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Critical care education is an important part of the professional development of a competent critical care nurse. Interdependence between physiological and psychosocial theories and concepts is a key consideration in the development of critical care educational programs. This multidisciplinary educational framework fosters a deeper understanding of factors contributing to ill health. Establishing a strategic framework where research, education, clinical excellence, and quality assurance are interlinked is central to enhancing the efficacy of patient care outcomes.

It is well documented that the integration of inquiry-based learning (IBL) and problem-based learning (PBL) methodologies in initial teacher education (ITE) provides opportunities to enhance pre-service teachers' research skills. However, few studies articulate the processes by which teacher educators implement and sustain these approaches in cross-institutional collaboration. This paper explores the journey of two teacher educators and their pre-service teachers, within a cross-institutional study on curriculum and assessment, problematising aspects of the longitudinal application of IBL and PBL methodologies. Dialogical reflections by the teacher educators and a critical friend, along with student questionnaires, were analysed in this three-year action research study. Findings demonstrate an increase in pre-service teachers' research skills but limited transferability of learning to teaching. The papers' central contribution proposes that as ITE reconfiguration evolves programmes can capitalise upon cross-institutional professional collaborations between teacher educators. Collaborative IBL and PBL learning spaces can be creatively explored to enhance transferability, developing pre-service teachers as researchers, a core element of initial teacher education programme accreditation.

The purpose of this study was to review academic papers on the experiences of binary and non-binary trans people in physical education (PE), published between January 2000 and August 2022. The selection process yielded 16 articles from Brazil, the UK, Spain, Canada, Finland, Ireland, New Zealand, and the USA. The discussion focuses on five themes for analysis: (a) school policies and control, (b) curriculum activities, (c) social environment, (d) transgendering while surviving, and (e) trans-positive experiences. The systematic review highlights the fact that heteronormativity is still present in schools and PE spaces, positioning, categorizing, and policing dissenting bodies and gender identities, which means that many trans students did not have good memories of PE classes. Many similar situations were faced by both binary and non-binary trans students, although with some notable differences. It is thus necessary to deconstruct the prevailing cis-heteronormativity during PE lessons to eradicate the discrimination that (re)produces a hostile environment for these students.

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.

This paper reports on the second stage of an international study exploring the future of secondary school music education. Within a discursive context that tends to regard music education as failing to meet the needs of many students, we instigated a three-step Delphi study to capture views from educators across the English-speaking world. Interviews with leading music education researchers reported on in our first paper [McPhail, G., and J. McNeill. 2019. "One Direction: A Future for Secondary School Music Education?" "Music Education Research," 21 (4): 359-370.] identified a disconnect between how music education is currently realised in secondary school and how these researchers thought it should be taught. The findings from this expert panel were used to seed a two-round Delphi study where a wider international panel explored strategic issues facing the sector. In this paper, we report on the data generated from the first of these two wider Delphi rounds. Four areas were identified where gaps exist between actual and desirable classroom music teaching: the core purpose of music education, curricula content, curricular delivery, and context. Although panellists reached consensus on many issues, they held markedly different positions on others. These findings provide an agenda for exploration and reflection by researchers and practitioners, and raise the question -- is there a single desirable direction for twenty-first century secondary school music education?

Design activities form an extensive part of design and technology education with a link being posited within the pertinent literature between the cognitive activity of learning and the cognitive activity of design. It is therefore critical that design educators' understand the effects that design constraints can have on the learning process. This paper aims to examine the potential to affect student responses and associated learning from design tasks based on the manipulation of task variables. A study was designed to examine the effects of two modelling systems--one parametric and one non-parametric--on the thought processes and design journeys of the students. The findings suggest that the use of parametric modelling can emphasis student thinking on technical considerations while the use of a freeform moulding CAD system affords a more creative orientation. Qualitative findings demonstrate the capacity of students to select appropriate strategies to complete the design task, further indicating that relaxing design constraints can support student learning in design activities. Considering curricular intentions to develop both technical and creative competencies, this study presents empirical findings illustrating how teachers can strategically design tasks which balance expected student responses with intended learning outcomes.

