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AbstractA TeachMeet is an informal gathering arranged by teachers to share and discuss practice with peers in a social setting. This paper focuses on reporting one fundamental finding of an in-depth exploration of TeachMeet, relating to the characteristics of the events; other findings are reported independently. TeachMeet originated in 2006, adopting participant-driven unconference practices and exploiting emergent social media channels and becoming a global phenomenon. This paper reports findings from a sensemaking exploration of TeachMeet events (n. = 15) in which analysis of data from observations highlighted elements most commonly present, which characterise the events. Data collected were analysed using Descriptive Statistics and Interpretative Phenomenological Analysis. This analysis found TeachMeets to be voluntary, open, non-hierarchical events attended by teachers from all levels and sectors, during which the three characteristic elements at play were (i) the catalytic role of the facilitator, (ii) the impact of nanopresentations, and (iii) the Open Space dynamic. The element of connectivity via social media was influential during and between events. We conclude that these elements in combination characterise this novel phenomenon for informal open professional learning among peers, at gatherings convened by and for teachers to share their experiences in the convivial setting of a TeachMeet. [ABSTRACT FROM AUTHOR]

The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate. [ABSTRACT FROM AUTHOR]

Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students’ literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools. [ABSTRACT FROM AUTHOR]

In recent years, the personal, social and emotional development of students has become a priority area in post primary education. This has been further accentuated during the COVID-19 pandemic. Using a case study design, this naturalistic study set out to explore perceptions of the function of a Student Support Team (SST), and its role in the provision of a whole school guidance programme in one post-primary school. Semi-structured interviews were completed with members of the SST (n = 6). Findings from this particular case study school suggest that the SST plays an integral role in the whole school guidance programme. However, the delivery of this programme in post-primary education requires a high level of commitment from senior management and a greater understanding from the wider school community. The findings also highlight the need for a more structured approach to the formation and implementation of SSTs within the school. The paper considers some of the implications for policy and practice in the post-primary sector. [ABSTRACT FROM AUTHOR]

Many concerns exist about potential long-term psychosocial impacts of the COVID-19 pandemic on young people. While the school has been identified as having a vital role in psychological recovery post-disaster more generally, it is unclear as yet how young people have adapted to the return to in-person education. This paper reports on the preliminary findings from an intensive Ecological Momentary Analysis exploration of the affective wellbeing, experiences and coping of 82 Irish second-level students. The participants were found to experience more positive than negative events, and to have moderate-high levels of positive affect and perceived coping during the 7-day period of monitoring. However, the findings also suggest that some students, particularly those with pre-existing psychological difficulties, may be in need of additional targeted support. Accordingly, it is recommended that in the short to medium-term, second-level schools should strive to prioritise the psychological recovery and resilience of students such as through an emphasis on re-establishing and consolidating a sense of student connectedness. [ABSTRACT FROM AUTHOR]

The nationally funded Prevention and Early Intervention (PEI) programme aimed to design, deliver and evaluate interventions to improve a range of outcomes for children growing up in areas of low socio-economic status (SES). A key focus for many PEI programmes was to improve the oral language abilities of children, recognising its important link to a range of literacy, learning, social, emotional and behavioural indicators. This paper reviewed the published reports of PEI and community programmes that implemented oral language interventions for children, parents and practitioners. This mapping exercise demonstrated that the oral language interventions implemented varied extensively and were predominantly evaluated through gathering the perspectives of those receiving the supports. A noticeable gap was the lack of a national evaluation framework of the oral language interventions provided, resulting in difficulties making comparisons, determining impact and contributing to the evidence base of the effectiveness of bespoke interventions designed and delivered. Implications of this mapping exercise are outlined for the future implementation and evaluation of universal and targeted oral language interventions. [ABSTRACT FROM AUTHOR]

It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present from Bloom’s Taxonomy Educational Objectives on the Leaving Certificate biology examination. The study analysed examination papers from the past and current biology syllabuses. Analysis was also carried out to determine the marks being awarded to the different cognitive objectives. The findings show that the examination predominately includes questions that do not promote higher levels of thinking. The majority of the marks on the paper were allocated to the lower objectives of the taxonomy, suggesting students can rely on rote learning to succeed when undertaking the biology examination. This study strongly highlights how high-stake examinations have a narrow scope in terms of student achievement and shows how current biology examination procedures promote low-level learning. This low level of thinking promotes rote learning and regurgitation of facts, requiring little to no understanding of the topics. To prepare students for the working world, there needs to be a shift from only terminal exams to a mixed approach. [ABSTRACT FROM PUBLISHER]

Building on Woolf's (2020. "Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space." Educational Action Research 28 (4): 579–596) conceptions of 'third space theory' this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational action researchers created a 'third space' to support knowledge creation in a trans-generational and trans-institutional community. Our approach to third space theory draws on Woolf's work which describes 1) perceived space 2) conceived space and 3) lived space. The article demonstrates a new understanding of third space theory as we seek to support professional knowledge creation amongst teachers and teacher educators. Key issues and challenges in the establishment of a values-based educational action research network and its move to an online setting are introduced. We explain the generation of a living educational theory from the research community, which was convened by the authors. We have created both a face-to-face and an online professional development community of action researchers. The original contribution of this paper is the creation of an open and shared learning community to support action research practitioners in their processes of accessing, collaborating in and undertaking research. The significance of our paper is in the emergence of socially constructed knowledge in a fluid and flexible space that is underpinned by our lived values of inclusion and respect. [ABSTRACT FROM AUTHOR]

