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Journal articles on the topic 'Irish post primary'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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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.

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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.

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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.

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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.

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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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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.

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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.

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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 ...

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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.

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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.

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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.

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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.

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11

O’Brien, Shivaun, Gerry McNamara, and Joe O’Hara. "Supporting the consistent implementation of self-evaluation in Irish post-primary schools." Educational Assessment, Evaluation and Accountability 27, no. 4 (April 12, 2015): 377–93. http://dx.doi.org/10.1007/s11092-015-9218-5.

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12

Kerins, Pauline, Ann Marie Casserly, Evelyn Deacy, Deirdre Harvey, Dolores McDonagh, and Bairbre Tiernan. "The professional development needs of special needs assistants in Irish post-primary schools." European Journal of Special Needs Education 33, no. 1 (March 6, 2017): 31–46. http://dx.doi.org/10.1080/08856257.2017.1297572.

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13

Hearne, Lucy, Tom Geary, and Noelle Martin. "Guidance counselling as a whole school responsibility in the Irish post primary sector." British Journal of Guidance & Counselling 45, no. 2 (November 14, 2016): 138–52. http://dx.doi.org/10.1080/03069885.2016.1254725.

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14

Gray, Peter. "Was the Great Irish Famine a Colonial Famine?" East/West: Journal of Ukrainian Studies 8, no. 1 (April 28, 2021): 159–72. http://dx.doi.org/10.21226/ewjus643.

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This article reviews the historical debate on the colonial causation and dimensions of the Great Irish Famine of 1845-50. It does so by briefly reviewing the evolution of the colonial relationship between Great Britain and Ireland before focusing on a number of specific fields of debate relating to the coloniality of the Irish famine. These include the economic structures and dynamics developing over the century before 1845 and the vulnerability of Irish society, the vector of the potato blight and its impact on food availability, and, most extensively, the motivations for and characteristics of British state response to the catastrophe. The variant interpretations of these factors in the nationalist, revisionist, post-revisionist, and post-colonial historiography are reviewed. The author concludes by drawing on his own primary research to suggest that, while shaped by colonial stereotypes and a preoccupation with social engineering, the British state and public response to the Irish crisis was varied and not intentionally genocidal, although ultimately subordinating humanitarianism to perceived British national interest. Critical British contemporaries drew negative parallels between the neglect of Ireland and the prioritization of imperial expansion overseas, while Irish nationalists concluded that the mortality of the famine demonstrated the bankruptcy of the British-Irish Union of 1800.

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15

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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16

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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17

Wright, Brenda, and Vincent Russell. "Integrating mental health and primary care services: a challenge for psychiatric training in Ireland." Irish Journal of Psychological Medicine 24, no. 2 (June 2007): 71–74. http://dx.doi.org/10.1017/s0790966700010272.

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AbstractA Vision for Change, the report of the Expert Group on Mental Health Policy asserts as one of its key recommendations the enhancement and formalisation of links between specialist mental health services and primary care. As part of a higher training post in psychiatry a consultation-liaison service was provided by a senior registrar in three rural general practices. This paper describes the experience of this initiative from an educational perspective and discusses the broader implications for Irish psychiatric training. With an emerging emphasis on collaborative mental health care there needs to be an appreciation of the specific set of skills that psychiatry trainees must learn in order to be effective in primary care settings. The tandem development of the appropriate services and training in an Irish context will require dedicated funding and resources.

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18

Beaglaoich, Pádraig Ó., and Yvonne Crotty. "‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.

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Abstract This paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

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19

Beaglaoich, Pádraig Ó., and Yvonne Crotty. "‘Meitheal Múinteoirí’: Planning for an Online Community of Practice (OCoP) with post-primary teachers in the Irish-medium (L1) sector." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 10–18. http://dx.doi.org/10.2478/ijtr-2020-0002.

