Relevant bibliographies by topics / Irish primary schools

Academic literature on the topic 'Irish primary schools'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Irish primary schools"

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Harris, John. "The declining role of primary schools in the revitalisation of Irish." AILA Review 21 (December 31, 2008): 49–68. http://dx.doi.org/10.1075/aila.21.05har.

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Although the vast majority of people in Ireland have at least some knowledge of Irish, only a small minority speak it as a community language (in Gaeltacht areas in the west) or in the more widely dispersed Irish-speaking households in the large English speaking area. Primary schools have had a central role in language revitalisation since the late 19th century, by transmitting a knowledge of the language to each new generation. This paper examines how well primary schools have performed in recent decades. Results of a national comparative study over a 17 year period show that there has been a long-term decline in pupil success in learning Irish (speaking and listening) in ‘ordinary’ schools. Proficiency in Irish in all-Irish immersion schools in English-speaking areas have held up well despite rapid expansion. Reasons for the decline in ordinary schools include time pressures in the curriculum, a reduction in Irish-medium teaching, changing teacher attitudes and a lack of engagement by parents. The changing role of the Department of Education and Science in relation to Irish and the rapid evolution of new educational structures, have also have had negative effects. Implications for the revitalisation of Irish are discussed.
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Merike Darmody and Emer Smyth. "Exploring School and Classroom Environments in Irish Primary Schools." Children, Youth and Environments 22, no. 1 (2012): 178. http://dx.doi.org/10.7721/chilyoutenvi.22.1.0178.

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Darmody, Merike, and Maeve Thornton. "What predicts disaffection in Irish primary schools?" Educational Studies 41, no. 1-2 (September 11, 2014): 29–46. http://dx.doi.org/10.1080/03055698.2014.955729.

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Curran, Conor. "The Irish government and physical education in primary schools, 1922–37." Irish Historical Studies 45, no. 167 (May 2021): 43–60. http://dx.doi.org/10.1017/ihs.2021.29.

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AbstractThis article examines the treatment of physical drill as a curricular subject in primary schools in the Irish Free State in the period from 1922 to 1937. In particular, it assesses the reasons why its status as an obligatory subject was reduced in the mid 1920s. It will show that the availability of facilities, resources and teaching staff with suitable qualifications were all considerations, while some teachers were not physically capable of teaching the subject in the early years of the Irish Free State. In addition, a strong emphasis on the Irish language and the view that a reduced curriculum was more beneficial to learning meant that some subjects, including physical drill, were deemed optional. However, the decision to reduce the subject's status had not been supported by everyone and it was mainly the Irish National Teachers’ Organisation which was behind the move. Following its reduction from an obligatory subject to an optional one as a result of a decision taken at the Second National Programme Conference in 1926, a lack of a clear policy on the subject became evident. By the early 1930s, the subject was receiving more attention from the Irish government, which made some efforts made to integrate the Czechoslovakian Sokol system into Irish schools. In examining conflicting views on how to implement the Sokol system, and the work of Lieutenant Joseph Tichy, the man recruited to develop it within the Irish army, this article also identifies the reasons why this method of physical training was not a success in Irish schools.
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Nic Aindriú, Sinéad. "The Challenges of Irish Language Acquisition for Students with Special Educational Needs in Irish-medium Primary Schools." TEANGA, the Journal of the Irish Association for Applied Linguistics 28 (December 9, 2021): 176–201. http://dx.doi.org/10.35903/teanga.v28i.654.