This paper is the text of a keynote address given at the Education Studies Association of Ireland Conference on March 31st 2023. Drawing on diverse examples of reactionary politics in Ireland and the UK such as protests against queer-inclusive education, the maintenance of sectarian and Catholic majoritarian schooling, and the use of ideas of 'free speech' arguments to shut down anti-racist education, Karl Kitching argues for vigilance against the use of ostensibly liberal ideas about secularism, pluralism and free expression to damage collective solidarity, equality and democracy in education and wider society. [ABSTRACT FROM AUTHOR]

The paper discusses a structured peer mentoring scheme for Early Career Academics (ECAs) in Sociology during COVID-19 and post-Brexit, the pedagogical framework adopted and programme challenges, benefits and learning. Internationally, structured peer mentoring schemes for ECAs are sparse and discussions of ‘what works’ in the context of dedicated peer mentoring programmes for ECAs are limited. This programme, designed and executed by the Sociological Association of Ireland (SAI) and a professional mentoring trainer in 2022, involved 8 peer mentors, all of whom were senior and mid-career academics and 10 mentees comprising PhD students and postdoctoral researchers. It encompassed formative sessions for peer mentors and mentees and a final joint session, which took place online. Subsequently, peer mentors facilitated online peer mentoring sessions, with mentees supporting them to explore, plan and achieve their professional goals. The authors discuss the pedagogical content and active methodologies adopted in relation to reflective practice and knowledge-exchange, whilst illuminating that more investment in and research on structured peer mentoring programmes in Higher Education can lead to better outcomes for ECAs. We underline the potential of similar inter-professional mentoring schemes for ECAs and key learning, which could benefit future programmes. [ABSTRACT FROM AUTHOR]

Distributed leadership is currently to the forefront of emerging educational leadership literature, policy, and practice. It is suggested that the pressures exerted on schools during the COVID-19 pandemic have resulted in distributed leadership becoming a default leadership style in schools. The adoption of a distributed leadership approach is supported by Irish school policy, yet little is known about its implementation. The aim of this study was to map the current state of distributed leadership in Irish post-primary schools from the perspective of school personnel. Data were collected from 337 participants using an online survey comprising Likert-type statements complimented with open-ended questions. Descriptive statistics and thematic analysis were used to analyse the data. Findings reveal disparities specific to how distributed leadership is implemented in schools, (if at all), including the division of labour, the impact of culture and complexities in relationships among staff. In this paper, recommendations are made regarding the need to further conceptualise the culture required for distributed leadership to flourish, the division of labour, and teacher leadership in a distributed leadership approach, as well as a focus on building positive relationships. [ABSTRACT FROM AUTHOR]

The international research literature concludes that effective professional development for teachers needs to: be truly collaborative involving an active role for practitioners; help break down teacher insulation and isolation; provide opportunities for teachers to work together in developing their classroom practices. However, professional development, as understood in the Irish context, tends to be characterised by predominantly transmission of knowledge models. The Clare Small Schools Project (CSSP) is an innovative professional development programme in primary science education in Ireland. Its constituent partners are Clare Education Centre, Dublin City University and small rural primary schools in County Clare. It is planned and designed in accordance with agreed characteristics of transformative professional development: ongoing, collaborative, embedded in teachers’ work, with an emphasis on changing classroom practice. This paper draws on the key developments emerging from the programme. Findings show that the CSSP is making positive changes in teachers’ individual and collaborative practices and is helping teachers overcome professional isolation. Key to this is the prominent role the Education Centre plays in encouraging participatory approaches to practice. These findings add to what is known about providing transformative professional development. They have far-reaching implications for teacher educators in Ireland and farther afield. [ABSTRACT FROM AUTHOR]

Growing interest in STEM education and imminent curricular reform places new demands on teachers, giving impetus to re-examining how we prepare primary teachers for more integrated approaches. In addition to the acquisition of knowledge and skills, sustainable change demands the development of teacher identity, in which teachers are seen by themselves and others as STEM teachers. This paper reports on the emerging STEM teacher identities of five preservice primary teachers. Using STEM story-lines as an innovative graphing exercise, participants were prompted to reflect on key events that shaped their journey and share future-oriented narratives through drawing and storytelling, as they negotiated becoming STEM teachers. Findings suggest that although their own school experiences were varied and influential, an integrated STEM intervention was the common turning point in their STEM identity development, whereby participants aligned critical components of STEM with personal experiences and values. The reflective tools used supported identity work, by triggering a rediscovery and reinterpretation of their experiences with the benefit of increased knowledge for teaching STEM and, in turn, provided a means to re-envisage the future. [ABSTRACT FROM AUTHOR]

