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Weighted projections of alternating sign matrices: Latin-like squares and the ASM polytope
Full text linkThe weighted projection of an alternating sign matrix (ASM) was introduced by Brualdi and Dahl (2018) as a step towards characterising a generalisation of Latin squares they defined using alternating sign hypermatrices. Given row-vector z_n=(n,…,2,1), the weighted projection of an ASM A is equal to z_nA. Brualdi and Dahl proved that the weighted projection of an n×n ASM is majorized by the vector z_n, and conjectured that any positive integer vector majorized by z_n is the weighted projection of some ASM. The main result of this paper presents a proof of this conjecture, via monotone triangles. A relaxation of a monotone triangle, called a row-increasing triangle, is introduced. It is shown that for any row-increasing triangle T, there exists a monotone triangle M such that each entry of M occurs the same number of times as in T. A construction is also outlined for an ASM with given weighted projection. The relationship of the main result to existing results concerning the ASM polytope ASMn is examined, and a characterisation is given for the relationship between elements of ASMn corresponding to the same point in the regular n-permutohedron. Finally, the limitations of the main result for characterising alternating sign hypermatrix Latin-like squares are considered.Ye
Exploring the driving force behind Irish primary teacher's motivation in STEM education
No full textSince Minister Bruton's ambitious plan to make Ireland the best education and training service in Europe by 2026, Science, Technology, Engineering and Mathematics (STEM) education has recently been at the centre of important educational conversations (Department of Education 2017a). The DES has set out in its STEM Education Policy Statement (2017a) that all educators in Ireland will receive continuous professional development in STEM education. However, it is now 2023, and the researcher, also a primary teacher, has yet to receive free STEM CPD assigned by the DES.
Many teachers in Ireland upskill in various ways with long-term and short-term CPD. Ireland lacks incentives and supports for teachers to upskill in an ever-evolving world of education, especially as the new primary curriculum is at the forefront of education. The desire to research teachers' motives in partaking in a long-term STEM CPD is at the core of this research project, which explicitly studies eight primary teachers undertaking of a Master in Arts in STEM Education. The eight primary teachers were conveniently sampled for this small-scale study. Semi- structured interviews were chosen to extract information in this qualitative study. The findings in this study are unique and hold many recommendations to teachers, policymakers, the DES, and principals to support more teachers in partaking in STEM CPD.N
Imscrúdú ar na dea-chleachtais agus dearcthaí atá ag múinteoirí agus páistí i leith na Gaeilge i scoileanna lán-Bhéarla
No full textTugtar le fios i gcáipéisí agus taighde náisiúnta go mbíonn deacrachtaí ann maidir le múineadh agus foghlaim na Gaeilge i scoileanna lán-Bhéarla agus go mbíonn saineolaithe buartha faoi dhul chun cinn na Gaeilge sna scoileanna sin (An Roinn Oideachais 2020; Hislop 2018; An Roinn Oideachais agus Eolaíochta 2007). Ó thaithí an taighdeora, bíonn dearcthaí difriúla ag páistí agus múinteoirí araon i leith na Gaeilge. Bíonn dea-chleachtais éifeachtacha in úsáid ag múinteoirí freisin agus is fiú iad a thaifead.
Is í aidhm an taighde seo ná na dearcthaí atá ag múinteoirí agus páistí i scoileanna lán- Bhéarla a iniúchadh. Teastaíonn ón taighdeoir na dea-chleachtais a bhíonn in úsáid ag múinteoirí a thaifead chomh maith leis na riachtanais atá i scoileanna lán-Bhéarla leis an nGaeilge a mhúineadh go héifeachtach. Teastaíonn ón taighdeoir léargas a fháil ar na riachtanais atá sna scoileanna T2 sin leis an nGaeilge a chur chun cinn.
Déantar mórcheist agus ceisteanna leabaithe an taighde a iniúchadh faoin bparadaím thógachaíoch. Bailítear sonraí an taighde trí úsáid a bhaint as modhanna measctha. Úsáidtear ceistneoirí ar líne, agallaimh leath-structúrtha agus grúpaí fócais leis na sonraí a bhailiú.
Tugtar le fios sa taighde seo go bhfuil bearnaí sa taighde náisiúnta maidir le múineadh na Gaeilge. Léirítear le fios ann freisin go bhfuil páistí agus múinteoirí ann atá dearfach i leith na Gaeilge. Taispeántar go bhfuil múnteoirí agus páistí ann atá ag iarraidh feabhas a chur ar a gcuid Gaeilge ach nach bhfuil na tacaíochtaí oiriúnacha ar fáil dóibh.
