Relevant bibliographies by topics / Irish post primary education

Academic literature on the topic 'Irish post primary education'

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Published: 10 December 2022
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Journal articles on the topic "Irish post primary education"

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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.

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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.

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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.
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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.

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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.

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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.

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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.

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Farren, Patrick, and Eugene McKendry. "A Consideration of Language Teacher Education in Ireland, North and South." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 83–90. http://dx.doi.org/10.35903/teanga.v24i0.38.

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This paper surveys the context of language teacher education in Ireland, north and south, across the sectors (primary and post-primary, Irish, Modern Languages and English as an Additional Language). The discussion and analysis that follows arose through the contributions by language teacher educators to a conference organised by the Queen’s University of Belfast under the auspices of the Standing Conference on Teacher Education, North and South (SCoTENS)1. The authors suggest that a traditional view of diversification in language education, focusing on Irish and the main European languages, must be reconsidered in light of the new demographic and linguistic landscape of Ireland, North and South.
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Brosnan, Anne. "Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 236–51. http://dx.doi.org/10.1108/ijlls-09-2013-0050.

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Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.
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Morrissey, Seamus. "The Irish Post-Primary Education System – Critical Reflections of Teachers, Education Personnel and Early School Leavers." Literacy Information and Computer Education Journal 3, no. 2 (June 1, 2012): 671–80. http://dx.doi.org/10.20533/licej.2040.2589.2012.0089.

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Darmody, Marie, Zita Lysaght, and Michael O’Leary. "Irish post-primary teachers’ conceptions of assessment at a time of curriculum and assessment reform." Assessment in Education: Principles, Policy & Practice 27, no. 5 (May 13, 2020): 501–21. http://dx.doi.org/10.1080/0969594x.2020.1761290.

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Dissertations / Theses on the topic "Irish post primary education"

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

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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.
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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.

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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.
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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.

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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.

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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.
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Ó, Cuanacháin Colm. "Human rights education in an Irish primary school." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/27726.

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This thesis reports on an action research study conducted with teachers and pupils in one Irish primary school. It focuses on human rights education as a framework for a whole-school approach to participative learning that promotes citizenship, justice, and equality, in the classroom. As the principal teacher in the school, the author sought to develop a more effective, inclusive and democratic learning environment for children. The study was a response to opportunities presented for human rights education both in international human rights law, and in the Irish primary school curriculum. The needs analysis generated research aims that focused on developing a human rights school, monitoring its impact, and evaluating the outcomes. The process included the development of policies, programmes, and methodologies to achieve the identified aims. The change process ran over the course of one year, during which the children were engaged in participative learning about, in and for human rights. The praxis based implementation model involved a series of cumulative stages of action and reflection. Monitoring and evaluation methodologies included questionnaire based longitudinal cohort studies, formal and semi-formal meetings, and the use of teachers' diaries. The resultant data was analysed and interpreted with the participants, and resulted in findings across four areas: • The role and function of the school leadership in facilitating, and implementing a whole-school approach to human rights education. • Aspects of the curriculum, and the hidden curriculum, including participation, time, and evaluation. • Professional development, including pre-service, and in-service training. • Behaviour, and the framework for accountability, decision-making, transparency, and responsibility in the school. The resultant recommendations point to the need for the school partners to consolidate the human rights approach through the ongoing provision of resources and time to participative methodologies, and the responsibility on the Department of Education and Science to facilitate and support schools seeking to encourage democratic education.
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Ryan, Aine. "The road to democracy in Irish primary school education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7777/.

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This thesis explores the extent to which democratic values and ideals have informed Irish primary school education since independence in 1922. The examination reveals how undemocratic structures, principles and practices have been maintained in primary education by denying equality and freedom of conscience to those not of the majority Catholic faith. It describes how the unique predicament of religious hegemony has persisted because of legislative machinery which, by guaranteeing protection of religious ethos, allows discrimination in enrolment policies, employment practices of primary school teachers, indoctrination across the curriculum and religious control of all teacher training colleges. The social, cultural and political factors which have produced this anomaly of a democratic State having an undemocratic education system are examined, as well as why this situation persists. The possibility for evolution of the democratic discourse within education as well as the forces currently obstructing change is also considered. The arguments presented emerge from a critical policy analysis which draws on democratic theories. In particular, a historical account of Irish primary education is outlined which is informed by Dewey’s philosophy of education, theories referencing participatory democracy and those contemporary sociological concepts which emphasise the role of education in the process of social reproduction and transformation. Gramsci’s ideas on hegemony are applied to analyse the power structures controlling education and theories of selective knowledge, as propounded by Williams and Apple, are applied to the Irish context to highlight the political nature of the curriculum and how it is manipulated to exercise power. Contemporary schooling as a site of conflict and contest is analysed in the light of the potential of counter-hegemonic groups to challenge existing patterns and tradition. The main findings are that the grip which hegemonic forces have had on Irish society has produced a conservative culture contributing to a democratic deficit in terms of social reform and civic participation. Although the Irish social order has changed significantly there is still a mismatch between society’s expectations and the ideology and practice which defines primary schooling today. Education is not keeping pace with the requirements of contemporary Irish culture.
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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.