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AbstractThis paper will set out the key planning considerations regarding the establishment of a dedicated online portal for Gaeltacht and Irish-medium schools at post-primary level as detailed in the Policy on Gaeltacht Education 2017-2022 (PGE). The research topic is intrinsically linked with action points highlighted within strategy and policy papers concerning the improvement of online supports for teachers in recent years by the Department of Education (DE) in Ireland. The Digital Strategy for Schools 2015-2020 refers to the objective of establishing digital communities of practice and the PGE highlights the need for a ‘dedicated online portal’ for Irish-medium schools. Embracing a problem-solving spirit, forging coalitions, building inter-agency collaboration, and ensuring teacher buy-in from the outset are all critical factors in the necessary planning process. Through the adoption of a mixed-methods approach, questionnaire and focus group respondents verified the most important thematic issues for L1 (Irish-medium) post-primary teachers respecting the establishment of what has the capacity to become a flourishing online community of practice (OCoP). The research process cast a spotlight upon how best to serve the teachers’ professional needs, confirmed the need for a collaborative approach that prioritised the significance of the collective, ascertained the existence of greater teacher openness to systemic change, and the centrality of transformative digital solutions in the L1 educational sphere.

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20

Cosgrove, Jude, and Lorraine Gilleece. "An international perspective on civic participation in Irish post-primary schools: results from ICCS." Irish Educational Studies 31, no. 4 (December 2012): 377–95. http://dx.doi.org/10.1080/03323315.2012.664948.

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21

Mhic Aoidh, Eibhlín. "Factors which impact on transitions from Irish-medium Naíscoil to Bunscoil." TEANGA, the Journal of the Irish Association for Applied Linguistics 10 (March 6, 2019): 207–27. http://dx.doi.org/10.35903/teanga.v10i0.79.

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The Irish-medium naíscoil (pre-primary) sector is considered the foundation stone on which further sectoral developments at primary and post-primary level are initiated. This paper reports on research commissioned by the Department of Education in Northern Ireland on the educational outcomes of Irish-medium [IM] pre-school settings. The research was undertaken by RSM Mc ClureWatters (Consulting) and the author of this paper was project manager and lead author. The research explored which core components lead to optimum readiness for transition to IM primary school and the extent to which these components are present in IM naíscoileanna in the statutory and voluntary sector in the north of Ireland. The research methods were qualitative including a desk based legislative and policy analysis, a literature review and semi-structured interviews with school staff. Findings indicate that IM naíscoil practice is different from monolingual English-medium practice in a number of ways including transition practices. There are also differences between statutory and voluntary naíscoileanna. A number of recommendations are made in order to ameliorate differences in provision and associated inconsistencies in order to ensure equality in provision and the best outcomes and transition experiences possible for young Irish-medium learners.

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22

Mckendry, Eugene. "Irish and Polish in a New Context of Diversity in Northern Ireland’s Schools." Studia Celtica Posnaniensia 2, no. 1 (December 20, 2017): 1–19. http://dx.doi.org/10.1515/scp-2017-0008.

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Abstract While Modern Languages are in decline generally in the United Kingdom’s post-primary schools, including in Northern Ireland (Speak to the Future 2014), the international focus on primary languages has reawakened interest in the curricular area, even after the ending in 2015 of the Northern Ireland Primary Modern Languages Programme which promoted Spanish, Irish and Polish in primary schools. This paper will consider the situation in policy and practice of Modern Languages education, and Irish in particular, in Northern Ireland’s schools. During the years of economic growth in the 1990s Ireland, North and South, changed from being a country of net emigration to be an attractive country to immigrants, only to revert to large-scale emigration with the post-2008 economic downturn. While schools in Great Britain have had a long experience of receiving pupils from diverse ethnic and linguistic backgrounds, firstly from the British Empire and Commonwealth countries, Northern Ireland did not attract many such pupils due to its weaker economic condition and the conflict of the Northern Ireland Troubles. The influx from Poland and other Accession Countries following the expansion of the European Union in 2004 led to a sudden, significant increase in non-English speaking Newcomer pupils (DENI 2017). The discussion in Northern Ireland about a diverse democracy has hitherto concentrated on the historical religious and political divide, where Unionist antipathy led to the Irish Language being dubbed the ‘Green Litmus Test’ of Community Relations (Cultural Traditions Group 1994). Nevertheless, the increasing diversity can hopefully ‘have a leavening effect on a society that has long been frozen in its “two traditions” divide’ (OFMDFM 2005a: 10). This paper will revisit the role and potential of Irish within the curricular areas of Cultural Heritage and Citizenship. An argument will also be made for the importance of language awareness, interculturalism and transferable language learning skills in Northern Ireland’s expanded linguistic environment with a particular focus on Polish.

