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Purpose: The purpose of this study was to examine the uptake of education and training by Irish dairy farmers and how they perceive their training needs to be evolving as their farm business grows and they become employers. Design/methodology/approach: A quantitative survey was conducted with 315 dairy farmers, who were randomly selected based on herd size and location to be representative of dairy farmers in Ireland. Findings: The results demonstrate the number of people working on the farm influence farmers' educational and training requirements. The results of this study show the need for specific human resource management advice and training for dairy farm employers. Practical implications: This study provides an understanding about the type of education or advice farmers need when transitioning into larger-scale businesses, which require more hired labour. Theoretical implications: This paper demonstrates that dairy farmers' experiences of education and training is dependent on where individuals are within their transitional experience, highlighting the importance of change management research in terms of life-long learning. Originality/value: Uniquely this study provides an understanding of how dairy farmers' education and training needs are evolving as their businesses develop.

This paper explores how a collaborative self-study of teacher educators in the Republic of Ireland supported pre-service and practising teachers on teacher education programmes during the COVID-19 pandemic. Teacher educators engaged in student feedback meetings conducted online as a replacement to traditional in-school visits, some of which were supported by observation of lesson recordings viewed prior to the sessions. Teacher educators engaged in critical reflection on these feedback meetings individually, guided by a critical incident template, before reflecting collaboratively with colleagues. The redesign of online placement encouraged interrogation of practices among teacher educators and led them to a greater understanding of their practice. Actions that enhanced student learning in relation to placement included adopting a student partnership approach, peer teaching using asynchronous lessons, lesson recordings and adjusting the timing of feedback. This study falls into the broader Scholarship of Teaching and Learning and adds to the body of research exploring the innovative responses and adaptations of teacher education programmes worldwide to school and Higher Education Institution closures during the pandemic. More specifically, this study offers alternative approaches to on-site school placement.

In the context of the COVID-19 restrictions and the pivot to online teaching and learning, teacher educators were forced to consider new spaces for School Placement and the assessment of these new sites of practice. This paper explores the process of the redesigning of the assessment of school placement components from the perspective of ten teacher educators across five teacher education programmes in one university. Hybridity theory, 'third space', and figurational sociology allowed us to understand who and what influenced the redesigning of assessment practices. The three themes relating to assessment included: (i) A network of interdependent relationships influencing teacher educators' reimagining of assessment processes; (ii) The influence of external interdependent relationships and context(s); and (iii) The role(s) of assessor for the teacher educator. We explicitly argue for the need to continue to advocate and advance these practices to 'build Initial Teacher Education back better'.

The Republic of Ireland has witnessed a transformative reform agenda in teacher education, stemming from internal trends, increased emphasis on supranational ranking indicators, and recommendations from national and international reviews of existing teacher education. As part of this reform agenda, the Teaching Council of Ireland has espoused models of higher education institution (HEI)-school partnerships, crystallised in "Céim: Standards for Initial Teacher Education" (Teaching Council, 2020) and "Guidelines on School Placement" (Teaching Council, 2021). Using critical discourse analysis, we unpack how language is directed to two key partners within the policies, namely higher education institutions and schools. Findings unpack a range of agendas at play that are undermining the notion of partnership, including how language can displace the roles and responsibilities of key stakeholders. We conclude with a call for further critical policy research in teacher education, given the wider policy and political influences at play. This paper offers a theoretical-oriented framework that can support a critical reading of such policies.

Professional learning (PL) for inclusion is a key policy focus internationally, arising from a growing commitment to the goal of a rights-based approach to education for all. Transformative teacher PL for inclusion is paramount to this goal but it is a complex endeavour, as evidenced in the persistent knowledge-practice gap relating to inclusive practice. Models of collaborative inquiry hold promise for affecting teacher change, yet there is limited research on how such models can support quality teacher PL for inclusion. This qualitative cross-case analysis focuses on two models of collaborative inquiry in different contexts in the Republic of Ireland (RoI): a professional learning community (PLC) for inclusive practice in a primary school and an online learning community (OLC) that supported preservice teacher learning during school placement. Parallel findings across the two case studies demonstrated changes in participants' beliefs, efficacy and practice, arising from collaborative inquiry that was characterised by critical dialogue and public sharing of work. External facilitation of the learning communities supported the creation of a 'safe space' which was paramount to transforming PL contexts. We proffer design principles for sustainable collaborative PL approaches across teacher education contexts that support teachers to navigate the complexity of enacting inclusive practice.

Purpose: To examine the influence of monitor farm programmes on practice change using the Irish BETTER farm sheep programme as a case study. Methodology: A mixed methods approach combining 16 semi-structured and 69 structured interviews with benchmarking data analysis. Findings: Provision of intensive, tailored advice helped support practice change on the participating monitor farms. They increased productivity through changes in management practices, which positively impacted on financial performance. Monitor farmers also positively influenced members of their associated discussion groups to make practice changes. Practical Implications: Practical recommendations for similar programmes are discussed such as the need for different and additional extension approaches to influence and support the adoption of more complex practices and the potential for greater input from farmers into the design and implementation of extension programmes. Theoretical Implications: From a practice change perspective evaluating the influence of a more structured participatory extension programme (PEP) on a participating farmer is easier than the evaluation of the influence of the PEP on the wider farming community, particularly when the evaluation is not incorporated into the original programme design. Originality: Adding to the relatively small number of PEP evaluations in developed countries, the influence of monitor farm programmes on both the monitor farmer and their associated discussion group peers is examined for a wide range of practices using a mixed methods approach.

