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'education' in all fields;
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Displaying Results 151 - 175 of 9693 on page 7 of 388
Marked
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A Secure Base for Adult Learning: Attachment Theory and Adult Education
(2008)
Fleming, Ted
A Secure Base for Adult Learning: Attachment Theory and Adult Education
(2008)
Fleming, Ted
Abstract:
The attachment theory of John Bowlby has had an enduring impact on our understanding of child development. But these ideas are a neglected and forgotten discourse in adult education. In this paper concepts such as secure and insecure attachments, internal working models, and the strange situation along with the more contemporary concept of mind-mindedness are explored. The paper also explores the implications for how adults deal with new situations and new ideas; how adult learners and teachers are influenced by their own attachment styles and internal working models. These models are interpreted as strategies that adults employ for dealing with stress, anxiety, change and the challenges of teaching and learning. In addition, the implications of these concepts for understanding transformative learning are identified and changing internal working models is proposed as a form of transformative learning. This paper outlines Bowlby’s main ideas, with a focus on recent research findings ...
http://mural.maynoothuniversity.ie/1072/
Marked
Mark
Professionalising Community Work and its implications for Radical Community Education.
(2010)
Fitzsimons, Camilla
Professionalising Community Work and its implications for Radical Community Education.
(2010)
Fitzsimons, Camilla
Abstract:
This article adopts a radical lens and examines the relationship between community development, adult education and professionalism. It draws from research on one specific community- university partnership and presents the professionalisation of community work as detrimental to radical practice because of its encouragement of individual vertical progression for learners and a favouring of professional practitioner benefits over collective community gain.
http://mural.maynoothuniversity.ie/7869/
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Promoting healthier communities through adult education: Learning Connections in action
(2019)
Healy, Brenda; Walsh, Jennifer; O’Neill, Sinead
Promoting healthier communities through adult education: Learning Connections in action
(2019)
Healy, Brenda; Walsh, Jennifer; O’Neill, Sinead
Abstract:
This presentation will highlight an Adult Education initiative delivered in Cork City through collaboration between members of the Cork Learning Neighbourhoods Project. It will outline the outreach provision of the Certificate in the Mental Health in the Community and how this is delivered in non-traditional settings to achieve successful collaboration, support accessible participation in lifelong learning and build capacity in communities. The process of creating a learning space to achieve transformative learning will be outlined as well as how this programme serves to enable students to address mental health issues on a personal level, community level and beyond.
http://hdl.handle.net/10468/10715
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Further Education Provision and Learning for Social Transformation. A case study of the experience of introducing a social change agenda into further education programmes within Vocational Education Committees
(2005)
Judge, Bernadette Nora
Further Education Provision and Learning for Social Transformation. A case study of the experience of introducing a social change agenda into further education programmes within Vocational Education Committees
(2005)
Judge, Bernadette Nora
Abstract:
Further Education refers to education and training that occurs after second level schooling but is not part o f the third level system. (Ireland, 1995; Department of Education and Science, 2004b). It encompasses a complex and diverse range of provision involving a range o f players. Vocational Education Committees are the main providers of further education under the remit of the Department of Education and Science. Further education is situated within the european and national policy context for adult education, which demonstrates commitment to lifelong learning and social inclusion. The White Paper on Adult Education (Ireland, 2000) sets out a number o f priorities that together promote individual advancement and collective empowerment and promote an active role for all in shaping the direction of society. But the manner in which resources are allocated tells another story as the bulk of state funding is provided for programmes that meet employability and labour market objectives....
http://mural.maynoothuniversity.ie/5082/
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Inclusive education; challenges and barriers for people with intellectual disabilities accessing further education.
(2015)
Doody, Helena
Inclusive education; challenges and barriers for people with intellectual disabilities accessing further education.