This paper reports on a research project that heard the perspectives on and experiences of the Relationships and Sexuality Education (RSE) programme of a range of stakeholders in post-primary schools. The researchers listened to students aged from 13 to 18 years, to teachers of RSE, to principals and to parents/guardians in six post-primary schools across the Republic of Ireland. We found that teacher comfortability is one of the key components in the delivery of high-quality and effective RSE. By 'comfortability' we mean knowledge, expertise, confidence and appropriate pedagogical skills to teach this particular material. This view was shared by students, teachers, principals as well as some parents who commented on this aspect of RSE. We found that there are several factors that impede teacher comfortability, namely lack of qualification in Social Personal and Health Education/RSE, lack of initial teacher education input in this area, limited access to continuing professional development, an absence of mandated curriculum content and fear of external criticism especially by parents. Our findings are very similar to those of the NCCA [2019. Report on the Review of Relationships and Sexuality Education (RSE) in Primary and Post-Primary Schools. December. Dublin: NCCA] evaluation that took place in a similar time-frame and included a similar range of participants. [ABSTRACT FROM AUTHOR]

Home-school partnership has often been lauded as a key contributor in raising educational attainment. However, the level of partnership experienced by parents who use English as an Additional Language (EAL) can be limited by poor English-language proficiency and other unique challenges. This paper is concerned with a systematic review and analysis of the evidence of home-school partnership for learners with EAL in primary schools. It identifies international research trends, and gaps in research in the United Kingdom and Ireland. The analysis demonstrates that there is a dearth of literature pertaining to home-school partnership interventions in the United Kingdom and Ireland. It also identifies a global necessity for interventions aimed at instigating attitudinal change among teachers and systemic institutional change. [ABSTRACT FROM AUTHOR]

This study explored the relationships between psychological wellbeing, religiosity and religious coping amongst adolescent students attending post-primary schools in Ireland. The current paper reports on the quantitative data and findings arising from a mixed-methods study. Participants were post-primary school students (N = 110) aged between 15 and 19 years, who completed online questionnaires measuring their psychological wellbeing, religiosity and religious coping. Correlation, comparative and regression analyses using SPSS were used to analyse the data. The results revealed that religiosity was not significantly correlated with psychological wellbeing; however, religious beliefs were a predictor of enhanced psychological wellbeing amongst theist participants. Positive religious coping methods were associated with enhanced purpose in life. Conversely, use of negative religious coping mechanisms was linked to lower levels of overall psychological wellbeing. The findings demonstrate that adolescents’ religion has the potential to impact their mental wellbeing positively or negatively, depending on the type of religious coping methods used. [ABSTRACT FROM AUTHOR]

In the Republic of Ireland, primary school teaching is a very attractive profession with pay being above the OECD average (Heinz and Keane 2018; Hennessey and Lynch 2017). This paper investigates how the Department of Education Inspectorate and the Teaching Council of Ireland position primary school teacher professionalism. The paper presents the findings of critical discourse analysis (CDA) of two policy texts; Looking at our schools 2016 (2016) by the Department of Education Inspectorate and Cosán framework for teachers learning (2016) by the Teaching Council of Ireland. This paper is timely because the Inspectorate and the Teaching Council of Ireland, recently published the Cosán Action Plan (2021) and Looking at our Schools 2022 (2022), both of which describe how the Department intends to integrate Cosán more deeply into Irish education as a complementary policy to Looking at our Schools (2022). At this policy juncture, this research finds that the two organisations’ understandings of teacher professionalism overlap in places but also sit in tension with each other. [ABSTRACT FROM AUTHOR]

This paper provides insights for early career researchers and supervisors on constructing a journal article. Strategies are provided for each section of the journal article with reference to elements that early career researchers generally do well and ways they can strengthen their writing. This paper also gives strategies for building and maintaining resilience as academic authors and uses the analogy of game play to explore the publication process. [ABSTRACT FROM AUTHOR]

Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are relevant to the education field. Lastly, the focus shifts to a particular change, the integration of PBL, curriculum, and DS within the framework of the TYP. No review of research on the TYP in Ireland is currently available in relation to PBL in DS and this is timely given the policy context's recent focus on the digital world and the development of students' digital competence. How are PBL Environments understood in the context of the TYP? This paper follows the steps of a literature review and thematic synthesis. Themes are identified and described, summarising the most current TYP research in Ireland. Sufficient time must be allocated for the coordination of activities and the facilitation of collaboration among teachers to foster participation in DS. Moreover, the TYP should incorporate structured opportunities for students to gain exposure to PBL in DS. [ABSTRACT FROM AUTHOR]

Researchers' reflections on narrative inquiry is a growing area of interest for the qualitative researchers' community (Beuthin 2014; Bruce et al 2016; O'Grady, Clandinin and O'Toole 2018). Furthermore, the relationship between the insider and outsider, researcher and participant, in narrative research conducted in social sciences, including nursing, health sciences, and education, has been extensively explored (Berger 2015; Darwin Holmes 2020). This paper reports on a project in which life story interviews with former prisoners were conducted in Ireland and Greece. The aim is to contribute to our understanding and knowledge of narrative inquiry by providing insights into the methodology employed, along with the challenges faced and steps taken to address those challenges during the project. The paper begins with a reflective account of the author's experience as a researcher engaging in narrative inquiry, focusing on the rationale behind choosing this method and issues of design, positionality, ethics and access. Then the focus shifts to how the fieldwork in two European countries allowed the author to explore the cross-cultural boundaries of narrative inquiry. Finally, the paper concludes with a persuasive argument on the value of narrative inquiry, drawing upon the insights and findings from the research project. [ABSTRACT FROM AUTHOR]

