FACULTY OF EDUCATION: Recent submissions
Now showing items 41-60 of 455
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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 ... -
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 ... -
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 ... -
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 ... -
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 ... -
"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 ... -
The quiddity of inclusion: an interpretative phenomenological study of early childhood teachers experiences of the LINC (Leadership for Inclusion in the early years) programme on perceptions and practice of inclusion.
(2023-10-02)This interpretative hermeneutic phenomenological (IHP) study focuses on the lived experiences of early years educators engaged in the Leadership for Inclusion (LINC) programme, a continuing professional development (CPD) ... -
The effectiveness of an online dialogic reading intervention for improving the oral language skills of children attending a DEIS school in Ireland
(2023-10-02)Background: Dialogic Reading (DR) is a well-established, evidence-based, interactive reading intervention. Research indicates that children from low-socioeconomic backgrounds benefit less well from this intervention than ... -
Being there- a qualitative arts-based narrative inquiry into the lived experiences of women in management and leadership in high education in Ireland
(2023-10-02)The story of a male dominated leadership environment in academia is one which has been well told both nationally and internationally, as has the description of the academy as one in which the devaluing of women has become ... -
The effectiveness of a school-based test anxiety intervention at primary-level
(2023-10-02)Background Test anxiety (TA) is characterised as an extreme fear of assessment which has a debilitating effect on performance. Despite growing concern over TA in primary-level education in Ireland, research on evidence-based ... -
All singing from the same hymn sheet? An exploration of the lived experiences of joint work between Irish mainstream primary school teaching staff and NEPS psychologists to facilitate inclusion between 2015-2020.
(2023-10-02)Background. The role of the NEPS psychologist is said to have evolved in recent years in response to the global inclusion movement. In Ireland, the introduction of Circular 0013/2017 provided primary schools with greater ... -
An appreciative inquiry into coaches’ perspectives on the inclusion of young people with autism in sport clubs in Ireland
(2023-10-02)Background: Young people with autism spectrum difference (ASD) engage in fewer physical activities and participate less frequently in sport than their peers. To date, research has focused on the barriers to the participation ... -
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 ... -
School life following acquired brain injury: an interpretative phenomenological analysis of the experiences of adolescents, their parents and teachers in the Irish context
(2023-09-29)Aims: Research on acquired brain injury (ABI) has acknowledged the importance of environmental factors in the rehabilitation process. Given that adolescents spend a large proportion of their time in the school setting, ... -
Exploring a community of musical practice: a case study of music generation Limerick City
(2023-09-27)This research provides a case study of Music Generation Limerick City. Music Generation (MG), established in 2011, is a national music education programme in the Republic of Ireland. As of September 2022, MG provides ... -
‘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 ... -
Take a chance, give a chance and give a real chance: experiences and perspectives of volunteer women coaches in ladies Gaelic football
(2023-09-27)The voice of volunteer women coaches is underrepresented in coaching literature. This research explores the experiences of volunteer women coaches at the non-elite club level within the sport of Ladies Gaelic football. To ... -
Musical futures as critical pedagogy: participatory case study research with generalist primary school teachers in the Republic of Ireland
(2023-09-27)Within the primary generalist context, issues inter alia of confidence, knowledge, beliefs and values, efficacy, and considerable variance in the musical backgrounds and experiences of teachers compound to problematise ... -
Father engagement with disability services: the perceptions and experiences of fathers and psychologists
(2023-09-26)Background and Aims: This study sought to explore father engagement with disability services in Ireland by capturing the perceptions and experiences of fathers of children with an intellectual disability or developmental ... -
An investigation into collaborative practice between the class teacher, special education teacher (SET) and speech and language therapist to identify and meet the needs of students with speech, language and communication difficulties (SLCD) in Irish primary schools
(2023-09-26)The number of students presenting with Speech, Language and Communication Difficulties (SLCD) represents a significant cohort of the student population nationally and internationally, according to the literature. These ...