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Initial teacher education (ITE) programmes in Ireland have seen continued high demand for places, reflecting high regard for the teaching profession. However, there is a dearth of diversity amongst Ireland's student teacher and teaching populations, with the vast majority of entrants to ITE being from majority ethnic groups and a high proportion from higher socio-economic backgrounds. Diversifying the teaching profession has come to be of research and policy significance in recent decades in Ireland. This paper explores issues of retention in ITE in Ireland, with a focus on supporting the engagement and completion of student teachers from under-represented groups. We draw on data collected as part of the "Access to Post-primary Teaching" (APT) project, funded under the Higher Education Authority's Programme for Access to Higher Education (PATH): Strand 1 (Equity of Access to Initial Teacher Education), including interviews with 'working class' student teachers and a focus group interview with teacher educators. While the paper highlights high retention rates in ITE in Ireland, it reports key barriers that particularly negatively impact student teachers from under-represented groups, in relation to identity and belonging, and finance and part-time work. The paper also observes the necessity of a high level of support by programme staff in maintaining high retention rates more generally in ITE programmes. Given the significant barriers student teachers from under-represented groups encounter in ITE, their high levels of retention merits further research, particularly the roles played by their motivation and by the specific additional supports provided by ITE staff and teacher diversity projects.

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.

In newly multilingual communities, where the language of education can no longer be assumed to be the home language of students, debates around language education policy can reflect broader sociocultural and political assumptions. As Ireland has become increasingly diverse in recent decades, the core compulsory status of the Irish language has emerged as one of the most contested aspects of the national curriculum. Informed by the field of language ideology, this paper draws on the responses to a public consultation on exemptions from the study of Irish. The findings point to a deeply entrenched polarisation of opinion regarding the relationship between identity and language, with some evidence of ethnocentric beliefs. However, the analysis also offered a number of nuanced and counterintuitive perspectives as to how minority languages might be positioned to contribute to a more open and inclusive educational environment.

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]

Diversifying the teaching profession has been of international concern for several decades. While most attention has been devoted to issues of 'race' and ethnicity, in comparison, social class has been relatively invisible. Research suggests that those from working class backgrounds experience challenges with regard to belonging in what has been regarded as a middle class teaching profession. An area unexplored has been the complexities of researching with student teachers from under-represented groups, including those from working class backgrounds. This chapter draws on research conducted as part of the Access to Post-primary Teaching (APT) project funded under the Higher Education Authority's Programme for Access to Higher Education (PATH): Strand 1 - Equity of Access to Initial Teacher Education. APT supports the participation of student teachers from lower socio-economic groups in initial teacher education. Following the introduction and literature review, we provide information about the methodology of the overall project, as well as the data upon which we draw in this chapter. Next, we present a critical reflective analysis of working with APT participants over the last six years, drawing on our own critical reflections as researchers, as well as the voices of our participants through the project's research strand. Here we highlight concerns pertaining to relative researcher-participant positionality, and issues of identity and disclosure. Finally, we interrogate our analysis using the methodological literature about researching with marginalised groups and end with recommendations for supporting researcher reflexivity. [ABSTRACT FROM AUTHOR]

Diversifying Ireland's relatively homogeneous teaching population has been a policy concern for over a decade in the context of the rapid transformation of Irish society and schooling. This paper draws on the Access to Post-primary Teaching (APT) project, funded by the Higher Education Authority, which supports the participation of those from lower socio-economic groups in initial teacher education at one of the seven universities in the Republic of Ireland. The research component of the project involves an in-depth qualitative (interview-based) study examining APT participants' perspectives and experiences relating to their education to date and their engagement in the Professional Master of Education programme. Data are analysed using grounded theory techniques including open and focused coding and categorising. The focus in this paper arises from an initial analysis of round one interviews with the first group of APT participants. An important category generated connects participants' frequently negative school experiences (not feeling encouraged at school, generally and regarding future careers - including teaching) to their perspectives about reasons for a lack of diversity in the teaching profession, and to how their own (frequently social justice-based) motivation to become a teacher fits therein. This focus will guide a discussion about attracting, supporting and preparing a diverse student teacher population.

