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This article presents findings from a mixed methods study which explored the perspectives and experiences of post‐primary teachers in Ireland regarding students with Attention Deficit Hyperactivity Disorder (ADHD). Using an anonymous online questionnaire (n = 239) and semi‐structured interviews (n = 8), this research examined teachers' views and opinions of ADHD, its impact in the classroom and their experiences with diagnosed students. Teachers reported that students with ADHD presented numerous challenges in the classroom which had a negative impact on teaching and learning, and they felt professionally ill‐equipped to properly support their students. We argue there are multiple tensions and contradictions at play within the Irish educational system which may be impacting both teachers' perspectives of students with ADHD and the inclusion of these students in the larger post‐primary context. [ABSTRACT FROM AUTHOR]

This paper is about social class and initial teacher education, specifically the perspectives and experiences of those from lower socio-economic groups in an initial teacher education programme in Ireland. It draws on a qualitative study employing in-depth semi-structured interviews with 21 'working class' student teachers, exploring their backgrounds and educational experiences, motivations to become a teacher, and experiences in initial teacher education. A key finding concerns participants' highly classed desired future teaching identity: they expressed a strong desire to be a relatable and inclusive teacher, which they conceptualised as being approachable, caring and supportive of all pupils. To varying degrees, they felt that becoming this type of teacher could be achieved in part through 'sharing the (classed) self' with their pupils. Building on research about diversifying the teaching population internationally, and critical arguments for and against 'ethnic matching' approaches, the findings are examined from the perspective of 'class matching' as well as teacher self-disclosure with respect to social class. [ABSTRACT FROM AUTHOR]

Since 2002 Queensland state schools have been required to document a 'whole school literacy plan' built around eight essential aspects. This document is to be reviewed annually and updated to reflect the current community profile and the school's literacy curriculum (Education Queensland, 2006).This research project investigated the different ways three early years teachers (Years 1-3) from three adjacent state schools have implemented this policy and what this may mean for students who change schools - particularly the significant number of students known to move between these schools (Hill & Lynch, 2007). Previous research based on test data has shown that changing schools can disrupt learning, particularly in the early years (Strand & Demie, 2006; Temple & Reynolds, 1999) but there has been little or no research into what it might mean for students as literacy learners. Using a case study approach within a critical theory framework, the current research project found that policy is interpreted and enacted differently in different contexts, creating different ways of doing school and doing literacy. This can result in mobile students having to renegotiate what doing school and doing literacy means. [ABSTRACT FROM AUTHOR]