Táthar ag súil go mbeidh an taighde seo cabhrach dóibh siúd a bhíonn ag cur le múineadh na Gaeilge i scoileanna lán-Bhéarla. Táthar ag súil freisin go mbeidh na dea-chleachtais a luaitear sa taighde cabhrach do mhúinteoirí na Gaeilge i scoileanna lán-Bhéarla.N
How do Vietnamese students experience the transition to university in relation to their academic and social life?
No full textThis qualitative study explores the views of Vietnamese students on their transition to university, including the effects on their academic and social lives. The literature review examines factors shaping the transition process, especially for students from Confucian cultures, and the importance of providing transition support. The sample comprises eight first-year university students from Vietnam, selected through purposive and convenience sampling methods. Data was collected via online semi-structured interviews conducted in Vietnamese, subsequently translated into English, to ensure participant comfort and encourage honest expression. Using thematic analysis, data analysis discovered several emergent themes. The findings highlight the need for more essential skills among first-year students during the university transition, due to Confucianism. Moreover, the study reveals that students selectively choose team members who can help their academic progress. Lastly, to foster successful transitions and general student achievement in higher education, practical strategies for University Student Affairs Departments are suggested. Thus, educational institutions can improve the support given to Vietnamese students during their transition to university, ultimately enhancing their academic and social success.N
Leading and enacting curricular change in post-primary education
No full textAims: There is unprecedented system-level change within the post-primary context and the upcoming Senior Cycle Reform is due to be published in 2024 (DES 2022a) with ongoing consultation about the future of qualifications and assessment. This builds on other significant reforms, including the Junior Cycle Reform (DES 2013), School Self-Evaluation (DES 2016), Wellbeing Policy Statement and Framework for Practice (DES 2018) and the Digital Strategy for Schools (2022b). These curricular reforms and procedural changes have brought about new opportunities for teachers to engage with change, and therefore, reinforce the concept of teachers as leaders (Donaldson 2015). This research study seeks to examine the perspectives of post-primary teachers on leading and enacting curricular change with a particular focus on change mechanisms and how they perceive their voice, knowledge and expertise has been incorporated into the change process.
Theoretical framework: De Nobile's (2018) Middle Leaders in Schools (MLiS) model was selected as the conceptual framework and it was used throughout the study to guide the reading, research, and presentation of the data under the lens of (i) inputs, (ii) processes, and (iii) outputs. A review of the literature revealed a wealth of information relating to the factors that influence change, factors that impact the enactment of change and factors that influence the outcome of change.
Method: A qualitative, narrative inquiry was used in this study, guided by the interpretivist paradigm and subject to convenient, purposive and cluster sampling. Six teachers from a range of post-primary contexts were interviewed, the data was coded and transcripts were analysed thematically (Braun and Clarke 2006).
Findings: The key findings to emerge from this study include teachers overwhelmingly support the idea of curricular reform as it increases autonomy, pedagogical practice, student outcomes and collaboration. However, it also revealed several obstacles that effect their ability to lead and enact curricular reform which include lack of effective and targeted continuous professional development, overloaded curricular objectives, teacher burnout and they perceive their voice is not reflected in policy leading to significant disconnect.
Conclusion: Recommendations were formulated based on the data and made to policymakers, the Department of Education and Skills and post-primary teachers concerning time management, teacher voice, effective professional development and investment. Further research recommendations include reviewing the implementation of specific curricular initiatives and reforms, exploring students' experience of curricular reform, and evaluating current professional development with a view to ensuring best practice.N
The impact of a guided dance intervention on the emotional regulation of female primary school pupils
No full textThis study explores the impact of a guided dance interven7on on the emo7onal
regula7on of female primary school pupils. Wellbeing has been a key area of discourse within
the educa7on realm of recent 7mes as the redeveloped ‘Primary Curriculum Framework for
Primary and Special Schools’ (Department of Educa7on 2023) has been gradually introduced.
Furthermore, all schools have been asked to engage with ‘School Self-Evalua7on (SSE)’ in the
area of ‘Wellbeing’ before 2025, reinforcing its importance and focus in educa7on at present.
Wellbeing over the last two decades has progressed hugely within educa7on especially with
the publica7on of various policies and educa7onal frameworks to support and develop
children’s wellbeing competencies. This redeveloped curriculum framework has introduced
‘Wellbeing’ as one of the five broad curricular areas. It will encompass the two subject areas
of Social Personal and Health Educa7on (SPHE) and Physical Educa7on (PE). There are natural
opportuni7es for integra7on between these subject areas, par7cularly with regard to dance.
Disappoin7ngly, there is a paucity of evidence-informed interven7ons in Ireland integra7ng
these two subject areas.
