Books on the topic 'Irish primary schools'

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1

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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2

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

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3

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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4

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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5

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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6

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

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7

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

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8

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

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9

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

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10

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

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11

Néill, Pádraig G. Ó. Principals' concepts of their role as instructioanl leaders in Irish primary schools. Dublin: University College Dublin, 1999.

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12

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

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13

Cotter, Bernadette. Teachers' understanding of and confidence in teaching physical education in Irish primary schools. Dublin: University College Dublin, 1997.

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14

Mary, Conway, and Linguistics Institute of Ireland, eds. Modern languages in Irish primary schools: An evaluation of the National Pilot Project. Dublin: Institiúid Teangeolaíochta Éireann, 2002.

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15

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

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16

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

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17

Belfast, Queen's University of, ed. Ar thóir an dea-chleachtais: The quest for best practice in Irish-medium primary schools in Belfast. Béal Feirste: Cló Ollscoil na Banríona, 2008.

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18

Corraidh, Seán Mac. Ar thóir an dea-chleachtais: The quest for best practice in Irish-medium primary schools in Belfast. Béal Feirste: Cló Ollscoil na Banríona, 2008.

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19

Atkinson, Lynn Alexandra. The emerging positions, experiences and perceptions of Montessori trained teachers employed in Irish National primary schools. (s.l: The Author), 2003.

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20

Kavanagh, James. A survey of the approaches to the teaching of English compositional writing in a sample of Irish primary schools. Dublin: University College Dublin, 1997.

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21

Hales, Frances. The hidden torment: A study of bullying and victimisation in Irish primary schools with specific reference to self-esteem. Dublin: University College Dublin, 1998.

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22

Walshe, Mary J. Parents in the Irish education system. Dublin: UniversityCollege Dublin, 1996.

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23

Great Britain. Department of Education for Northern Ireland. Report of a general inspection on the Irish Society's Primary School, Coleraine, inspected: April 1998. Bangor: Department of Education for Northern Ireland, 1998.

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24

Conan, Doyle Arthur. The Classic Illustrated Sherlock Holmes: Thirty Seven Short Stories Plus a Complete Novel. Stamford, CT, USA: Longmeadow Press, 1987.

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25

Conan, Doyle Arthur. The adventures of Sherlock Holmes, and other stories. San Diego: Canterbury Classics, 2011.

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26

Conan, Doyle Arthur. The Greatest Adventures of Sherlock Holmes. 3rd ed. New York: Fall River Press, 2012.

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27

Conan, Doyle A. Complete Sherlock Holmes & other detective stories. London: HarperCollins Publishers, 1994.

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28

Conan, Doyle Arthur. The complete Sherlock Holmes. Edited by Freeman Kyle. New York: Barnes & Noble Classics, 2003.

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29

Conan, Doyle Arthur. The annotated Sherlock Holmes: The four novels and fifty-six short stories complete. New York: Wings Books, 1992.

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30

Conan, Doyle Arthur. The Illustrated Sherlock Holmes. New York, USA: Clarkson N. Potter, 1985.

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31

Conan, Doyle A. The Complete Sherlock Holmes. New Lanark, ML, Scotland: Geddes & Grosset, 2003.

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32

Conan, Doyle Arthur. The illustrated Sherlock Holmes: Complete works. Ware, Herts: The Leisure Circle, 1986.

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33

Conan, Doyle Arthur. Great works of Sir Arthur Conan Doyle: The illustrated Sherlock Holmes treasury : unabridged with all the original illustrations by Sidney Paget plus additional illustrations by George Hutchinson and Frank H. Townsend. New York: Chatham River Press, 1986.

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34

Publishing, RH Value. Great Works of Sir Arthur Conan Doyle: The Illustrated Sherlock Holmes Treasury. New York: Chatham River Press, 1987.

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35

Conan, Doyle Arthur. The Penguin Complete Sherlock Holmes. London: Bloomsbury Books, 1994.

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36

Conan, Doyle Arthur. The annotated Sherlock Holmes: The four novels and the fifty-six short stories complete. New York: C.N. Potter, 1986.

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37

Conan, Doyle Arthur. The Complete Sherlock Holmes. New York, USA: Gramercy Books, 2002.

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38

Conan, Doyle Arthur. The Complete Sherlock Holmes. 4th ed. Garden City, N.Y., USA: Doubleday & Company, 1988.

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39

Conan, Doyle Arthur. The Complete Sherlock Holmes. London: Magpie Books, 1993.

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40

Conan, Doyle Arthur. The complete Sherlock Holmes. New York: Barnes & Noble Classics, 2003.

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41

Conan, Doyle Arthur. The Penguin complete Sherlock Holmes. Harmondsworth: Penguin, 1984.

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42

Conan, Doyle Arthur. Fu'ermosi tan an quan ji. Beijing: Chang zheng chu ban she, 2009.

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43

Monaghan, Ita T. The value of opera in education with specific reference to Irish Primary Schools. 2004.

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44

O'Keeffe, Suzanne. Masculinity and Teaching in Primary Schools: Exploring the Lives of Irish Male Teachers. Springer International Publishing AG, 2022.

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45

Great Britain. Department of Education for Northern Ireland. Education and Training Inspectorate., ed. Report on a survey of provision for special educational needs in Irish-medium primary schools: 1999. Bangor (NI): Department of Education for Northern Ireland, Education and Training Inspectorate, 1999.

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46

The Irish language in primary schools: Summary of the main findings of a survey of public attitudes by the Market Research Bureau of Ireland. Dublin: Irish National Teachers' Organisation, 1985.

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47

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

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48

Little, David, and Déirdre Kirwan. Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School. Bloomsbury Publishing Plc, 2020.

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49

Little, David, and Déirdre Kirwan. Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School. Bloomsbury Publishing Plc, 2019.

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50

Phelan, Helen. Singing Hospitality in Community-Based Ritual. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190672225.003.0006.

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Chapter 5 examines three community-based rituals. The discussion of a community music festival focuses on a choir called Comhcheol, the Irish-language word for “harmony.” Comhcheol was formed by a group of women from the asylum-seeking and traveller communities. World Carnival is an annual event based in the most multicultural primary school in Limerick city. Anáil Dé/The Breath of God is a festival of world sacred music. The essentially relational and communicative nature of singing in these events is highlighted through a discussion of tacitness. The kinesthetic and emotive properties of singing are shown to increase opportunities for self-definition, as well as social integration through tacit communication.
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