Irish society has experienced unprecedented demographic change since the turn of the twenty-first century, and increasingly, educators are facing the prospect of having to respond to the changing nature of cultural diversity in their classrooms. Traditionally characterised as"Catholic, white and Gaelic", Irish schools are said to be finding it difficult to recognise and acknowledge new expressions of race, culture and religion. This paper focuses on the challenges facing educationalists in responding to cultural diversity within the Republic of Ireland. Drawing on empirical research conducted in Irish schools, we frame the discussion around a number of practical issues, namely, school dress, curriculum content and academic attainment, and explore the findings using liberal and critical multicultural theories. Finally, the paper contains philosophical discussion of the challenge of responding to cultural diversity and the implications this raises for policy and practice in Ireland.

Owing to a variety of complex historical and socio-cultural factors, the Irish education system remains heavily influenced by denominational mores and values [Ferriter, D. 2012. "Occasions of Sin: Sex & Society in Modern Ireland." London: Profile Books], particularly those of the Roman Catholic Church [O'Toole, B. 2015. "1831-2014: An Opportunity to Get it Right This Time? Some Thoughts on the Current Debate on Patronage and Religious Education in Irish Primary in Primary Schools: Reflections from the Republic of Ireland." "Irish Educational Studies" 34 (1): 89-102. doi:10.1080/03323315.2015.1010704; Faas, D., M. Darmody, and B. Sokolowska. 2016. "Religious Diversity in Primary Schools: Reflections from the Republic of Ireland." "British Journal of Religious Education" 38 (1): 83-98]. Unsurprisingly, with the declaration by the Church that homosexuality was "intrinsically disordered" [Libreria Edittrice Vaticana. 2003. "Roman Catholic Catechism." Accessed January 18 2013. http://www.vatican.va/archive/ccc_css/archive/catechism/p3s2c2a6.htm], the professional identity and practice of lesbian, gay and bisexual (LGB) teachers working in denominational schools is often (in)formed by fear, as well as perceived, or actual, harassment and discrimination [Gowran, S. 2004. "The Experiences of Gay and Lesbian Teachers in Irish Schools." In "Primary Voices", edited by J. Deegan, D. Devine, and A. Lodge, 37-56. Dublin: IPA; Fahie, D. 2016. "Spectacularly Exposed and Vulnerable--How Irish Equality Legislation Subverted the Personal and Professional Security of Lesbian, Gay and Bisexual Teachers." "Sexualities"]. This paper examines the lived-experience of 23 self-identified LGB teachers who work(ed) in Irish Roman Catholic primary schools. Their unique experiences and perspectives of faith-based schooling are examined against a backdrop of the complex processes of rationalisation and reflexivity these teachers undertake as they endeavour to reconcile their sense of personal integrity--as members of the LGB community--with their professional responsibilities. The study draws particular attention to those LGB teachers who hold deeply felt, and sincere, beliefs in the teachings of the Roman Catholic Church but who, nonetheless, express a level of discomfort at the language and tone of church dogma in respect of minority sexualities.

This paper unites the history of Computer Science (CS) Education in Ireland by plotting Ireland's roadmap leading to the implementation of formal Computer Science Education in schools. It first outlines the educational system in Ireland. The history roadmap starts in the 1970s with the first notions of introducing computing in post-primary school, and then continues up to the roll-out the CS curriculum in Ireland at the Senior Cycle level in 2018. The story is chiefly available in disparate publications and reports, so piecing together the entire story is often difficult. This paper collates the available literature, together with the authors' local knowledge of the process, into one paper that may be of interest locally and of value to other jurisdictions beginning their planning of national curricula. The paper describes the development and the current situation of the formal curricula in CS at second level. The current landscape of Computing Education at primary level, which at the time of writing is in the planning stages in Ireland, is described. Additionally, an investigation into the introduction of Computing Education in schools in the international jurisdictions that directly influenced the Irish rollout takes place, to summarize any lessons learned that might provide insights for Ireland going forward. [ABSTRACT FROM AUTHOR]

