Search

Using the pedagogic lens this article presents theoretical exposition of feminist egalitarian discourse for social work education. The Masters in Social Work is a professional qualification, which has as its primary goal the promotion of human rights and social justice. In theory, feminist egalitarian discourse aligns succinctly with this overall goal. However, in reality feminist egalitarian discourse is often overlooked and is rarely considered mainstream in many social work programmes. The paper is divided into three sections (1) An Irish context, which provides a brief overview of social work in Ireland, while linking it to the way social work programmes have developed within such a context; (2) The status of feminist egalitarian discourse in social work education, whereby critical theorisation in this paper interrogates the literature on feminist egalitarian discourse in social work education (particularly Masters in Social Work curricula), and in doing so, and; (3) Embraces feminist egalitarian discourse in social work education, which highlights the significance of critical perspectives in contemporary social work education and practice. Theorisation through uptake of feminist egalitarian discourse argues that through such discourse in social work masters programmes, coherence with universal humanistic ideology is heightened, challenging both neoliberal ideologies and statutory led practices. [ABSTRACT FROM AUTHOR]

A Physical Education Development Group (PEDG) was responsible for constructing a new school subject curriculum, Leaving Certificate Physical Education (LCPE), in Ireland. This paper provides an insight into this development group and explores the process of curriculum development, and the influence of roles and power-ratios within the group, in the construction of the LCPE curriculum. Figurational sociology concepts (Elias, 1978) were drawn on to make sense of the curriculum makers' experiences. Interviews were conducted with 10 PEDG members. The findings suggest that the members' roles had very little, if any, influence on the curriculum development process. Findings also revolved around the unbalanced power-ratios which existed in the PEDG and highlighted the socially powerful position of 'strong, well-established' (in the academic field of curriculum development – participant's words) members and the other members (predominantly representing practicing teachers). We express concern for the role of teachers in the curriculum process and argue that they play a crucial and significant role in the school subject curriculum development process. This paper supports Goodson's (1983) and Penney's (2006) conceptualisation of the contested and socially constructed nature of the curriculum development process. [ABSTRACT FROM AUTHOR]

The new Framework for Junior Cycle (DES. 2012. A Framework for Junior Cycle. Dublin: Stationery Office) in Ireland aimed to introduce short courses and develop key skills but the proposed phasing out of the Junior Certificate examinations resulted in widespread controversy. Drawing on policy documents and related research, this paper takes a critical realist approach, using Robertson and Dale's (2015. "Towards a 'Critical Cultural Political Economy' Account of the Globalising of Education." Globalisation, Societies and Education 13 (1): 149–170) Critical Cultural Political Economy of Education theoretical framework, to critically analyse the three stated rationales underpinning the reform: research, consultations and Ireland's PISA scores. A further fourth rationale is then put forward: Ireland's financial collapse in 2008 and the resulting concentration on a neo-liberal discourse of 'efficiency' and 'competitiveness' stemming from wider global education policy. The paper poses the critical question: was improving students' learning experience the real driver behind the reform or was the removal of the state exams more about reducing costs than augmenting learning outcomes? The paper concludes that education policy cannot be separated from other public policy as both have become increasingly entwined with overarching neo-liberal objectives. It argues the 'not-so-stated' rationale of the financial collapse played an important role in the formulation of the Junior Cycle reforms and will continue to impact educational policy in Ireland. [ABSTRACT FROM AUTHOR]

Wellbeing is central to the new Junior Cycle (lower secondary education) in Ireland as a principle and curricular area. This paper argues that while it should never be the case that the rights of parents or their children regarding Religious Education are compromised, Religious Education can make a real and positive contribution to wellbeing in the Junior Cycle. The paper begins by reviewing two recent international longitudinal studies to demonstrate the strong positive correlation between religion and wellbeing. It goes on to highlight the potential of Religious Education in helping schools to fulfil the Junior Cycle wellbeing requirements. It concludes that as a legitimate source of wellbeing, Religious Education with sound content and pedagogy, well taught by qualified and supported teachers, can be an integral part of a Junior Cycle programme. [ABSTRACT FROM AUTHOR]

In March 2023, the Department of Education published the 'Primary Curriculum Framework' for primary and special schools in Ireland. Reflecting trends in international curriculum reform centred on the needs and priorities of twenty-first century learning and life, the Framework proposes a set of seven key competencies which are presented to underpin children's learning and development during their time in primary school. In this paper, we focus on one such key competency, 'being an active learner.' We aspire to theoretically conceptualise this key competency in relation to the psychological constructs of 'learner identity' and 'learning to learn.' We argue that such a conceptualisation must not only reflect the cognitive and metacognitive 'how' of learning, but also the affective 'who' of the learner. Arising from this, we explore Irish primary school children's perceptions of themselves as learners, drawing on 188 children's open-ended descriptions of themselves as learners and 136 online survey responses to the 'Myself-As-Learner Scale' (MALS). Despite a majority of children describing themselves as learners in positive terms, findings indicate that Irish primary school children report lower mean MALS scores than standardisation data for the scale, with statistically significant differences revealed between genders and class levels. Implications for policy and practice are discussed, as well as opportunities associated with the key competency if meaningfully realised. [ABSTRACT FROM AUTHOR]