Ten years on from the formation of SOLAS (An tSeirbhís Oideachais Leanúnaig agus Scileanna) and the Education and Training Boards (ETBs) in Ireland, it is appropriate to reflect on where adult education lies in the new Further Education and Training (FET) sector. This paper uses Denis O'Sullivan's schematisation of policy paradigms (2005) as an analytical tool, to explore the components of the new sector. New concepts have been introduced, such as 'FET' and 'active inclusion', others such as 'adult education' have disappeared, and others such as 'transversal skills', 'lifelong learning' and the 'needs of learners' have been adapted, introducing a language of doublespeak. The discourse has changed; a theme of performativity is now prioritised while the wider benefits of learning are mentioned, but not actioned. There is a new authority with bureaucratic social configurations and the identities of teachers and students are being reduced to producers and consumers of learning outcomes. This paper shows how these changes have resulted in a new neoliberal policy paradigm for adult education, with strong regulatory powers. Understanding this is the first step in questioning its authority and discussing if this is what we, as a society, want for the education of adults. [ABSTRACT FROM AUTHOR]

In Ireland and the UK it is accepted practice that agencies with formal responsibility for delivering school examinations allow examination candidates, and in many cases their teachers, to see their examination papers once they have been marked. Returned papers can carry various pieces of information; as well as the total score given for a performance, additional information is included in the form of the annotations left on the examination paper by the marking examiner. As far as we know there has been no research into how this information affects those who come into contact with it. The study uses teacher interview and survey data to explore whether a sociocultural approach to analysis can illuminate the factors that might influence their interpretation of those annotations. These analyses suggest that a key influence on the valid interpretation of an examiner's annotations is a teachers' involvement in examining activity. The analyses support further conceptualisation that these teacher-examiners' interpretative capacity is related to their positioning in a boundary zone between two different activity systems. [ABSTRACT FROM AUTHOR]

This paper analyses adolescent active transport (AT) to education in Ireland. In Ireland, there is broad consensus that commuting by walking and cycling can be advantageous to health, learning, and reducing traffic congestion and transport emissions. Thus Irish decision-makers, building on academic literature that claims that AT follows population size and density without considering the placement of schools, frequently propose ‘behavioural change’ among urban children as the primary means to overcome low AT. However decision-makers rarely investigate children's actual behaviour as commuters to education, consult children's commuting data, or consider the impact of school provision on AT. This paper challenges these approaches. Employing data reported by Irish teenagers to Census 2016 and 2011, it shows that AT does not follow population size or density but does follow educational provision including the provision of inclusive schools not segregated by religion, gender, or ability to pay. [ABSTRACT FROM AUTHOR]

This paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs). Aligning with the work of Cook (2009) [‘The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.’ Educational Action Research 17 (2): 277–291] this paper aims to make visible the decisions and reflections that occurred during the multiple cycles of action research that were significant in the transformations that occurred throughout the study. We argue that embracing and acknowledging the chaos and messiness of the process is essential to initiating change. Therefore, in making visible the often invisible actions and discomfort experienced this paper hoped to contribute as a catalyst for greater articulation of mess across research.Employing a seven-phase longitudinal action research approach, this paper draws on data from the practitioner researcher’s reflective journal maintained throughout the research and field notes based on participant observation. The challenges, complexities, and benefits of action research are discussed including the impact on the research study and the practitioner researcher’s practice as a teacher educator in primary physical education. Making visible the challenges of being comfortable in the uncomfortable elements of data collection, in accessing the PSTs, and the multiple roles of the researcher throughout the research are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This paper makes a novel and important contribution to scholarship by developing and presenting a set of concepts and questions for those researching student voice in Ireland to consider and explore in their studies, and specifically in relation to classroom practice at post-primary level. Here, a distinction is drawn between consultations that take place inside classrooms between students and teachers and consultations that take place between management and students and cognisance is paid to school patronage, school socio-economic context, and the career stage of teachers and positions in the school hierarchy. This paper ultimately offers a heuristic device as a starting point for future research on student voice in Irish post-primary schools and sets out to bring about more critical thinking regarding how student voice plays out vis-à-vis classroom practice. [ABSTRACT FROM AUTHOR]

This paper presents a reflective, critical analysis of the original roll-out and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthcoming update. This article considers the methods engaged to implement a national roll-out of Aistear from 2009 and the subsequent availability of training and supports to facilitate the effective implementation of the framework in the intervening period. Lessons to be learned from the original roll-out and theories of change management are discussed to inform the successful implementation of the forthcoming update. Limitations highlighted within the original implementation of Aistear include a fragmented approach to the initial roll-out and subsequent over-reliance on the benevolence of early childhood educators to actively seek out additional training and supports. The impact of the lack of a regulatory mandate to implement a specified early childhood education curriculum framework, such as Aistear, on curriculum implementation and quality monitoring is also addressed. The example of STEAM, as an area of contemporary pedagogical practice, is employed to highlight the importance of training within a coordinated, systematic implementation plan to underpin the equitable roll-out of the forthcoming Aistear update across the profession to support the provision of quality ECEC experiences for children. [ABSTRACT FROM AUTHOR]

