Log in

Relevant bibliographies by topics / Irish primary schools / Journal articles

Journal articles on the topic 'Irish primary schools'

To see the other types of publications on this topic, follow the link: Irish primary schools.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Irish primary schools.'

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

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

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

- 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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Ní Chlochasaigh, Karen, Pádraig Ó Duibhir, and Gerry Shiel. "Dearcthaí agus Cleachtais Ghairmiúla maidir le Tionchar an Tumoideachais ar Dhaltaí i nGaelscoileanna atá lonnaithe i gCeantair faoi Mhíbhuntáiste: Deiseanna agus Dúshláin." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 15, 2018): 74–98. http://dx.doi.org/10.35903/teanga.v25i0.50.

Full text

Abstract:

Irish immersion education, although traditionally deemed as an advantage enjoyed principally by middle-class families where parents were a driving force of demand and promotion, has become increasingly available to a more diverse body of students throughout Ireland. Diversity takes shape mainly in the socio-economic, linguistic, ethnic and special educational needs of students from various backgrounds attending Irish-medium schools. Thirteen Irish-medium primary schools situated in designated areas of disadvantage throughout Ireland are part of the DEIS1 Plan, which offers additional support to improve the educational experiences and outcomes of young people who are at social disadvantage. This paper examines the challenges and benefits of immersion for students in Irish-medium education in disadvantaged settings. We present data collected from school principals, teachers and special education teachers on the issues that impact the schools and their students. The main issues highlighted were poor acquisition of English as a first language, attending to the needs of children with learning difficulties, lack of awareness and diagnostic tools in Irish during psychological assessments, lack of parental support, deficiencies in appropriate teaching and assessment resources through Irish, the absence of language support for Irish and a language support teacher, and a need for a greater emphasis in teacher education on immersion education and on education in socially disadvantaged settings.

APA, Harvard, Vancouver, ISO, and other styles

12

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

13

Darmody, Merike, and Emer Smyth. "Primary school principals ' job satisfaction and occupational stress." International Journal of Educational Management 30, no. 1 (January 11, 2016): 115–28. http://dx.doi.org/10.1108/ijem-12-2014-0162.

Full text

Abstract:

Purpose – The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted. Design/methodology/approach – The paper draws on an analysis of Growing up in Ireland data, a national representative study of nine-year-old children in Ireland. In order to explore the simultaneous impact of individual and school factors on stress and job satisfaction of principals in Irish primary schools, multivariate analysis was used. Analyses in this paper are based on responses from principals in 898 schools. Findings – The results of the study indicate that a significant number of primary school principals in Ireland are not very satisfied and feel stressed about their job. Regression analysis revealed that job satisfaction and occupational stress were related to a complex set of personal characteristics, working conditions, school context and teacher climate. Research limitations/implications – The data are limited to primary school principals. However, this is in itself an advantage since it allows for greater insights into variation across principals in job satisfaction and stress, holding the effect of school level constant. Originality/value – This is the first study of its kind in the Irish context that explores the simultaneous effect of a number of factors on school principals’ stress and job satisfaction.

APA, Harvard, Vancouver, ISO, and other styles

14

Purcell, Anita. "A qualitative study of perceptions of bullying in Irish primary schools." Educational Psychology in Practice 28, no. 3 (September 2012): 273–85. http://dx.doi.org/10.1080/02667363.2012.684343.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Dolan, Paddy. "Adult and child identities in Irish primary schools,c.1830–1909." History of Education 45, no. 5 (February 22, 2016): 530–46. http://dx.doi.org/10.1080/0046760x.2015.1136358.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Keating, Noel. "Children’s spirituality and the practice of meditation in Irish primary schools." International Journal of Children's Spirituality 22, no. 1 (December 8, 2016): 49–71. http://dx.doi.org/10.1080/1364436x.2016.1264928.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Gallagher, John Joe. "Developing a Heritage and ICT Project in 12 Irish Primary Schools." Education and Information Technologies 10, no. 3 (July 2005): 165–75. http://dx.doi.org/10.1007/s10639-005-2997-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

19

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

20

Mawhinney, Alison. "Freedom of religion in the Irish primary school system: a failure to protect human rights?" Legal Studies 27, no. 3 (September 2007): 379–403. http://dx.doi.org/10.1111/j.1748-121x.2007.00062.x.