(2015)
Doody, Helena
Abstract:
While there have been advances towards inclusive education at primary; post primary level and in higher education such as Maynooth University there has been little or no progress made for people with intellectual disabilities accessing further education (FE). Despite policy and legislation calling for inclusive education for people with intellectual disabilities; this marginalised group are disproportionately represented in further education colleges in Ireland. This study examines the challenges and barriers to inclusive further education for people with intellectual disabilities. Literature on disability issues and models of inclusive education for people with intellectual disabilities is also reviewed. The research question focuses on the challenges and barriers to inclusive education for people with intellectual disabilities from the perspective of adult educators working in two further education colleges, under the auspice of two separate Education and Training Boards (ETB). Th...
http://mural.maynoothuniversity.ie/9608/
Marked
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Positioning Development Education and Climate Change Education at the Heart of Initial Teacher Education?
(2020)
Devitt, Ann; Liston, Jennifer
Positioning Development Education and Climate Change Education at the Heart of Initial Teacher Education?
(2020)
Devitt, Ann; Liston, Jennifer
Abstract:
Abstract: This article seeks to consider the place of development education (DE), including climate change education (CCE), in initial teacher education (ITE). The article focuses on a DE elective module for Professional Master of Education (PME) students which enables student teachers to learn and to teach about a variety of global justice topics including climate change. The methodology is based on two qualitative phases. Firstly, three focus groups were conducted, one with students, one with graduates and one with ITE pedagogy lecturers (not involved with the elective module). Secondly, a narrative account from one of the study?s authors captures examples of practice and challenges when engaging with DE (including specifically CCE). The article provides evaluative reflection on the DE elective as well as insights into the translation of the student teachers learning into school-based practice. Focus group findings suggest that more general issues regarding ITE and school cul...
http://hdl.handle.net/2262/92420
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The impact of initial teacher education on understandings of physical education: asking the right question
(2012)
Ní Chróinín, Déirdre; Coulter, Maura
The impact of initial teacher education on understandings of physical education: asking the right question
(2012)
Ní Chróinín, Déirdre; Coulter, Maura
Abstract:
Evaluation of professional socialisation can provide insight on the impact of Physical Education Teacher Education. A large-scale (n=326) single question ‘What is PE?’ qualitative methodology was used to access pre-service primary teachers’ understandings of the nature and purpose of physical education . Data analysis involved word frequency queries and coding using a qualitative coding framework based on the dominant discourses of physical education. Trustworthiness of the analysis was addressed using memos, coding checks and peer de-briefing. While responses at the beginning of the programme were dominated by sport and health discourses, an educational discourse grounded in the key messages of the primary physical education curriculum with emphasis on equality of opportunity emerged at the end of the programme. The complexity of addressing understandings in teacher education contexts is highlighted.
http://doras.dcu.ie/21481/
Marked
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What is PE? Sport, education and society
(2011)
Coulter, Maura; Ní Chróinín, Déirdre
What is PE? Sport, education and society
(2011)
Coulter, Maura; Ní Chróinín, Déirdre
Abstract:
Physical education is a socially constructed activity that forms one component of a wider physical culture that includes sport and health/physical activity (Kirk, 1999, Lake, 2001a: 69, Penney, 1998). The terms sport and physical education are often used interchangeably in school contexts, where sport and health continue to shape what is understood by the term physical education (Capel & Blair, 2007). This study explores discourses shaping pre-service primary teachers’ understandings of the nature and purposes of physical education within an Irish context and the relationship between these understandings. A ten minute writing task (Pike, 2006) prompted by the question ‘what is physical education?’ was completed by a sample of pre-service teachers (n=544, age range 18-46, 8.8% male) from two colleges of education, prior to the physical education component of their teacher education programme. Content analysis involved an initial text frequency search to create categories which we...
http://doras.dcu.ie/21488/
Marked
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Enterprise education in initial teacher education in Ireland
(2016)
Tiernan, Peter
Enterprise education in initial teacher education in Ireland
(2016)
Tiernan, Peter
Abstract:
Abstract: The purpose of this paper is to examine the impact of enterprise education on students’ understanding of and attitudes to entrepreneurship and enterprise education in initial teacher education. This paper builds on current literature by introducing student teachers to the theory and practice of entrepreneurship and enterprise education, with a particular focus on experience based approaches. Quantitative and qualitative data are used to evaluate student understanding and attitudes. Findings indicate that exposing student teachers to entrepreneurship and enterprise education specifically targeted at their subject area greatly increases their understanding of its importance and relevance. Students developed their ability to think and act in enterprising ways while recognising the benefits of incorporating enterprise education into their classrooms of the future. While literature on the value of entrepreneurship and enterprise education outside of business contexts is widespr...
http://doras.dcu.ie/23287/
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Community Educators and the Struggle for Recognition Theorising meaning, educator and institution in Ireland’s community education field using a generative grounded theory approach.