Historically, Irish Travellers have experienced social exclusion and marked educational disadvantage. Less than 1% of Travellers are documented as being in third-level education, with only 167 adult Travellers reported as holding a third-level qualification (0.5%). This low rate of participation has been targeted by the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) Programme for Access to Higher Education (PATH). The PATH programme (Strand 3) funded partnership initiatives between higher education institutes in regional clusters. The SOAR partnership initiative in the South Cluster developed a Travellers in Education workstream which delivered three key initiatives: (1) two Leadership in the Community courses delivered at University College Cork (UCC); (2) a Mentoring in Education course delivered at Munster Technological University (MTU) Kerry Campus and (3) a Traveller Graduate Network (TGN) developed at Munster Technological University (MTU) Cork Campus. Two of these initiatives (1 and 2) are bespoke part-time courses for adult learners and the third is a network to support Travellers accessing full-time higher education. Drawing from evaluations of these three initiatives, this paper provides insights into Travellers’ experience of accessing and progressing through Higher Education and identifies supports and barriers. [ABSTRACT FROM AUTHOR]

Trinity Access (TA) is a post-primary initiative, in the authors' university, that offers programmes for students, teachers and schools in areas of socio-economic disadvantage. The aims of the programme include helping students develop the knowledge, networks and skills needed to make informed decisions about future educational opportunities, and supporting teachers and schools to foster collaborative and reflective learning environments, which help students develop the academic capital they need to attain their aspirations. This is achieved by delivering programmes for students and professional development for teachers, embedded in an iterative cycle of data collection/analysis and feedback. A distinguishing feature of TA is its long-term commitment to its partner schools (20 years in some cases). This sustained engagement enables the depth and breadth of longitudinal research described herein. The research follows an observational study design within an overarching design-based research methodology. Data are collected annually from consenting students, teachers and management in 20 schools, enabling the researchers to establish students' levels of exposure/non-exposure to the intervention and to identify correlations between exposure and behaviours/aspirations. The goal of this paper is to provide an overview of the research design and methodology, illustrating its potential to deliver insights into practices that may alleviate educational inequalities. [ABSTRACT FROM AUTHOR]

In Ireland as elsewhere, the value of putting evidence and scientific advice at the centre of public policy-making, has rarely been more evident. The prominence of the science-policy interface has renewed interest in the prospects for evidence based policy (EBP) in education. Notwithstanding the political rhetoric around EBP in education, little is known about the nature and extent of research use in Irish education policy. This paper reports results from a survey of educational researchers in Ireland (n = 69) which involved them completing a survey based on a reliable measure of research utilisation. Results show a poor record in the reported uptake of educational research by policy-makers. Twenty-two independent variables were identified and tested for their association with reported levels of research use. Results indicate that eleven variables have a statistically significant correlation with research utilisation. Regression analysis indicates that four variables can significantly predict variance in the dependent variable (research utilisation) they are, researcher-policymaker collaboration; institutional affiliation of researcher; policy orientation of researcher; and researcher reputation (Adjusted R2 =.545, p <.001). Findings lend empirical support to the argument that many educational researchers in Ireland struggle to influence central policy and offers some explanatory insights. [ABSTRACT FROM AUTHOR]

This discussion paper focuses on the purpose of, and vision for, Irish primary science education prior to the redevelopment and publication of the primary science curriculum in 2024. Scientific literacy is broadly accepted as the goal of science education. Despite this, curricular analysis focusing on scientific literacy in Europe is scarce. There is no universally accepted definition of scientific literacy and the divergent perspectives of scientific literacy and its conceptualisation in terms of purpose and competencies warrant discussion. This paper details and critiques both the historical and current position of Irish primary science education against prominent policy documents and research in the field. It presents research informed recommendations required to transform a holistic vision of scientific literacy from curriculum documents into classroom practice. It is hoped that this discussion paper raises important questions for policy makers and educators highlighting the central role of science literacy education to meet the needs of all students in the twenty-first century. [ABSTRACT FROM AUTHOR]

The discourse on preparing job-ready graduates has led to calls for more authentic methods of teaching and learning that allow higher education students to enhance their employability. The literature identifies authentic approaches to teaching as those that situate learning in contexts that correspond to the ‘real world’. However, little is known about whether, or how, students in Irish higher education view their learning as authentic. Drawing on Ireland’s national survey of student engagement, this paper examined the free text responses of 93,743 students over a five-year period when asked what their institutions could do to improve engagement in their learning. Using both an automatic content and manual analysis, it was found that the theme of ‘work’ was strongly represented in the data. Strongly connected to ‘work’ were the concepts ‘real world’, ‘real life’ and ‘group’ with students requesting learning that was relevant, practical, and job- or career-related. While group learning was seen in a positive light, students valued projects that were connected to the world of work. In contrast to the literature, these students don’t frame their narratives in terms of ‘authentic’ learning, rather they speak of learning that has real-world relevance. The paper concludes with suggestions for institutions. [ABSTRACT FROM AUTHOR]