This paper examines the relative importance of upper secondary subject choice and attainment in explaining social inequalities in access to higher education (HE) in Scotland and Ireland. These two countries differ in the extent of curriculum differentiation, in the degree of standardisation in school examination and in HE entry criteria. In particular, in Scotland subject choice in upper secondary education is more differentiated (both in terms of number and type of subjects taken) and allocation of places in HE is less standardised and more dependent upon the subjects studied at school than in Ireland. Given these institutional differences, we expected subject choices to be more important for explaining social origin differences in HE entry and access to prestigious institutions in Scotland than in Ireland. Because of increasing student competition for HE places, we further hypothesised the growing importance of school subjects over time in mediating social inequalities in HE entry in both countries, more so in Scotland than in Ireland. Our results confirm that subject choice is a stronger mediator of social inequalities in HE entry and access to prestigious universities in Scotland while attainment is more important in Ireland. Contrary to our expectations, the role of subject choice in HE entry has not become more important over time. However, in Scotland subject choice continues to be a strong mediator for social inequalities in HE entry.

While the publication of school league tables is prohibited by law in Ireland, the publication of data categorising university placements achieved per school has become common practice. A central argument advanced in this endeavour includes the provision of information for parents. The views of parents on this issue have, until now, not been explored in Ireland. The current paper outlines the findings of a national survey of 1915 parents on the publication of school league tables. The findings of this research highlight a widespread rejection of the practice. Concerns surrounding the narrowing of educational experience, the intensification of performance pressures and the rise of elitism in schools were noted. Calls for greater teacher accountability were also noted and deemed to transcend the publication of school league tables.

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]

Purpose: The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system. Design/methodology/approach: A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: "What does well-being mean to you?" Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke's framework for thematic analysis. Findings: Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you "do". Originality/value: To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a "thing", a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens. [ABSTRACT FROM AUTHOR]

This project aimed to create a descriptive map of international research which explores the notion of the continuum of educational provision for children with special educational needs. It also aimed to determine and examine the nature of how the continuum of provision is conceptualised, operationalised and enacted in a sample of selected countries. Commissioned by the National Council for Special Education, it also identified implications for the development of provision within the Irish context. The research involved a systematic identification and thematic review of theory, identifying and examining literature associated with the conceptualisation of the continuum; it examined the policy and provision across 55 administrations as publically reported, primarily to international agencies; it carried out more detailed examination of policy and practice in 10 countries using a survey and vignette study; and it involved a series of interviews with a range of individuals in a range of settings in four countries with differing approaches to supporting children with special educational needs. This paper outlines the overall findings of the research. It focuses in particular upon the need to change how we think about provision associated with continua, recognising the lack of international coherence in approaches to support for pupils with special educational needs. It identifies in particular the opportunities presented by a reconceptualisation of the class and the management of class resources, and the role key personnel can play in creating links between diverse services.

This paper addresses the roles of Irish Catholic female religious institutes for teachers in the context of the recent debates about education and empire. Nineteenth century colonial South Australia provides an opportunity to examine such institutes, for example the Irish Dominicans from Cabra Dublin, the Irish Mercy Institute from Baggot Street, Dublin, and to a much lesser extent, the English Dominicans from Stone in England. The discussion canvasses the notion of the role of these religious teachers within three empires: the British Empire, the Irish church acting as a "Second Empire", and within a third empire, the "Woman's Empire". Key aspects in examining the flow or transference of education by these Sisters in a colonial setting, lie in their own histories, their spiritual focus, the schools they established for their students, and the curriculum they adopted in the social and geographic environments in which they found themselves.