This study adopted a pragma7c paradigm using a mixed methods approach. It
examined the effects of a six-week guided dance interven7on, with one hundred and thirty
eight pupils, in five third and fourth classes, in an all-girls suburban primary school in Dublin,
Ireland. A pre-experimental design, one group, pre-test/post-test study design structure was
implemented. Pupils repor7ng of their emo7onal status was recorded using a researcherdesigned
‘Dance Exercise Journal’ which used the emo7onal categories from the ‘Zones of
Regula6on’ curriculum (Kuypers 2011). The quan7ta7ve data gathered was analysed using
MicrosoX Excel soXware. Three months post interven7on, a randomised sample of six pupils
par7cipated in a focus group discussion. Braun and Clarke’s six phases of qualita7ve data
analysis (2006) was used.
Results from the study found that a guided dance interven7on when conducted with
a specific cohort of primary school aged girls has a posi7ve impact on emo7onal regula7on
and overall mood. Pupils demonstrated a strong ability to ar7culate their feelings and how
their emo7ons affect their learning. In light of the posi7ve results of this study further
research in this area would be advantageous to bolster the current findings.N
“This new Primary Curriculum Framework might better help STEM. I don’t know. I suppose it depends on how it will roll out really”: exploring current STEM practice in Ireland and investigating STEM as an approach to facilitate the inclusion of children with autism in the mainstream primary classroom
No full textObjective:
This study examines Science, Technology, Engineering and Mathematics (STEM) practice in Ireland during an era of curricular reform. A short time before the launch of the new Primary Curriculum Framework specifications (DE 2023), STEM education is explored through an inclusive education lens due to the paucity of studies about STEM for children with Autism Spectrum Disorder (ASD). This research amplifies the voices of practicing teachers who share their experiences of implementing STEM in a mainstream class setting for all pupils, inclusive of those with ASD. The study investigates the potential for teachers to facilitate the inclusion of children with ASD through STEM and additionally reveals practical recommendations for future teaching practice in STEM.
Methods:
Qualitative methods were chosen in an effort to produce narratives about STEM education and the personal, everyday experiences of practicing teachers. Ten semi-structured interviews were conducted, a reflective journal was kept and conversations were carried out with a critical friend who shared data from recent interviews that they had conducted in a similar research area.
Results:
Teachers in Ireland believe integrated STEM to be a jump too far from their current practice. High-quality integrated STEM was deemed unrealistic for the teachers interviewed because they felt they did not have the required content knowledge and pedagogies for STEM, nor were they supplied with the appropriate structures or supports. It was found that STEM is not a panacea and is not without challenges for learners. Nonetheless, with continued exposure, results demonstrate that STEM can hugely benefit children and provide them with more than just content learning. This research recommends various supports for teachers who could benefit from increased engagement with Continuous Professional Development (CPD), the creation of a shared community of practice for STEM within schools, and collaboration with interdisciplinary groups in the community. The findings offer further pedagogical advice such as arranging mixed-ability groups, planning for STEM using a Universal Design for Learning (UDL) approach, catering for isolated learning experiences for children with ASD and pre-teaching STEM concepts.N
“Tús maith, leath na hoibre” Droichead na foghlama a thógáil ón naíonra go dtí an ghaelscoil: iniúchadh ar chritéir ratha
No full textSa tráchtas seo, déanadh iniúchadh ar na féidearthachtaí a ghabhann in earnáil oideachais na luath-óige ar phlean teanga aontaithe a fhorbairt, rud a bhronnfadh agus a chinnteodh caighdeán aontaithe Gaeilge agus páistí ag aistriú ón naíonra ag an mbunscoil. Mar chuid den taighde, pléadh na buntáistí agus dúshláin a luíonn sa ghort ar an ngaol agus nasc idir an dá shuíomh gaeloideachais a láidriú agus a threisiú, ar mhaithe le cumasú agus éascú a dhéanamh ar fhorbairt chleachtais comhoibríoch. Tugadh spléachadh ar na buntáistí a ghabhann leis an gcur chuige seo i scéim aistrithe áitiúil a fhorbairt chomh maith, a éascódh aistriú sásúil, dearfach don pháiste agus a chabhródh leo dearcadh dearfach a ghnóthú ar oideachas.
Chuige sin, bailíodh sonraí i bhfoirm ceistneora ó stiúrthóirí naíonraí agus ó mhúinteoirí na ranganna naíonán. Fuarthas tuiscint níos doimhne ar na treochtaí trí phróiseas agallaimh a bhunú le ceisteanna réamhullmhaithe agus le ceisteanna a d’eascair ón agallamh féin. Déanadh seisiúin bhreathnóireachta ansin le tríantánú a chinntiú agus pictiúr iomlán den ghort a ghnóthú. Sa chaoi seo, bailíodh eolas cáinníochtúil agus cáilíochtúil le léargas níos doimhne a fháil ar na dúshláin a mhothaítear sa ghort agus leis na féidearthachtaí sa chur chuige a thomhais.