Set against a context where care for the person, others, and the world in which we live receives increasing attention in the policy and practice nexus, this paper sets out to explore how 'care' is understood and reflected in Irish educational legislation, policies, circulars and curricula. The importance of focusing on care has been further accentuated during the COVID-19 pandemic. Each source was searched systematically and following application of inclusion criteria, 616 documents were included in the sample, legislation (n = 39), policies (n = 49), active circulars (n = 179), archived circulars (n = 249) and curriculum specifications (n = 100). Thirteen per cent of the documents included in the review reflected some discussion of care. Thematic analysis of these documents identified that 'care' tended to be understood and reflected in five main interrelated ways: (1) care for the individual child and the related duty of care schools/teachers have for children; (2) supporting students to care for themselves and for others; (3) care presented in terms of 'pastoral care' or intertwined with 'well-being'; (4) care presented from the perspective of care for the environment and finally; and (5) care presented from a structural perspective regarding care supports within the school. Some considerations and challenges are presented in terms of supporting schools to navigate these different and at times diverging policy, legislative and curriculum contexts with regards conditions for implementation of care in education. [ABSTRACT FROM AUTHOR]

This paper addresses some of the theoretical and practical implications of the Common European Framework of Reference for Visual Competency (CEFR-VC), developed through the European Network for Visual Literacy (Envil), in the context of international trends in curriculum design. Empirical application of the Framework is examined through the specific experience of designing a national programme for art in Ireland, for a high stakes public examination. The paper reflects on the issues that the Framework raised in that context. The paper suggests that a useful lens through which to view the framework might be that of activity theory and proposes that the framework itself might best be understood as a 'boundary-object' that can help inform the complex negotiations between art education and schooling. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper presents data that consider ways in which young people experience the curriculum through the lens of subject examination syllabuses (for GCSEs), their associated assessment techniques and structures, and educational policies at national and school level concerning subject choice. Drawing upon an original qualitative dataset from a mixed-methods study of students’ views and experiences of GCSE from Northern Ireland (NI) and Wales, the paper explores students’ perceptions of choice and fairness in relation to studying various subjects at GCSE. Factors of importance are the subjects available to them through subject option selections at the school level and the ways in which GCSE courses are then administered. In relation to notions of choice and fairness, the paper considers how students see access to the curriculum moderated by national- and school-level decisions regarding the assessment of GCSEs; the extent to which assessment techniques such as tiering, controlled assessment, and modularity, as well as school-level policy decisions about timing of entry to GCSEs (known as early entry) all combine to restrict students’ access to the full range of subjects and influence the ways in which they experience these subjects as curricula within their particular school settings. [ABSTRACT FROM PUBLISHER]

This paper describes the design of the curriculum for a Master of Engineering programme in civil engineering at University College Dublin. The revised programme was established to meet the requirements of the Bologna process and this paper specifically considers the design of a new, second-cycle master's component of the programme. In addition to considering the content required to meet the learning outcome specified by the professional accreditation body, the paper presents details of attempts to move from a traditional instructor-centred model to a student-centred model of education in order to promote reflective (deep) learning. Although the paper presents a model curriculum for a civil engineering programme, the holistic approach to curriculum design outlined, which considers the organisation, sequence and evaluation strategies adopted, is applicable to all subject areas in higher education. [ABSTRACT FROM AUTHOR]

The Irish national discourse on curriculum and assessment reform at the Junior Cycle level has been fraught with controversy in the past two years. The introduction of the new curriculum and assessment framework in 2012 by the then Minister of Education, Ruairi Quinn has led to significant media coverage and teacher union response. In this paper, we argue that in the midst of the reaction toward the particular assessment elements of the framework, the focus has been lost on key revisions made in the draft science curriculum and assessment specification released in September 2014. A central aspect of the draft document released for consultation includes the introduction of a ‘Nature of Science’ (NOS) theme intended to be an overarching feature of all science teaching and learning. We examine the coverage of NOS in the draft document and analyze it relative to a model of NOS developed in our recent book. Our analysis illustrates that the draft science curriculum and assessment specification for Junior Cycle incorporates contemporary research and aligns the Irish curriculum with most features of NOS, although some aspects need further development including the articulation of a nuanced model of NOS. We highlight some future directions for curriculum and assessment development for a comprehensive, coherent and holistic coverage of NOS in Junior Cycle Science in Ireland. [ABSTRACT FROM PUBLISHER]

Lifelong learning has become a prominent fixture in educational policy in recent years in many countries around the world. In terms of teacher education, it is now widely accepted that initial teacher education is insufficient for the lifelong professional needs of teachers. From September 2012, initial teacher education in Ireland will be offered as a radically different four-year BEd degree programme. This reform of initial teacher education offers immense potential for teacher educators to re-imagine their programmes in light of a range of guiding paradigms and theoretical frameworks, including lifelong learning. This paper provides a rationale for developing programmes in initial teacher education in the context of lifelong learning. A number of recommendations for lifelong primary teacher education are offered in light of current reforms that are taking place in Ireland. [ABSTRACT FROM PUBLISHER]