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This study investigated the challenges faced by students with special educational needs (SEN) when acquiring Irish as a second language (L2) in Irish-medium (IM) primary schools. Case studies were undertaken on four students with autism spectrum disorder (ASD), three with a specific speech and language disorder (SSLD), and three with dyslexia enrolled in four IM primary schools. Three of these schools were situated in the Republic of Ireland (RoI) and one was situated in Northern Ireland (NI). As part of the research, class teachers (N=10) and parents (N=9) undertook semi-structured interviews. These categories of SEN are listed within the five most frequently reported categories of SEN in IM schools. They were chosen as the focus of this study because students with these SEN often experience language and communication difficulties. Also, there is often a lot of debate as to whether bilingualism and/or learning through an L2 is appropriate for children with these categories of SEN. The research question addressed within this study was: what are the challenges faced by students with SEN learning through Irish as an L2? The findings of the present study suggest that some students with these categories of SEN can be slow at acquiring Irish as an L2 and that some do encounter challenges when learning through Irish. However, some of the challenges encountered by this group of students are also encountered by students learning through Irish without SEN. It was also reported by a number of parents and teachers, that the Irish language did not pose a challenge for some of the students.
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McMaster, C., L. Cullen, and N. Raymond. "Overweight and obesity in Irish primary schools: retrospective cohort study." Child: Care, Health and Development 31, no. 5 (September 2005): 499–506. http://dx.doi.org/10.1111/j.1365-2214.2005.00543.x.

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Hayes, Marie, and Phil Stringer. "Introducing Farouk’s process consultation group approach in Irish primary schools." Educational Psychology in Practice 32, no. 2 (February 23, 2016): 145–62. http://dx.doi.org/10.1080/02667363.2015.1129939.

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O'Rian, Sean. "La politica del multilinguismo e l'apprendimento della lingua." FUTURIBILI, no. 2 (September 2009): 134–38. http://dx.doi.org/10.3280/fu2008-002014.

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- This paper focuses on a number of developments in macro-level language policies, outlines the background to the new status of the Irish language in the European Union and attempts to examine a proposal designed to improve the teaching of Irish in particular and language learning in general. At the moment the teaching of Irish is undergoing a serious crisis. While almost all primary school children in Ireland are able to speak English and Irish, in English-based schools the majority of students make no progress in Irish. To facilitate learning a second language a proposal is made for a preparatory approach involving the teaching of Esperanto in primary and middle school in Ireland in particular and Europe in general.
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O’Toole, Ciara. "Experiencing Special Needs in Mainstream Primary Schools." Journal of Clinical Speech and Language Studies 10, no. 1 (September 1, 2000): 17–40. http://dx.doi.org/10.3233/acs-2000-10104.

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From the middle of the last century there has been an increased focus on quality of life issues for people with disabilities – that they should have every opportunity to live as normally as possible and that they should be valued no less than any of their peers. Part of these experiences involves integration, which is the process where children with and without special educational needs are educated together in the mainstream school. Of prime importance for the success of integration are the attitudes of the mainstream children involved. This paper presents the results of a study of mainstream Irish primary school children’s attitudes towards children with a learning disability and educational integration. The results of this survey suggest that integration practices do not always result in positive or realistic attitudes towards people with a learning disability.
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Ní Chlochasaigh, Karen, Gerry Shiel, and Pádraig Ó Duibhir. "Immersion in a minority language." Issues and Perspectives on Student Diversity and Content-Based Language Education 9, no. 2 (May 6, 2021): 279–309. http://dx.doi.org/10.1075/jicb.21003.nic.

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Abstract When the earliest Irish language immersion schools outside Irish-speaking (Gaeltacht) areas were established, students were likely to come from relatively high socioeconomic backgrounds. While research has shown positive outcomes for these students, less is known about the outcomes of immersion education for students from areas of social disadvantage. Of 145 Irish immersion primary schools in the Republic of Ireland in 2016, 13 (8%) served low socioeconomic status (SES) communities. The current study examined the achievements of Grade 3 (n. = 283) and Grade 6 (n. = 235) students in these schools on nationally-standardised tests of English reading and mathematics. Their scores are compared to those of students attending schools in areas of disadvantage nationally. Immersion students in Grade 3 achieved lower mean scores on both English reading and mathematics when compared with their low-SES English-medium peers. However, Grade 6 students achieved at about the same level in mathematics and outperformed their low-SES peers nationally in English reading.
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Dissertations / Theses on the topic "Irish primary schools"

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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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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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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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Ó, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.