Full text

Abstract:

In the Republic of Ireland nearly all primary schools are state-funded but the vast majority of these schools are owned and managed by religious bodies. There is no system of state-run schools. This paper discusses the protection of freedom of religion within this unique system of schooling. In particular, it examines the notion of ‘the integrated curriculum’ whereby all schools in receipt of state funding are legally obliged to ensure that a religious spirit informs and vivifies the whole work of the school. The paper identifies the international human rights standards relevant to the teaching of religion in schools. Through empirical evidence based on interviews with parents, teachers and pupils, an assessment is made of how far Irish law and practice respect these standards. The outcome of this evaluation of the use of religious bodies in non-state service provision is discussed.

APA, Harvard, Vancouver, ISO, and other styles

21

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

22

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Bowles, Richard, Déirdre Ní Chróinín, and Elaine Murtagh. "Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools." European Physical Education Review 25, no. 1 (May 4, 2017): 76–88. http://dx.doi.org/10.1177/1356336x17706091.

Full text

Abstract:

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

APA, Harvard, Vancouver, ISO, and other styles

25

O Ceallaigh, Tadhg, Siobhán Ní Mhurchú, and Déirdre Ní Chróinín. "Balancing content and language in CLIL." Journal of Immersion and Content-Based Language Education 5, no. 1 (April 7, 2017): 58–86. http://dx.doi.org/10.1075/jicb.5.1.03oce.

Full text

Abstract:

This research study examined the experiences of teachers and learners as they engaged with a CLIL programme, a physical education course being taught through the medium of the Irish language (L2) in English-medium primary schools in the Republic of Ireland. Five primary fourth grade teachers and the students (9–10 years old) in their classes from three primary schools in the Republic of Ireland participated in a unit of physical education (4–8 lessons) through the medium of the Irish language. Qualitative data collection and analysis included direct observation of lessons, an interview with each teacher, teachers’ written reflections and a focus group with 3–5 students from each class. Teachers reported that students became highly motivated as they were given the opportunities to use the Irish language in situations of personal choice. This new autonomy and motivation in turn fostered confidence and competence in language use. Several complex and persistent pedagogical challenges (e.g. balancing content and language in instruction) were uncovered in the analysis of data. This study increases our understanding of the complexity of the processes underlying and shaping a coherent CLIL pedagogy. Findings shed light on the yet-to-be-realised potential of CLIL as a lived embodied reality for all.

APA, Harvard, Vancouver, ISO, and other styles

26

Ó Duibhir, Pádraig. "Foghlaim chomhtháite ábhar agus teanga i gclár oideachais tosaigh do mhúinteoirí bunscoile." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 56–69. http://dx.doi.org/10.35903/teanga.v24i0.43.

Full text

Abstract:

Content and language integrated learning (CLIL) has been defined as an educational approach where content is taught through the medium of a second language. The focus is on the learning of content rather than on the language. Much of the underlying theory for CLIL draws on the research from immersion education. The Irish Government’s 20-Year Strategy for the Irish Language 2010-2030 proposes to improve the proficiency in Irish of primary school pupils by offering CLIL to all pupils. This paper examines the role of CLIL in initial teacher education and the contribution that it can make to improving student teachers’ proficiency in Irish and in preparing the student teachers to teach in Irish-medium schools. While a CLIL approach has become quite common at school level in many countries, the number of empirical studies on the effectiveness of CLIL approaches on learners’ language achievement is relatively small. This paper reports on a study in St Patrick’s College, Dublin City University, where 29 Postgraduate Diploma in Education (Primary) students opted to study a number of curricular areas through the medium of Irish utilising a CLIL approach.

APA, Harvard, Vancouver, ISO, and other styles

27

Mangione, Jessica, Melissa Parker, Mary O’Sullivan, and Mike Quayle. "Mapping the landscape of physical education external provision in Irish primary schools." Irish Educational Studies 39, no. 4 (March 4, 2020): 475–94. http://dx.doi.org/10.1080/03323315.2020.1730218.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Rose, Richard, and Michael Shevlin. "Support provision for students with Special Educational Needs in Irish Primary Schools." Journal of Research in Special Educational Needs 20, no. 1 (July 10, 2019): 51–63. http://dx.doi.org/10.1111/1471-3802.12465.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Neary, Aoife, and Mary Lou Rasmussen. "Marriage Equality Time: Entanglements of sexual progress and childhood innocence in Irish primary schools." Sexualities 23, no. 5-6 (August 6, 2019): 898–916. http://dx.doi.org/10.1177/1363460719861819.