In an effort to understand interpretations of new and revised physical education syllabuses, and conditions that appear to strengthen or weaken the desire to introduce them, this paper draws on insights provided by principals and physical education teachers into the effective implementation of syllabuses within Irish post-primary schools. Situating the discussion within the area of managing curriculum change we examine how the various elements of the Irish education system are involved in providing support for such curriculum developments. Using principals' and teachers' perspectives on the implementation of the revised junior cycle physical education syllabus we suggest how the dynamics within the education system might change to provide effective dissemination and implementation of new and revised senior cycle physical education syllabuses. We refer to the principles underpinning community of practice, some of which are evident in the Irish education landscape. We acknowledge that they offer the potential for a changing culture and context in which principals and teacher might work. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Teacher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper begins with a brief outline of the philosophical and methodological basis and the corresponding early education classroom practice envisaged and advocated by the current child-centred Irish Primary School Curriculum (1999). In the context of an overall ‘fidelity-type’ study, which sought to examine the degree to which the aforementioned curriculum guidelines were actually informing infant classroom practice, it goes on to present and discuss the results of a Target Child Observation Study of pupil activity across a variety of 15 Irish senior infant classrooms (‘senior infants’ is the second year of formal schooling in Ireland, with the average age of the pupils between five and six years old). A composite picture of general Irish infant classroom practice thus emerges. The paper concludes with a discussion on the core factors identified as militating against the implementation of a more child-centred, activity-based curriculum in the Irish early years classroom. [ABSTRACT FROM AUTHOR]

In the Republic of Ireland the vast majority of primary schools are owned and run by the Catholic and Protestant Churches. There is no parallel state system of education. Religious education in schools is doctrinal in nature and is permitted to permeate throughout the school curriculum. In addition, legislative provisions permit schools to discriminate in favour of co-religionists in admissions and employment policies. In the absence of the provision of non-religious schools, such a system of education violates the international right to freedom of religion or belief of minority-belief and non-belief pupils, parents and teachers. The aim of the paper is to examine the effectiveness of using international human rights law in working to bring about change in the place of religion in Irish schools. It traces attempts to bring the situation in Ireland to the attention of international human rights supervisory bodies and evaluates subsequent measures taken by the Irish authorities in response to international criticisms. It situates this analysis within a broader theoretical debate around the relationship between law and social change, and the way law may work to produce change and the factors that may limit that change. [ABSTRACT FROM PUBLISHER]

This paper presents the findings of original research which applied the Early Childhood Environmental Rating Scale Extension (ECERS/E) four Curricular Subscales in 26 pre-schools throughout Ireland to measure and assess the provision of literacy, maths, science and environment, and diversity as follows: inadequate, minimal, good or excellent. The rating instrument was chosen as it relates closely to the Relational Pedagogical (RP) approach in the Irish curriculum Aistear; the Early Childhood Curriculum Framework. The approach uses four interconnected themes well-being, identity and belonging, communicating and exploring and thinking. The results are analysed using quantitative ECERS/E findings and offer evidence-based empirical results on pre-school quality using international standards of best practice. The study reveals a minimal standard in the provision of literacy and maths. Provision in science and environment and diversity are inadequate. The findings have implications concerning the capacity of pre-school services to implement quality and curriculum frameworks Síolta and Aistear and question the appropriateness of the current pre-school inspection systems in improving standards. [ABSTRACT FROM AUTHOR]

This paper presents findings from research that investigated students and academic staff working in partnership to co-create curricula. Using case study methodology, the study investigated three examples within higher education in the UK, Ireland and the USA, where academic staff and students co-designed curricula. Findings focus on the approach to co-created curricula described by academic staff within each setting, followed by presentation of cross-case themes and outcomes from the three examples. The discussion focuses on drawing out key messages from the study results including the importance of students’ views being taken seriously and a range of early design decisions that are taken by academic staff and which are useful to those considering co-creating curricula. [ABSTRACT FROM PUBLISHER]

A policy of inclusion has led to the growth in the number of pupils with special educational needs enrolling in mainstream schools in Ireland in recent years. However, a trend has developed whereby an increasing number of pupils with mild general learning disabilities (MGLD) are leaving mainstream primary and post-primary schools and transferring to special schools for pupils with MGLD. In this paper, the findings of a study that explored the perspectives of a cohort of principals, teachers, parents and pupils on differences in educational provision between mainstream and special schools, shed some light on the reasons why some pupils with MGLD do not continue with their education in mainstream schools. A multiple case study design was employed, with four special schools for pupils with MGLD participating as cases in this study. Differences relating to curricular provision, resource allocation and teacher expertise are outlined and discussed in the context of dilemmas of difference which arise when social values underpinning a policy of inclusion appear to conflict with one another. The findings highlight dilemmas in the areas of curriculum, placement and identification. [ABSTRACT FROM PUBLISHER]

Within Europe, there are few greater disparities in national sexuality education reputation and discourses than between those of Ireland and Sweden. Sweden introduced a school-based model in 1933 and is often hailed as a ‘global leader’, while Ireland's 1994 introduction of relationships and sexuality education could classify it as a ‘late bloomer’. Sweden's social democratic state and reputation of sexual liberalism contrast sharply with the Republic of Ireland's post-colonial nationalism, historically linked to the Catholic Church. Ireland's continued lack of provision for safe and legal abortion services juxtaposes against Sweden's historical role in the eugenics movement. Dissecting sociopolitical milieux from the perspective of those working in sexuality education proves useful for facilitating new insights. Using queer-feminist methodologies, sexuality education professionals in Ireland (n = 17) and Sweden (n = 17) were interviewed, followed by an examination of their narratives. This paper aims to illuminate how and why certain discourses emerge, why others are blocked and to theorise hidden intricacies as well as wider movements which may be underway. [ABSTRACT FROM PUBLISHER]

The article notes international serials and electronic resource management news for July 1, 2012. The Association for Library Collections & Technical Services' Continuing Resources Section presented the Ulrich’s Serials Librarianship Award to Valerie Bross. The North American Serials Interest Group's newly elected officers include Joyce Tenney, Shana McDonald, and Chris Brady. The Library of Congress' Bibliographic Framework Initiative General Plan is on its website at http://www.loc.gov/marc/transition/pdf/bibframework-10312011.pdf.