The "Exploring Masculinities" (EM) programme was piloted in 22 Irish single-sex boys' post-primary schools during the late 1990s. Following objections from some influential journalists and an organisation representing parents whose sons attended Catholic secondary schools, the Minister for Education and Science put the planned dissemination of the programme on hold. The concerns of the objectors included the proposed treatment of sexual orientation and homophobia in the context of the school curriculum. The authors researched the views of a national sample of the parents of young men regarding the inclusion of social and personal education issues on the school curriculum. The vast majority of parents would welcome the inclusion of all EM topics including sexual orientation and homophobia, the focus of the current paper, on the school curriculum. However, parents did express concerns in relation to the adequacy of teacher development for dealing with such sensitive topics and possible conflict between school and parental values. (Contains 1 table and 4 notes.)

Internationally, early childhood care and education policy is increasingly informed by the United Nations Convention on the Rights of the Child (UNCRC) (1989). In the Republic of Ireland, the importance of this convention was reflected in the National Children's Strategy (2000), espousing a "whole child perspective". This strategy served as a catalyst for the development of a myriad of policy initiatives that have established quality as a core principle of pedagogical practices within Early Childhood Education and Care (ECCE) settings. Significantly, there is now a National Quality Framework: "Siolta", Diversity and Equality Guidelines as well as an Early Childhood Curriculum Framework: Aistear. Furthermore, there has been a review of the Childcare (Pre-school Services) Regulations, 1996, resulting in the publication and implementation of the revised Childcare (Pre-school Services) Regulations, 2006. Each of these initiatives delineate a particular construct of the child and impact considerably on those working within the ECCE sector. Hence, this paper explores constructions of childhood as elucidated through the initiatives outlined from 2000 to 2006 and considers their implication for practice within ECCE. When measured against the inadequacy of the staffing and management of the Childcare (Pre-school Services) Regulations 2006, the core question is whether it is reasonable to expect pedagogues to deliver upon ambitious policy objectives. (Contains 4 tables and 1 figure.)

In this article I consider whether there is a process of repression occurring in definitions of citizenship and frameworks of citizenship education, which involves a forgetting of history. By focusing on recently troubled countries I identify how the force of history comes to play, and from that I consider how, in relatively stable liberal democracies such as England, the repression of history is more complete. I suggest that this repression leads to an impoverished definition of citizenship in terms of values and ethical considerations, resulting in an antiseptic curriculum which fails to address some of the sharper issues that lie deep in the complexity of experience and identity, issues that should be addressed in the pursuit of being-together in a pluralist society.

The aim of this paper is to ascertain the main subject qualities in Junior Cycle (JC) Visual Art (VA) in The Republic of Ireland, and whether these qualities are unique to the subject. The context of JC VA education is outlined through the exploration of its values, aims and objectives as well as investigating the subject's unique qualities. A mixed methods research approach was used to analyse three years of Department of Education Subject Inspection Reports for VA to explore the qualities of VA education. Seven published JC Subject specifications, including the VA specification were analysed using word frequency measurements with the aim of exploring the qualities of JC VA and whether these qualities are unique to the subject. Semi‐structured interviews were also held to explore the issues arising and aim to capture some of the thoughts of VA curriculum experts, school leaders and VA teachers. Through the analysis of word frequencies, it can be concluded that the VA specification highlights creativity, problem‐solving, collaboration and reflecting as dominant qualities in VA education and similarly, the Inspection Reports present the same findings. However, it is important to note that these qualities are also found in other subject areas though not as strongly or frequently. The interview process highlighted similar findings concluding that VA education "lends itself" to the above qualities however the subject cannot claim them as solely unique to the VA classroom. [ABSTRACT FROM AUTHOR]

This paper explores the rationales underpinning the introduction of Computer Science (CS) into school curricula and examines the ways in which educational systems have responded to these growing calls. In outlining the possible ways that educational systems can respond to this demand, the paper makes use of a conceptual framework through which the various possibilities for the provision of CS in school curricula can be categorised. The paper analyses and discusses possible modes of provision identifying the benefits and drawbacks of different approaches. Through this development, the paper aims to raise wider questions about the long‐term positioning of CS within the curriculum and draws particular attention to the need for greater consideration of provision at lower secondary level. [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]