Full text

Abstract:

Ireland is a majority-Catholic country that has, in recent times, been held up as a model of sexual progress internationally. We employ the term Marriage Equality Time (MET) to signify the tensions related to temporality, sexuality and children that emerged as Marriage Equality (ME) was introduced in Ireland. Drawing on a study with six primary schools during the ME referendum, this article captures MET in its emergent state, exploring how parents, teachers and principals were processing what ME might mean for children and schools. This analysis of MET illustrates how it mediates imaginaries of childhood innocence, sexuality and the nation-state.

APA, Harvard, Vancouver, ISO, and other styles

33

McGinnity, Fran, Aisling Murray, and Merike Darmody. "Academic achievement of immigrant children in Irish primary schools: the role of capitals and school context." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 10, no. 2 (November 1, 2022): 129–51. http://dx.doi.org/10.12697/eha.2022.10.2.05b.

Full text

Abstract:

Educational achievement is one of the key indicators of labour market success, yet previous research shows that in many countries, children from immigrant backgrounds struggle to match their native peers in terms of achievement. Despite high educational aspirations, migrant parents may struggle to "convert" their social and cultural capital to support their children’s achievement in their country of destination. Ireland is an interesting case study as there was substantial and rapid immigration of a diverse group of migrants, many of whom were European, to a school system that was predominantly White, Catholic, Irish and English-speaking. Drawing on the extensive literature on academic achievement of immigrant children and youth, this paper explores the academic achievement of 9-year-old immigrant children in a ‘new immigration country’, just after the peak of inward migration. The results show that unlike in many ‘old’ immigrant-receiving countries, the immigrant "penalty" in achievement in Ireland is modest, with social and cultural capital playing a salient role in English reading achievement, particularly for East Europeans, for whom the gap is greatest. Understanding the patterns of linguistic integration for recent migrant children may help us understand these processes in the case of subsequent movements of children and their families in Europe.

APA, Harvard, Vancouver, ISO, and other styles

34

McGinnity, Fran, Aisling Murray, and Merike Darmody. "Academic achievement of immigrant children in Irish primary schools: the role of capitals and school context." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 10, no. 2 (November 1, 2022): 106–28. http://dx.doi.org/10.12697/eha.2022.10.2.05a.

Full text

Abstract:

Õppeedukus on üks peamistest näitajatest, mille põhjal ennustada edasist töist edu. Samas on varasemad uuringud näidanud, et paljudes riikides on rändetaustaga lastel keeruline saavutada emakeeles haridust omandavate eakaaslastega samaväärseid õpitulemusi. Hoolimata hariduspürgimustest võib rändetaustaga vanematel olla keeruline oma sotsiaalset ja kultuurilist kapitali konverteerida nii, et see toetaks nende laste saavutusi sihtriigis. Iirimaa on huvitav näide, sest selles riigis toimus mitmekesise taustaga sisserändajate (paljud neist eurooplased) laialdane ja kiire ühinemine koolisüsteemiga, kus õpivad valdavalt valged, iiri- ja ingliskeelsed katoliiklikest peredest pärit lapsed. Toetudes rändetaustaga laste ja noorte akadeemilist edukust käsitlevale ulatuslikule teaduskirjandusele, uuritakse siinses töös üheksa-aastaste rändetaustaga laste akadeemilist edukust uues sisseränderiigis vahetult pärast sisserände kõrghetke. Tulemused näitavad, et erinevalt paljudest vanadest sisserändajaid vastu võtvatest riikidest jäävad sisserändajate saavutused Iirimaal vaid veidi maha kohalike laste tasemest, kusjuures sotsiaalne ja kultuuriline kapital mõjutab oluliselt lugemisoskust inglise keeles, eriti Ida-Euroopa lastel, kelle puhul oli lõhe suurim. Hiljutiste rändetaustaga laste keelelise lõimumise mustrite adumine võib aidata meil mõista neid protsesse laste ja nende perekondade hilisema liikumise korral Euroopas. Full text

APA, Harvard, Vancouver, ISO, and other styles

35

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

36

Dalton, Gene, and Ann Devitt. "Gaeilge Gaming." International Journal of Game-Based Learning 6, no. 4 (October 2016): 22–38. http://dx.doi.org/10.4018/ijgbl.2016100102.