This paper reports on the findings of a research project investigating children's experiences of their local environments. Children's experiences of spaces and places and the interaction of such experiences and their learning were investigated, using mixed research methods, informed by phenomenological and participatory methodologies. Through these activities including discussion, interviews and drawing, children described how they experienced affordances of spaces, places and people in a range of ways. The children also revealed varied and dynamic attitudes to their local environments. Children's use and opinions of the environment were influenced by temporal, physical, social and economic factors. As well as expressing that such local experiences enhanced their current lives, the children also described how experiences in their local environment contributed to the different areas of their development, including their learning. For most children, such experiences emanated from outside school, with learning in geography in school more likely to be about places farther from home. These findings suggest that attempts to make children's geographies in their local environments central to primary geography through content and activities like many of those outlined in the Primary School Curriculum would be successful. The children's views also suggest that the contributions of all children could be used in decision-making beyond schools. Such consideration and development of children's geographies has the potential to contribute to children's lives as active citizens, currently and in the future. [ABSTRACT FROM AUTHOR]

Introducing an educational innovation into any school context involves some challenge to existing practices. Transition Year is an innovative, optional, one-year programme taken by approximately half the 15-16-year age cohort in schools in the Republic of Ireland. Based on data from an extensive study of TY operating in six different schools, programme co-ordinators and school principals are identified as having key roles in the successful implementation of TY. However, exercising the collegiality both roles demand goes against established cultures of isolated individualism in Irish schools. Furthermore, maintaining TY's coherence and integrity in the face of threats from more established programmes offers particular challenges. For this innovation to be successful, active curriculum leadership by school principals is seen as crucial. The paper interrogates the evidence through the lens of the 2008 OECD study on school leadership and poses questions about the relevance and value of the OECD perspective. [ABSTRACT FROM AUTHOR]

Background: While there is considerable literature on Sport Education, little attention has been afforded to an investigation into the use of a specific festival as a culmination to a season. Aims: The purpose of this paper is to examine primary school pupils' and teachers' perceptions of an inter-school festival. Methods: Pupils from eight classes in four Irish primary schools participated in a 3-month season employing the Sport Education Curriculum Model. A modified invasion game provided the activity focus. Interview data were collected from pupils and teachers prior to, during and after the festival. Results: Results indicated that prior to the festival, pupils were, while excited and looking forward to the festival, not certain about what the day would entail. During the festival pupils reported how their team was performing and discussed elements of the festival they enjoyed most. Post-festival, pupils focused on their team's performance and spoke positively about their memories of the day. Teachers reported the success of the festival in maintaining pupils' interest with pupils keen to prepare their teams to play against other schools. Conclusions: This study might offer some direction and possibilities to those working in youth and community sport settings who may wish to transfer sport experiences along the lines of the Sport Education approach from a school context into these specific sport cultures. [ABSTRACT FROM AUTHOR]

This case study deals with language awareness (LA) oriented instruction in the Irish language classroom, based on qualitative-type research conducted in a class of 21 English-medium secondary students studying Irish as a subject. Having outlined the general background to the teaching of Irish in secondary schools, the first section of the paper analyses the learners' language learning background and language learning styles, with a particular focus on the language learning strategies they deploy in learning Irish. The study then examines the outcome of a number of pedagogical techniques designed to raise learners' LA. These include the use of consciousness-raising and attention focusing devices in areas of phonology, dialect, syntax and lexis. The learning outcomes attributable to the LA pedagogical interventions are described and some conclusions for developing LA in the Irish language classroom are drawn. [ABSTRACT FROM AUTHOR]

Quantitative and qualitative data from two Irish-speaking communities in Ireland (F, a core community within the heartland of Irish-speaking Galway and B, a peripheral community on the edge of Galway city) are examined in order to investigate the role of location in language contact. The analysis of the observed linguistic outcomes based on interviews conducted in these two communities showed that English nouns were more frequently borrowed in the F community furthest away from the community of English speakers and English discourse markers were very common and statistically significant in terms of differentiating F and B. In a sample of 20,400 words from F speakers only 559 words were English words. Almost 30% of the English words that appear in the data were nouns and over 66% were discourse markers. In the qualitative analysis, F speakers were shown to use English discourse markers in the construction of informal style. B speakers were shown to engage with the two languages in contact in a very different way by codeswitching for metalinguistic purposes. Overall the paper argues that sociolinguistic context as location determines the choices of bilingual speakers living in environments where both Irish and English are available for use. [ABSTRACT FROM AUTHOR]

Internationally, the consequences of the 'Mathematics problem' are a source of concern for the education sector and governments alike. Growing consensus exists that the inability of students to successfully make the transition to tertiary level mathematics education lies in the substantial mismatch between the nature of entrants' pre-tertiary mathematical experiences and subsequent tertiary level mathematics-intensive courses. This paper reports on an Irish study that focuses on the pre-tertiary mathematics experience of entering students and examined its influence on students' ability to make a successful transition to tertiary level mathematics. Brousseau's 'didactical contract' is used as an intellectual tool to uncover and describe the contract that exists in two case mathematics classrooms in Irish upper secondary schools (Senior Cycle). Although the authors are professional mathematics educators and well informed about classroom practice in Ireland, they were genuinely surprised by the very restrictive nature of this contract and the damaging consequences for students' future mathematical education. [ABSTRACT FROM AUTHOR]