Although sometimes perceived as a well-known condition, there are numerous aspects of Attention Deficit Hyperactivity Disorder (ADHD) which we do not fully understand. Given the preponderance of previous ADHD research with males, the need for understanding females' experiences of living with the condition is pressing. This article presents research findings from a study conducted in Ireland which examined the social and academic experiences of 17 young women (ages 13–20 years) who were medically diagnosed with ADHD. Findings reveal the significant and impeding impact that gender stereotypes commonly had on participants' trajectory towards obtaining an ADHD diagnosis, as teachers and clinicians alike often struggled to recognise participants' behaviours as symptomatic indicators of the condition. It is posited that an inequitable gendered cycle may be at work in how we generally conceptualise, recognise, and understand the condition. [ABSTRACT FROM AUTHOR]

In many western countries, attention deficit hyperactivity disorder (ADHD) has achieved celebrity status, such that it probably no longer requires introduction. The disorder is a global phenomenon, spreading rapidly as result of the increasing dominance internationally of US psychiatric models, the need for new markets for major pharmaceutical companies, increasing use of the internet by parents and professionals and changing approaches to schooling. There is a broad consensus among international experts and organisations that ADHD is a genuine neurodevelopmental disorder based on empirical research. However, many critics have questioned the legitimacy of ADHD. This paper reviews the arguments for and against the ADHD construct. First, the review examines the literature and research endorsing ADHD as a "real" disorder. Second, the criticisms levelled against the ADHD construct are examined.

The impact of the COVID-19 pandemic was felt on a global scale in nearly every aspect of life, but disruption was particularly observable within the sphere of education. Students engaged in initial teacher education at this time commonly experienced major upheavals within both their academic studies and their practical teaching placements in schools at the community level. This paper presents data collected from a small-scale study conducted at a higher education institution in Ireland and provides insights regarding students' experiences of completing educational placement requirements in early childhood and primary school settings during the pandemic. A total of 204 participants took part in the study by responding to an online questionnaire. Findings revealed both the challenges and opportunities they faced in their own academic learning, the impact of public health regulations on their teaching practice and performance, and the challenges of work-life imbalance. These insights are examined considering previous research, and the paper concludes with suggestions for future practice. [ABSTRACT FROM AUTHOR]

In newly multilingual communities, where the language of education can no longer be assumed to be the home language of students, debates around language education policy can reflect broader sociocultural and political assumptions. As Ireland has become increasingly diverse in recent decades, the core compulsory status of the Irish language has emerged as one of the most contested aspects of the national curriculum. Informed by the field of language ideology, this paper draws on the responses to a public consultation on exemptions from the study of Irish. The findings point to a deeply entrenched polarisation of opinion regarding the relationship between identity and language, with some evidence of ethnocentric beliefs. However, the analysis also offered a number of nuanced and counterintuitive perspectives as to how minority languages might be positioned to contribute to a more open and inclusive educational environment. [ABSTRACT FROM AUTHOR]

Engaging positively with the mobility of Indigenous students has been the centre of a 5-year action research project in Queensland, Australia. Drawing on responses developed for other marginalised mobile populations, and with consideration for the extent of mobility amongst many Indigenous people in Australia, this paper focuses on the professional development of teachers to understand the needs of highly mobile Indigenous students. The paper outlines the introduction of a key support role within the school, a Mobility Support Teacher (MST). The role and the programme are reviewed in the context of a recent renewed commitment to "needs based funding" in schools in Australia. Taking a critical view of the funding arrangements for Australian schools, it is argued that mobile Indigenous students, as an underserved population, require significant ongoing support. (Contains 2 figures.)

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. (Contains 2 tables.)

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., Introduction QUEENSLAND STATE SCHOOLS have been part of a significant literacy teaching reform agenda with the stated intention of 'achieving excellence in literacy education, for the benefit of all students' [...]

Cancer is a disease of aging and, as the world's population ages, the number of older persons with cancer is increasing and will make up a growing share of the oncology population in virtually every country. Despite this, older patients remain vastly underrepresented in research that sets the standards for cancer treatments. Consequently, most of what we know about cancer therapeutics is based on clinical trials conducted in younger, healthier patients, and effective strategies to improve clinical trial participation of older adults with cancer remain sparse. For this systematic review, the authors evaluated published studies regarding barriers to participation and interventions to improve participation of older adults in cancer trials. The quality of the available evidence was low and, despite a literature describing multifaceted barriers, only one intervention study aimed to increase enrollment of older adults in trials. The findings starkly amplify the paucity of evidence-based, effective strategies to improve participation of this underrepresented population in cancer trials. Within these limitations, the authors provide their opinion on how the current cancer research infrastructure must be modified to accommodate the needs of older patients. Several underused solutions are offered to expand clinical trials to include older adults with cancer. However, as currently constructed, these recommendations alone will not solve the evidence gap in geriatric oncology, and efforts are needed to meet older and frail adults where they are by expanding clinical trials designed specifically for this population and leveraging real-world data. [ABSTRACT FROM AUTHOR]