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This thesis examines ways in which literacy practices are shaped by local norms in all-Irish immersion schools, as evidenced in storybook reading events in Irish and English. Within a sociocultural framing, the thesis takes as presuppositions that (i) reading is not a set of autonomous, transferable skills but is embedded in social settings; (ii) contexts and literacy practices co-emerge; (iii) children learn ways of being readers through participation in classroom literacy events; and (iv) language, literacy and identity are inextricably linked in all-Irish immersion programmes. In a classroom the teacher and pupils co-construct their own particular models, understandings, and definitions of literacy through their actions and the events they engage in. In the present study literacy is theorized as a performative accomplishment co-constructed by the participants in the event including those not directly present such as authors and illustrators. A micro-ethnographic case study approach was used to examine literacy practices in infant classes in all-Irish schools. Taking a phenomenological approach data were gathered using video-recording, observation, and pupil and teacher interviews and data were analysed using inductive analysis and interpretive discourse analysis. Key findings from the study are that (1) local norms, filtered through teachers' intentions and motivations, shaped the storybook reading events; (2) classroom literacy practices constructed during the Irish events were being transferred to the English events; and (3) children selected from their first and second language linguistic resources during storybook reading events to support their reading development. These three processes together were part of how children negotiated their socially situated identities as bilinguals and bilingual readers. Parental support for speaking Irish as well as social proximity to the Gaeltacht community, were factors closely associated with positive attitudes to speaking Irish and to reading in Irish. One implication of the findings is that teachers in all-Irish schools will need to make explicit their views of knowledge and of what it means to be a reader in an all-Irish school as they consider young children's agency in constructing their interpretations of texts.
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Conneely, Suzanne. "Children's right to be heard during whole-school evaluation in Irish primary schools : student's and teachers' perspectives." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680495.

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This study, by a practising inspector, considers the implementation of the principle enshrined In article 12 of the United Nations Convention on the Rights of the Child (1989) in respect of whole-school evaluation (WSE), model of school inspection, in Irish primary schools, Article 12 relates to the child's right to e)(press his or her views freely and to have such views given due weight. The research was undertaken in one primary school in the west of Ireland and Involved senior-grade students (aged 10-12 years) and their teachers. It explores, from the perspectives of the participants, how Inspectors could better engage with children's views during WSE. The data set, from focus-group interviews and draw-and-write activities, was analysed qualitatively. A children's rights-based approach was employed: two distinctive elements of this approach include the deliberate steps taken to build the participants' capacity in understanding I WSE and children's right to be heard; and the Involvement of a children's research advisory group (CRAG). The CRAG took part in various stages of the research including the choosing and preparing of data collection methods, analysing data, and disseminating findings. The study found that children have views about inspection and want to express them. This thesis makes a strong argument for the importance of facilitating children to e)(press their views freely during inspection and to have their views given due weight not merely as a data source for accountability and performativity but as part of an : empowering, emancipatory process benefitting students, schools and the Inspectorate. The study proved to be successful on a number of levels, notably in the development of a methodology that allowed children to contribute fully as research participants and to present their perspectlves on inspector-student consultation. Furthermore, it contributes to the existing knowledge base regarding children's rights In education focusing in this instance on their right to be heard during school inspection.
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Long, Marie Louise. "Using creative approaches to promote inclusive cultures for literacy learning within Northern Irish primary schools." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579777.