This articles reports on the findings of a study carried out in 2003–2004 which examined gender perspectives in the delivery and assessment of junior cycle history. The study was a collaborative effort between the School of Education and Lifelong Learning, University College Dublin, and the Centre for Gender and Women's Studies, Trinity College Dublin. Commissioned by the Gender Equality Unit of the Department of Education and Science, the principal aim of the study was to examine how men and women are represented in the junior cycle history syllabus. The principal focus of this article is to report on a key aspect of the overall research study—namely, the gendered nature of examination questions at junior cycle history and teachers’ beliefs in relation to gender equality in the classroom. Central to the study was a survey of the views of practising (n = 249) and trainee history teachers (n = 46). Key findings included the under-representation of females in the historical narrative and in the state examinations in junior cycle history and the frustration of a significant number of teachers at the lack of gender balance in available teaching materials. [ABSTRACT FROM AUTHOR]

This paper reports research on cross-national collaboration through Information and Communications Technology (ICT) within the statutory curricula of 10 special schools in Northern Ireland and the Republic of Ireland. Working in north-south paired classes, the pupils carried out joint tasks using asynchronous computer conferencing and videoconferencing. The full spectrum of learning difficulty and disability was represented amongst the participating pupils. Interviews were conducted to elicit the views and experiences of the teachers in the 2002/03 cohort. The main aims were to discover whether cultural awareness developed through joint tasks using the two technologies, if computer conferencing improved literacy and ICT skills, and if videoconferencing enhanced oral communication. The results showed that cultural awareness developed as far as cognition allowed, when pupils in partner schools became aware of similarities as well as differences. Those with sufficient keyboard ability benefited from computer conferencing and ICT competence improved, but the much preferred medium for collaborative, inter-school work was videoconferencing. All but the most dependent pupils could participate, and valuable, transferable social and communication skills were acquired. [ABSTRACT FROM AUTHOR]

During the past decade, the number of institutions of higher education in North America that offer courses in modern Irish has multiplied. However, there is still no standard college level textbook available for Irish language students. This article will provide a brief review of the literature and share results of a survey of Irish language instructors at third level institutions in North America. In the first part of the paper, the author identifies Irish language textbook use, assesses student needs and goals, and refers to research articles involving syllabus design, all within the context of learning Irish in North America. The second part shares findings of the author's current investigations. Three research questions were posed: (1) Do instructors of Irish prefer a course textbook to be in standard Irish or one of the regional dialects? (2) On what language learning approach should such a course textbook be based? (3) How should culture be depicted in such a textbook? Twenty-seven instructors of Irish who have taught at institutions of higher education participated in the survey. The analysis of their questionnaires provided rich data that will serve to inform future textbook designers. [ABSTRACT FROM AUTHOR]

Aistear: The Early Childhood Curriculum Framework, was launched in Ireland in 2009. The framework is applicable in all settings where children in the 0-6-year range are present; this includes all early years settings and the first two years of primary schools, referred to as "infant classes" in the Irish context. This article shares the findings of a local research project which sought to explore the implementation of "Aistear", by Early Years Educators (EYEs) and Primary School Teachers (PSTs) in pre-schools and infant classes. This research, based on a qualitative case-study design, was primarily focused on those educators working with children who are between three and six years of age and was based in the North East region of Ireland. The study examined the implementation of Aistear and how educators adapted their existing curriculum and daily routine. Thirteen educators participated, including six EYEs and seven PSTs. The collected data was thematically analysed with the emerging story captured through five key themes: Emergent Curriculum, Social Development, Communication, Holistic Development, and Implementation of Aistear. Overall, the benefits for children's social interactions, language development and cognitive development through play in a child-led environment were discussed by participants. However, training, ratios and resources were a concern and a requirement for EYEs and PSTs. The recommendations from this study indicates that further research into the implementation of Aistear on a national scale would offer greater insight into the adaptation of the curriculum framework within pre-schools and infant classes in primary schools. [ABSTRACT FROM AUTHOR]

Launched in 2009, the Aistear early years curriculum framework sought to complement and extend the primary school curriculum (PSC) at infant class level in the Republic of Ireland. While Aistear focuses on the development of attitudes, values and learning dispositions and is neither statutory nor inspected, the PSC centres on the acquisition of subject-based knowledge and the development of age-appropriate skills, and is subject to external inspection. To explore teachers’ experiences regarding the status of Aistear vis-à-vis the Curriculum, this study adopted a multi-method approach involving questionnaire surveys (n = 104), one-to-one interviews (n = 6) and classroom observations (n = 6) to identify everyday practices in the classroom. Acknowledging the importance of play, there was little evidence that Aistear has transformed classroom teaching. Didactic teaching approaches remain dominant, with play afforded peripheral status. The study provides an original insight into the challenges teachers experience in meeting competing curricular demands. [ABSTRACT FROM PUBLISHER]

