Relevant bibliographies by topics / Irish post primary

Academic literature on the topic 'Irish post primary'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Irish post primary.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Irish post primary"

1

Tormey, Roland, and Jim Gleeson. "Irish post-primary students' attitudes towards ethnic minorities." Irish Educational Studies 31, no. 2 (June 2012): 157–73. http://dx.doi.org/10.1080/03323315.2012.676234.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lane, Ciara, Martin Stynes, and John O’Donoghue. "The image of mathematics held by Irish post-primary students." International Journal of Mathematical Education in Science and Technology 45, no. 6 (February 24, 2014): 879–91. http://dx.doi.org/10.1080/0020739x.2014.884648.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Craith, Máiréad Nic. "Irish in primary and post‐primary education: North and South of the border." Irish Studies Review 5, no. 17 (December 1996): 35–39. http://dx.doi.org/10.1080/09670889608455558.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nic Aindriú, Sinéad, Pádraig Ó. Duibhir, Lorraine Connaughton-Crean, and Joe Travers. "The CPD Needs of Irish-Medium Primary and Post-Primary Teachers in Special Education." Education Sciences 12, no. 12 (December 12, 2022): 909. http://dx.doi.org/10.3390/educsci12120909.

Full text
Abstract:
There are few professional development courses available to teachers with a focus on meeting the special educational needs (SEN) of students in immersion education contexts worldwide. The continuous professional development (CPD) needs of immersion education teachers in SEN are under researched internationally. This study investigated the CPD needs of primary and post-primary Irish immersion education teachers (N = 133) in SEN using an anonymous online survey. In this article, we provide an overview of the types of CPD that teachers have engaged with in the past and their preferences for future CPD in this area. The challenges they face in relation to CPD are evaluated and provide a context for the future development of CPD courses for this cohort. It was found that teachers want to learn more about inclusive pedagogies and assessments through a variety of interactive pedagogies. The findings of this study will be of interest to immersion educators in other contexts.
APA, Harvard, Vancouver, ISO, and other styles
5

Walsh, John. "Unlikely radicals: Irish post-primary teachers and the ASTI, 1909–2009." Irish Studies Review 18, no. 4 (November 2010): 466–68. http://dx.doi.org/10.1080/09670882.2010.515857.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fleming, Domnall. "Student voice in Irish post-primary schools: is the challenge too challenging?" Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 66–70. http://dx.doi.org/10.33178/boolean.2011.15.

Full text
Abstract:
All of us, as students, attended school and sat in classrooms for long periods. We listened (most of the time!), we absorbed, we learned, we sat and passed examinations (hopefully!), but we were largely silent participants in the whole classroom process. Yes, we answered and asked questions about what we were learning and responded to our teachers and classmates but, did anyone in our schools ever ask us what we thought about how we were being taught or whether and how we were learning? Did anyone ever ask us for our opinions on our schools or the classrooms in which we sat for all of that time? The answer is often a resounding no. There is no tradition in Irish schools to ask, consult or discuss with students their views on their school, their classroom, their teachers, their learning or their experience in this very important and formative period of ...
APA, Harvard, Vancouver, ISO, and other styles
7

Scully, Darina, Vasiliki Pitsia, and Anastasios Karakolidis. "Exploring the interpersonal dimension of teaching in an Irish post-primary context." Irish Educational Studies 39, no. 3 (December 6, 2019): 355–74. http://dx.doi.org/10.1080/03323315.2019.1697947.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Adamson, Sean P. "The aims and practice of physical education in Irish Post‐Primary Schools." Irish Educational Studies 11, no. 1 (March 1992): 191–206. http://dx.doi.org/10.1080/0332331920110116.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

McGarr, Oliver, and Adrian McDonagh. "Examining the role of the ICT coordinator in Irish post-primary schools." Technology, Pedagogy and Education 22, no. 2 (July 2013): 267–82. http://dx.doi.org/10.1080/1475939x.2012.755132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Young, Keith, Patricia Mannix McNamara, and Barry Coughlan. "Authentic inclusion-utopian thinking? – Irish post-primary teachers' perspectives of inclusive education." Teaching and Teacher Education 68 (November 2017): 1–11. http://dx.doi.org/10.1016/j.tate.2017.07.017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Irish post primary"

1

Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.