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This qualitative study used a case study approach to investigate the use of creative approaches in promoting inclusive cultures for literacy learning in mainstream primary schools. Phase 1 used creative methodologies to explore the views and experiences of upper- primary pupils (n=22) on their level of participation in the management of their literacy learning needs. Phase 2, which took central place in this study utilised practices from Appreciative Inquiry to explore and examine groups of teachers' (n=10), parents' (n=9) and upper-primary school pupils' (n= 12) perceptions of the visual and verbal texts produced in Phase 1 and, to investigate what participants viewed as 'best practice teaching and learning methodologies' used to meet the needs of learners who struggle with literacy and also their practical propositions for change. The total study was underpinned by ethical principles and the ethical standards set by the host institution. Key findings demonstrated that dialogical modes of professional learning had tremendous potential for unsettling common habits of mind, recognising the best of existing practices, and stimulating ideas for classroom and institutional transformation. For example, participants recognised: the interwoven nature of pupil well-being and literacy success; the benefits of variety in pedagogical and assessment practices; the centrality of teachers in school enhancement processes; the roles of parents and pupils in developing inclusive literacy practices; the potential benefits of involving pupils and parents in collaborative inquiry, and, furthermore, participants reconceptualised pupils as active social agents. Although this was a small-scale qualitative study the findings have implications for practitioners demonstrating that inclusive literacy pathways are holistic, personalised, integrated, participatory, balanced and empowering. The implications of findings for schools are that they would benefit from capacity building in action-research methodologies and leadership that supports collaborative inquiry. Policy-makers should be making time and resources available to enable schools to engage in learner-centered school improvement processes.
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Purcell, Anita Margaret. "Young children and bullying a quantitative study of perceptions of bullying in Irish primary schools." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529817.

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Travers, J. F. "Learning Support for Mathematics in Irish Primary Schools: A Study of Policy, Practice and Teachers' Views." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486227.

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The focus ofthe present study was to investigate learning support for mathematics in Irish primary schools by analysing policy, practice and teachers' views. It took place in the context of major concern with the level oflow achievement in mathematics in primary schools designated as disadvantaged and after the introduction of a major policy change in the organisation ofleaming support (the General Allocation Model). It was a multi-method study incorporating focus group interviews, questionnaire, analysis ofteaching practice lesson evaluations and teacher interviews. The main findings showed a decrease in the overall percentage ofpupils receiving learning support for mathematics but an increase in the level ofsupport (more in-class and small group withdrawal) since the introduction of the General Allocation Model. Furthermore pupils in non-designated schools were more likely to have their learning needs in mathematics addressed by the learning support service compared to their peers in disadvantaged contexts. Teachers perceive that the General Allocation Model policy has had a negative impact on provision for pupils with mild general learning disabilities and dyslexia and that flaws in the design of the policy have led to a disproportionately negative impact on some designated schools. Moreover, teachers reported employing a greater variety ofvalidated practices in small group withdrawal teaching compared to when they were class teachers. Schools use a wide variety of practices to circumvent barriers to collaborative consultation and planning and there is inadequate provision for early identification and intervention, in-class support and use of ICT.
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McEntee, Louise. "A mixed methods approach to examining teachers' perceptions of their role in promoting mental health in Irish primary schools." Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685043.

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Children who are mentally healthy have the ability to develop empathy and self-awareness. They can manage their feelings, are motivated, and have good social skills. Research suggests that the school is an important location for the promotion of mental health in children. However, very little is known about how teachers in Ireland feel about taking on the role of mental health promotion. Methodology: A mixed methods approach was adopted to examine this issue within one county in the west of Ireland. Questionnaires were distributed to all of the primary schools in the county. These were then analysed using SPSS. Based on these findings, four teachers were interviewed to gain a fuller understanding of some of the issues raised. The interviews were analysed using thematic analysis. Findings: The findings suggest that, for the most part, teachers agree that mental health promotion is a part of their role. They are more likely to feel this way if they also feel that they are capable of promoting mental health, if their school has a supportive ethos, and if they believe that mental health promotion is important. In general, teachers felt that they had not received enough training in mental health promotion. As such, this was a source of some stress and can have an impact on the teachers' own well-being. These results are discussed in relation to previous research and government policy, in addition to the possible implications at a local and national level and to EP practice.
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Parkinson, Suzanne. "Unravelling Resource Teachers descriptions, perceptions and responses to pupils with emotional and/or behavioural difficulties in a sample of Irish Primary schools." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505738.

