna ceannaireachta. Is minic, áfach, a dhéantar neamhaird do chomhthéacs teangeolaíoch scoileanna, comhthéacs a éilíonn fís láidir agus cur chuige aontaithe. Tá tionchar na Paindéime Covid-19 i ndiaidh tionchar nach beag a imirt ar thírdhreach an oideachais ar fud an domhain ach i gcás na hÉireann de aithnítear gurb í an Ghaeilge is mó a bhí thíos leis an easpa teagmhála le scoileanna (An Roinn Oideachais 2022). Aithnítear leibhéal breise castachta ag eascairt as an scaradh tubaisteach ón tumadh laethúil i gcás na nGaelscoileanna de, castacht a éilíonn ceannaireacht láidir. Cion is go bhfuil an cheannaireacht dháilte aitheanta mar spriocmhúnla ceannaireachta na hÉireann (Ag Breathnú ar an Scoil Againne 2022) agus go bhfuil tírdhreach na ceannaireachta ag athrú (Imlitir 44/2019) le cúpla bliain anuas cinneadh gur fiú iniúchadh a dhéanamh ar conas mar atá acmhainn na ceannaireachta á forbairt go foirmeálta agus go neamhfhoirmeálta, cén cleachtais cheannaireachta atá i bhfianaise agus cén teacht aniar atá léirithe i ndiaidh na paindéime Covid-19 chun fís theangeolaíoch scoileanna a athneartú. Is réimse tearcfhorbartha é an cheannaireacht bhunscoile sa suíomh tumoideachais agus chuir an taighde seo roimhe an dea-chleachtas a iniúchadh d’fhonn spreagadh agus bonn eolais a chur faoi scoileanna maidir le bealaí ina bhféadfaí cleachtais cheannaireachta agus cur chun cinn na Gaeilge a nascadh go forásach agus go comhuaineach.
Baineadh leas as modhanna measctha an phragmatachais chun treise a thabhairt don taighde mar a raibh ceistneoirí, agallaimh leathstruchtúrtha agus grúpa fócais mar fhoinsí sonraí. Tarraingíodh ar thuairimí príomhoidí, múinteoirí (le agus gan róil fhoirmeálta cheannaireachta), agus páistí chun léargas a fháil ar a ndearcthaí siúd ar a ról féin sa struchtúr ceannaireachta agus i gcur chun cinn na Gaeilge. Cuimsíodh inspreagadh, cultúr scoile agus cleachtais cheannaireachta i measc mórtheamaí an taighde anuas ar léiriú leathan ar chroíobair scoileanna mar a bhaineann le cur chun cinn na Gaeilge.N
An investigation of teacher attitudes to the teaching of STEM education in the mainstream primary school setting
No full textThe aim of the study was to investigate teacher attitudes to the teaching of STEM Education
in primary school settings. The study took place in the Midwest Region. It was anticipated that
participants would refer to their understandings of STEM, their current practice, continuous
professional development, and initial teacher education experiences and challenges they face
to teaching STEM. As the Irish STEM Policy (DES 2017a) was published with many agendas for
primary schools and a lack of research exists pertaining to teacher attitudes to STEM in
practice, the researcher identified a gap that needed to be filled to ensure the success of
STEM in such settings.
The qualitative study was based on an interpretivist design and data was collected through 5
semi-structured interviews and 3 focus groups containing 4-5 participants each. The
participating primary teachers taught across several class levels and a variety of school types
such as urban, rural and DEIS band 1 schools were included in the study. The researcher coded
the responses of teachers and thematically analysed responses given to gain insight into
teacher attitudes.