Full text
Abstract:
Demographic trends suggest that change is inevitable in the Irish post-primary sector. Closures, amalgamations and general rationalisation will increase the average size of schools. This will increase the pressure and workloads of those already in principalship.Almost twenty-five percent of Irish post-primary schools are under two hundred and fifty pupils, and the constraints on the provision of a wide curriculum in such small schools are likely to become a serious factor in their struggle for existence. The participation rate at senior level will increase and therefore curricular diversity will become essential. Many small schools are in multi-school areas and it would be unreasonable to expect the State to duplicate (or even triplicate) ever more expensive educational provision. As the curriculum widens, so its provision becomes more costly. The post-primary curriculum in Ireland was traditionally biased towards the liberal and literary, which is relatively inexpensive to provide, even in triplicate. As scientific and technological subjects take their place in the 'new' broader curriculum, so the necessity for larger schools, and thereby non-duplication of provision, becomes more imperative. Amalgamations are inevitable, but the management profession is unprepared and under-trained, and those who will join the profession anew will be unable to avail of any substantial body of experience.Clearly, intensive training for incumbent and new principals and middle management personnel is demanded. In addition, a mass of statistical data on the post-primary system as it exists, is required for this purpose.Many references were made in the Green paper (1992) and the National Education Convention report (1994) to the changing role of principalship and the management and administration of schools. One of the aims of the proposed legislative changes is to radically devolve administration and introduce good management practices to schools.It is widely acknowledged that good leadership is a prerequisite to effective school management. Devolved administration and greater autonomy will make good principalship even more necessary. Principalship has an instructional leadership role which differentiates the position from an industrial manager or a commercial executive. Research has shown however, that principals spend little time planning or in any kind of leadership role (despite the fact that they value these activities as the most important!) and most time in low value tasks. Clearly, the time has come to assess what principals actually do and how satisfied they are with the administration of their institutions.While the principalship is the pivotal position in any school, the middle management structures that surround the principal will largely determine how successful (s)he is. The principal should be free to utilise his/her expertise in the more important functions like instructional leadership and staff motivation.It was in this context and against this background that this research was undertaken: to investigate the management and administration of post-primary schools in Ireland.The aim of this research is fourfold:1. To gather information on the characteristics of post-primary schools in Ireland. Specifically, to amass data on the following aspects of school structure:(a) The physical and human environment;(b) The academic environment and policy;(c)A profile of principals in principalship.2. To examine the administration of post-primary schools, by function, and to research the styles of management currently prevalent. Management of schools is not coincident with industrial or commercial management and the management of post-primary schools is dissimilar to that of third level institutions. Furthermore, the management of Irish post-primary schools is unique as a result of its particular history. While all will have some degree of similarity, there is an ever increasing level of synonymy as the institutions become more equivalent. Scientific investigation provides the basis for theoretical development and this research aims to:(a) categorise Irish post-primary schools according to styles of management and develop new theoretical models of management and conflict, in the context of existing theory.(b)place existing management structures and theoretical developments in an historical context.3. To gauge (dis)satisfaction within the educational management profession; not so much self-assessment of principalship by principals, rather assessment by principals of the success or otherwise of the school as an institution.4. Generally:(a) To contribute to the body of factual and scientific data about the post-primary sector.(b)To contribute to the theory of management and conflict in schools.(c) To contribute to the debate on the management of and practices in, Irish post-primary schools.(d) To raise the awareness of principals and middle managers at a time of change. Managing change is as important as changing management and it is hoped to contribute to the constructive development of the Irish post-primary system.
APA, Harvard, Vancouver, ISO, and other styles
2

Greene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.

Full text
Abstract:
This thesis explores the question: how do Irish post-primary teachers conceptualise their own professionalism? The central aim of the research is to give teachers a voice in defining what it means to be a professional teacher, within the context of new challenges posed by neoliberal ideologies and practices, which are increasingly informing educational policy. A total of sixteen teachers participated in semi-structured interviews as part of the research. The research employed an interpretative methodology and thematic analysis to the emergent data which was generated by a semi-structured interview process. The theoretical framework used to frame the analysis applied the tools of post-structural social theory, specifically, Foucauldian conceptual propositions of social identity-formation, power and knowledge, to teachers’ experience of their own professional identity and professionalism. The analysis and findings of this small scale interpretative, qualitative research study on teachers’ professionalism, highlight that teachers are currently entrenched in a struggle for control over, how their professional identity might be constructed, and the standards by which their professionalism is assessed. Neoliberal concepts of performativity, standards and accountability have recently become embedded in reformed practices and seek to redefine teachers’ professional identity and professionalism. The research concludes by staking the claim that unless teachers actively engage in an interrogation of the discourses and influences which assess their professional contribution and performance, they will conform to a professional identity that privileges the demands and values of the market. The discretionary judgement of the teacher, as currently understood by those interviewed in this research, is consequently, greatly undermined by compliance to neoliberal values.
APA, Harvard, Vancouver, ISO, and other styles
3

Gleeson, James Philip. "Post-primary curriculum policy and practice in the Republic of Ireland : fragmentation, contestation and partnership." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323474.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Moles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.