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23

Cahill, Kevin, and Kathy Hall. "Choosing schools: explorations in post-primary school choice in an urban Irish working class community." Irish Educational Studies 33, no. 4 (October 2, 2014): 383–97. http://dx.doi.org/10.1080/03323315.2014.978657.

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24

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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25

Nally, Michael, and Brian Ladden. "An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 19–25. http://dx.doi.org/10.2478/ijtr-2020-0003.

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Abstract The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements. The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’ which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

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26

Geaney, Michael. "Book Review: Unlikely Radicals, Irish Post-Primary Teachers and the ASTI 1909-2009 by John Cunningham." Irish Journal of Public Policy 3, no. 2 (July 1, 2011): 111–12. http://dx.doi.org/10.33178/ijpp.3.2.12.

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27

Nally, Michael, and Brian Ladden. "An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School." International Journal for Transformative Research 7, no. 1 (December 1, 2020): 19–25. http://dx.doi.org/10.2478/ijtr-2020-0003.

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AbstractThe Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements.The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

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28

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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29

Lane, Ciara, Martin Stynes, and John O'Donoghue. "Post-primary students’ images of mathematics: findings from a survey of Irish ordinary level mathematics students." International Journal of Mathematical Education in Science and Technology 47, no. 7 (May 9, 2016): 1009–27. http://dx.doi.org/10.1080/0020739x.2016.1170899.

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30

Varley, Janet Penelope, Clíona Murphy, and Órlaith Veale. "At the Crossroads: The Impact of New Irish Science Curricula on First Year Post-Primary Students." Research in Science Education 43, no. 1 (October 22, 2011): 275–98. http://dx.doi.org/10.1007/s11165-011-9252-3.

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31

McCully, Alan, and Fionnuala Waldron. "A Question of Identity? Purpose, Policy and Practice in the Teaching of History in Northern Ireland and the Republic of Ireland." History Education Research Journal 11, no. 2 (May 1, 2013): 145–58. http://dx.doi.org/10.18546/herj.11.2.12.

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This article traces the evolution of history education, north and south of the Irish border since partition of the island in 1921. It begins with an historical overview of the situation common across Ireland prior to partition. Subsequent developments in history provision in elementary, primary and early secondary education are traced in each of the two jurisdictions that emerged after partition, the Irish Free State, which became the Republic of Ireland, and Northern Ireland. In each case, the educational and political imperatives of each, which shaped these changes, and resulted in divergence, are identified, analysed and compared. Evidence is drawn from the dominant literature in each jurisdiction and on relevant curriculum documents. The paper concludes by demonstrating that in a post-modern, increasingly globalised world, shared educational ideas and political aspirations emerging from the Irish peace process are acting to bring the respective history curricula back into symmetry and, thereby, providing opportunities for increased co-operation.

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32

Destenay, Emmanuel. "The impact of political unrest in Ireland on Irish soldiers in the British army, 1914–18: a re-evaluation." Irish Historical Studies 42, no. 161 (May 2018): 50–63. http://dx.doi.org/10.1017/ihs.2018.2.

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AbstractIn order better to understand the impact of political unrest in Ireland on Irish troops fighting in the First World War, it is necessary to acknowledge that the role of the 1916 Rising has been significantly overestimated, while the influence of the 1914 home rule crisis and the repercussions of the anti-conscription movement have been underestimated. The 1914 home rule crisis significantly impacted on the Germans’ view of the Irish and conditioned the treatment of Irish P.O.W.s from December 1914 onwards. In addition, the post-1916 Rising executions and the conscription crisis had a severe impact on Irish front-line units, while also sapping the morale of other British combatants. The 1916 Rising might have been dismissed as a military operation conceived by a handful of republicans, with little support from the wider population, but the conscription crisis brought about widespread defiance towards British rule throughout the whole of nationalist Ireland. In line with British public opinion, British front-line officers and men strongly resented Ireland’s refusal to support the war effort at such a crucial moment. The consequence was the widespread targeting and stigmatisation of their Irish comrades-in-arms. Some British officers and men resorted to a form of psychological pressure, aimed at the public shaming of Irish troops. This article draws on new primary sources available at The National Archives in London, Dublin City Archives and University of Leeds Library to argue that the 1916 Rising was not the only political event in Ireland to have repercussions for Irish battalions fighting in the First World War.