The findings indicated that there was a positive attitude to STEM Education across all class
levels in the primary school setting. The participants had unified understandings of what
STEM entails, its benefits and importantly, recognised its growing place in the primary school
setting. The findings further suggest that STEM is taught in practice amongst some educators
and that schools interact with Outreach providers at various stages of the year to implement
STEM. However, a number of barriers and challenges to teaching STEM were identified that
are not addressed in the STEM Policy (2017). Finally, the findings suggest that some teachers
do not feel amply prepared to teach STEM due to several factors. Recommendations are made
at the study’s end to address negative factors to ensure positive experiences for teachers and
ensure future success for STEM Education.N
“Autism unmasked”: the experiences of Irish women who received a diagnosis of autism as an adult
No full textThis study investigated the experiences of fourteen Irish women who received a formal diagnosis of autism as an adult. As there are no publicly funded adult assessments the participants had to fund their own. Factors that led women to seek a diagnosis at this juncture of their lives and their experiences of the assessment process were examined. Their personal responses to being formally identified as autistic ranged from relief to anger and sadness for the ‘lost years’ an earlier diagnosis could have meant. Barriers to sharing their autism diagnosis were linked to perceived stigma and an overarching belief that autism was widely misunderstood by the general public. Some women further contended that poor knowledge of how autism presents in adults was common within the medical profession, and theorised their undiagnosed autism may have been a major factor in their mental health struggles over the years. The loss of their mental health supports following an autism diagnosis was condemned. Participants were recruited primarily through closed social media groups where the researcher’s autism was also disclosed. Interviews were conducted both online or in person in early 2023. This study coincided with Joint Committee on Autism Report (2023) and many recommendations dovetailed with the participants’ suggestions.N
Newly Qualified Teachers’ (NQT) perceptions and experiences of the use of restorative practice in professional conversations between the teacher mentor and NQT and its effect on their perceptions of wellbeing
No full textThe mentoring of newly qualified teachers (NQTs) in their first year after qualification has become a policy mandated prerequisite for successful entry into the teaching profession in Ireland. Classroom management support, guidance with self-reflection and learning the rigours of school life are often cited as benefits of mentoring programmes. However, challenges such as lack of time, lack of consistency in the implementation of the mentoring programmes, hierarchical barriers such as a perceived or real power imbalance between the NQT and the teacher mentor, and relationship difficulties are often reported which in turn can have a negative effect on the mentoring experience for the NQT. In order to address some of the reported challenges, this study explores the integration and use of restorative practice (RP) into the Droichead mentoring programme with a small group of NQTs and teacher mentors in Ireland.
The purpose of the study was a) to better understand the experiences and perceptions of NQTs and teacher mentors as they integrate aspects of RP into the mentoring process and b) to assess the impact that this integration may have on the perceptions of wellbeing experienced by the NQT.
Informed by pragmatism, a mixed methods research design was used, employing 2 phases of data collection and analysis. A quantitative and qualitative phase in the form of a questionnaire was followed by a qualitative phase in the form of focus groups. A total of 20 NQTs working in secondary schools completed the questionnaire and 5 NQTs and 5 teacher mentors from a single school took part in the focus groups. The quantitative data from phase 1 were analysed using descriptive statistics and qualitative data from both phases 1 and 2 of research were coded and analysed thematically.
The key findings to emerge from this research support the potential benefit to NQTs of the combination of mentoring and restorative practice, including improved relationships with teacher mentors and more effective reflection opportunities. Benefits for the teacher mentors were also reported, including improving teaching methodologies and reflective techniques. Evidence of the mitigation of existing challenges, including time restraints and power imbalances was also reported.
Recommendations based on the findings were made for a) further research, b) practice and c) policy. Recommendations for further research include the need for larger, longitudinal studies to further investigate the potential of combining aspects of mentoring and RP to create a new mentoring framework. Recommendations for practice outline the need to foster a more embedded mentoring culture into school and recommendations for policy call for the provision of more comprehensive training for NQTs and teacher mentors.N
How does play-based coding and robotics instruction influence the development of computational thinking skills in young children?