This article looks at the Intermediate Certificate examination on Irish history between 1926 and 1968. An investigation on how the official syllabus was examined is of equal merit, if not more important than the syllabus itself, being used as the official marker of a pupil's aptitude and awareness of Irish history. Furthermore, examination papers are a massively underused historical source, and a further lens through which to gauge the official ideology regarding the history of the Irish nation. By conducting a longitudinal study of how Irish History was engaged with at the Intermediate Certificate level and importantly at what aspects were stressed by the state through the examination papers set, it is possible to glean not only what is generally seen as important but also what issues, themes, or events were repeatedly stressed and therefore seen as the defining issues in the course of Irish history. This article looks at Intermediate History, as unlike Leaving Certificate History, with its increased specialisation, the Intermediate course throughout the period comprised of an overview of Irish history and as such can provide a sense of which aspects of this long storied history were chosen to be recalled, and in what manner. It also focuses on the Intermediate Certificate, due to the low rate of progression beyond this level. Ultimately, this article finds that while certain topics did dominate, as has been noted by others, only a select few events or personalities were universally seen as important across the period. Various aspects of Irish history were of more or of less importance depending on the context. Notwithstanding, an overall narrative can still be gleaned, which focussed on the Physical Force tradition as well as the promotion of Ireland as its own Gaelic nation. [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]

This paper argues that the combination of (i) creative language pedagogy informed by sociocultural theory (SCT), and (ii) a participatory, democratic approach to language learning inclusive of learner voice, supports language (re-) engagement for Irish language learners and educators in English-medium education, and in society at large. Firstly, existing challenges for Irish language learning and teaching at the primary level in English-medium education (EME) are explored within the broader context of Irish language engagement. In response, a school-based participatory action research (PAR) study which piloted SCT-informed pedagogical approaches of peer-tutoring, student-parent tutoring, and technology-mediated language learning is then presented. Focusing on overarching outcomes, the findings of this small-scale study are outlined which indicate an increase in both Irish language use and self-assessed proficiency, and overall motivation level consolidation amongst learners. In addition, the potential of a PAR approach in supporting engagement and partnership in Irish language learning is considered. In conclusion, recommendations for policy, practice, and research are suggested to further Irish language engagement in EME. [ABSTRACT FROM AUTHOR]

This paper explores and compares the experiences and perspectives of primary teachers regarding the teaching of religion in Catholic schools in Ireland and South Korea. Semi-structured interviews were conducted with ten teachers from each country. The findings highlight the contrasting perspectives of teachers from the two countries regarding the importance of and approach to religious education as a response to the challenges posed by pluralism. Teachers from Ireland predominantly exhibit a proactive approach, valuing diverse viewpoints and making efforts to engage in interreligious dialogue. Conversely, many teachers from South Korea demonstrate a deep appreciation for their own belief in God and prioritise the faith development of children. The comparative study highlights the importance of understanding teachers' experiences and the ways in which they navigate the intersection of religious diversity, national policies, Catholic ethos, and their own personal faith perspectives. Our findings demonstrate the central role of teachers' beliefs and future-oriented agency in the construction and implementation of religious education which does not always follow prescribed confessional or secular-neutral approaches. [ABSTRACT FROM AUTHOR]

This paper examines attitudes to classism in Irish education using a thematic analysis of social media conversations about social class between 2018 and 2022. Previous research indicates that Irish education systems are designed by and favour the dominant and ruling classes. However, few studies use the voice of the lived experience to explore the phenomenon. This article investigates Irish people's communication of class inequalities in education via the social media platform Twitter (X). Braun and Clarke's thematic analysis was employed to analyse and group the Tweets, with Dean's framework on communicative capitalism to guide the findings. This study indicates that social media has become a legitimate platform to challenge hegemony in education by creating online communities or collective identities in struggles against social inequalities in Ireland. Findings reveal that classism continues to prevail in Irish education, with working-class Tweets on the lived experiences of discrimination providing novel insights on emerging themes such as elitism, inequality of access and symbolic violence. Future research in this area needs to focus on the effects of social class on educational attainment, access, and participation in Irish settings. In particular, examining weaknesses in current structures to support working-class students, and possible grassroot interventions and policies to mitigate the impacts of social class on education. [ABSTRACT FROM AUTHOR]

It is widely acknowledged that girls are less likely to receive an autism diagnosis compared to boys (Gould, J. 2017. "Towards Understanding the Under-Recognition of Girls and Women on the Autism Spectrum." Autism 21 (6): 703–705), with growing recognition that girls are underserved by the current clinical diagnostic criteria, potentially due to differences in presentation (Duvekot, J., J. van der Ende, F. C. Verhulst, G. Slappendel, E. van Daalen, A. Maras, and K. Greaves-Lord. 2017. "Factors Influencing the Probability of a Diagnosis of Autism Spectrum Disorder in Girls Versus Boys." Autism 21 (6): 646–658). Lack of awareness of the female profile of autism among teachers and other professionals can have implications in terms of recognition, diagnostic referrals, formal identification and support. A narrative review approach was adopted to review extant literature pertinent to sex differences in autism, using the diagnostic criteria outlined in DSM-5 as a framework (American Psychiatric Association. 2013. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington: American Psychiatric Association). The aim of this paper is to raise awareness of the varied presentation exhibited by some autistic girls. The findings reveal differences in the presentation of autism characteristics among girls with a more internal presentation apparent. The findings of the review indicate the need for revisions to diagnostic tools to reflect the more nuanced female presentation, increased training and guidance for professionals working with autistic girls and continued research. It is hoped that this review will further knowledge in this area to support the recognition of autism in females and mitigate the risk of females being missed, misdiagnosed or diagnosed later in life. [ABSTRACT FROM AUTHOR]