Phonetic transcription is an essential skill for a practising speech and language therapist (SLT) required during the assessment, diagnosis and management of clients with speech difficulties. It is vital that appropriate training is received by student SLTs to ensure that they carry out phonetic transcription accurately and reliably once out in the workplace. This study investigates the views and experiences of final year SLT students regarding the training in phonetic transcription they received in university, with the aim to identify what poses difficulties for them and what could be done to enhance their learning. Responses from 40 participants representing one cohort of SLT students, graduates of a particular year, were collected using an online questionnaire. The majority of the respondents consider phonetic transcription an important professional skill and plan on maintaining it after graduating. Learning phonetic transcription was easy/quite easy for 57% of the respondents; however, the confidence in transcription skills was rather low: 70% of them reported not being confident and fully equipped to enter the workforce with their transcription skills. The main difficulties were associated with narrow (impressionistic) transcription and transcription of disordered speech. 58% of the respondents found the teaching environment suitable; however, a recurring theme is the need for small-group tutorials during which the lecturers could provide feedback to individual students more efficiently. Participants' responses suggest that more clinically relevant transcription practice of disordered speech, the opportunity to refresh and apply phonetic transcription skills throughout the four-year curriculum and smaller group teaching would benefit their learning and enhance their confidence using transcription on placements and in the workforce. [ABSTRACT FROM AUTHOR]

Medical students' perception of neuroanatomy as a challenging topic has implications for referrals and interaction with specialists in the clinical neurosciences. Given plans to introduce a standardised Medical Licensing Assessment by 2023, it is important to understand the current framework of neuroanatomy education. This study aims to describe how neuroanatomy is taught and assessed in the UK and Ireland. A structured questionnaire capturing data about the timing, methods, materials, assessment and content of the 2019/2020 neuroanatomy curriculum in the UK and Ireland medical schools. We received 24/34 responses. Lectures (96%) were the most widely used teaching method, followed by prosection (80%), e-learning (75%), tutorials/seminars (67%), problem-based learning (50%), case-based learning (38%), and dissection (30%). The mean amount of core neuroanatomy teaching was 29.3 hours. The most common formats of assessing neuroanatomical knowledge were multiple-choice exams, spot tests, and objective structured clinical exams. Only 37.5% schools required demonstration of core clinical competency relating to neuroanatomy. Our survey demonstrates variability in how undergraduate neuroanatomy is taught and assessed across the UK and Ireland. There is a role for development and standardisation of national undergraduate neuroanatomy curricula in order to improve confidence and attainment. [ABSTRACT FROM AUTHOR]

Background: Substance use disorders (SUDs) are a worldwide problem, and have become a major health concern in Ireland particularly. We aimed to determine the extent to which addiction medicine is embedded in the undergraduate medical curriculum in Ireland.Methods: To further investigate the degree to which drug addiction is taught in the Irish medical curriculum an online literature search was performed using Google Scholar, PubMed (from 2009 to present), EMBASE, PsycINFO, CINAHL, and Medline using the keywords “substance-related disorders,” “undergraduate,” “curriculum” and “Ireland.” Additionally, all Irish medical school websites were examined (n = 6), and a Google search and manual searches of conference programs were performed. We used the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines to systematically review and discuss findings.Results: A total of zero published studies met the criteria for inclusion in an updated systematic literature search of addiction medicine education in the undergraduate medical curriculum in Ireland.Conclusion: There is currently no documentation of drug addiction teaching sessions in Irish medical schools. Investigations that offer direct contact with medical schools, such as a telephone survey, may provide a more accurate representation of how addiction medicine education is incorporated into the medical school curricula. [ABSTRACT FROM AUTHOR]

Purpose: The success of measures aimed at promoting student health and wellbeing is greatly informed by the attitudes and perceptions of the educators assigned to implement these measures. The aim of this study was to examine the attitudes of post-primary educators in Ireland regarding the promotion of student wellbeing. Method: Semi-structured interviews (n = 11) were conducted with post-primary educators located across the Republic of Ireland. Data was analysed using reflexive thematic analysis. Results: Analysis resulted in the interpretation of five themes related to best practice, the value of wellbeing promotion, work-related time constraints, an atheoretical approach to wellbeing promotion and educators' accounts of their own wellbeing. Participants shared numerous concerns regarding their ability to attend to student wellbeing, principal among which were a lack of appropriate training, work-related time constraints and a potential systematic de-valuing of the wellbeing curriculum relative to the core curriculum. Conclusion: It is recommended that appropriate accreditation be necessary in order to register to teach any aspect of the wellbeing curriculum, and that a requisite wellbeing-orientated knowledge and skillset be mandatory for all educators in order to register as a post-primary teacher with the teaching council in Ireland. [ABSTRACT FROM AUTHOR]

The paper presents the results of a study of advanced standing practices in higher education in two European countries-Ireland and the Netherlands. A description is given of practices currently undertaken in the two countries, from the standpoint of educational institutions (both university and non-university) and other relevant bodies-validating bodies, equivalence centres, government ministries. These practices are then discussed in the context of developments in the United Kingdom. It is concluded that in all three countries the perceived need for overall course coherence forms a formidable barrier against significant growth in the number of individuals granted advanced standing. Nevertheless wider policy considerations seem to be providing an impetus which may well ensure that advanced standing will become a much more common feature of European higher education admissions policies over the next decade. [ABSTRACT FROM AUTHOR]