No full textThis thesis inves6gates the development of Computa6onal Thinking skills in young children through
a play-based interven6on using Lego Spike Essen6al in an Irish primary school seSng. It examines
how this hands-on approach, combining coding and robo6cs, influences the development of CT skills such as decomposi6on, algorithm, design, abstrac6on, debugging, evalua6on, and collabora6on. The
study's aim was to inves6gate the effec6veness of play-based coding and robo6cs instruc6on. The
study employs a mixed-methods design, integra6ng quan6ta6ve data from standardised assessments with qualita6ve insights from focus groups to provide a comprehensive understanding of the children's learning experiences and percep6ons. The findings contribute to understanding how play, technology, and early childhood development can be integrated to nurture CT skills, offering
valuable insights for educators and policymakers in preparing children for a technology-driven future.N
An investigation into principals’ and teachers’ perspectives of wellbeing in Irish primary schools
No full textThis study seeks to investigate principals’ and teachers' perspectives of wellbeing in Irish primary schools. The researcher, personally, has seen an immense need to implement wellbeing strategies into her classroom in recent years. Due to this, the researcher wants to investigate other teachers’ and principals’ perspectives towards wellbeing.
The themes of principal/teacher wellbeing; interventions and programmes; benefits of wellbeing for pupils and barriers to wellbeing are explored and discussed in a review of the literature surrounding wellbeing.
This qualitative study is based on an interpretivist design, using semi-structured and reflective journals. Data was collected from eight participants, including six teachers and two principals.
The findings indicate a positive attitude and perspective of wellbeing in Irish primary schools with a myriad of initiatives and interventions occurring in schools. However, the findings suggest there is a lack of quantitative evidence for the benefits being stated. The findings also suggest there is a lack of focus on principal and teacher well-being.N
A comparative analysis of the impact of AI-based learning platforms: How does Century affect the academic performance and holistic experience of Year 6 students in Mathematics, in comparison to traditional classroom teaching methods?
No full textThis study seeks to investigate the impact AI poses in education, by investigating the advancing technology’s role on the student learning experience, in comparison to a traditional approach to learning. By employing a mixed-method, pragmatic research design, a review of associated literature, and the collection of qualitative and quantitative data, this research study generated a comprehensive insight into the student learning experience.
The key findings revealed that both approaches to learning were equally effective in achieving significant student academic progress, as both groups demonstrated considerable progress across key curricular areas in Mathematics. It was also voiced by students, that they opted for a blended approach to their own learning, which incorporated both AI technology and traditional classroom teaching methods. Whilst acknowledging the potential of AI, students also expressed various barriers to learning. Lacking in engagement and motivation in their assigned learning modes, lack of annotation tools to show workings out on digital devices, lack of experience, and the manipulation of data were areas of concern for students.
Considering the above results, it is imperative for educational institutions to strategise their vision for effective AI use in school. It is recommended that schools devise their own AI policies, providing clear guidelines and steps to enhance the levels of AI literacy amongst associated stakeholders within the school. Such key actions include professional development opportunities, increased transparency within schools and collaboration amongst school leaders.N
The use of digital technologies by children in home and school contexts, and how this affects the attitudes and practices of parents
No full textPrimary school children regularly engage in digital technologies for various reasons and
parents are sometimes disadvantaged by the constant and rapid evolution of technology, to the
point that they often struggle to keep pace with digital advancements. This study has
investigated the use of digital technologies by children at home and at school, and how this
affects the attitudes and practices of parents. The embedded questions have explored the extent
to which children use technologies, how parents balance online safety with the provision of
digital experiences for their children, and what controls are being utilised by parents to enable
their children partake in online activities. Utilising a mixed method approach, quantitative and
qualitative data was collected from children and parents in an Irish primary school. An
anonymous paper-based survey was completed by thirty randomly chosen pupil volunteers
from 2nd Class to 6th Class. An anonymous online survey was distributed to parents via
Qualtrics, and this was completed voluntarily by twenty-five parents. Semi-structured
interviews were conducted with six consenting parents. Thematic analysis, manual coding and
triangulation was undertaken to analyse the data. Three overall themes emerged from the
analysis – education and socialisation, online safety and parental mediation. The core findings
of the study revealed that while parents view the use of digital technology in educational
settings to be of benefit to their children, they are concerned about their children’s use of digital
technologies for non-educational purposes outside of school, particularly the use of
smartphones and social media platforms. The findings demonstrated that online mediation
strategies can alleviate, but not eliminate, the types of challenges encountered by parents in
this area. Overall, the results of the study have shed light on the extent to which digital
technology usage by children can positively and negatively impact parents' attitudes and
behaviours.N
'Aoibhinn beatha an scoláire'- cad iad na cúiseanna a sheolann tuismitheoirí a bpáistí go scoil lán-Ghaeilge ag an mbunleibhéal agus an meánleibhéal?