A Computer Science (CS) subject is currently being rolled out nationally into upper second level education in Ireland since September 2018 on a phased basis. The first cohort of students from phase 1 of the subjects' national rollout completed the first ever Computer Science Leaving Certificate examination in June 2020. This addition to computer science education (CSE) in Ireland now offers students an opportunity to attain a formal qualification in CS prior to entering tertiary education. Irish higher education (HE) institutions will now begin to see a change in student intake on their undergraduate CS programmes, where 'LCCS students' might enrol in first year alongside students who do not have the same level of prior knowledge in the discipline. This qualitative study explores CS lecturers' perceptions of the Leaving Certificate Computer Science (LCCS) curriculum and its influence on teaching in HE through semi-structured interviews. Thematic analysis of the interview transcripts identified five key themes. The paper draws attention to aspects which may provide HE policy makers, heads of computer science departments and lecturers with greater insight into the realities of this addition of CS to the Leaving Certificate. [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]

This paper discusses the development of a Lean Six Sigma (LSS) postgraduate education programme that has enabled the delivery of over 90 quality improvement projects led by its graduates across 50 healthcare organizations in Ireland. A key success factor in embedding and sustaining LSS in these organizations was the accreditation by a major, national, research-intensive university of the LSS education programme from which the students graduated. To ensure the programme's approval by the university it was necessary to contextualize LSS within established conceptual frameworks. This helped counter misconceptions that what was proposed was technical training in tools and techniques to provide quick fixes for routine healthcare process issues. Two related conceptual frameworks were selected to frame the curriculum: Senge's Fifth Discipline and Deming's System of Profound Knowledge. This paper focuses on how a central element of both frameworks, systems thinking or appreciation for a system, was enacted in the curriculum using Oshry's work on system blindness. Showing how systems thinking was conceptualized in the curriculum established the legitimacy and credibility of the programme within academia. This led to the approval of the first university-accredited graduate programme in LSS for healthcare in Ireland. [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]

The module 'Living with cancer of the lower urinary tract' was developed to address the learning needs of specialized urology nurses working in hospitals and generalist nurses caring for urology patients in practice settings. The module is also offered to oncology nurses undertaking specialist postgraduate education. The module is delivered by a 'blended learning' approach and supported by the technology offered on the Blackboard Learning System (Version 9·1), a virtual learning environment that facilitates the delivery of on-line and flexible learning. While a number of challenges were faced during the module development and delivery, the positive benefits of collaborative working between university and expert nurse clinicians, and shared learning between urology and oncology nurses was evident. [ABSTRACT FROM AUTHOR]

Education represents a key intervention point in encouraging the emergence of a professional engineering ethos informed by a sustainability ethic. In terms of establishing an appropriate relationship between sustainability and education, many would contend that incorporating sustainability as merely add-on material to already overcrowded curricula is insufficient. Instead sustainability should actually be a leading principle for curricula. Traditional reductionist models of engineering education seek to extinguish context and uncertainty and reduce complexity across socio-economic and ecological domains. They therefore constitute a wholly inadequate response to the need for fit-for-purpose, twenty-first century graduates required to address broader sustainability issues. This paper presents research from an undergraduate module at University College Cork, Ireland. The module is aimed at developing students' conceptions of complexity, uncertainty, risk, context and ethics as foundational bases for productively engaging with sustainability. The paper also highlights some problematic issues. [ABSTRACT FROM AUTHOR]