One of the most important perceived benefits of language awareness is its facilitative effect on all language learning, and it has been assumed that this effect is increased by establishing linkages and pathways between the learners' various language learning experiences. At the same time, among the major problems identified as militating against a cross-curricular approach has been the lack of suggestions for bringing together teachers of the mother tongue and teachers of foreign languages (Hawkins, 1984), and the generally compartmentalised development and organisation of the school curriculum. This paper suggests that one approach to these problems may be through the provision of a conceptual framework outlining what is known about language development and metalinguistic awareness. It then goes on to consider the ways in which this may provide a reference framework to guide the work of the various committees responsible for developing the language curriculum. The example of the curriculum in Ireland is used to explore the practical implementation of this proposal. [ABSTRACT FROM AUTHOR]

In Ireland primary RE is a fractured, contested, complex and changing territory devoid of a common language and characterised by a proliferation of syllabi and curricula generated for increasingly diverse school types. For centuries the dynamic decolonising process has led to a questioning of former orthodoxies and an attempted de-linking of the place and potency of the RE curriculum as well as a fundamental change in perception of the nature, identity and purpose of RE. Placing particular emphasis on the work of a variety of decolonial and postcolonial critical theorists, the authors engage in a theoretical interpretation of 5 keys waves of curricular decolonisation in Ireland. from the 16th to 21st centuries and argue that a historical contextualisation is vital in attempting to understand its nature. Currently RE's perceived hegemonic status is challenged and its very existence within the curriculum is in jeopardy, as it faces a form of 'cultural oblivion'. The repackaging of religion under the more acceptable form of human rights and world religions with a confusion and conflation of values, ethics and RE and a hybridity of curricular styles and content is symptomatic of the latest wave of this decolonising process. [ABSTRACT FROM AUTHOR]

Background: Previous studies highlight a lack of awareness of aphasia among the general public. To date, no research has investigated awareness of aphasia among those working in the hospitality service industry. A lack of awareness of aphasia can exacerbate reduced participation in society for people with aphasia (PWA); as lack of awareness has been identified as a core barrier to participation by PWA themselves. Reduced social participation is a central theme which impacts on negative quality of life for PWA. Education on the nature and impact of aphasia has been identified as a precursor to facilitating participation for PWA. However, before education of aphasia can be provided, we must first ascertain the current level of awareness and knowledge of aphasia among this population working in the hospitality service industry. Aims: To investigate the awareness and level of knowledge of aphasia among hospitality industry students in Ireland and identify strategies to improve awareness. Methods & Procedures: The participants, recruited from four third-level institutions in Ireland, completed a validated survey which was adapted for use with the target population. Descriptive and inferential statistics were used to analyse responses. Open-ended questions were first analysed using content analysis, followed by descriptive statistical analysis. Outcomes & Results: One hundred and fifty-five hospitality industry students participated in this study. 9.68% of participants were aware of aphasia, whereas 3.23% of participants were found to have adequate knowledge of aphasia. Suggested strategies to improve awareness of aphasia were campaigning, education in college and advertising using print, broadcast, and social media. Conclusions: This study highlights a distinct lack of awareness and knowledge of aphasia among hospitality students. This can have a negative impact on PWA who have reported this as a barrier to their social participation. By raising awareness of aphasia among hospitality students, they will be better equipped to facilitate communication with PWA. This would break down the existing barrier to participation for PWA. All methods identified by participants can be used to raise awareness and, in particular, it is recommended that undergraduate education of aphasia be incorporated into the college curriculum at a policy level. As this is the first study of its kind on this population, further research in this area is warranted, particularly in the area of how best to raise awareness and knowledge of aphasia among this specific population. [ABSTRACT FROM AUTHOR]

The Royal College of Surgeons in Ireland (RCSI) was among the first medical institutions to establish a global education community which now provides high-quality transnational health professions education aligned across three locations: Europe, the Middle East and South-East Asia. The successful implementation of a shared modularized curriculum in this context can be complex and challenging. Here we describe our insights, gained from a decade of working together as shared module Academic Leads to deliver a system-based medical module to an international student cohort. The themes covered are some of the areas where we consider our joint deliberations have led to improved outcomes for the delivery and assessment of the module, which may be helpful to academic staff embarking on similar module sharing experiences. [ABSTRACT FROM AUTHOR]

Mathematics educators and legislators worldwide have begun placing a greater emphasis on teaching mathematics for understanding and through the use of real-life applications. Revised curricula have led to the time allocated to mathematics in effected countries being scrutinised. This has resulted in policy-makers and educationalists worldwide calling for the inclusion of double class periods on the mathematics timetable. Research from the United States suggests that the introduction of double or block periods allow for the objectives of revised curricula to be realized. The aim of this study, which is set in the school context, is first to ascertain if schools in Ireland are scheduling double periods for mathematics at both lower post-primary level (Junior Cycle) and upper post-primary level (Senior Cycle). It also seeks to determine if there is a link between teachers’ levels of satisfaction with the time allocated to mathematics and the provision of double periods and to get insights from teachers in relation to their opinions on what can be achieved through the introduction of such classes. Questionnaires were sent to 400 post-primary schools (approximately 1600 teachers) which were selected using stratified sampling techniques. It was found that 8.7% of mathematics teachers reported the provision of double periods at Junior Cycle while 55% reported that double periods were included on their timetable at Senior Cycle. The study also identified a link between teachers’  levels of satisfaction with the time allocated to mathematics and the provision of double periods. Finally, teachers felt that double periods allowed for new teaching methodologies, which were promoted by the revised curricula, to be implemented and teaching for understanding was also more feasible. In essence, it was found that double periods have an influence on the mathematical experience of post-primary students as well as the teaching approaches employed. [ABSTRACT FROM AUTHOR]