(2012)
McGlynn, William
Community Educators and the Struggle for Recognition Theorising meaning, educator and institution in Ireland’s community education field using a generative grounded theory approach.
(2012)
McGlynn, William
Abstract:
This thesis explores community education in Ireland in a threefold enquiry examining; (a) the core meaning which community education holds for practitioners in the field, (b) how the role of community educators shares a connectedness with liberatory struggle for social justice, and (c) what space community education and its educators occupy within its institutional provider, the Vocational Education Committees (VECs). Community education in Ireland is a vibrant field of practice operating on the fringes of mainstream education. Its origins can be traced to the early instructors of the Vocational Education Committees in the early part of the last century. Women’s community education has shaped the practice in Ireland since the 1970s. The year 2000 marked a significant step forward in terms of recognition for community education with the publication of the White Paper on Adult Education. In this thesis the author draws on his experience working in the community education sector to eng...
http://mural.maynoothuniversity.ie/3902/
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Governmentality and Education: How is knowledge production in Irish secondary education complicit in fostering neo-liberal subjectivities
(2015)
Finn, Philiip
Governmentality and Education: How is knowledge production in Irish secondary education complicit in fostering neo-liberal subjectivities
(2015)
Finn, Philiip
Abstract:
Education maintains a unique position in contemporary societies due to an often unquestioned assumption regarding its inherent worth and value. Education is often perceived as a vehicle for social mobility and valued for its fostering of human well-being. This thesis problematises the taken for granted valorisation of education through an examination of secondary education in Ireland. The work takes as its central question how is knowledge production in Irish secondary education complicit in shaping neo-liberal subjectivities? In doing so it draws on the work of Michel Foucault in understanding how power relations shape subjectivities through acceptance of cultural norms and values. It argues that Irish secondary education is guided by human capital theory which engenders an instrumental understanding of education. Such an understanding elicits an 'entrepreneurial self' as individuals view education and knowledge as an external acquisition for selfinvestment in pursuit of ...
http://mural.maynoothuniversity.ie/12243/
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A Review Paper on Thinking and Policies Relating to Teacher Education in Ireland.
(2007)
Coolahan, John
A Review Paper on Thinking and Policies Relating to Teacher Education in Ireland.
(2007)
Coolahan, John
Abstract:
Education as an academic and research subject, and teacher education as a professional education programme have had a chequered history in Ireland 1. As a process of review and re-appraisal of teacher education programmes and qualifications is being undertaken by the Teaching Council it would seem useful to refer succinctly to some recent aspects of that history in establishing a context for potential new developments. The decade 1965 to 1975 (approx) was the last time fundamental restructuring of teacher education took place. This coincided with a period of major social, economic and cultural change in Ireland, when a vibrant national economy provided resources and motivation for significant reforms, not dissimilar to the period from the middle nineties to 2007. A number of reports were issued which had important implications for education and teacher education including the Investment in Education Report (1966), the Commission on Higher Education Report (1967), the Higher Educatio...
http://mural.maynoothuniversity.ie/9819/
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Exploring aspects of the relationship between gender and leadership in early childhood care and education: Towards an engaged feminist pedagogy of adult education.
(2011)
Smyth, Lynda
Exploring aspects of the relationship between gender and leadership in early childhood care and education: Towards an engaged feminist pedagogy of adult education.