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33

Tan, Yi Sheng, and Angela S. Wright. "Exploring “Smart and Green” Concepts: A New Synergy for Irish Hospitality." Tourism and Hospitality 3, no. 1 (March 1, 2022): 276–96. http://dx.doi.org/10.3390/tourhosp3010019.

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The spotlight on “smart and green” has never been so bright and, within the hotel sector, emphasis on opportunities such as sustainability and digitisation are quickly shaping the agenda. This paper explores key components of the “smart and green” agenda among Irish hotels in the Republic of Ireland and how these concepts relate to their public customer image. While the multifaceted hybrid model of “smart and green” hotels is rapidly emerging as the new theme in the sustainable tourism industry, previous literature failed to address the issue in relation to a lack of uptake from Irish hoteliers. A post-positivistic paradigm was adopted for this study. Primary data indicates that most hoteliers were positively receptive towards “smart” and “green” despite many challenges. This research will interest policy makers, central government, tourism organisations and hotel practitioners.

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34

Murtagh, Lelia. "Out-of-school Use of Irish, Motivation and Proficiency in Immersion and Subject-only Post-primary Programmes." International Journal of Bilingual Education and Bilingualism 10, no. 4 (July 15, 2007): 428–53. http://dx.doi.org/10.2167/beb453.0.

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35

O’Brien, Shivaun, Gerry McNamara, Joe O’Hara, and Martin Brown. "External specialist support for school self-evaluation: Testing a model of support in Irish post-primary schools." Evaluation 23, no. 1 (January 2017): 61–79. http://dx.doi.org/10.1177/1356389016684248.

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36

Murphy, Mary C. "Reshaping UK/Ireland relations: Brexit’s cross-border and bilateral impact." Oxford Review of Economic Policy 38, no. 1 (January 1, 2022): 205–16. http://dx.doi.org/10.1093/oxrep/grab051.

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Abstract This article considers the implications of Brexit for UK–Irish relations. It examines how Brexit has altered the terms of the British–Irish relationship by considering the impact on bilateral and cross-border economic and trade patterns. The article focuses on two primary economic effects. First, the short-term impact of Brexit and the Ireland/Northern Ireland Protocol on the Northern Ireland economy, and on trade relations between Great Britain and Ireland and across the Irish border; and second, how Brexit has spurred a discussion about the (economic) appropriateness of partition on the island of Ireland in the post-Brexit period, the extent to which it has led to increased calls for a border poll, and how any future unification process might be economically managed. This includes some provisional evaluation of the economic costs and challenges in relation to future constitutional change for the island of Ireland and the UK. The discussion here connects with wider British constitutional issues including calls for Scottish independence and the possible break-up of the UK.

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37

Kavanagh, Siobhán, PJ Sexton, and Sabrina Fitzsimons. "Transforming Middle Leadership in Education and Training Board Post-Primary Schools in Ireland." International Journal for Transformative Research 8, no. 1 (December 1, 2021): 20–32. http://dx.doi.org/10.2478/ijtr-2021-0003.

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Abstract Distributed Leadership (DL) is a feature of education in many jurisdictions. Similarly, in Ireland the principles of DL have been adopted as part of a quality framework to underpin a system that provides high quality student care, learning and teaching. This model necessitates an alignment of senior leaders (SLs) and middle leaders (MLs) whose actions are informed by the needs and priorities of their particular school. The traditional notion of the ML position as a management position is changing. The evolution requires a reconceptualisation, a transformation of the role and how we support and develop it to ensure that MLs are an integral part of the leadership structure of the school. This pragmatic research explored the PD needs of MLs in Irish, Education and Training Board (ETB) post-primary schools. It involved a mixed-methods, exploratory sequential study. Stage one involved a set of five semi structured interviews with AP I post holders. These were used as an instrument to develop the online surveys. Stage two involved quantitative research. Online surveys were distributed to all ETB schools in the republic of Ireland. In stage three a summary of the findings of the survey were shared with ten AP Is who were subsequently interviewed to gain further insights. The study illustrated that the development of MLs requires the support of SLs, skills development, a supportive school culture and combined training for senior and middle leaders which should be facilitated by an independent person.

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Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.

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Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.

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Gleeson, Jim. "Sectoral interest versus the common good? Legitimation, fragmentation and contestation in Irish post‐primary curriculum policy and practice." Irish Educational Studies 19, no. 1 (March 2000): 16–34. http://dx.doi.org/10.1080/0332331000190105.