Full text
Abstract:
This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.
APA, Harvard, Vancouver, ISO, and other styles
5

Mulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.

Full text
Abstract:
The thesis is a study of the relationship between Ireland and England as portrayed in Irish post-primary history school textbooks, dealing with the period 1800 to the present day, and published or in use since 1922. The thesis identifies two distinct categories of texts and these are referred to as purist texts and moderate texts. The purist texts are characterised by their strong pro-Irish, and anti-English biases in their presentation of Irish history. The moderate texts, by contrast, are generally without such biases and present more neutral accounts of Irish history. The central thesis of the work is that the relationship between Ireland and England as portrayed in the purist texts is fundamentally different from the relationship portrayed in the moderate texts. Close examination of the texts revealed that the presentation of Irish history fell into three large divisions, military and revolutionary history, political history and social history. For this reason the thesis, apart from introductory and concluding chapters, is comprised of three large central chapters, dealing in turn with each of these three aspects of Irish history. Thus, Chapter II looks at the treatment of the military and revolutionary history in the texts. Chapter III deals with the political history of Ireland and Chapter IV treats of the social history of Ireland. Each of these three chapters elaborates on how the topics dealt with contribute to the overall portrayal of the relationship between Ireland and England, as presented in the texts. The thesis concludes that the relationship between Ireland and England portrayed by the purist texts is a negative and hostile one, while the relationship portrayed by the moderate texts is a positive one. Hence, a fundamental difference in the portrayal of the relationship between the purist and moderate texts is established.
APA, Harvard, Vancouver, ISO, and other styles
6

Deenihan, Thomas J. "Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

O'Connor, Eileen. "'There is a lot to be learnt' : assistant principals' perceptions of their professional learning experiences and learning needs in their role as middle leaders in Irish post-primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019858/.

Full text
Abstract:
This thesis explores Assistant Principals' perceptions of their professional learning and learning experiences as Middle Leaders in Irish Post-primary schools. The purpose of the study is to gain insights into and an understanding of the key enablers and inhibitors of Assistant Principals' learning, an area hitherto ignored in the Irish education research context. The study aims to contribute to the qualitative knowledge base on Assistant Principals' learning and to inform Irish discourse and policy with regard to the continuing professional development of this group of educators in Irish post-primary schools. The literature called upon is found within the fields of teacher professionalism, adult learning, and continuing professional development. It serves the dual purpose of shaping the data generated in the study and of providing a theoretical lens through which data are interrogated. Using qualitative methodology, the empirical investigation is based on semi-structured interviews with 21 Assistant Principals, incorporating the range of Irish post-primary schools, both religious and state run, both genders and a range of experience in the role. With regard to this area of professional learning, the findings are significant in that they have disrupted a prevailing silence and have made overt issues hitherto neglected in the Irish education context. They pose a range of challenges to our understanding of the complexity of Assistant Principals' learning. They highlight that Assistant Principals' learning is haphazard, time-poor, emotionally charged and neglected both by themselves and the system. The roles of school culture, school leadership and emotions emerge as significant variables which impact on Assistant Principals' learning. The outcomes of the study are challenging for Assistant Principals as professional learners, for their school communities as enablers and supporters of their learning and for those charged locally and nationally with overseeing and developing a learning agenda for middle leadership in Irish post-primary schools.
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Irish post primary"

1

O'Flaherty, Louis. Management & control in Irish education: The post primary experience. Dublin: Drumcondra Teachers' Centre, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Andrews, Liam S. The Irish language in Northern Ireland: The training of primary and post-primary teachers. Ljouwert: Fryske Akademy/EMOL Project, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ireland. Dept. of Education and Science. Inspectorate. Evaluation Support & Research Unit. Looking at Irish at junior cycle: Teaching and learning in post-primary schools. Dublin: Inspectorate, Evaluation Support & Research Unit, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gerry, McNamara, Williams Kevin Dr, and Herron Donald, eds. Achievement and aspiration: Curricular initiatives in Irish post-primary education in the 1980s. Dublin: Drumcondra Teachers Centre, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Subject availability and student performance in the senior cycle of Irish post-primary schools. Dublin: Economic and Social Research Institute, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Maura, Boyle, ed. Schooling decisions: The origins and consequences of selection and streaming in Irish post-primary schools. Dublin: Economic and Social Research Institute, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

John, Cunningham. Unlikely Radicals: Irish Post-Primary Teachers and the ASTI, 1909-2009. Cork University Press, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

McNamara, Gerry. Achievement and Aspiration: Curricular Initiatives in Irish Post-Primary Education in the 1980s. Drumcondra Teachers Centre, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Huddie, Paul. The Crimean War and Irish Society. Liverpool University Press, 2016. http://dx.doi.org/10.5949/liverpool/9781781382547.001.0001.