Sonraíonn an taighde seo an easpa teangmhála a bhíonn idir an dá shuíomh gaeloideachais, ach mar ábhar dóchais, áfach, léirítear chomh maith an dearcadh dearfach a mhothaítear i measc oideachasóirí ar an ngaol a láidriú agus cleachtas comhoibríoch a fhorbairt. Táthar ag súil go mbeadh moltaí an taighde seo ina gcabhair d’oideachasóirí, do lucht deartha curaclaim agus do phlé ar an ábhar seo sa ghort le cleachtas éifeachtach comhoibríoch a fhorbairt agus le plean réalaíoch teanga a bhunú, ag éascú sealbhú na Gaeilge sna luath-óige.N
See me, hear me, know me - I am exceptionally able: the experience of exceptionally able pupils in inclusive primary school classes in Ireland
No full textExceptionally able (EA) pupils were overlooked in Irish policy and practice until the
publication of the Education Act in 1998. Unfortunately, this is when the gifted movement
ceased and EA pupils have not been referenced in policy since. Research in this area is
limited but existing work has reported that although teachers are supportive of EA pupils,
they are unfamiliar with and ill-equipped to teach them effectively. EA pupils themselves
have outlined that they are not appropriately challenged or supported by the current
education system. Enrichment, acceleration, ability grouping and differentiation are inclusive
strategies employed and recommended internationally to include EA learners. Most of these
strategies are not being used in Ireland today and those that are, are being used
ineffectively. Taking a rights-based approach, this study aimed to capture the voice of EA
pupils in senior mainstream primary school classes in Ireland. The research explored the
pupils’ experience of inclusive education, the inclusive strategies they had experienced, the
inclusive strategies they desired and their views on acceleration and enrichment. Seven
focus groups were conducted with pupils who were EA in English, mathematics or both. The
data gathered were analysed using Thematic Analysis and five overarching themes emerged;
frustration with school, experienced inclusive strategies, desired inclusive strategies, group
work and apprehensions about acceleration. Implications of findings and recommendations
are also discussed in this paper.N
“Ar scáth a chéile a mhaireann na daoine”- an Ghaeilge deartha go huilíoch chun comhdheiseanna a sholáthar do gach páiste
No full textIs minic imní a léiriú sa litríocht idirnáisiúnta faoi thionchar an chomhthéacs tumoideachais ar ghnóthachtáil
oideachais an pháiste le riachtanais oideachais speisialta (Genesee 2015). Sa taighde reatha rinneadh iarracht
oideachas ionchuimsitheach a chur chun cinn agus comhdheiseanna a sholáthar do gach páiste maidir le
foghlaim na Gaeilge tríd cur chuige darbh ainm Dearadh Uilíoch don Fhoghlaim (DUF). Is fíorbheag taighde
ata curtha i gcrích in Éirinn faoi DUF a úsáid chun teangacha a mhúineadh agus a fhoghlaim. Rinneadh
iarracht an bhearna seo sa litríocht agus sa gcleachtas a chomhlíonadh chun cáilíocht an theagaisc i leith na
Gaeilge a neartú.Cuireadh idirghabháil DUF ar bhonn leanúnach i bhfeidhm i dhá seomra ranga ar feadh
thréimhse ceithre seachtaine i scoil lán-Ghaeilge lasmuigh den Ghaeltacht. Úsáideadh na treoirlínte,
prionsabail agus straitéisí DUF chun ceachtanna Gaeilge a dhearadh. Rinneadh iniúchadh agus anailísiú sa
taighde ar thuairimí múinteoirí agus páistí araon tríd úsáid a bhaint as modhanna cáilíochtúla faoi scáth na
paraidíme tógachaíche. Sonraíonn torthaí an taighde na héifeachtachtaí dearfacha a bhaineann le héagsúlacht
foghlama a chur chun cinn. Feictear gur éirigh leis an idirghabháil suim agus fiosracht i leith na Gaeilge a
mhúscailt sna páistí, mar aon le deiseanna rannpháirtíochta iomlána a mhéadú. Táthar ag súil go gcabhróidh
moltaí agus sonraí an taighde d’oideachasóirí agus do lucht deartha curaclaim chun sároideachas i leith
fhoghlaim agus mhúineadh na Gaeilge a chur chun cinn.N