This study investigated the potential of intergenerational learning collaborations to develop civic literacy in young children in Irish primary school. The study, measured against a control group, used a mixed-methods embedded design. Quantitative results confirmed that, across a range of curriculum-related collaborations, student self-reported civic literacy ratings, substantiated by teacher checklists, showed significant improvement (p ≤ 0.01) in civic literacy scores over an academic year. Qualitative findings explained how intergenerational learning collaborations contributed to desired outcomes for civic literacy in young children. [ABSTRACT FROM PUBLISHER]

Until comparatively recently blind/vision-impaired young people were generally assigned to particular education settings based on their impairment. Restructuring of the education system commenced in the Republic of Ireland in the 1990s, resulting in significant changes in special education including a language of inclusive education within policy initiatives. In the research upon which this article is based, the educational experiences of blind/vision-impaired people, the factors that impacted on these experiences and how these facilitated or inhibited their future opportunities were the primary foci for the study. This article explores the themes of how the post-primary school curriculum was experienced by blind/vision-impaired students and their future expectations and aspiration. In terms of policy development and practice, it is paramount to ensure both effective curriculum participation and transition opportunities are enabled rather than disabled for these students. [ABSTRACT FROM AUTHOR]

Drama in Irish education is an enigmatic proposition, more observable in its absence than in its presence. This is at odds with the prominent status drama and theatre occupy in Irish society and cultural life. This article positions drama within the curriculums of the formal education system, contextualises the historical place and contemporary development of drama as a curricular subject and offers a critical analysis of the current primary drama curriculum. It also discusses the reasons behind the ongoing absence of drama from the secondary curriculum. It concludes by arguing that a para-aesthetic understanding of drama can help avoid a continued negative space in Irish drama education. [ABSTRACT FROM AUTHOR]

A challenge for historians of education is to explain the ways in which the development of education has been a gendered process. The literature tends to focus on primary and secondary schools; the role played by religious orders; the experiences of female teachers; ideological influences on curriculum; and the preparation of young girls for their role in society. Few historians, however, have examined vocational education and the impact of its ‘social efficiency’ orientation on girls. The literature that exists tends to treat both systems separately, and little effort has been made to compare the impact of both systems on girls’ opportunities within the society in which they lived. This omission in the literature is significant as such a comparison facilitates insights regarding state policies and priorities for the education of girls, the impact of social class, and national and local circumstances. This article compares both systems of education in Ireland and their impact on girls during the period 1930–1960. [ABSTRACT FROM PUBLISHER]

Confidence levels of 136 Irish occupational therapists were measured before and after an evidence based practice training course. Ranked scores on the evidence based practice confidence scale showed statistically significant improvement in all areas between pre and post course. Goals set by therapists to integrate EBP into their practice following the course were analysed and grouped into categories which included: 1) getting ready to use evidence based practice, 2) examining current and best practices, and 3) promoting a culture of evidence based practice in the workplace. Course feedback using Likert scales identified satisfaction with course content and delivery method. [ABSTRACT FROM AUTHOR]

This study analyses several Irish primary school science textbook sets to evaluate their potential to support Inquiry-based Science Education (IBSE). The study was prompted by the results of the National Council for Curriculum and Assessment (NCCA) 2008 survey of Irish primary science which indicated that a 72% of surveyed teachers are using science textbooks within their teaching. The reliance on deductive methodologies, such as the using textbooks, has been attributed to a lack of pedagogical content knowledge. As the Irish primary science curriculum was changed to be more experiential in 2003, it is unlikely that deductive teaching from textbooks aligns with the new aims and objectives of the curriculum. This research analyses three textbook groups through the lens of the 5E model of teaching, a well-known framework for teaching through inquiry. A four-layer framework was developed around the 5E model that would highlight the strengths and weaknesses of textbooks in supporting IBSE. The results indicate that the various textbooks contain different structures, pedagogies and content, which can potentially be used to support the development of IBSE schema however, professional development must be provided as to how best to integrate textbooks into practice. [ABSTRACT FROM PUBLISHER]

Little attention was paid to professional development of primary teachers in Ireland to support them in teaching physical education (PE) until 2004 when specific support was provided to help them implement the revised Primary Physical Education Curriculum. A significant National In-service Physical Education Programme was undertaken involving the preparation of a cohort of tutors who were to facilitate the programme to all primary teachers. This study focuses on the findings from a study of the effectiveness of the programme from the tutors’ and teachers’ perspectives beginning with the preparation of the tutors for facilitation of the programme. Elements of good practice emerged that can inform future policy with regard to support of primary teachers teaching PE within the constraints of funding. These include (1) the importance of quality preparation of tutors acknowledging the advantage of technology that may provide a new and cost effective way of supporting them, and (2) retaining the practical exploration of content by both tutors and teachers that prompts reflection on the nature and content of programmes of PE. [ABSTRACT FROM PUBLISHER]

The authors reflect on the quality of physical education provision in Ireland. According to the authors, physical education instruction in primary schools is provided by both specialist and generalist teachers in most countries. The authors point out the limited amount of continuing professional development (CPD) available to these teachers. Information on global changes in the physical education curriculum is provided.