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O'Flynn, Kim Lorraine. "Post-primary education in West Ham, 1918-39." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021607/.

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This thesis is concerned with post-primary education in West Ham 1918-39, with particular reference to secondary education. The realities of local educational experience are set against a background of educational acts an economies. The economic difficulties of the 1920s and the Depression of the 1930s were keenly felt in West Ham despite the efforts of the predominantly Labour council to mitigate poverty. A gap sometimes existed between the educational opportunities Labour councillors wished to provide and those they were able to provide. Generally a pragmatic approach was taken and certainly a secondary education was not seen as essential for all. Chapter One outlines West Ham's pre-1918 history and growth with reference to local politics and immigrant and religious groupings. West Ham's interwar history is told in greater detail. Chapter Two relates the difficulties encountered by the West Ham Education Committee in its decision to establish compulsory continuation schools, not least from the parents of West Ham. West Ham was one of the few areas in the country which succeeded in implementing compulsory continuation education albeit for a limited period. A section on technical education is also included in this chapter, although detailed treatment is hampered by a scarcity of records. Chapter Three examines West Ham's secondary school scholarships in the context of the national situation. West Ham's higher elementary/central school scholarships are subjected to the same scrutiny. Each of West Ham's secondary schools shared a broadly similar curriculum and ethos. Chapter Four highlights these similarities but also points out differences. Of the five interwar secondary schools, two catered for girls, one for boys and two were mixed. Two of the secondary schools were Catholic institutions, although both accepted non-Catholic pupils. Three of the schools were aided and two municipal. A section is included on West Ham's higher elementary/central schools but records are less full than those for the secondary schools. Chapter Five compares and contrasts West Ham's interwar secondary school system with that in East Ham, its sister borough. Chapter Six discusses both the economic and cultural factors underlying local attitudes to post-compulsory schooling. The main conclusions drawn relate to these attitudes which militated against any easy acceptance of such education as necessarily beneficial.
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Mas-Moury, Mack Vanessa. "Language attitudes of parents in Irish-medium primary schools in County Dublin." Thesis, Bordeaux 3, 2013. http://www.theses.fr/2013BOR30011/document.

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Cette étude de recherche s’intéresse aux attitudes envers la langue gaélique en République d’Irlande. Le gaélique, tout comme l’anglais, est la langue nationale officielle et est enseignée comme matière obligatoire de l’école élémentaire au lycée. Bien que le nombre de personnes utilisant le gaélique dans la vie quotidienne reste faible, il existe depuis les années soixante-dix une résurgence d’intérêt dans cette langue. Celle-ci se traduit, entre autres, par une demande croissante du nombre d’écoles d’immersion en gaélique, tout particulièrement dans les régions où le gaélique n’est pas pratiqué au sein de la communauté. Cette étude cherche à éclaircir ce phénomène en analysant les attitudes envers le gaélique des parents d’élèves d’écoles primaires d’immersion en zone urbaine, et plus précisément, dans le comté de Dublin. En effet, peu de recherches ont été effectuées sur les attitudes envers le gaélique au sein des familles ayant choisi une éducation par immersion pour leurs enfants.Les personnes participant à cette étude se composent de parents d’élèves avec une expérience plus ou moins longue de l’enseignement en immersion, ainsi que d’enseignants des écoles participantes. Les données recueillies pour cette étude proviennent d’un questionnaire auto-administré ainsi que d’entretiens suivis.La question sur la motivation des parents à choisir un enseignement en immersion est centrale au thème des attitudes envers le gaélique, puisque dans ce contexte, l’anglais est la seule langue utilisée dans la communauté ainsi que dans la plupart des foyers. Les résultats d’analyse révèlent que les parents participant ont choisi ce type d’éducation car ils considèrent d’une part que le gaélique est un marqueur d’identité culturelle voire ethnique pour certains, et d’autre part qu’il permet d’acquérir du capital culturel. En effet, les participants s’intéressent de près à la qualité de l’éducation de leurs enfants et valorisent le bilinguisme additif. Ainsi, ils attribuent au gaélique une valeur culturelle importante. Cette étude montre également que les parents d’élèves ont une attitude positive envers la langue gaélique. Ceci s’explique de par leur enclin naturel mais aussi de par leur contact avec ces écoles d’immersion, environnement dans lequel le gaélique est mis en valeur. Cependant, malgré les efforts des parents à intégrer la langue gaélique à la maison ou dans les activités récréatives de leurs enfants, ce milieu ne semble pas être déclencheur de pratiques bilingues au sein de la famille. Néanmoins, cette étude indique que les écoles d’immersion favorisent la création de liens entre quelques familles communiquant entre elles en gaélique
This study explores attitudes towards the Irish language in the Republic of Ireland. The Irish language—alongside with English—is the national official language and is taught in school as a compulsory subject from primary school through to the end of secondary level. Despite the low percentage of daily Irish-speakers in the country the demand for Irish-medium education as an alternative means of education has been growing since the 1970s, especially in English-speaking areas. This current study focuses on the language attitudes of parents whose child attends an urban Irish-medium primary school in County Dublin and analyses the reasons for choosing such an education. Although there has been a considerable number of research studies conducted on language attitudes towards Irish in the Republic of Ireland, very few have recently concentrated on families involved with Irish-medium education. Participants included parents with both short term and long term experience with immersion education through Irish. The main research instruments included a self-administered questionnaire and follow-up interviews with a sample of questionnaire respondents as well as teachers from the participating schools. One of the main focuses of this study is parental motivation for sending their child to an Irish-medium school. Results reveal that participants selected such education for their child for two main reasons: identity and cultural capital. Firstly, most participants regarded Irish as a strong cultural identity marker while others also considered the language as a strong marker of ethnic identity. Secondly and most importantly, participants expressed a strong interest in both education and additive bilingualism thus attributing a high cultural value to the Irish language. Findings also show that participants have very positive attitudes towards the Irish language. This is mainly due to their natural favourable disposition to Irish but also to their exposure to the Irish-medium school environment which tends to enhance this positive attitude. But despite participants' efforts to include some Irish in their child's life, either during recreational activities or at home, self-reports did not indicate the emergence of bilingual families. However, there is some evidence that the school facilitates the creation of Irish-speaking social networks between a few families
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Rooney, Kathleen. "The lived experience of higher education for post-registration Irish nurses : a phenomenological study." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10700/.