Objective. To design, implement, and assess a study abroad course in Ireland for pre-professional and Doctor of Pharmacy (PharmD) students. Methods. An elective study abroad course was created for pre-professional and PharmD students at North Dakota State University. The course included comparison of the US and Ireland's health care delivery systems and participation in history and cultural experiences in Ireland. Prior to the trip, students and preceptors attended seminars related to the culture of Ireland. The three-week trip to Ireland took place between the spring and summer semesters in 2016. Student assignments while abroad included completion of a self-reflection journal with daily entries describing what the student learned and how the experience impacted them, and completion and presentation of a term paper comparing Ireland's pharmacy system with that in the United States. Pre- and post-travel surveys were conducted to assess students' perceptions of and learning from the experience, and to identify areas for course improvement. Results. Students' evaluations of the course and travel experiences were positive. However, students' perceptions of their cultural awareness were largely unchanged. Conclusion. The course was well received by students. Other PharmD programs may benefit from implementing similar study abroad experiences., (© 2019 American Association of Colleges of Pharmacy.)

In 2012 mathematics was assigned a special status within the Irish post-primary school curriculum with the introduction of a bonus points initiative (BPI). Students are now awarded additional credit in their upper post-primary school state examination results if they achieve a passing grade in mathematics at higher level. This extra credit will increase the likelihood of these students securing a place on the third-level course of their choice. This incentive was introduced to encourage students to study mathematics at higher level. Anecdotally there have been mixed reviews about the success of the BPI. While the numbers taking higher level mathematics have increased steadily, there have been concerns that many students who are not capable of performing up to the standard required are now opting for the higher level paper and the difficulty of this examination and the marking schemes have been adjusted accordingly. This paper reports on a national study, the first of its kind, that was conducted to investigate teachers' perspectives (N = 266) on the BPI. The authors investigate if the increase in the number of students studying higher level mathematics in Ireland has occurred in tandem with an increase in the mathematical proficiency of students and they ascertain the impact of the BPI on the profile of higher level mathematics classes. [ABSTRACT FROM AUTHOR]

Aims and objectives This paper describes the steps used in developing and piloting a structured education programme - the Structured Education Reminiscence-based Programme for Staff ( SERPS). The programme aimed to prepare nurses and care assistants to use reminiscence when caring for people with dementia living in long-term care. Reminiscence involves facilitating people to talk or think about their past. Background Structured education programmes are used widely as interventions in randomised controlled trials. However, the process of developing a structured education programme has received little attention relative to that given to evaluating the effectiveness of such programmes. This paper makes explicit the steps followed to develop the SERPS, thereby making a contribution to the methodology of designing and implementing effective structured education programmes. Design The approach to designing the SERPS was informed by the Van Meijel et al. (2004) model ( Journal of Advanced Nursing 48, 84): (1) problem definition, (2) accumulation of building blocks for intervention design, (3) intervention design and (4) intervention validation. Methods Grounded theory was used (1) to generate data to shape the 'building blocks' for the SERPS and (2) to explore residents, family and staff's experience of using/receiving reminiscence. Results Analysis of the pilot data indicated that the programme met its objective of preparing staff to use reminiscence with residents with dementia. Staff were positive both about the SERPS and the use of reminiscence with residents with dementia. Conclusions This paper outlines a systematic approach to developing and validating a structured education programme. Participation in a structured education programme is more positive for staff if they are expected to actively implement what they have learnt. Ongoing support during the delivery of the programme is important for successful implementation. Relevance to clinical practice The incorporation of client and professional experience in the design phase is a key strength of this approach to programme design. [ABSTRACT FROM AUTHOR]

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]