(2011)
Smyth, Lynda
Abstract:
This thesis explores aspects of the relationship between gender and leadership in Early Childhood Care and Education within an Irish context. Early childhood Care and Education includes day care facilities and services for children aged 3 months to 12 years. Services offer care, education and socialisation opportunities for children. This thesis examines the historical, political and social, context in which Early Childhood Care and Education is set. The conceptual framework for this thesis explores the theories of Foucault, Gramsci, Giroux, Bourdieu, Marxs, Freire, hooks and key feminist poststructual theorists. This thesis is set within a feminist paradigm with the aim of giving a voice to the women and children within the field of Early Childhood Care and Education. The Early Childhood Care and Education workforce is dominated by females, which presents a phenomenon not found in other areas of education. The analysis uses discourse analysis and rhizoanalysis, to unearth the impac...
http://mural.maynoothuniversity.ie/9621/
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An Exploration of Change, Progression and Transition in, Through and Beyond Community Education.
(2015)
Smith, Mary
An Exploration of Change, Progression and Transition in, Through and Beyond Community Education.
(2015)
Smith, Mary
Abstract:
This thesis sets out to examine the experiences of adult learners in, through and beyond community education. To interrogate this question a qualitative study was carried out using semi structured interviews with five adult learners at and two adult guidance counsellors were carried out. This research was underpinned by an interest in the impact of early education on adult education, the effect of the social distribution and use of power with regard to education and an interest in the transformative nature of transformative learning. The results of the research showed the contrast between enforced education in childhood and its transformative nature as adult learners in community education settings. Substantial barriers to participation in community education were identified which included issues around previous experiences with education, identity, caring roles and persistence in education. These findings demonstrate the need for changes in the structured way adult education is off...
http://mural.maynoothuniversity.ie/9629/
Marked
Mark
Women and education in Ireland: Factors linked to the cessation of formal education in adolescence and re-entry into formal education in midlife
(2001)
(Murphy) McTiernan, Kathleen
Women and education in Ireland: Factors linked to the cessation of formal education in adolescence and re-entry into formal education in midlife
(2001)
(Murphy) McTiernan, Kathleen
Abstract:
A higher education puts a woman in control of herself and that lasts a lifetime. According to DeMott (1990), the resource most widely used as a tool for upward mobility is education. However, for many women, the opportunity to pursue a second or third level education does not present itself at age appropriate times. There are many issues related to the educational choices women make in late adolescence and throughout their lifespan. This paper endeavours to investigate and make proposals based on findings which could contribute to the understanding of the psychosocial backdrop to the choices women make regarding education both in late adolescence and in midlife. This paper will report demographic information, women?s reasons for discontinuing formal education and women?s reasons for returning to education. It will also explore women?s perceptions of personal goals in their early twenties. Correlations of independent variables will also be reported to identify links between socioecon...
http://hdl.handle.net/2262/92799
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An examination of the implementation of Ireland’s new higher education system performance framework in a sample of higher education institutions
(2018)
O'Shea, Seamus
An examination of the implementation of Ireland’s new higher education system performance framework in a sample of higher education institutions
(2018)
O'Shea, Seamus
Abstract:
An Examination of the Implementation of Ireland’s New Higher Education System Performance Framework in a Sample of Higher Education Institutions. Seamus O Shea, B.Sc., M.Eng. This research study seeks to examine the implementation of Ireland’s new higher education system performance framework (HESPF), through its first 2014-2016 three-year strategic compact cycle, in a sample of higher education institutions (HEIs). In particular, the study explores the extent to which the framework aids or inhibits institutional planning; whether institutional goals are being aligned with the national agenda; if the national performance indicators for the higher education sector are incentivising behaviour; and institutional capacity to support the national policy objectives. An exploratory case study design frame is used to address the research question, with cases drawn from small, medium sized, and large institutions in the Southern regional cluster. A concurrent triangulation design strategy is...
