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Subject = Classroom;
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Displaying Results 1 - 18 of 18 on page 1 of 1
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A case study of an approach to whole school guidance counselling in a second level school; focusing on the classroom aspect
(2018)
Reidy, Geraldine
A case study of an approach to whole school guidance counselling in a second level school; focusing on the classroom aspect
(2018)
Reidy, Geraldine
Abstract:
The aim of this research study was to investigate how a whole school approach to guidance counselling (DES, 2017a) is adopted in one secondary school, particularly in the context of the delivery of classroom guidance across the Junior and Senior Cycle (DES, 2014, 2016b, Gysbers, 2010). The researcher was interested in investigating this topic due to the re-allocation of guidance counselling hours in second level schools in the 2012 Budget which has hampered guidance counselling provision in schools (DES, 2016a). A case study through the interpretivist approach was used in this research to gather in depth information (Thomas, 2013). The design aimed to gain a concise understanding of the approach used in the school incorporating the views of key personnel and students (Cohen et al. 2011; Mc Leod, 2001; Yin 2009). The gathering of data involved semi-structured qualitative interviews with a number of key personnel, and a student focus group with participants randomly sampled from both ...
http://hdl.handle.net/10344/7478
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Bridging Classroom Language Ethnography
(2012)
GRENFELL, MICHAEL JAMES
Bridging Classroom Language Ethnography
(2012)
GRENFELL, MICHAEL JAMES
Abstract:
Paper #5: Bridging Classroom Language Ethnography, New Literacy Studies and Bourdieu?s Social Philosophy: Principles and Practice The purpose of this paper is to analyze and synthesize the various ways that classroom language ethnography, NLS, and Bourdieu?s social philosophy, were integrated. The goal of the analysis and synthesis is to provide a fresh perspective and fruitful insights on literacy in all its manifestations that provides the foundations for a more robust science of language in education. The four case studies sometimes lack uniformity of approach and they are occasionally partial or messy in their actuality. However, they do provide us with the means to objectify the main elements of our classroom language ethnography from a Bourdieusian perspective. Consequently, they demonstrate the way that Bourdieu?s social philosophy provides us with an understanding that is both stable but dynamic, and that concepts such as field and habitus are central for exploring the r...
http://hdl.handle.net/2262/66945
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Mark
An intervention to improve the physical activity levels of children: Design and rationale of the ‘Active Classrooms’ cluster randomised controlled trial (Pre-published version)
(2015)
Martin, Rosemarie; Murtagh, Elaine
An intervention to improve the physical activity levels of children: Design and rationale of the ‘Active Classrooms’ cluster randomised controlled trial (Pre-published version)
(2015)
Martin, Rosemarie; Murtagh, Elaine
Abstract:
An intervention to improve the physical activity levels of children: Design and rationale of the ‘Active Classrooms’ cluster randomised controlled trial.
http://hdl.handle.net/10395/2646
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Mark
Classroom teaching and formation: developing educational partnership
(2012)
Ryan, Sandra; Galvin, John
Classroom teaching and formation: developing educational partnership
(2012)
Ryan, Sandra; Galvin, John
Abstract:
Classroom teaching and formation: developing educational partnership
http://hdl.handle.net/10395/2314
Marked
Mark
Conceptualising oep: a review of theoretical and empirical literature in open educational practices
(2018)
Cronin, Catherine; MacLaren, Iain
Conceptualising oep: a review of theoretical and empirical literature in open educational practices
(2018)
Cronin, Catherine; MacLaren, Iain
Abstract:
Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners.
http://hdl.handle.net/10379/10956
Marked
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Digital Ensemble: The ENaCT design-based research framework for technology-enhanced embodied assessment in English education
(2017)
Flanagan, Eilis; Hall, Tony
Digital Ensemble: The ENaCT design-based research framework for technology-enhanced embodied assessment in English education
(2017)
Flanagan, Eilis; Hall, Tony
Abstract:
This article outlines the ENaCT educational design for Digital Ensemble, an innovative approach to English assessment integrating drama pedagogy with mobile computing (e. g. iPad). ENaCT represents the key themes that framed and informed the research: ensemble, narrative, collaboration and technology. Starting with ENaCT as a prototype concept design for the development and evaluation of technology-enhanced embodied assessment in English, the research developed and refined the model through collaborative cycles of design with post-primary schools. The design-based research study reported here was undertaken in three significant design iterations, totalling 15 weeks and 85 teaching hours. 131 Irish Senior Cycle students, aged 15 to 17 participated: 45, 46 and 45 pupils respectively in iterations one, two and three. Two teachers participated throughout. The article outlines for English teachers and educational designers the adaptable ENaCT framework for Digital Ensemble, including des...
http://hdl.handle.net/10379/6485
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Digital ensemble: the enact design-based research framework for technology-enhanced embodied assessment in english education
(2018)
Flanagan, Eilis; Hall, Tony
Digital ensemble: the enact design-based research framework for technology-enhanced embodied assessment in english education
(2018)
Flanagan, Eilis; Hall, Tony
Abstract:
This article outlines the ENaCT educational design for Digital Ensemble, an innovative approach to English assessment integrating drama pedagogy with mobile computing (e. g. iPad). ENaCT represents the key themes that framed and informed the research: ensemble, narrative, collaboration and technology. Starting with ENaCT as a prototype concept design for the development and evaluation of technology-enhanced embodied assessment in English, the research developed and refined the model through collaborative cycles of design with post-primary schools. The design-based research study reported here was undertaken in three significant design iterations, totalling 15 weeks and 85 teaching hours. 131 Irish Senior Cycle students, aged 15 to 17 participated: 45, 46 and 45 pupils respectively in iterations one, two and three. Two teachers participated throughout. The article outlines for English teachers and educational designers the adaptable ENaCT framework for Digital Ensemble, including des...
http://hdl.handle.net/10379/11503
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Effect of active lessons on physical activity, academic and health outcomes: A systematic review (Pre-published version)
(2017)
Martin, Rosemarie; Murtagh, Elaine
Effect of active lessons on physical activity, academic and health outcomes: A systematic review (Pre-published version)
(2017)
Martin, Rosemarie; Murtagh, Elaine
Abstract:
Effect of active lessons on physical activity, academic and health outcomes: A systematic review.
http://hdl.handle.net/10395/2648
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Examining Best Practice for a Post-Graduate Module in Food Entrepreneurship
(2016)
Farrell, Kathleen
Examining Best Practice for a Post-Graduate Module in Food Entrepreneurship
(2016)
Farrell, Kathleen
Abstract:
As a lecturer in entrepreneurship education, the challenge of embedding an entrepreneurship mindset in my students is of great interest. A traditional lecturing approach is inadequate and there is a call for more creative teaching and a more experiential learning approach. In the words of Plutarch “Minds are not vessels to be filled, but fires to be ignited” The author decided to evaluate an existing Masters module on food entrepreneurship in the light of best practice. The approach involved a review of the literature and both EU and national policy documents. The syllabus, teaching methods and assessments on the Masters module in food entrepreneurship were examined. A questionnaire comprising of both closed and open ended questions were administered to a Masters class who had completed the module. The results of the evaluation highlighted positive features of the food entrepreneurship module e.g. specific feedback in relation to how the module helped embed an entrepreneurial mindse...
https://arrow.dit.ie/tfschcafcon/53
Marked
Mark
Examining Best Practice for a Post-Graduate Module in Food Entrepreneurship
(2016)
Farrell, Kathleen
Examining Best Practice for a Post-Graduate Module in Food Entrepreneurship
(2016)
Farrell, Kathleen
Abstract:
As a lecturer in entrepreneurship education, the challenge of embedding an entrepreneurship mindset in my students is of great interest. A traditional lecturing approach is inadequate and there is a call for more creative teaching and a more experiential learning approach. In the words of Plutarch “Minds are not vessels to be filled, but fires to be ignited” The author decided to evaluate an existing Masters module on food entrepreneurship in the light of best practice. The approach involved a review of the literature and both EU and national policy documents. The syllabus, teaching methods and assessments on the Masters module in food entrepreneurship were examined. A questionnaire comprising of both closed and open ended questions were administered to a Masters class who had completed the module. The results of the evaluation highlighted positive features of the food entrepreneurship module e.g. specific feedback in relation to how the module helped embed an entrepreneurial mindse...
https://arrow.dit.ie/tfschafart/185
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History and identity in the Irish primary school classroom in 2016
(2017)
Swift, Catherine
History and identity in the Irish primary school classroom in 2016
(2017)
Swift, Catherine
Abstract:
History and identity in the Irish primary school classroom in 2016.
http://hdl.handle.net/10395/2769
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Personal learning artefacts: persistence, ownership and privacy
(2014)
Cosgrave, Michael
Personal learning artefacts: persistence, ownership and privacy
(2014)
Cosgrave, Michael
Abstract:
Traditional classrooms have been often regarded as closed spaces within which experimentation, discussion and exploration of ideas occur. Professors have been used to being able to express ideas frankly, and occasionally rashly while discussions are ephemeral and conventional student work is submitted, graded and often shredded. However, digital tools have transformed the nature of privacy. As we move towards the creation of life-long archives of our personal learning, we collect material created in various 'classrooms'. Some of these are public, and open, but others were created within 'circles of trust' with expectations of privacy and anonymity by learners. Taking the Creative Commons license as a starting point, this paper looks at what rights and expectations of privacy exist in learning environments? What methods might we use to define a 'privacy license' for learning? How should the privacy rights of learners be balanced with the need to encourag...
http://hdl.handle.net/10468/2800
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Preliminary findings of Active Classrooms: An intervention to increase physical activity levels of primary school children during class time (Pre-published version)
(2015)
Martin, Rosemarie; Murtagh, Elaine
Preliminary findings of Active Classrooms: An intervention to increase physical activity levels of primary school children during class time (Pre-published version)
(2015)
Martin, Rosemarie; Murtagh, Elaine
Abstract:
Preliminary findings of Active Classrooms: An intervention to increase physical activity levels of primary school children during class time.
http://hdl.handle.net/10395/2647
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Teaching students to read the news via representations of asylum seekers in British newspapers
(2004)
White, Allen
Teaching students to read the news via representations of asylum seekers in British newspapers
(2004)
White, Allen
Abstract:
Research by geographers on using news media in the classroom has tended to concentrate on either content or discourse analysis of newspapers. These approaches hold in common an implicit understanding that what news stories say happened is not as important as the language, metaphors, images and representations used in news stories. In this paper the author discuss Bell's (1999) approach to analysing news stories, which lies somewhere between content and discourse analysis. This approach works through emphasizing the ‘event’ and ‘time’ structure of stories as they are presented to us in newspapers. Through building up the ‘event’ and time structure of news stories about asylum we can put ourselves in a position to see what the story does—and does not—say. In turn this approach shows how our understandings of seemingly simple news stories are often based on assumptions, ambiguities and discrepancies that support and are based within exploitative power relationships.
http://hdl.handle.net/10468/1076
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Student attitudes towards available learning spaces and technology
(2019)
Hammeran, Kelley B.
Student attitudes towards available learning spaces and technology
(2019)
Hammeran, Kelley B.
Abstract:
The following thesis sought aims to answer three essential research questions: What are University College Cork student attitudes towards learning spaces on campus? What are University College Cork student attitudes towards available learning spaces on campus? Is there a link between these attitudes and the demographics of affluence, achievement, and disability? A survey on learning spaces was sent to the student population of UCC. The response to the survey was four hundred and forty respondents, which is enough to be representative of a university the size of University College Cork. The findings show spaces already exist on campus that students find useful, but that they are not in supply enough for the needs of students. Students have little desire for extremely innovative spaces and technology but rather require more of what is already available. When it comes to the design of a space there is no one option that fits the needs of all students but there are general leanings of a...
http://hdl.handle.net/10468/10113
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Teachers’ and students’ perspectives of participating in the ‘Active Classrooms’ movement integration programme (Pre-published version)
(2017)
Martin, Rosemarie; Murtagh, Elaine
Teachers’ and students’ perspectives of participating in the ‘Active Classrooms’ movement integration programme (Pre-published version)
(2017)
Martin, Rosemarie; Murtagh, Elaine
Abstract:
Teachers’ and students’ perspectives of participating in the ‘Active Classrooms’ movement integration programme.
http://hdl.handle.net/10395/2649
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Technology enhanced collaborative learning using a project-based learning management system
(2018)
Frankl, Gabriele
Technology enhanced collaborative learning using a project-based learning management system
(2018)
Frankl, Gabriele
Abstract:
Social software is changing the ways students and instructors share information and is increasingly used a part of a collaborative learning process. Collaborative learning improves engagement and is particularly effective when introduced as part of project-based learning (PBL) for teams. However, PBL for teams also introduces social dilemmas where less motivated students engage in social loafing, allowing more motivated students to do most of the collaborative work. This paper presents an approach to collaborative learning using an experimental learning management system (LMS) designed specifically for team-based PBL. This LMS assists instructors to counteract the negative effects of social dilemmas. The novel approach presented has undergone testing with Masters and senior cycle Undergraduates who engaged in team projects in the field of innovation management and strategic planning. Results presented in this paper from three real use cases show high student engagement high satisfac...
http://hdl.handle.net/10379/13325
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World music in the classroom
(2008)
Kenny, Ailbhe
World music in the classroom
(2008)
Kenny, Ailbhe
Abstract:
World music in the classroom.
http://hdl.handle.net/10395/2693
Displaying Results 1 - 18 of 18 on page 1 of 1
Bibtex
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XML
Institution
Dublin Institute of Technology (2)
Mary Immaculate College (7)
NUI Galway (4)
Trinity College Dublin (1)
University College Cork (3)
University of Limerick (1)
Item Type
Book chapter (2)
Conference item (3)
Journal article (11)
Master thesis (research) (2)
Peer Review Status
Peer-reviewed (9)
Non-peer-reviewed (4)
Unknown (5)
Year
2019 (1)
2018 (4)
2017 (4)
2016 (2)
2015 (2)
2014 (1)
2012 (2)
2008 (1)
2004 (1)
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