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Books on the topic "Irish primary schools"

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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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Fallon-Byrne, Lucy. Strategic planning in Irish primary and second level schools. Dublin: University College Dublin, 1993.

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St. Patrick's College (Dublin, Ireland). Educational Research Centre and Ireland. Department of Education and Science. Inspectorate, eds. Succeeding in reading?: Reading standards in Irish primary schools. Dublin: Stationery Office, 2005.

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Duggan, Deirdre A. Shared leadership in primary schools: The practice of teaxher collaboration and school-based teams in Irish primary schools. Dublin: University College Dublin, 1997.

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Paul, Surgenor, and Ireland. Dept. of Education and Science., eds. Counting on success: Mathematics achievement in Irish primary schools. Dublin: Stationery Office, 2006.

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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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Kinsella, Rita. Perspectives on conflict and its resolution in Irish schools. Dublin: University College Dublin, 1998.

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Irish in primary schools: Long-term national trends in achievement. Dublin: Stationery Office, 2006.

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Guidelines on traveller education in primary schools. Dublin: Stationery Office, 2002.

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Learning to teach: Students on teaching practice in Irish primary schools. Dublin: Department of Education and Science Inspectorate, 2006.

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Book chapters on the topic "Irish primary schools"

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O’Doherty, Teresa, and Tom O’Donoghue. "The Revised Programme of Primary Instruction." In Radical Reform in Irish Schools, 1900-1922, 45–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74282-9_3.

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O’Doherty, Teresa, and Tom O’Donoghue. "The Inclusion of the Irish Language and Irish History in Primary Schools." In Radical Reform in Irish Schools, 1900-1922, 205–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74282-9_7.

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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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Golden, Gillian. "Synthesising the Geography of Opportunity in Rural Irish Primary Schools." In Social Simulation for a Digital Society, 167–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30298-6_13.

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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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Shanneik, Yafa. "“They Aren’t Holy”: Dealing with Religious Differences in Irish Primary Schools." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies, 165–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_11.

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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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di Blasi, Zelda, and Aoife Rice. "The Effectiveness, Feasibility and Acceptability of a Mindfulness-Based Intervention in Two Irish Primary Schools." In Evidence-Based Positive Psychological Interventions in Multi-Cultural Contexts, 177–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20311-5_8.

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Ćatibušic, Bronagh. "7. Investigating the Development of Immigrant Pupils’ English L2 Oral Skills in Irish Primary Schools." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 111–31. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-009.

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Conference papers on the topic "Irish primary schools"

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Azcona, David, Owen Corrigan, Philip Scanlon, and Alan F. Smeaton. "Innovative Learning Analytics Research at a data-driven HEI." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5245.

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A university campus is comprised of Schools and Faculties attended by students whose primary intention is to learn and ultimately graduate with their desired qualification. From the moment students apply to a university and thereafter gain acceptance and attend the campus they create a unique digital footprint of themselves within the university IT systems. Students’ digital footprints are a source of data that is of interest to groups including teachers, analysts, administrators and policy makers in the education, sociology, and pedagogy domains. Learning analytics can offer tools to mine such data producing actionable knowledge for purposes of improving student retention, curriculum enhancement, student progress and feedback, and administrative evolution. In this paper, we summarise three ongoing Learning Analytics projects from an Irish university, demonstrating the potential that exists to enhance Higher Education pedagogical approaches. First year students often struggle with making the transition into University as they adapt to life and study at a Higher Education Institution. The research projects in the area of Learning Analytics at our institution focus on: improving test performance using analytics from a general-purpose VLE like Moodle, identifying studying groups and the performance peer effect using on-campus geolocation data, and detecting lower-performing or at-risk students on programming modules.
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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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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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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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