This paper addresses the theme of gender balance in the Irish curriculum in relation to the teaching of history at secondary level. It is based on research conducted over a two-year period examining curriculum policy, textbooks, examinations and a national survey of practising history teachers in the Republic of Ireland. Successive Irish governments have made strong commitments to gender balancing the curriculum. Policy analysis is combined with an examination of the textbooks used by students in secondary schools in Ireland. Textbooks are written to the demands of the curriculum, and are the main resource used by teachers in the classroom. They provide homework and study aids and are heavily relied on in order to pace the teaching of the course. The research found that there is a lack of gender balance in the textbooks, with a preference for information on males rather than females, or even males and females together. There is thus a gendered historical narrative being presented that is not inclusive of both male and female perspectives, and therefore not cognisant that history has been made by men and women together. This paper examines the gender-balanced nature of textbooks used by students. It concludes that there is a lack of gender balance in the curriculum, despite official commitments, and that textbooks compound this problem by the exclusion of women's history. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to report the results of a national survey that examined the extent of implementation of Health Promoting Schools (HPS) in Ireland. Design/methodology/approach – A quantitative research design was adopted. A questionnaire was administered to all post-primary schools in the country (n=704). Data were analysed with the support of the software packages, SPSS and MaxQDA. Findings – A response rate of 56 per cent (n=394) was achieved. Over half of these schools (56 per cent) self-identified as health promoting. Schools reported success in the areas of environment and curriculum and learning, however, partnerships and policy and planning required more attention. Some models of good practice emerged from the data but these were in the minority. Many schools, when asked to describe health promotion in their school, placed emphasis on physical health (diet and exercise) and curriculum predominately rather than the broader whole school conceptualisation. Only 35 per cent of HPS schools had a team supporting HPS developments. Only 36 per cent identified the existence of a school policy to support HPS. This suggests that further coherence for sustained and comprehensive implementation of HPS is necessary. Research limitations/implications – The research was conducted with school staff, in the first instance who self-reported their school’s level of HPS engagement. Originality/value – This paper offers the first national baseline data available in relation to engagement in HPS in Ireland. It provides a valuable starting point from which further research with schools in this field can be conducted. [ABSTRACT FROM AUTHOR]

In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: (1) aligning teaching content with student interests; (2) taking a pragmatic rather than a philosophical approach to issue resolution; (3) addressing the full complexity of real-world case studies; and (4) covering content in a way that students find entertaining. The use of these principles is then discussed with respect to the specific experience of developing and presenting a master's module in Ethical and Legal Issues in Cyber Security at Queens University Belfast. One significant aspect of the resulting design is that it encourages students to see ethical issues in systemic terms rather than from an individual perspective, with issues emerging from a conflict between different groups with different vested interests. Case studies are used to examine how personal and business priorities create conflicts that can lead to negative press, fines and punitive legal action. The module explores the reasons why organisations may be unaware of the risks associated with their actions and how an inappropriate response to an ethical issue can significantly aggravate a situation. The module has been delivered in three successive years since 2014 and been well received on each occasion. The paper describes the design of the module and the experience of delivering it, concluding with a discussion of the effectiveness of the approach.

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]

Junior Certificate Technical Graphics was introduced in Ireland in 1991 and aimed to develop innovative problem solving aptitudes and knowledge of plane and descriptive geometry (NCCA 1991). Despite the philosophy of breadth and balance (NCCA 2004) associated with educational outcomes in the Junior Certificate curriculum, many subjects, Technical Graphics included, employ a summative assessment strategy (Griffin 1998). The summative measurement model portrays a limited view of student learning (Lin and Dwyer 2006, Williams 2011) and has been found to exert significant influence on teaching and learning throughout the course of study (Bloxham and Boyd 2007). This research study aims to evaluate the types of approach to assessment of two different year groups at different stages of the Junior Cycle. The core hypothesis being investigated is whether there is a more sophisticated approach to the assessment evident among the older year groups. In order to achieve this aim a visual protocol similar to Middleton (2008) and Lane et al. (2010) was employed to capture the approach in solving a prescribed graphical task among first and second year students in the Technical Graphics classroom. Findings indicate that the use of a traditional summative approach to assessment has significant limitations within the subject of Technical Graphics. There are also notable trends occurring in students' approach to the assessment, which seem to rely on a low level of graphical knowledge and problem solving skills. The findings confirm that the older year group adopted a more efficient approach to the assessment but displayed unsophisticated approaches to the application of graphical principles. Some limitations of the summative measurement model are supported by the results of this paper. [ABSTRACT FROM AUTHOR]