http://doras.dcu.ie/22577/
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"Finding a Voice" The experience of mature students in a college of further education
(2011)
Hardiman, Fergal
"Finding a Voice" The experience of mature students in a college of further education
(2011)
Hardiman, Fergal
Abstract:
This study explores the experience of mature students in a Further Education college in Ireland. It looks at the development of the further education sector and its current role in Irish education. Further education is a major provider of education for adults as more than half the students in further education are now mature students. The system grew largely within the Vocational Education system and, it is suggested, has adopted many of the neo-liberal ideas and practices prevalent in society more generally. The first research element was a survey and focus group, followed by nine qualitative interviews which explored with the students their reasons for returning to education, their experience while in further education and what they consider to be the benefits of participation. Using a constructivist grounded theory approach the data were generated and analysed through a systematic process of coding, categorisation and the development of core concepts grounded in the students’ liv...
http://mural.maynoothuniversity.ie/3908/
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Redressing disadvantage and ensuring social cohesion: the role of distance education and elearning policies in the European Union 1957-2007
(2007)
MacKeogh, Kay
Redressing disadvantage and ensuring social cohesion: the role of distance education and elearning policies in the European Union 1957-2007
(2007)
MacKeogh, Kay
Abstract:
This paper analyses the development and implementation of the European Union's policies in distance higher education and elearning since the 1957 Treaty of Rome. Distance education emerged in the 1960s and 70s as an instrument at national level to redress disadvantage, and to provide flexible, high-quality and cost-effective access to higher education to adults who were unable, for geographical, employment or personal reasons, to attend on-campus. Analysis of EU policy documents and interviews with key individuals indicates that the support of influential policy entrepreneurs and networks brought distance education to the centre stage in EU education and training policy for a brief period in the early 1990s, culminating in the Maastricht Treaty on European Union (1992), which committed the EU to ‘encouraging the development of distance education’. Since then, distance learning has been superceded by elearning, and is linked in EU rhetoric to social cohesion in the context of ma...
http://doras.dcu.ie/490/
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Education for sustainable development in technology education in Irish schools: a curriculum analysis
(2010)
McGarr, Oliver
Education for sustainable development in technology education in Irish schools: a curriculum analysis
(2010)
McGarr, Oliver
Abstract:
This paper explores the integration of Education for Sustainable Development (ESD) in technology education and the extent to which it is currently addressed in curriculum documents and state examinations in technology education at post-primary level in Ireland. This analysis is conducted amidst the backdrop of considerable change in technology education at post-primary level. The analysis of the provision of technology education found, that among the range of technology related subjects offered, the study of Technology and Society is only addressed in one in a comprehensive manner. The paper discusses the implications of this limited integration, examines the factors inhibiting greater integration of ESD and outlines opportunities for future development.
http://hdl.handle.net/10344/2419
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Learning to teach (LETS): developing curricular and cross curricular competences in becoming a 'good' secondary teacher: executive summary
(2011)
Conway, Paul F.; Murphy, Rosaleen; Delargey, Michael; Hall, Kathy; Kitching, Karl; Long...
Learning to teach (LETS): developing curricular and cross curricular competences in becoming a 'good' secondary teacher: executive summary
(2011)
Conway, Paul F.; Murphy, Rosaleen; Delargey, Michael; Hall, Kathy; Kitching, Karl; Long, Fiachra; McKeon, Jacinta; Murphy, Brian; O'Brien, Stephen; O'Sullivan, Dan
Abstract:
The aim of this research, the Learning to Teach Study (LETS), the first of its kind on the Postgraduate Diploma in Education (PGDE) in Ireland, funded by the Department of Education and Skills (DES), was to develop and implement a study of initial teacher education in the PGDE in post-primary education, in the School of Education, University College Cork. Its aim was to identify the individual and contextual dynamics of how student teachers develop curricular and cross-curricular competences during initial teacher education (ITE). Within an overall framework that explores how student teachers develop their skills, competences and identity as teachers, it focuses on curricular competences in mathematics, science and language teaching, and on the cross-curricular competences of reading and digital literacy and the development of inclusive teaching practices. LETS is the first programme level research on the PGDE, familiarly known to generations of student teachers and teachers as ‘the...
