Post-Primary Education (Peer reviewed)

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    A conceptual framework for integrating mathematics and science in the secondary classroom (Pre-published)
    (Springer, 2021-06-14) Treacy, Páraic
    This article presents a theoretical model for integrating mathematics and science in the secondary classroom. This model, Authentic Integration of Mathematics and Science (AIMS), promotes engagement with rich tasks which combine topics from mathematics and science to enable enhanced learning through structured inquiry, dialogue, and application of knowledge and skills from both subjects to relatable tasks. It is argued that this model will provide opportunities for students to retrieve previously learned material and explore key concepts from both disciplines in tandem, thereby strengthening retention and understanding. Application of this model should also support the enhancement of students’ problem-solving skills and the facilitation of meaningful applications of mathematics to other disciplines in a sustainable manner. Attempts to integrate mathematics and science in the classroom are widely recommended but often encounter barriers such as deficiencies in teacher knowledge of their non-specialist subject, the inflexible nature of school timetables, and a dearth of instructional materials, amongst other issues. Lesson study is proposed as an effective means for operationalising the AIMS model and providing a framework which accounts for these barriers and allows for consistent implementation in tandem with single-subject instruction.
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    Incentivising advanced mathematics study at upper secondary level: the case of bonus points in Ireland
    (Taylor & Francis, 2017-08-22) Treacy, Páraic
    Secondary level mathematics education in Ireland has recently experienced a period of significant change with the introduction of new curricula and the addition of an incentive to study upper secondary mathematics at the most advanced level (Higher Level). This incentive, typically referred to as ‘bonus points’, appears to have aided a significant increase in the number of students studying upper secondary mathematics at Higher Level. However, thematic analysis of interviews with experienced upper secondary mathematics examiners and exploration of mathematics diagnostic test data outlined in this paper suggest that the difficulty of the Higher Level upper secondary mathematics final examination in Ireland has reduced since the introduction of the bonus points initiative. The sharp increase in students attempting this examination coupled with a policy of maintaining a consistent proportion of students achieving passing grades was identified as a key reason for this possible reduction in standards.
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    A ‘new normal’: Teachers’ experiences of the day-to-day impact of incentivising the study of advanced mathematics
    (Taylor & Francis, 2019-10-21) Treacy, Páraic; Prendergast, Mark; O'Meara, Niamh
    This article examines teachers’ perspectives of the impact in the classroom of a novel approach to boosting participation in upper secondary (Senior Cycle) mathematics in Ireland at the most advanced level (Higher Level). This approach, termed the Bonus Points Initiative (BPI), is an incentive which has coincided with a gradual increase from 16% to 31.5% in the proportion of student cohorts opting to complete Higher Level Senior Cycle mathematics studies in Ireland between 2012 and 2018. Qualitative and quantitative data for this study was gathered through questionnaire responses from 266 teachers of Higher Level Senior Cycle mathematics across Ireland. Data analysis led to the identification of a number of emerging challenges for teachers, mainly due to widening ranges of attainment in their classrooms. These challenges include addition to workloads, worries that higher attaining students are being neglected, pressure to cover the syllabus, and concerns with regards to pace of instruction.
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    An investigation into the profile of entrants to concurrent (post-primary) initial teacher education in Ireland, 2009–2020
    (Routledge, 2021-03-26) Quirke-Bolt, Nigel; Purcell, Rebecca
    In recent times, Ireland’s post-primary schools have experienced considerable social, cultural, economic and technological change. As a result newly qualified teachers are entering an increasingly diverse and rapidly changing school environment. Studies indicate a diversity gap between the profile of pupils, and of teachers in post-primary schools; whereby a homogenous population of teachers, teach a heterogeneous population of students. Consequently, efforts have been made to better understand the diversity, and profile, of those entering the post-primary teaching profession. This paper contributes to this body of knowledge, through an investigation of the profile of entrants to concurrent (post-primary) initial teacher education programmes (ITE) in Ireland 2009–2020. Previous studies have investigated the profile, and diversity, of entrants to consecutive (post-primary) ITE, while less is known about the profile and diversity of entrants to concurrent (post-primary) ITE programmes. Data from the Higher Education Authority is used to compile a profile of entrants to concurrent (post-primary) ITE in Ireland from 2009 to 2020. The results indicate that these entrants have a more diverse profile than entrants to concurrent (primary) and consecutive (post-primary) ITE. This paper finds, therefore, that concurrent (post-primary) ITE, contributes to the overall diversity of the teaching profession in Ireland.
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    The effects of peer feedback, within an ‘assessment as learning’ approach, on the learning and development of student-teachers
    (University of Cumbria, 2020-09-21) Quirke-Bolt, Nigel
    This paper describes a study that examined the effects of peer feedback on the learning and development of a group of eighty-one second-year undergraduate post-primary student-teachers on a four-year concurrent initial teacher education (ITE) course, studying a compulsory education module. The students were asked to complete a component of their assessed coursework from this module by engaging in a peer review process. This study investigated the student-teachers experiences and attitudes towards peer feedback and explored the benefits to the students of both giving and receiving feedback from their peers. Peer feedback was found to be a useful and beneficial addition to the college’s ITE programme. It provided an opportunity for the student-teacher to receive quality feedback, which was relevant to them, which they could usefully draw on to improve their work in a timely manner, and help them to develop their capacity and skills in providing feedback to others.
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    Joining the dots: Connecting change, post-primary development education, initial teacher education and an inter-disciplinary cross-curricular context
    (Centre for Global Education, 2018) Quirke-Bolt, Nigel; Jeffers, Gerry
    This Perspectives article develops a rationale for the integration of a development education (DE) approach into initial teacher education (ITE) within a cross-curricular framework. The perspective is grounded in the practical considerations of the local and global circumstances of living in today’s world. A discussion is presented of significant current ecological, technological and socio-cultural changes and the resulting challenges they pose if schools and communities are to respond responsibly and imaginatively. In particular, we focus on ways in which ITE providers can strengthen the moral and social justice dimensions of the pupils’ learning experience through DE.