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The aim of this study was to explore Irish post-registration nurses’ experiences of higher education nursing programmes in terms of influences on their motives to engage and their participation in such programmes. The study is set against a backdrop of change to the entry level education for nurses in Ireland in 2002. The conceptual framework to inform this study was drawn from the community of practice theory described by Lave and Wenger (1991) and Wenger (1998) which provided a new perspective on the experiences of post-registration nurses’ engagement in higher education. Using a descriptive phenomenological approach, 17 post-registered nurses undertaking two different higher education programmes at one Institute of Technology in the North East of Ireland were interviewed using one-to-one semi-structured interviews. Two focus group interviews were also conducted comprising of nine post-registration nursing students in two Institutes of Technology in the North West and the West of Ireland by way of triangulating the findings. Giorgi’s (1985) framework of data analysis was used to extract the natural meaning units from the data. The findings in this study revealed that post-registration nurses’ motives to engage in higher education included: educational equality, knowledge acquisition, career advancement and morale enhancement. These motives were influenced by attitudes towards higher education for nurses, resources and supports. While the nurses engaged in higher education they experienced two main challenges: lack of time and lack of confidence to do the academic work. The nurses were resourceful in terms of implementing coping strategies to deal with these challenges. These experiences were influenced by practical college and clinical supports. The findings are discussed in light of the cited literature and concepts from the communities of practice theory. The findings in this study have implications for nursing education, practice, policy and research.
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Books on the topic "Irish post primary education"

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

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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.

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

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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.

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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.

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Board, Curriculum and Examinations. Mathematics education: Primary and junior cycle post-primary. Dublin: The Board, 1986.

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Large, Julie. Looking ahead: How primary schools can broaden girls' post-school options. Canberra: Department of Employment, Education, and Training, 1993.

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garvey, maria. starting post primary education: A guide for parents. dublin: folens, 1994.

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G, Deegan James, Devine Dympna, and Lodge Anne 1966-, eds. Primary voices: Equality, diversity and childhood in Irish primary schools. Dublin: Institute of Public Administration, 2004.

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Smith, John G. J. The concept and development of accountablity in Irish primary education. Dublin: University College Dublin, 1997.

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Book chapters on the topic "Irish post primary education"

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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.

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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.

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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.

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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.

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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.

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O’Doherty, Teresa, and Tom O’Donoghue. "Continuing Efforts to Improve Irish Primary School Education." In Radical Reform in Irish Schools, 1900-1922, 181–203. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74282-9_6.

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Smyth, Emer, Merike Darmody, Maureen Lyons, Kathleen Lynch, and Etaoine Howlett. "Children’s Agency and Religious Identity in Irish Primary Schools." In Religious Education in a Multicultural Europe, 101–31. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137281500_5.