Full text
Abstract:
The book is essentially a ‘home front’ study of Ireland during the Crimean War, or more specifically Irish society’s responses to that conflict. It complements the existing research on Irish servicemen’s experiences during and after the campaign, and also substantially develops the limited work already undertaken on Irish society and the conflict. It primarily encompasses the years of the conflict, from its origins in the 1853 dispute between Russia and the Ottoman Empire over the Holy Places, through the French and British political and later military interventions in 1854-5, to the victory, peace and homecoming celebrations in 1856. Additionally, it extends into the preceding and succeeding decades in order to contextualise the events and actors of the wartime years and to present and analyse the commemoration and memorialisation processes. The approach of the study is systematic with the content being correlated under six convenient and coherent themes, which are analysed through a chronological process. The book covers all of the major aspects of society and life in Ireland during the period, so as to give the most complete analysis of the various impacts of and people’s responses to the war. This study is also conducted, within the broader contexts not only of the responses of the United Kingdom and broader British Empire but also Ireland’s relationship with those political entities, and within Ireland’s post-Famine or mid-Victorian and even wider nineteenth-century history.
APA, Harvard, Vancouver, ISO, and other styles
10

Kadioğlu, I. Aytaç. Peace Processes in Northern Ireland and Turkey. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474479325.001.0001.

Full text
Abstract:
This book assesses the impact of political, non-violent resolution efforts in the Northern Irish and Turkish-Kurdish peace processes. It offers an important contribution to conflict-resolution research, theorising the various stages involved in the attempted resolution of asymmetric conflicts. By relying on primary sources, including interviews and recently declassified archival papers, it presents an innovative framework for conflict resolution, a starting-point for further research on managing peace processes and ethno-nationalist conflicts. This book challenges the notion of ‘conflict resolution’ in these two peace processes, both far-reaching ethno-nationalist conflicts in the post-Cold War era. Incorporating fieldwork carried out until 2015, the book compares these conflicts during major peace attempts, from early secret talks and semi-official peace initiatives, to multilateral and internationalised conflict-resolution processes through not only main armed protagonists, but also independent third parties. It analyses the political resolution efforts for ending the IRA and PKK’s armed campaigns and establishing a peace agreement. It argues that peace initiatives are ongoing processes which contain not only formal peace initiatives, but also informal and secret peace efforts. It suggests that formal and informal initiatives together embody conflict resolution processes through three major aspects: backchannel communications as the unofficial aspect, peace organisations as the informal and semi-official aspect, and negotiations as the official aspect of conflict resolution efforts, which operate at the elite level of conflict resolution.
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Irish post primary"

1

Schoenenberger, Heidi. "Facilitating post-performance process drama in an Irish primary school." In The Routledge Companion to Drama in Education, 250–54. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003000914-28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Fionda, Rachael. "4. Teaching English to Immigrant Students in Irish Post-primary Schools." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 57–72. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sullivan, Gillian. "An Exploration of the Different Voices Within the Irish Catholic Post-primary Religious Education Classroom." In Irish and British Reflections on Catholic Education, 235–47. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ní Shúilleabháin, Aoibhinn. "Enacting Curriculum Reform Through Lesson Study in the Irish Post-primary Mathematics Classroom." In ICME-13 Monographs, 65–85. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75696-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kearney, Fiona. "5. Inclusion or Invasion? How Irish Post-primary Teachers View Newcomer Students in the Mainstream Classroom." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 73–96. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kostopoulou, Stergiani. "9. A Corpus-based Analysis of the Lexical Demands that Irish Post-primary Subject Textbooks Make on Immigrant Students." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 147–66. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sanders, Andrew. "George W. Bush, Barack Obama, and Post-Conflict Northern Ireland." In The Long Peace Process, 259–76. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781786940445.003.0008.