Full text

Abstract:

In the 2011 census almost one in three Irish teenagers claimed to be unable to speak Irish (Central Statistics Office, Ireland, 2012), despite the language being taught daily in school. The challenges facing the Irish language in schools are complex and multifaceted. The research reported here attempts to address some of these challenges by adopting a novel approach to teaching Irish to primary school children using an online detective game. This paper details how a group of 10 year old children (n = 17) report their experience of the game, and how this compares to its proposed affordances for language learning. Overall, the children responded very positively, and identified significant motivational factors associated with the game, such as rewards, positive team interactions, challenge and active learning. Their feedback demonstrates that this use of gaming technology has the potential to support children's language learning through creating a language community where users are motivated to use Irish in a meaningful way.

APA, Harvard, Vancouver, ISO, and other styles

37

Déiseach, Cristín. "Assessment profiles for oral Irish in primary schools: A beginning in the Gaelscoil." Irish Educational Studies 20, no. 1 (March 2001): 208–23. http://dx.doi.org/10.1080/0332331010200117.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Surgenor, Paul, and Gerry Shiel. "Parity of provision? Learning support for English and mathematics in Irish primary schools." Irish Educational Studies 27, no. 2 (June 2008): 107–19. http://dx.doi.org/10.1080/03323310802021789.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Horgan, Mary A. "Management of the Junior Infant Curriculum in Irish Primary Schools: rhetoric versus reality." Compare: A Journal of Comparative and International Education 25, no. 3 (January 1995): 253–61. http://dx.doi.org/10.1080/0305792950250306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Waldron, Fionnuala, and Rowan Oberman. "Responsible citizens? How children are conceptualised as rights holders in Irish primary schools." International Journal of Human Rights 20, no. 6 (February 23, 2016): 744–60. http://dx.doi.org/10.1080/13642987.2016.1147434.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Devine, Dympna, Mairin Kenny, and Eileen Macneela. "Naming the ‘other’: children’s construction and experience of racisms in Irish primary schools." Race Ethnicity and Education 11, no. 4 (December 2008): 369–85. http://dx.doi.org/10.1080/13613320802478879.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Bolger, Lisa E., Linda A. Bolger, Cian O’ Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey, and Con Burns. "Age and Sex Differences in Fundamental Movement Skills Among a Cohort of Irish School Children." Journal of Motor Learning and Development 6, no. 1 (June 1, 2018): 81–100. http://dx.doi.org/10.1123/jmld.2017-0003.

Full text

Abstract:

The purpose of this study was to assess the fundamental movement skill (FMS) proficiency of Irish primary school children relative to age and sex. Data collected were baseline measures forProject Spraoi, a physical activity (PA) and nutrition-based intervention. Participants (N = 203) were senior infant (n = 102,Mage: 6.0 ± 0.4 years) and fourth class (n = 101,Mage: 9.9 ± 0.4 years) children from three primary schools in the south of Ireland. FMS testing was conducted using the Test of Gross Motor Development-2 (TGMD-2), assessing six locomotor and six object-control skills. Analysis of variance (ANOVA) was used to assess age and sex related differences in FMS proficiency. Older children scored significantly higher than younger children in both locomotor (p < .05) and object-control score (p < .05). Boys scored significantly higher than girls in object-control score (p < .05), while girls scored significantly higher in locomotor score (p < .05). FMS levels among Irish primary school children are similar to children worldwide, with age and sex differences evident. Early interventions, aimed at improving FMS, are warranted among Irish primary school aged children as greater proficiency is related to greater PA participation and numerous health benefits.

APA, Harvard, Vancouver, ISO, and other styles

44

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Russell, Vincent, Linda O’Rourke, and Kieran C. Murphy. "Undergraduate learning in psychiatry: can we prepare our future medical graduates better?" Irish Journal of Psychological Medicine 37, no. 2 (April 30, 2020): 73–76. http://dx.doi.org/10.1017/ipm.2020.16.