http://hdl.handle.net/10468/880
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Teacher certification testing in physical education
(1990)
Tannehill, Deborah; O'Sullivan, Mary
Teacher certification testing in physical education
(1990)
Tannehill, Deborah; O'Sullivan, Mary
Abstract:
The 1980s witnessed an unparalled review, analysis, and critique of the quality of education and schooling in the United States. Criticism that has emanated from the wide range of reports and research studies was directed to all levels of education including the nation's schools (Boyer, 1986; Goodlad, 1983; Sizer, 1986), teacher education (Holmes Group, 1986), conditions of teaching and the teaching profession (Carnegie Task Force, 1986), and the quality of undergraduate education (Bennett, 1984; Boyer, 1987)_ A federally funded report called "A Nation at Risk: The Imperative for Educational Reform" (National Commission, 1983) was the impetus for many of the later documents and was largely responsible for shaping the public's view of education. The seriousness of the allegations about the decline and general malaise in education that set the tone for many later documents can best be understood from an oft-quoted line of the report: "If an unfriendly foreign ...
http://hdl.handle.net/10344/3211
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Inclusive education policy, the general allocation model and dilemmas of practice in primary schools
(2013)
Egan, Margaret
Inclusive education policy, the general allocation model and dilemmas of practice in primary schools
(2013)
Egan, Margaret
Abstract:
Background: Inclusive education is central to contemporary discourse internationally reflecting societies’ wider commitment to social inclusion. Education has witnessed transforming approaches that have created differing distributions of power, resource allocation and accountability. Multiple actors are being forced to consider changes to how key services and supports are organised. This research constitutes a case study situated within this broader social service dilemma of how to distribute finite resources equitably to meet individual need, while advancing inclusion. It focuses on the national directive with regard to inclusive educational practice for primary schools, Department of Education and Science Special Education Circular 02/05, which introduced the General Allocation Model (GAM) within the legislative context of the Education of Persons with Special Educational Needs (EPSEN) Act (Government of Ireland, 2004). This research could help to inform policy with ‘facts about w...
http://hdl.handle.net/10468/1247
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Social sciences in higher education
(2014)
Bruen, Jennifer; Grammes, Tilman
Social sciences in higher education
(2014)
Bruen, Jennifer; Grammes, Tilman
Abstract:
Specialized journals examine the teaching and learning of the social sciences in Higher Education . These include, for example, the highly regarded Teaching Sociology, or, more recently the Journal of Political Science Education, Journal of Legal Education and International Journal of Pluralism and Economics Education, to name but a few. These journals capture a significant amount of knowledge and experience. However, there is little coherence in terms of research and a lack of a well-developed academic sub-discipline around Higher Education in the social sciences. Furthermore, most of the discourses within the cited journals.
http://doras.dcu.ie/20439/
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Higher education in Libya, system under stress
(2011)
Tamtam, Abdalmonem; Gallagher, Fiona; Naher, Sumsun; Olabi, Abdul-Ghani
Higher education in Libya, system under stress
(2011)
Tamtam, Abdalmonem; Gallagher, Fiona; Naher, Sumsun; Olabi, Abdul-Ghani
Abstract:
There have been few studies conducted on the problems facing higher education system in Libya. Recent research has shown that there is a significant gap in higher education levels. This means, there is an urgent need to address this by filling this gap, research focused the problem show that, the gap can be blamed on changes of systems and policies in the country. However much of the burden emanates from the rapid growth of learning institutions. University colleges have spread across Libya and a ban of foreign language in Libya has played a central role in stressing the higher education system. The paper aims to present a comprehensive insight with references to the higher education system in Libya and how policy and administration backed by political nuances have caused the current situation that has affected the quality of the education. The methods used in the paper include: literature review, policy document content analysis, quality assurance policies analysis. Research shows ...
http://doras.dcu.ie/22215/
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The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review
(2018)
Mc Cann, Edward
The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review
(2018)
Mc Cann, Edward
Abstract:
Background: An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. Objectives: The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health. Design: A systematic review of the available published empirical studies. Data sources: A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. Review methods: Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate stu...
http://hdl.handle.net/2262/82590
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