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Now showing items 11-20 of 102
‘Getting into the nucleus of the school’: experiences of collaboration between special educational needs co-ordinators, senior leadership teams, and educational psychologists in Irish post-primary schools.
(2023-09-27)
Objective: The research explored barriers and facilitators to collaboration between National Educational Psychological Service (NEPS) psychologists, Special Educational Needs Co-ordinators (SENCOs) and Senior Leadership ...
Exploring the relationships between psychological wellbeing, religiosity and religious coping amongst adolescents at Senior Cycle level in Irish post-primary schools: an empirical enquiry
(2023-09-29)
Recent years have witnessed an increase in the discourse surrounding mental health and wellbeing worldwide (Chandra & Chand, 2018), while mental health-related issues amongst adolescents have risen steadily in prevalence ...
The best of both worlds: exploring the socialisation of physical education specialism graduates as generalist teachers with expertise in PE
(2023-10-23)
This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Data were collected through ...
The perceptions of Irish school personnel of critical incident training and critical incident response from school psychological services and other services: an appreciative inquiry
(2023-10-23)
Background: The National Educational Psychological Service (NEPS) defines a Critical Incident (CI) as: “any incident or sequence of events which overwhelms the normal coping mechanisms of the school” (Department of Educational ...
"Nothing about me without me": exploring how educational psychologists in Irish disability, educational and primary care services elicit and represent the voices of school aged children and young people with special educational needs
(2023-10-23)
Background: National and international policy stipulate the importance of listening to the voices of children and young people (CYP) with special educational needs (SEN). During consultation, educational psychologists ...
Evidence-based practice to develop social communication competency: listening to the voices of teachers of autistic children
(2023-10-24)
In education research, there is a firm belief that reflecting on inclusive pedagogy is imperative for teachers, as effective inclusion means considering the child’s needs on all levels and adopting appropriate practices ...
Exploring the effects of a classroom-based climate change intervention on secondary students in Ireland
(2023-10-24)
Objective: This research considers the degree to which participation in an 8–10-hour interactive climate change education (CCE) module affects secondary school students’ knowledge, attitude, behaviour, and values about ...
Examining educational psychologists' perspectives of their role in the Republic of Ireland: an exploratory study using activity theory
(2023-10-24)
Background: With the 2015 change from masters to doctoral level for educational psychology training in Ireland and the 2016 change in Health Service Executive (HSE) eligibility criteria for the recruitment of psychologists ...
Igniting a spark?: an investigation into how an Irish arts partnership can support primary teachers in their teaching of arts education
(2023-10-24)
In recent years, arts partnerships have increased in popularity as a means of delivering arts
education in schools. Creating opportunities for both teachers and artists alike, arts partnerships
can enhance a shared sense ...
The experience of Irish-medium and English-medium primary schools for children with down syndrome and their parents
(2023-10-24)
Background
Recent studies indicate that learners with Down syndrome can become competent bilinguals and biliterates. However, less is known about whether immersion education is a suitable and beneficial education setting ...