Full text

Abstract:

Irish medical schools attract an increasingly diverse student population and produce graduates who will practise in many parts of the world. There are particular implications in this for the planning and delivery of the undergraduate psychiatry curriculum. In all countries, mental health services struggle for equitable resourcing, and mental health care within general medical services remains relatively neglected. The traditional undergraduate psychiatry offering has been justifiably criticised for being excessively oriented towards secondary care when the vast majority of medical graduates will pursue careers in primary care or in specialties other than psychiatry. Recently published articles in the Irish Journal of Psychological Medicine address the current challenges and opportunities in providing an undergraduate experience that better prepares students for the mental health aspects of medical practice in a global context. We summarise and discuss these contributions and the recent Royal College of Psychiatrists publication Choose Psychiatry: Guidance for Medical Schools.

APA, Harvard, Vancouver, ISO, and other styles

46

McNicolas, Fiona, Barbara Dooley, Leonie Keogh, Alma Lydon, Ruth Lennon, Sinead Ahern, Ciaran Coyle, Aoife Whelan, and Linda O. Donoghue. "Eating problems in Irish children and adolescence – EPICA." Irish Journal of Psychological Medicine 27, no. 4 (December 2010): 172–78. http://dx.doi.org/10.1017/s0790966700001476.

Full text

Abstract:

AbstractObjectives: To examine eating concerns in a cohort of Irish adolescents.Methods: Students from a stratified random sample of post primary schools were screened using the EAT-26, the EDI-III and a study specific questionnaire.Results: A total of 3,031 students (mean age 14.74, range 12–19) enrolled in the study. The majority of respondents felt popular (91%), happy (75.2%) and perceived themselves to have a good quality of life (86.8%). Despite this, 32% of females dieted, 29.4% were dissatisfied with their bodies, and 10.8% scored above 20 on the EAT-26. Adolescents always on a diet reported a lower quality of life (QoL) X2(16, N=2,961) =144.43, p <.000, perceived themselves to be less popular X2(15, N=2,963) =53.26, p <.000 and less academically able X2(16, N=2,297) =43.96, p<.000, than those who never dieted. Comparing EPICA values to published norms, Irish males had significantly lower EAT scores, females had comparable total EAT-26 scores but significantly lower levels of dieting and higher levels of bulimic features and oral control. Girls in mixed schools had higher rates of body dissatisfaction F (1,2855) = 16.61, p <.001 and drive for thinness F (1,2860) = 11.78, p <.005 than girls attending same sex schools.Conclusions: Weight and body image concerns were high among Irish adolescents, especially females, with higher than expected levels of bulimia and oral control scores on the EAT but lower scores on the dieting subscale. Females attending mixed sex schools appear most at risk of eating pathology.

APA, Harvard, Vancouver, ISO, and other styles

47

Nic Aindriú, Sinéad, Pádraig Ó Duibhir, and Joe Travers. "The Factors Motivating Parents to Choose Irish Immersion Education for their Child with Special Educational Needs." TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (September 20, 2022): 107–32. http://dx.doi.org/10.35903/teanga.v29i.2650.

Full text

Abstract:

A dearth of research exists internationally as to why parents choose immersion education for their child with special educational needs (SEN). The literature available on why parents choose immersion education for the child without SEN states that bilingualism, the parent’s own personal experiences, social networks, and their love of languages are motivating factors. Research on the factors that influence how parents select any school for their child with SEN states that an inclusive school environment and access to additional services are the primary motivators. Through semi-structured interviews, this study investigated the reasons why parents of children with autism spectrum disorder (N=3) and specific speech and language disorder (N=2) chose to send their child to an Irish immersion primary school when they had the option of educating their child through the majority language of the community, English. This article presents a discussion on the parents’ motivations to send their child to an Irish immersion school in terms of them wanting their child to attend the same school as their other children, their love for the Irish language and culture, and the positive inclusive school culture of an Irish immersion school. The findings of this research will enable Irish immersion schools to identify the needs of the parents and families and further develop as inclusive learning environments.

APA, Harvard, Vancouver, ISO, and other styles

48

Kilfeather, Paula, Michael O'Leary, and Janet Varley. "Adapting science performance tasks developed in different countries for use in Irish primary schools." Irish Educational Studies 25, no. 1 (March 2006): 3–33. http://dx.doi.org/10.1080/03323310600597501.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Travers, Joseph. "Learning support policy for mathematics in Irish primary schools: equal access but unequal needs." Irish Educational Studies 29, no. 1 (March 2010): 71–80. http://dx.doi.org/10.1080/03323310902884342.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!