Critical thinking is a core component of higher education teaching and learning across multiple disciplines. However, supporting students to develop critical thinking skills can be challenging due to their prior experiences of education which may have emphasised rote learning and due to the high volume of approaches available to choose from as a teacher. This paper explores a self-study action research project which took place within initial teacher education and focused on exploring approaches to critical thinking development. Data collection took place with students and included interviews, surveys and collection of class work. Additionally, critical reflections and conversations with critical friends informed the research process. Through the analysis of data which emerged from action research cycles, and in line with best practice outlined in literature, a planning tool was developed to support critical thinking instruction. The planning tool includes pre-conditions for learning necessary to ensure due attention is given to the impact of the learning environment, four lesson elements which support student critical thinking development, and an awareness of the multiple outcomes of critical thinking engagement in education. [ABSTRACT FROM AUTHOR]

University graduates not in employment and training in Azerbaijan lack relevant skills and knowledge that would make them eligible for post-graduation opportunities. The SABAH project aimed to address this problem. This article explores the perceived benefits of this advanced education program for students' eligibility for post-graduation opportunities, such as employment. 25 undergraduate students majoring in the fields of human resource management, teaching English as a foreign language, business administration, law, economic science and earth sciences were interviewed for this research paper. Two key dimensions of perceptions were highlighted: the search for novelties in university training and the future-oriented advantages of education programs. Data analysis is based on the concept that the SABAH program emerges as a 'change maker' in educational practice due to its novelty of bringing business partners to classrooms and arranging job placements tailored to students' personal and professional profiles. The study also concluded that integrating the international and intercultural dimensions of education in higher education delivery and engaging potential employers in teaching processes can help students develop the competencies needed for employment and facilitate graduates' access to post-graduation opportunities. [ABSTRACT FROM AUTHOR]

This paper examines the unique challenges faced by the 2023 Leaving Certificate cohort in Delivering Equality of Opportunity in Schools (DEIS) in Ireland due to the impact of the COVID-19 pandemic. It focuses on the significant impact of the pandemic on students who will be sitting their first-ever state examination at the age of 18. These students, often from socio-economically disadvantaged backgrounds, have had to navigate unprecedented disruptions and adjustments to their education, presenting distinct obstacles to their academic success and overall well-being. Fourteen interviews were carried out, involving guidance counsellors, subject teachers and Principals. A reflexive thematic analysis was conducted and the identified themes that emerged from the analysis include lack of motivation, naivety around the Leaving Certificate Examination, poor well-being and skewed expectations. [ABSTRACT FROM AUTHOR]

Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children's geographical experiences in school are minimal. There is a myriad of reasons for this range of practice. One significant feature is the lack of funding or provision for continuing professional development (CPD) for primary teachers in Geography. This paper outlines a project to create school-based CPD for teachers in primary geography. The results of the project are that the school-based CPD, designed by teachers can provide support them to enact the curriculum as well as providing engaging, interesting and enjoyable experiences for teachers. The findings also suggest that such CPD can also have a positive impact on children's experiences of Geography, through enhanced practices by teachers. The implications for such findings are discussed in relation to curriculum change. [ABSTRACT FROM AUTHOR]

The curriculum development process is complex and developing a worthwhile process to support curriculum inception is a valuable endeavour. This paper explores the experiences of the curriculum development process through the lens of an expert advisory committee charged with developing a post-primary curriculum for publicly managed schools in line with their ethos and the national lower post-primary curriculum. The research employed semi-structured interviews with a group of curriculum developers (n = 10) involved in this curriculum development process. Following thematic analysis, four primary themes were identified: Purpose of the Advisory Committee, Focus of the Curriculum Expression, Balance of Voice, and the Role of the Curriculum Lead. These themes offer insights into the complexities of the curriculum development process including the importance of focusing, not just on the teacher's voice, but also on the conditions that support teachers to engage fully with such processes. The findings also highlight the importance of embracing strategic leadership and democratic practices throughout this process and how the perceived focus of curriculum needs to be explicitly considered so as to unearth hidden assumptions of the curriculum developers. This study contributes to the broader understanding of how curriculum development can be enhanced to meet the needs of diverse stakeholders. [ABSTRACT FROM AUTHOR]

Forest School, an experiential, nature-based pedagogy is attracting considerable interest in Ireland presently. This paper presents findings from the first national survey of Forest School pedagogy in Ireland, conducted in 2019–2020 as part of a larger study. The aim of the survey was to find out how Forest School pedagogy is understood by adults in Ireland who are interested in Forest School. Potential survey respondents were identified through the networks of the Irish Forest School Association. The survey included 5 open-ended questions to explore respondents’ understanding of Forest School and 63 five-point Likert items to explore attitudes to environmental and pedagogical issues. A purposive sampling strategy yielded 232 responses. Data analysis comprised thematic analysis of the qualitative dataset and exploratory factor analysis of the Likert items. The respondents describe Forest School pedagogy as experiential, relational, playful learning with(in) nature, where the adult acts as facilitator or mentor. Respondents trained as Forest School Leaders held more progressive pedagogical views and a more pro-environmental worldview than other respondents. The findings suggest that Forest School pedagogy offers possibilities towards delivering progressive pedagogy and supporting wellbeing and flourishing for all through widening our definition of school to include nature as a pedagogical partner. [ABSTRACT FROM AUTHOR]