Full text
Abstract:
After Clinton’s second term in office ended, President George W Bush moved the Special Envoy to Northern Ireland to the State Department, but his Envoys, led by Richard Haass and Mitchell Reiss, were no less engaged in Northern Irish affairs as the political figures there sought to create a functional government at Stormont Parliament Buildings. A series of significant obstacles emerged, but the Northern Ireland Assembly finally formed in 2007 before Bush left office. He was succeeded by President Barack Obama who had little interest in Northern Ireland but Obama’s initial Secretary of State, former Senator Hillary Clinton, was well-versed in Northern Irish issues. This chapter also examines the role of Northern Ireland in the 2008 Democratic Primary contest and, to a lesser extent, the 2008 Presidential Election.
APA, Harvard, Vancouver, ISO, and other styles
8

Oldham, Elizabeth, and Aibhín Bray. "Undergraduate Mathematics Students’ Reflections on School Mathematics Curricula after a Major Curriculum Change in Ireland." In Building on the Past to Prepare for the Future, Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King's College,Cambridge, Aug 8-13, 2022, 378–83. WTM-Verlag, 2022. http://dx.doi.org/10.37626/ga9783959872188.0.072.

Full text
Abstract:
After decades in which the Irish post-primary (grades 7-12) mathematics curriculum changed incrementally, a major innovation project was approved in 2008, and a “reform”-type curriculum was phased in over several years. The project was controversial, and some students developed negative attitudes to the change. This paper examines recent students’ opinions: in particular, the opinions of mathematics undergraduates who had experienced the transition and who took a Mathematics Education module at one Irish university in 2019- 20. They studied old and new curriculum documents and examination papers, and watched videos of reform-type lessons; their reflective comments were posted to a discussion board. Thematic analysis of posts from the 18 (out of 25) students who gave permission for use of their work in research indicates that, by then, these students supported many aspects of the reformed curriculum.
APA, Harvard, Vancouver, ISO, and other styles
9

Keogh, Katrina A. "Using Mobile Phones for Teaching, Learning and Assessing Irish in Ireland." In Mobile Technologies and Handheld Devices for Ubiquitous Learning, 237–58. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch013.

Full text
Abstract:
This chapter outlines the processes, benefits and challenges of two pilot projects which investigated the integration of mobile phones into the teaching, learning and assessment of Irish in post-primary schools in Ireland. Existing literature examining the status of Irish in Ireland and previous research into the use of mobile phones for teaching and learning languages are described. Findings from the two pilot projects indicate that mobile phones can help to promote the increased use of oral language skills, can increase student motivation and enjoyment for the task at hand and increase students’ competency in the language being taught. Mobile phones also proved successful in providing opportunities for students’ oral language practice and self-assessment and teachers’ formative and summative assessment of students’ language skills.
APA, Harvard, Vancouver, ISO, and other styles
10

Graffin, Seán. "Hope and experience: nurses from Belfast hospitals in the First World War." In Medicine, Health and Irish Experiences of Conflict, 1914-45. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9780719097850.003.0010.

Full text
Abstract:
Irish women provided significant support to the Allied forces during the First World War. 4,500 Irish nurses offered medical care and support to British and Allied troops, serving in war hospitals on foreign battlefields and across Britain and Ireland. This chapter investigates the role of Belfast’s three major hospitals in caring for war casualties. It focuses on the nurses engaged in providing care and the broader impact of nursing shortages on hospital work, significantly advancing understandings of twentieth-century Irish nursing. Drawing upon a diverse range of primary sources, the chapter traces the nurses’ social origins, religious backgrounds, motivations for enlisting, experiences of providing care and post-conflict careers. Uniquely, the chapter also offers a detailed account of the defining characteristics of the hospitals that provided care for war causalities, how their new wartime functions impacted on their administrative and practical running and also how war work shaped the future careers of the staff employed there.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Irish post primary"

1

Ahmed, M. Saad, J. Coburn, P. Collins, and I. Menown. "46 Acute myocardial infarction and lipid levels pre and post primary ± secondary treatment: a one-year lipid outcome study." In Irish Cardiac Society Annual Scientific Meeting & AGM (Virtual), October 7th – 9th 2021. BMJ Publishing Group Ltd and British Cardiovascular Society, 2021. http://dx.doi.org/10.1136/heartjnl-2021-ics.46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wheen, P., D. Cadogan, and E. McFadden. "42 1 year clinical outcomes following primary pci for stemi in post cardiac arrest patients, with comparison to an overall stemi population." In Irish Cardiac Society Annual Scientific Meeting & AGM, Thursday October 5th – Saturday October 7th 2017, Millennium Forum, Derry∼Londonderry, Northern Ireland. BMJ Publishing Group Ltd and British Cardiovascular Society, 2017. http://dx.doi.org/10.1136/heartjnl-2017-ics17.42.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Irish post primary' for particular source types:
Journal articles
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography