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'Education' in all fields;
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Displaying Results 176 - 200 of 9682 on page 8 of 388
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Challenging performativity in higher education: promoting a healthier learning culture
(2017)
Deasy, Christine; Mannix McNamara, Patricia
Challenging performativity in higher education: promoting a healthier learning culture
(2017)
Deasy, Christine; Mannix McNamara, Patricia
Abstract:
The nature and context of education have changed dramatically in recent decades. The increased prioritisation of standardisation, performance indicators and metrics often means that holistic, affective and wellbeing education are seen as less important in the educational endeavour. The value of education for education's sake is under siege. Previous emphasis on the education of the whole person (i.e., moral and creative aesthetic development) is often replaced by a more functionalist perspective of education as servicing economic need and global capitalist interests. Marketization of education has increased at an exponential rate and has had an adverse impact on the health and well‐being of both educators and students. This chapter elucidates how the triad of assessment, student well‐being and academic well‐being intersects in the ever increasing performative and neo‐liberalist cultures of higher education. It demonstrates the reciprocal dynamic of stress that is becoming more ...
http://hdl.handle.net/10344/6982
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The impact of development education and education for sustainable development interventions: a synthesis of the research
(2018)
O'Flaherty, Joanne; Liddy, Margaret
The impact of development education and education for sustainable development interventions: a synthesis of the research
(2018)
O'Flaherty, Joanne; Liddy, Margaret
Abstract:
The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable development and global citizenship education are deliberate educational interventions, which all address global justice and sustainability issues. Current research continues to expand our understanding of the field, but there are no recent reviews of the literature addressing the impact of these educational interventions. The objective of this paper is, therefore, to examine the impact of intentional development education, education for sustainable development and global citizenship education. We reviewed 243 abstracts against specific inclusion criteria: 127 from Scopus, 101 from ERIC, and 15 from EBSCO. Of those abstracts, 99 met inclusion criteria and underwent double review, which excluded further studies. Of the final 44 papers included for review, 26 focused on e...
http://hdl.handle.net/10344/7123
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Down the Rabbit-Hole: Excavating Applied Theatre
(2018)
MC CARTHY, KATE
Down the Rabbit-Hole: Excavating Applied Theatre
(2018)
MC CARTHY, KATE
Abstract:
From drama in education to applied theatre, naming practice in the field of drama and theatre education has created significant tension and debate. In examining these debates, the study reveals that one of the challenges in discussing practice is the inconsistent and interchangeable use of terms. The multiplicity of terms creates a terminological knot and suggests a field with a more fragmented than unified identity. Emerging in the 1990s, applied theatre is increasingly dominant in the literature and presented as an umbrella term for some commentators, but, for others, it is contested as a term for drama and theatre education. Firstly, the study examines the family resemblances between drama in education, theatre in education, and applied theatre. Then, using a mixed methods methodology that employs a systematic review, interviews and philosophical inquiry, it investigates terminology and the use of applied theatre as an umbrella term for practice in drama and theatre educatio...
http://hdl.handle.net/2262/85442
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Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland
(2018)
Mc Guckin, Conor
Making the transition to post-secondary education: opportunities and challenges experienced by students with ASD in the Republic of Ireland
(2018)
Mc Guckin, Conor
Abstract:
International and national policy initiatives have begun to focus on enabling people from traditionally marginalised groups to fully participate within society. In the Republic of Ireland there has been a concerted struggle by parents and advocates to ensure that children and young people identified as experiencing Autistic Spectrum Disorder (ASD) can access and progress through all levels of the education system. Internationally there are increasing numbers of young people on the ASD spectrum attending higher education. Early transition planning is essential and students with ASD often require support to articulate their post school educational goals and actively participate in transition planning meetings. Services within higher education are primarily designed to provide academic supports; ensuring curricular access for students with disabilities and/or difficulties in learning. However, non-academic supports may be an even more crucial factor in enabling successful transitions f...
http://hdl.handle.net/2262/86427
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Perceptions of Play and Drama in Education in Early Years Classrooms in China
(2019)
O'Sullivan, Carmel
Perceptions of Play and Drama in Education in Early Years Classrooms in China
(2019)
O'Sullivan, Carmel
Abstract:
Set against the background of the Chinese government?s commitment to universalise early childhood educational provision, this exploratory study investigated the value attributed to play and drama-based teaching and learning in early childhood education from the perspectives of parents, teachers and Head Teachers from Suzhou in Jiangsu Province. Adopting a mixed methods approach involving online surveys and semi-structured interviews, the findings indicate that while parents expressed interest in dramatic play-based approaches to education in their children?s classrooms, broader societal and philosophical influences about the purposes of education prevail, and they were concerned about their children falling behind in a highly competitive education system. Teachers and Head Teachers were similarly aware of the value of dramatic play in young children?s development, but lacked the knowledge, skills and resources to implement a dramatic play-based approach to teaching and learning in t...
http://hdl.handle.net/2262/86710
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Report on a Consultation with Children and Young People on Education for Sustainable Development
(2019)
McGillicuddy, Deirdre; Machowska-Kosciak, Malgosia
Report on a Consultation with Children and Young People on Education for Sustainable Development
(2019)
McGillicuddy, Deirdre; Machowska-Kosciak, Malgosia
Abstract:
A key recommendation from the National Strategy on Education for Sustainable Development (2014-2020) states that pupils and students should be consulted on the issue of Education for Sustainable Development (ESD) in order to inform future policy (Department of Education and Skills, 2014). This report presents findings from a consultation with pupils and students facilitated in a collaboration between the Department of Education and Skills (DES) and the Department of Children and Youth Affairs (DCYA). The DCYA has a dedicated Citizen Participation Unit, which takes the lead national role in ensuring that children and young people have a voice in the design, delivery and monitoring of services and policies that affect their lives. The DES developed a child friendly explanation of ESD, in collaboration with the Citizen Participation Unit of DCYA: “Education for Sustainable Development means what you learn in school to make the world a fairer and better place for everyone”. This definit...
http://hdl.handle.net/10197/10268
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People with intellectual disabilities, relationships and sex education programmes: a systematic review
(2019)
Mc Cann, Edward; Marsh, Lynne; Brown, Michael
People with intellectual disabilities, relationships and sex education programmes: a systematic review
(2019)
Mc Cann, Edward; Marsh, Lynne; Brown, Michael
Abstract:
Objective: The aim of this systematic review was to examine the research evidence concerning the views and experiences of people with intellectual disabilities regarding their participation in and the effectiveness of relationship and sex education programmes. Methods: A systematic search of relevant electronic databases was conducted using defined inclusion criteria. All papers reviewed were from October 1998 to October 2018. PRISMA guidelines were followed in the design and reporting of the systematic review. Results: A total of eight studies published in English were included in the review. Data were analysed and the key themes identified were (1) designing and developing relationship and sex education programmes, (2) participating in relationship and sex education programmes and (3) perceived benefits of relationship and sex education programme participation. Conclusion: This review identified that people with intellectual disabilities are accessing relationship and sex educa...
http://hdl.handle.net/2262/89426
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A mixed methods evaluation of a gender affirmative education program for families of trans young people
(2019)
Mc Cann, Edward; Sharek, Danika; Huntley-Moore, Sylvia
A mixed methods evaluation of a gender affirmative education program for families of trans young people
(2019)
Mc Cann, Edward; Sharek, Danika; Huntley-Moore, Sylvia
Abstract:
Research evidence suggests that education can play an important role in a family?s acceptance and support of a trans(gender) young person. However, there is a lack of robust evidence around the impact of education programs for these families. This article reports the findings of a mixed-methods evaluation of an online education program developed for families of trans young people. Surveys were administered before and after participation in the education program to assess the impact of the program on several measures, including trans-related knowledge, self-reflection and insight, family problem-solving, family communication, self-efficacy, and views of gender identity. Interviews were used to explore family members? experiences of the program, its perceived impact, and recommendations for further development. The survey findings revealed a statistically significant increase in knowledge scores from the pre-education program to post-education program. Interview participants felt the ...
http://hdl.handle.net/2262/89422
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Special Species of Space: making room for Geography within Education an Inter-disciplinary conceptual Exploration.
(2010)
Quilty, Aideen
Special Species of Space: making room for Geography within Education an Inter-disciplinary conceptual Exploration.
(2010)
Quilty, Aideen
Abstract:
It is my assertion that there is an under-conceptualising of geography within education, the absence of a sustained acknowledgement and understanding of geography as it relates to, and impacts upon, education theory and philosophy. This thesis sets out to challenge this position by attempting to imagine further what a disciplinary fusion of geography and education might look like, how it might be conceived form an Irish sensibility. It asks what education geographies might emerge from this deliberate investigation, an exploration undertaken as an educationalist through a series of conversations with geography’s ideas and concepts, its authors and practitioners. This thesis is the result of the insights and conclusions that emerged from this interrogative process. Throughout, therefore, I present the fruits of this exchange through what I call ‘Geographies of Education.’ The main proposition of this thesis is that these geographies offer us a way to look at, and interrogate, educatio...
http://mural.maynoothuniversity.ie/2290/
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Adult and Community Education: A Model for Higher Education?
(2006)
Connolly, Brid
Adult and Community Education: A Model for Higher Education?
(2006)
Connolly, Brid
Abstract:
Any discussion about the nature and meaning of higher education has to take place in the context of enormous changes in society, probably on the scale of the Industrial Revolution. However, while the Industrial Revolution was driven by the economy as a social institution, with subsequent social and cultural transformations, the knowledge revolution is driven by technology and social change pivoting on democratisation. As a society, we are moving closer to individuation, within community and the social, amid discourses that construct our sense of reality and of our identities. This article will consider the key question for higher education: in what way ought it serve society? For those who defer to market forces, the value will be in terms of laws of economics, profit and loss. However, the meaning and value of higher education is underpinned by a basic ideological stance, if the answer includes priority for fostering places and environments for learning and scholarship in order to ...
http://mural.maynoothuniversity.ie/1064/
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The Irish adult education policy process since 1997: some lessons for the future
(2009)
Murtagh, Luke
The Irish adult education policy process since 1997: some lessons for the future
(2009)
Murtagh, Luke
Abstract:
This thesis examines Irish adult education policy making since 1997 to identify lessons for future development of the sector. It is aimed at adult education stakeholders, policy makers and researchers to provide them with a deeper understanding of adult education policy making so that they can contribute effectively to its future development. I engaged in the research because of the emerging importance of adult education as part of lifelong learning and my professional and personal interest. The research involved literature review, interviews and a documentary analysis of published and internal departmental adult education policy documents and revealed a fragmented system with a dysfunctional architecture that remained intact despite ten years of intense policy making. The study also highlighted rivalry between the Department of Education and Science (DES) and the Department of Enterprise Trade and Employment (DETE) for control over adult education policy as well as a lack of capaci...
http://mural.maynoothuniversity.ie/1488/
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Capsule Education: Cultural Influences in Education Provision
(2007)
McArdle, Deirdre
Capsule Education: Cultural Influences in Education Provision
(2007)
McArdle, Deirdre
Abstract:
The genesis of the study was an observation that contemporary culture seems to encourage consumers to purchase capsule products, such as food, holidays and decor, where the product is shaped by the provider and the input of the consumer is very limited. Anecdotal information would suggest that students, their perception shaped by the educational experience they have undergone, view education as a commodity and require that information be packaged for easy consumption. The purpose of this study is to ascertain if this, in fact, is the case, and to examine the current situation in education against the backdrop of an emerging trend that sees education as a product and students as consumers or customers. There appears to be a gap between what lecturers want to give, in terms of education, and what students wish to receive. This may be because students may be attuned to the postmodern whereas lecturers may be firmly rooted in modernity. The postmodern approach is one based on consumptio...
http://mural.maynoothuniversity.ie/1334/
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The Palestine Education Initiative: A Case Study on Campaigning, Development Education and Activism in Ireland
(2012)
Hughes, Freda
The Palestine Education Initiative: A Case Study on Campaigning, Development Education and Activism in Ireland
(2012)
Hughes, Freda
Abstract:
This thesis examines the relationship between campaigning, activism and development education in Ireland using Participatory Action Research (PAR) as its research method. It examines the establishment of The Palestine Education Initiative, formerly the education sector of the Ireland Palestine Solidarity Campaign, as a case study of development education in a politicised and activist context. My role as an activist and co-director of The Palestine Education Initiative allowed me to carry out insider research using PAR, to learn from and affect change based on my findings. The parameters of my research have changed throughout this process due to the organic nature of the project development. It was sometimes necessary to adapt my approach as a researcher and approach as an educator in line with new developments. The duality of my roles in this process was generally beneficial and is explored as a core element of this thesis. It is hoped that this thesis is a practical narrative which...
http://mural.maynoothuniversity.ie/5377/
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Community Education: Perspectives from the Margins
(2010)
Connolly, Brid
Community Education: Perspectives from the Margins
(2010)
Connolly, Brid
Abstract:
This article delineates community education by exploring the wider contexts underlying the field. It associates community education with adult education, popular education, and community development. It reviews the historical bases from radical workers' education to empowering self-help. It depicts the facets of community education arising from these sources, and links praxis – the dynamics of methods and knowledge bases – with critical citizenship and democracy. It provides an overview of the applications of community education, from community building to consciousness raising, and from health education to human rights, to illuminate its scope and use, with examples drawn from the South and North.
http://mural.maynoothuniversity.ie/3570/
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Retention and Progression in Irish Higher Education. Paper read at Higher Education Authority of Ireland Launch of Retention and Progression in Higher Education in Ireland.
(2010)
Fleming, Ted; Finnegan, Fergal
Retention and Progression in Irish Higher Education. Paper read at Higher Education Authority of Ireland Launch of Retention and Progression in Higher Education in Ireland.
(2010)
Fleming, Ted; Finnegan, Fergal
Abstract:
Paper presented at Irish Higher Education Authority Conference at launch of HEA Study of Progression in Irish Higher Education Keynote speaker Vincent Tinto October 28, 2010. Access and Retention: Experiences of Non-Traditional Learners in Higher Education [RANLHE funded by the EU Commission on Lifelong Learning Programme – Project 135230-LLP-1-2007-1-UK-KA1-KA1SCR].
http://mural.maynoothuniversity.ie/2449/
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Non Progression Among Higher Education New Entrants: A Multivariate Analysis
(2010)
McCoy, Selina; Byrne, Delma
Non Progression Among Higher Education New Entrants: A Multivariate Analysis
(2010)
McCoy, Selina; Byrne, Delma
Abstract:
Ireland has been remarkably successful in pursuing its ambitious goals ‘to widen participation and increase student and graduate numbers’ in higher education in order to position itself within the front rank of OECD countries. Participation in higher education in Ireland has risen steadily over recent decades and this is clearly reflected in the % age of the Irish population that has attained higher education qualifications. At present, one-third of the Irish adult population (aged 25– 64 years) has a higher education qualification—12% at NFQ levels 6 or 7 and 22% at NFQ level 8 or above.2 The expansion of opportunities for higher education in Ireland is reflected best in the attainment levels of young adults (aged 25–34 years), 45% of whom have now acquired a higher education qualification.3 The proportion of 18 year olds entering higher education is approaching two thirds. From a position of relative weakness in terms of the educational attainment of the population a few decades a...
http://mural.maynoothuniversity.ie/4341/
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Induction by design: strategically supporting student transition into higher education
(2019)
Farrell, Orna; Brunton, James; Trevaskis, Samantha
Induction by design: strategically supporting student transition into higher education
(2019)
Farrell, Orna; Brunton, James; Trevaskis, Samantha
Abstract:
This qualitative study reports on an on-entry induction and socialisation intervention designed to support and retain students transitioning to higher education at an Irish private higher education institution. Following the intervention, a qualitative study was conducted with the aim of exploring new undergraduate student experiences of transitioning to higher education and their experiences of participating in the induction by design. Six themes emerged during the analytical process: academic experiences, expectations of higher education, the impact of college on life, induction by design, socialisation and the transition from school to college. Findings indicate that designed induction interventions which focus on the on-entry phase of the study lifecycle can have a positive impact on new higher education students.
http://doras.dcu.ie/24243/
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Higher Education Opportunities for Students with Intellectual Disabilities in the Republic of Ireland - A National Response
(2019)
Aston, Desmond
Higher Education Opportunities for Students with Intellectual Disabilities in the Republic of Ireland - A National Response
(2019)
Aston, Desmond
Abstract:
Given the context that people with intellectual disabilities face significant barriers and limited postsecondary opportunities, a number of initiatives in Ireland and internationally have been established with the aim of addressing issues explicitly affecting this specific cohort of students. We begin by explaining the rationale for developing specific educational/employment initiatives for people with intellectual disabilities. We continue by outlining the range of different initiatives available, including a broad spectrum of course contents and the necessary supports and structures in place to create meaningful experiences for the students enrolled in 10 Irish institutions. We conclude by offering insight into how these initiatives can become an established feature of the educational landscape for people with intellectual disabilities. This report seeks to outline the process of establishing a national forum to support the sustainability and development of existing and future i...
http://hdl.handle.net/2262/91715
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One size does not fit all: An exploratory inquiry into inclusive practices built on experiences of practitioners in the Further Education and Training Sector: with a specific focus on disability
(2019)
O'Meara, Lisa
One size does not fit all: An exploratory inquiry into inclusive practices built on experiences of practitioners in the Further Education and Training Sector: with a specific focus on disability
(2019)
O'Meara, Lisa
Abstract:
This study is an exploratory inquiry into Inclusive Practices built on the experiences of practitioners in the Further Education and Training (FET) sector. It is primarily focused on issues that arise when students present with a disability. The rational for the study is to observe the implementation of inclusive education and practices from the perspective of adult educators in Further Education and Training (FET) sector with the aim of making recommendation to the Adult Education Service (AES) where I am employed as a Literacy Tutor. In this study, literature on inclusive education and issues for students with disabilities are reviewed. The study focuses on the challenges to inclusive education for students with disabilities from the perspective of adult educators working in a further education and training colleges, under the remit of Dublin City Education and Training Boards (CDETB). The research is conducted through qualitative research in the form of semi-structured interviews...
http://mural.maynoothuniversity.ie/12343/
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Reclaiming the Docile Body: An Autoethnography of Illness and Adult Education.
(2017)
Codd, Rachel
Reclaiming the Docile Body: An Autoethnography of Illness and Adult Education.
(2017)
Codd, Rachel
Abstract:
I am presenting an autoethnography on my experiences of illness and my return to education, in an adult education context. I first became ill with acute kidney failure in January 2011, a few months after giving birth to my son. It happened so suddenly and unexpectedly. I was thrown into a completely different world, questioning and reflecting on my life up to that point. In this thesis, I will show how my experiences of illness led me to return to education and how adult education enabled me to reclaim myself through agency. I have used the work of Foucault to help me interpret my experiences. I chose to do this topic for other to gain insight into the experiences of those with illness and how adult education can be used as a catalyst for change.
http://mural.maynoothuniversity.ie/9649/
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What is the experience of traveller women in adult and community education?
(2013)
Shiels, Karen
What is the experience of traveller women in adult and community education?
(2013)
Shiels, Karen
Abstract:
This thesis explores the experience of Traveller women in adult and community education. It focuses on a particular group of women in a particular community centre. It was my intention to use the insights gained to develop education programmes that would be congruent of Irish Traveller culture, traditions and needs. The study shows that these women have a specific experience within the Irish education system and that this experience has been shaped and informed by the dominant culture and the discourse disseminated through government policy and found in education practise. It found that the experience of Traveller women in adult and community education was varied and complex. Four key themes emerged; Travellers are not a homogenous group, Education, Gender Roles and Discrimination. These themes are entwined and constantly overlap as they inform, reinforce and maintain the customs and traditions that are part of Traveller culture. The findings support the notion that the Traveller co...
http://mural.maynoothuniversity.ie/9615/
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Further education and training: What's the outcome? Perspectives from the field.
(2015)
Brown, Jonathan Edward
Further education and training: What's the outcome? Perspectives from the field.
(2015)
Brown, Jonathan Edward
Abstract:
Like it or not, we do live, learn and work in a capitalist society. A fundamental part of this reality is that the education system is linked to production as a means to serve the economy. Likewise, adult and community education, which is now sometimes positioned under the umbrella of Further Education and Training (FET) can also be seen as a vital part of the capitalist’s machine. In spite of this, many will argue that because community education has its origins rooted in a libratory model for progressive social change, while at the same time cultivating transformative learning and personal growth, that it should remain separate from the needs of the economy. Consequently, adult and community education means different things to different people. However, no matter the viewpoint of its purpose and in many cases adult education as distinct from community education, from which it has borrowed its unique methodologies, has been sculpted and moulded to suit the needs of the learner with...
http://mural.maynoothuniversity.ie/9612/
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A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.
(2017)
Joyce, Carmel Ann
A Mixed Method Exploration of the Challenges to Inclusive and Progressive Education for Students with Dyslexia in the West of Ireland.
(2017)
Joyce, Carmel Ann
Abstract:
Although there has been many developments towards inclusive and progressive education at primary, post-primary and at higher education level, little improvement or advancement has being made for students with specific learning difficulties such as dyslexia accessing learning support services in further education. Current policy, legislation and practices identify the need for inclusive and progressive education for students with dyslexia. However, despite some success in the increase of young people with disabilities remaining in post-compulsory education, the degree of inclusion in training and education envisaged by national and local policies has not been achieved (ANED, 2010). In turn, the further education sector remains largely under developed and inadequately funded in Ireland. This study explores the challenges to Inclusive and progressive education for students with dyslexia in the west of Ireland. Literature on dyslexia will be examined in order the address the research pr...
http://mural.maynoothuniversity.ie/9592/
Marked
Mark
Social class and education: the relationship between social class and engagement with education.
(2012)
McDermot, Dolores
Social class and education: the relationship between social class and engagement with education.
(2012)
McDermot, Dolores
Abstract:
This study explores the relationship between social class and engagement with education. A qualitative approach was used in the investigation. Four participants narrated their stories of their journey through the education system. Three participants were at Bachelor of Arts level in a community education centre and one at Masters Degree level in an Institute of Technology. A focus group, comprising women from an English/Literacy class in a community education centre was conducted using the following themes which emerged as significant in the narratives: • Social and cultural norms • Conditions in the classroom (a) the State (b) the teacher • Parental support • Community education The four narratives and a summary of the findings from the focus group is also given. They are then analysed under the themes already mentioned. The findings demonstrate that although there is a strong relationship between social class and engagement with education, the other four factors are quite signific...
http://mural.maynoothuniversity.ie/9606/
Marked
Mark
PE should be an integral part of each school day’: parents’ and their children’s attitudes towards primary physical education
(2019)
Coulter, Maura; McGrane, Bronagh; Woods, Catherine
PE should be an integral part of each school day’: parents’ and their children’s attitudes towards primary physical education
(2019)
Coulter, Maura; McGrane, Bronagh; Woods, Catherine
Abstract:
Formation of positive attitudes is an objective in primary physical education. Children are more likely to engage in physical activity if they adopt positive attitudes towards physical education and parents play a large role in their development. This study explores parents’ and children’s attitudes toward their school’s physical education provision. Overall, parents and children had positive attitudes towards their school’s physical education programme. Children and parents valued fun and enjoyment in the physical education programme (affective component). Health and fitness as well as team sport discourses were felt important by parents, but they had little knowledge of the content of their child’s physical education programme (cognitive component). There was little difference in either of the affective or cognitive components of attitude across gender or class groups in each of the areas explored except in responses about what physical education does and should do in their child’...
http://doras.dcu.ie/24395/
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