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Gleeson, Jim. "The professional knowledge base and practice of Irish post-primary teachers: what is the research evidence telling us?" Irish Educational Studies 31, no. 1 (March 2012): 1–17. http://dx.doi.org/10.1080/03323315.2011.617945.

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Mc Keon, David. "Emotional and behavioural difficulties: the effects of structures, ethos and understandings on provision in Irish post-primary schools." European Journal of Special Needs Education 32, no. 2 (August 8, 2016): 221–37. http://dx.doi.org/10.1080/08856257.2016.1216636.

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Tiernan, Bairbre, Dolores McDonagh, and Ann Marie Casserly. "Supporting student with emotional disturbance/behavioural disorder in Irish post-primary schools: replacing care support with teaching provision." Emotional and Behavioural Difficulties 25, no. 2 (January 21, 2020): 169–82. http://dx.doi.org/10.1080/13632752.2020.1716514.

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McCormack, Orla, and Joanne O’ Flaherty. "An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools." Teaching and Teacher Education 26, no. 6 (August 2010): 1332–39. http://dx.doi.org/10.1016/j.tate.2010.02.008.

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Millar, Sophie, Megan O’Donoghue, Breige McNulty, Laura Kirwan, and Aideen McKevitt. "A cross-sectional observation on habitual non-alcoholic beverage consumption among adolescents from four Irish post-primary schools." Public Health Nutrition 20, no. 3 (September 26, 2016): 404–12. http://dx.doi.org/10.1017/s1368980016002627.

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AbstractObjectiveNo up-to-date data on the dietary intake of Irish adolescents are available. The aim of the present pilot study was to obtain and compare cross-sectional information on habitual adolescent beverage consumption between four distinct post-primary schools in the Republic of Ireland, in 2014–2015.DesignA cross-sectional observation study. A beverage consumption questionnaire was used to obtain data on beverage intake and influences on consumption.SettingFour post-primary mixed-sex schools in Ireland representing the following school classifications were selected for the study: urban fee-paying, urban disadvantaged, rural fee-paying and rural disadvantaged.SubjectsStudents (n 761) aged 12–18 years.ResultsData were analysed by Kruskal–Wallis (non-parametric) ANOVA to compare the distribution of beverage consumption across the schools. Water was the most highly consumed beverage among students from all four schools (median 1425 ml/d). Students from urban and rural disadvantaged schools reported a significantly higher volume of carbonated beverage intake than students from fee-paying schools. Students from an urban disadvantaged school also reported a significantly higher volume of carbonated beverage and energy drink intake compared with the other three schools. Students from an urban fee-paying school reported the highest consumption of water, while rural disadvantaged school students were the biggest consumers of tea and milk.ConclusionsSignificant differences in beverage consumption (ml/d) were reported by adolescents from four schools in Ireland. Surveillance on current beverage consumption trends among adolescents is vital to guide policies and interventions, and for appropriate targeting of resources.

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McCloat, Amanda, and Martin Caraher. "The evolution of Home Economics as a subject in Irish primary and post-primary education from the 1800s to the twenty-first century." Irish Educational Studies 38, no. 3 (December 10, 2018): 377–99. http://dx.doi.org/10.1080/03323315.2018.1552605.

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Walsh, John. "Ministers, bishops and the changing balance of power in Irish education 1950–70." Irish Historical Studies 38, no. 149 (May 2012): 108–27. http://dx.doi.org/10.1017/s0021121400000651.

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This study explores how power over primary and post-primary education was contested between a traditional Catholic elite and the Irish state during a period of far-reaching educational reform. The interaction between successive ministers for education and the Catholic bishops was a constant feature of the politics of educational expansion, but it was an uneasy and volatile relationship, which sometimes shaded into hostility. Power was contested between a newlyassertive Department of Education and the clerical managers or religious orders who traditionally controlled the schools. The Catholic Church did not react to policy change as a monolithic entity: divisions emerged within the traditional elite under the strain of adapting to unprecedented policy change, underlined by significant tensions between the bishops and the Catholic managerial authorities. A traditional consensus on the predominance of the Catholic Church in education disappeared, to be replaced by a new balance of power in which the state both contested with traditional stakeholders and collaborated uneasily with them to advance educational reform.

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Zhang, Chang, and Hongfei Wang. "The Development of Chinese Language Education in Ireland: Issues and Prospects." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 15, 2018): 34–51. http://dx.doi.org/10.35903/teanga.v25i0.48.