This paper describes a growth mind-set intervention with Junior Cycle Coding students in a disadvantaged school in Ireland. This intervention builds on the work of O'Rourke et al. (2016) and applies findings to a computer programming setting where gamification is used to incentivise growth mind-set behaviour in students learning to code. Data revealed a large drop in the perseverance of effort with the control group while learning computer programming. Significantly, the intervention shielded the focus group from experiencing the same drop while learning to code. This research found an increase in the growth mind-set behaviour as the intervention progressed. Additionally, the study revealed that some game elements were effective at incentivising growth mind-set behaviour like perseverance, while others were less successful. These findings are important for educators to consider when they find their Coding students showing a helpless response to challenge as this research sets out a clear path to successfully incentivise persistence and changing strategy in the face of challenge.

Purpose: This paper examines the role of agricultural advisors in supporting farm families on the complex processes associated with farm succession and inheritance. Design/Methodology/approach: An online survey was conducted of all 256 public sector agricultural advisors in Ireland, examining their role, knowledge, training and support requirements in providing advice on succession and inheritance to farm families. Findings: Agricultural advisors have a key role to play in providing advice to farmers on the succession stage of farm transfer, particularly at the initial stages of the process where a high level of trust is required, and the provision of information is key. In terms of supporting farmers in this process the advisors do not feel they have the knowledge and skills required. Agricultural advisors need a model of training which reflects the subject of succession and inheritance in a softer more reflective approach. Theoretical Implications: This study highlights a new dimension to the extension literature, by identifying very specific roles for agricultural advisors in supporting farm families on farm succession and inheritance decisions and the attendant training and resource requirements. Practical implications: Teagasc agricultural advisors have a key role to play in providing advice on succession and inheritance, and due to their independent position and trust-based relationship with farmers, they require more knowledge, training and resources to effectively provide such advice. Originality/Value: The paper captures a unique understanding of Irish agricultural advisors' attitudes to their role in, and capability to deliver, farm succession and inheritance advice.

This paper discusses the value of using classroom observations as part of a multi-methodological approach to understand what influences student engagement in classroom settings. This action research aimed to gain insights into what influences students to participate in the classroom and was conducted in an Irish vocational agricultural college as part of an initiative aimed to enhance classroom engagement. Classroom observations were used to examine how students interact in classroom settings by observing student's behavioural engagement as the cognitive and affective domains of engagement are more difficult to observe. The findings were triangulated and validated with data from the teacher interviews, student focus groups, and a student survey. This paper details the multi-methodological approach taken, how classroom observations were developed and used, and the value they brought to evaluate what impacted student engagement within this context.

Purpose: This paper argues the rationale for a model of reflective practice in the formation of young agricultural advisors and to use this model to inform a wider discussion on the importance of the different levels of reflection in agricultural extension higher education. Design/methodology/approach: The paper presents a model of four reflective practice modules conceived as successive building blocks in the professional development of a reflective agricultural advisor and examines the model through the lens of theory and the lens of experience of the first cohort of students to complete the programme. Findings: Experiential learning with structured critical reflection is shown to support the integration of knowledge gained into new professional identities as agricultural advisors. Practical Implications: Curricula for higher education in agricultural extension need to be revitalised and refreshed to address the mismatch between the emphasis on the social dimensions of extension in the literature and the general lack of attention to this in the education and formation of agricultural advisors. Theoretical Implications: The paper presents a model of reflective practice that draws on experiences in other professions that could be applied to early career and continuing professional development for agricultural advisors. Originality/Value: By presenting a model for reflective practice, the author intends to stimulate a wider discussion on the importance of the different levels of reflection in agricultural extension higher education.

Purpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector. Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15-18 yrs). Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms. Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal. Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming. Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents' perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula.

Purpose of the study: To increase public awareness about mouth cancer, the Dublin Dental University Hospital (DDUH) hosted an awareness day and free mouth check-up in September 2010. The messages of information, self-examination and risk management, and the importance of early detection, were available to all attendees. The role of general dental and medical practitioners in examination of the mouth was stressed. Material and methods: A questionnaire regarding knowledge about the causes of and risk factors for mouth cancer, and a clinical check-up, were completed. Results: A total of 1,661 individuals (675 male, 986 female) were examined. The mean age was 59.6 years. Just over one-third (36.5%) of those examined required no action, and slightly less (30%) were advised to return to their general dental or medical practitioner (GDP/GMP). Some 21% were advised about self-examination of the mouth, and 8% about smoking cessation. Of the remainder, 52 people (3.5%) were sent for a second opinion. Of these, 30 individuals were referred for further investigation, including biopsy in 27 cases. Following biopsy, five individuals were diagnosed with carcinoma in situ or carcinoma. Conclusions: The diagnosis of five people with mouth cancers, who may not otherwise have been identified for early treatment, highlights the need for regular mouth examination. It is inappropriate that such an exercise would remain the preserve of the dental teaching hospitals, and it is vital that all dentists take on the responsibility for regular mouth checks for all of their patients. More should be done to encourage those identified as high risk to visit their dentist. There is a need for recognition of the additional resources required for the detection and timely management of such cancers. [ABSTRACT FROM AUTHOR]

The article discusses the development of mouth, head and neck cancer awareness in Ireland and the results of the Mouth Cancer Awareness Day (MCAD) 2011 held in September 21. It cites the importance of prevention and early diagnosis in controlling mouth, head and neck cancer. The MCAD is a joint initiative by the Irish Cancer Society, the Dental Health Foundation, the Cork and Dublin Dental Schools and the Irish Dental Association (IDA).