This paper presents findings from a research project that investigated the aspects of inquiry-based learning (IBL), specifically experiences of teacher inquiry, within initial teacher education (ITE) programmes. The participants in the project were four teacher educators and 127 student teachers with the teacher educators being the research team. The inspiration for the research was an interest in features of IBL in ITE. Firstly, opportunities for teacher inquiry, conceptualised by the team as ‘intrinsic inquiry’, where student teachers carried out inquiries as reflections on their practice. Secondly, student teachers experiencing, planning and reflecting on classroom inquiry, conceptualised as ‘modelled inquiry’. We hoped our research would be informative for colleagues in ITE, as we knew from experience in ITE that providing opportunities for inquiry meant reflection, and acting on reflection was more likely to occur. Findings revealed many ‘multiplicities of inquiry’ between intrinsic and modelled enquiry, which participants had a range of views of. This paper focuses primarily on the aspects of intrinsic inquiry in teacher education, which included teacher inquiry and many other types of aspects of inquiry as outlined. However, throughout the findings reported students refer to both intrinsic and modelled inquiry. [ABSTRACT FROM AUTHOR]

When pupils learn geography they are extending their world view and reshaping it. This paper analyses representations of Africa and African countries and cultures in Irish primary geography textbooks and assesses to what extent these textbook portrayals facilitate or repress multicultural education, specifically critical multicultural education (CMCE). Here, this paper argues that primary geography can and should play a critical role in challenging societal issues of inequality, racism, prejudice and stereotypes, particularly pertaining to perspectives of the 'Other'. This paper devises a framework for critical multicultural geography education (CMCGE) and applies this to Irish primary geography textbooks. While some textbooks can demonstrate capacity in fostering multiple perspectives, appreciation for diversity, development of critical thinking and enquiry, and making connections; in the main, textbooks present stereotypical, oversimplified accounts of issues, peoples and places which can result in feelings of superiority amongst dominant groups and more entrenched feelings of 'Otherness' amongst minority groups. [ABSTRACT FROM AUTHOR]

As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching practice impact their students. This study, which took place within an educational laboratory in Ireland, sought to address these two issues. This paper first presents an exploration into the adaptation of a practical, innovative pedagogy for teaching new literacy skills in the English context. Secondly, this paper reports on the impact this approach had on students' confidence and engagement in English. Results indicate largely positive changes in students' attitudes towards the English subject and towards learning English with technology. The authors argue this practical approach can be valuable to educators in formal school settings and that it warrants further investigation in such contexts. [ABSTRACT FROM AUTHOR]

This paper charts the development of one of Ireland's first comprehensive schools located in Carraroe in County Galway. Through a systematic, historical analysis of Department of Education and diocesan correspondence, this article provides a unique insight into how official policy was reconciled at ground level. The analysis exposes the ambiguity of previous studies surrounding the role of the church hierarchy in educational reform during the 1960s and seeks to clearly identify key personnel involved in consolidating policy concerning the comprehensive school scheme. Underpinning this narrative, is the deliberate exclusion, by both church and state, of local school authorities from policy decision-making regarding the comprehensive school in Carraroe. In particular, this paper illustrates how a paradigm shift in Department of Education negotiation tactics provided the government with an effective means for introducing new educational policy measures in the future. [ABSTRACT FROM AUTHOR]

Musical Futures is an approach to music education grounded in the principles of informal learning. Research has shown that Musical Futures has profoundly impacted teaching and learning in music, pupil engagement and educational strategies for music (Green, Lucy. 2002. How Popular Musicians Learn: A Way Ahead for Music Education. Aldershot: Ashgate, 2008b). This paper presents changes in music teaching and learning using Musical Futures approaches conducted in six primary schools in the Republic of Ireland. Using Participatory Action Research, teachers (n = 7) and students (n = 137) engaged with Musical Futures from a period of ten to thirty weeks. Data collection instruments included: pre- and post-engagement semi-structured interviews with generalist teachers; focus group interviews with students; lesson observations; video recordings of lessons; researcher journaling; and teacher reflective notes. Building on the pilot study conducted in Ireland by (Moore, Gwen. 2019. “Musical Futures in Ireland: Findings from a Pilot Study in Primary and Secondary Schools.” Music Education Research 21 (3): 243–256.), no study has examined the potential of the approach in this manner within the Irish primary context. Shifts in practice in music teaching and learning are examined from the teacher and student perspectives respectively, with findings indicating changes in the ownership of learning; assessment practices in music; and musical and extra-musical skill development. This paper proffers new perspectives into music teaching and learning, furthering the understanding of, and enhancing practice within the Irish primary generalist context. [ABSTRACT FROM AUTHOR]

This paper is about the politics of policy knowledge production. It calls for spaces to be forged to allow teachers' voices to have centre stage in knowledge creation and production. Specifically, this paper discusses the need for alternative ways of conducting educational research so that power in research design is utilised as a capacity for change. First, the politics of knowledge production is explored. The second and most central task of this paper is to highlight the role that teachers' knowledge can play in shaping education policy through emancipatory research practices. Overall, this paper advocates that the time has arrived for a fresh look at teachers' participation in the production and validation of knowledge. Valuing teachers' embodied knowledge and the unique position teachers hold within the education system, this paper is a window on the present, and suggests the direction the conversation should take in order to move education policy beyond the endless accumulation of evidence towards impactful change. [ABSTRACT FROM AUTHOR]