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There has been a massive growth in trade and communication between Ireland and China in the past decade. Under such influence, Irish third level institutions have established Chinese or Chinese-related degree programmes, and post-primary schools have been offering Chinese courses as Transition Year1 modules. However, the continuous development of Chinese language education in Ireland also faces many challenges. Though the Junior Cycle Short Course2 in Chinese has been designed and published for three years now, there are still very few schools offering this course for a variety of educational and sociocultural reasons. In higher education, Chinese programmes are showing decreasing enrolment, and learners were found to suffer from demotivation issues. This paper briefly reviews the development of Chinese language education in Ireland in the past decade. It aims to suggest means of addressing some existing issues from three general perspectives regarding the course syllabi and materials, the Chinese teachers and the relevant research in an Irish context.

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Mellon, Conor. "Lost and found: an exploration of the professional identity of primary teachers during the Covid-19 pandemic." Journal for Multicultural Education 16, no. 1 (January 27, 2022): 77–89. http://dx.doi.org/10.1108/jme-08-2021-0158.

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Purpose The purpose of this paper is to report on a small-scale study to explore the impact of the Covid-19 pandemic on Irish primary teachers’ evolving identities. Design/methodology/approach Using a narrative methodological approach, the study was underpinned by Kelchtermans’ (2009) interpretive framework. Five Irish primary teachers participated in in-depth semi-structured interviews. The teachers’ narratives focused on what it meant to “be” a teacher during the pandemic, their overall experience of teaching and learning, their motivation during (and beyond) this time, lessons learned and their future perspectives. Findings The paper found that teachers’ identities shifted and evolved over the course of the pandemic, as they initially struggled to make sense of the significant challenges. However, the emergent self-image, as illustrated here, is characterised by commitment, altruistic motivation and personal and professional growth. The study also demonstrated a reconstruction of teachers’ identities, in line with reconfigured relationships with parents, a renewed commitment to space and time in teaching and learning and an attendance to pupil voice. Originality/value There is little specific research on how teachers’ identities have been redefined over the course of the pandemic. This admittedly small-scale study offers insights on how teachers viewed themselves during the pandemic, what it means to be a teacher at this tumultuous time and gives voice to the hard-learned lessons they take with them into a post-Covid era.

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Alghamdi, Jawaher, and Charlotte Holland. "A comparative analysis of policies, strategies and programmes for information and communication technology integration in education in the Kingdom of Saudi Arabia and the republic of Ireland." Education and Information Technologies 25, no. 6 (April 29, 2020): 4721–45. http://dx.doi.org/10.1007/s10639-020-10169-5.

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Abstract This paper provides a comparative analysis of policies, strategies and programmes for Information and Communication Technology (ICT) integration in primary and post-primary education, that were active in the Kingdom of Saudi Arabia (KSA) and in the Republic of Ireland in 2016. The analysis showed that while KSA was a relative newcomer to the integration of ICT in education, it was responsive in seeking to enhance the quality of education and support transitions to the knowledge economy through a range of initiatives, including: reform of the curriculum, provision of teacher professional development in ICT integration, and supply of computer technologies and infrastructure. However, as in the Irish context, the framing of the ICT in education’ policies, strategies and programmes needed to be strengthened through participatory partnerships with key stakeholders that endured throughout the life-cycle of ICT policy implementation in primary and post-primary settings. Furthermore, the review showed a need for governments in both jurisdictions to make better provision for financial and human resourcing to fully operationalize the teacher training and supports necessary for effective integration by teachers of ICT in primary and post-primary settings. Finally, the evaluation protocols within ICT in education’ policies, strategies and programmes in both countries needed to be re-casted to make evidence of their enactment publicly available in a timely manner. Moreover, the resultant evaluation reports further needed to be detailed at a level that made visible the national progress on ICT integration in schools, and the corresponding impact on learners’ ICT skills and broader competencies.

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Ni Shuilleabhain, Aoibhinn. "Developing mathematics teachers’ pedagogical content knowledge in lesson study." International Journal for Lesson and Learning Studies 5, no. 3 (July 11, 2016): 212–26. http://dx.doi.org/10.1108/ijlls-11-2015-0036.

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Purpose – The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles. Design/methodology/approach – In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants. Findings – Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning. Originality/value – This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.

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