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Marinović, Ankica. "Analysis of Catholic Religious Instruction Textbooks in Primary Schools: How Do They Teach ?" In Education in Post-Conflict Transition, 129–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56605-4_7.

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Meehan, Amalee, and Daniel O’Connell. "Religious Education in Irish Catholic Primary Schools: Recent Developments, Challenges and Opportunities." In Irish and British Reflections on Catholic Education, 199–210. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9188-4_16.

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Malone, Anthony. "Post-Primary In-career Teacher Professional Development in Ireland." In Education Policy in Ireland Since 1922, 147–73. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91775-3_6.

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Conference papers on the topic "Irish post primary education"

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Ward, Monica. "Using Irish NLP resources in Primary School Education." In Proceedings of the First Celtic Language Technology Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics and Dublin City University, 2014. http://dx.doi.org/10.3115/v1/w14-4602.

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Reynolds, Caroline, and Keith Johnston. "THE ROLE OF TWITTER IN THE PROFESSIONAL LEARNING OF IRISH PRIMARY TEACHERS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1070.

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Connolly, Cornelia. "Computer science at post primary in Ireland." In WiPSCE '18: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3265757.3265760.

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Whelan, Gerard. "ESTABLISHING AN INTERNSHIP MODEL WITHIN THE IRISH POST LEAVING CERTIFICATE (PLC) CONTEXT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0903.

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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.

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Lavery, Thomas, and Catherine O'Donnell. "DEVELOPING INCLUSIVITY IN ROBOTICS EDUCATION IN BOTH PRIMARY AND POST-PRIMARY SCHOOLS WITH ENGINEERING HABITS OF MIND." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1542.

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Togou, Mohammed Amine, Covadonga Lorenzo, Epifanio Lorenzo, Gianluca Cornetta, and Gabriel-Miro Muntean. "RAISING STUDENTS’ INTEREST IN STEM EDUCATION VIA REMOTE DIGITAL FABRICATION: AN IRISH PRIMARY SCHOOL CASE STUDY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0756.

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Diana Coroi, Marinela. "The importance of digital literacy in primary education." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p177-181.

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The idea of digital literacy is adopted and put into educational practice by most countries in the world since it is the answer outlined by the need to develop a society dominated by information and technology. Digital education is a priority of the education and training system that aims at training and developing digital skills for lifelong learning and the professions of the future. The need to approach digital education in Romanian primary education would be the first step towards important digital literacy in optimizing online learning activities. The initiation from a young school age in the sphere of knowledge of safe use of technology can be materialized, through a systematic didactic approach, rising in the ranking of European states regarding the level of digital competencies.
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O'Donnell, Catherine, Thomas Lavery, and Anne Mooney. "ROBOTICS' FOR ALL, INCLUSIVITY WITHIN POST PRIMARY SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1929.

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Dawson, Ciaran. "BRIDGING GAPS: TRAINEE MANDARIN TEACHERS FROM CHINA TEACH CHINESE TO EDUCATIONALLY DISADVANTAGED PUPILS IN AN IRISH LANGUAGE PRIMARY SCHOOL." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0031.

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Reports on the topic "Irish post primary education"

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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to countries’ economic aspirations. However, we suggest that the dominant discourse which focuses specifically on TVET and how it can be linked to employer demands is unlikely to be successful for several reasons. Firstly, we show that foundational skills are themselves associated with economic gains for individuals and societies. This, together with the evidence showing extremely low levels of foundational skills in many countries, suggests that focusing on improving foundational skills may be a more cost-effective approach to driving employability than has been previously acknowledged. Furthermore, we show that TVET (and other later forms of education) may struggle to add value where foundational skills are not in place. Focusing large amounts of energy and resources on reforming TVET may not achieve hoped-for impacts if TVET entrants don’t have the necessary foundations to learn. We discuss the popular policy prescription of linking TVET provision to employer needs. As well as noting our concern that this focus fails to acknowledge the binding constraint of low foundational skills, we also set out why employer demand for skills may not be a good indication of actual future skills needs. We therefore suggest a more nuanced discussion on skills for employability which acknowledges economic development goals; the skills that will be needed to achieve them; and, crucially, a country’s starting point. We end the paper by highlighting the fact that unemployment and underemployment are generally caused by a lack of jobs, not a lack of skills. We therefore urge policymakers to be realistic about the extent to which any education policy—whether focusing on foundations, technical, and vocation skills or any other type of skills—can affect employment outcomes. Considering the evidence presented in this paper, we suggest that policymakers in many low- and lower-middle income countries may want to consider a stronger focus on foundational skills. The major reason for focusing on foundational skills is that a quality education is a fundamental right for all children which will allow them to experience lifelong learning. This paper sets out that foundational skills will also be the first step towards achieving a more employable workforce—but also that policymakers should consider the full range of policies that need to be in place to deliver productive employment and economic growth.
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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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