No full textSa taighde seo déantar imscrúdú ar na cúiseanna sheolann tuismitheoirí a bpáistí go
scoileanna lán-Ghaeilge ag an mbunleibhéal agus an meánleibhéal. Díríonn an taighde seo ar
scoileanna lán-Ghaeilge atá lonnaithe i gceantair Galltachta, na ceantair lasmuigh den
Ghaeltacht.
Ó bunaíodh an Stáit i 1922, tá fás suntasach tagtha ar líon na scoileanna lán-Ghaeilge in
Éirinn. Feictear go bhfuil an-éileamh ar spásanna sna scoileanna agus is minic nach féidir leo
freastal ar an éilimh seo. In ainneoin seo, i dtuairisc na Roinne Oideachais (2022) níor
fhreastail ach 36% de pháistí i mbunscoil lán-Ghaeilge ar scoil lán-Ghaeilge don
mheánleibhéal. Mar iamhairt, ní mór an cheist reatha seo a iniúchadh- cén fáth a roghnaítear
scoil lán-Ghaeilge don bhunscoil, ach nach leantar leis i gcónaí don mheánleibhéal?
Chun tabhairt faoin taighde seo, úsáideadh an pharaidím toghachaíoch mar go mbeidh níos
mó ná réaltacht amháin ann. Baineadh leas as modhanna cáilíochtúla don chuid is mó chun na
sonraí a bhailíodh. Cuireadh agallamh ar thriúr phríomhoide ar bhunscoileanna lán-Ghaeilge,
ar phríomhoide cúnta i gceannas ar aonad lán-Ghaeilge agus príomhoide ar ghaelcholáiste.
Scaipeadh ceistneoirí i measc tuismitheoirí de pháistí a d’fhreastail ar bhunscoil lán-Ghaeilge
i gceantar uirbeach agus tuaithe. Rinneadh grúpa fócais le meascán de thuismitheoirí ó réimse
ceantair freisin.
Ba léir ó na torthaí taighde a bhailíodh go bhfuil an-suim ag tuismitheoirí go leanfaidh a
bpáistí lena gcuid oideachais trí Ghaeilge, ach go bhfuil easpa meánscoileanna lán-Ghaeilge
ar fáil. Tugann an taighde seo léargas ar staid reatha na scoileanna lán-Ghaeilge sa tír seo
agus mar thúspointe ar díospóireacht ar an ábhar sa todhchaí.N
An examination and comparison of infant teachers’ challenges and priorities for teaching numeracy in DEIS and non-DEIS primary schools
No full textBackground: The area of mathematics in the early years of primary school has seen significant changes in the past number of years due to curricular reform and policy developments. The Aistear Framework was introduced and in recent months, the new primary mathematics curriculum. Yet, research illustrates that there is limited research on teacher pedagogy in early mathematics (Anthony and Walshaw 2009). Following a review of the existing literature, evidence suggested that little is known of the challenges and priorities of teachers in infant classes and how they compare in DEIS and non-DEIS schools.
Aim: The research aimed to examine and compare Infant teachers’ challenges and priorities for teaching numeracy in DEIS and non-DEIS primary schools
Method: This quantitative study was based on the post-positivism paradigm and data were collected through an online survey. Findings were generated and compared from infant teachers’ responses in DEIS and non-DEIS schools.
Results: Overall, infant teachers in DEIS schools experienced more difficulty in teaching early mathematics, particularly in the areas of assessment, documenting students’ learning and building on student’s prior-to-school mathematical experiences. In contrast to these results, infant teachers from non-DEIS schools reported more challenges in developing a mathematical understanding of students whose first language is not that of the schools.
Conclusion: Irish infant teachers from both DEIS and non-DEIS schools face several challenges in their classrooms. Such challenges hold implications for practice, policy nationally and internationally and future research in teachers’ pedagogy.N