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'education' in all fields;
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Displaying Results 176 - 200 of 9886 on page 8 of 396
Marked
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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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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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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
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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/
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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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Aligning the principles of assessment for learning to learning in physical education: a review of literature
(2020)
Moura, André; Graça, Amândio; MacPhail, Ann; Batista, Paula
Aligning the principles of assessment for learning to learning in physical education: a review of literature
(2020)
Moura, André; Graça, Amândio; MacPhail, Ann; Batista, Paula
Abstract:
The full text of this article will not be available in ULIR until the embargo expires on the 19/04/2022
Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established. Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) prog...
http://hdl.handle.net/10344/9523
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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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How does technology impact on the self-beliefs of adult basic education learners?
(2010)
Nwosu, Uchenna June
How does technology impact on the self-beliefs of adult basic education learners?
(2010)
Nwosu, Uchenna June
Abstract:
Adult Basic Education learners return to education to solve a problem of inadequacy in life hence many adult basic education learners engage in the learning of basic skills to meet their needs in life than for the education itself. Due to feelings of inadequacy, in many instances the adult basic education learner displays low beliefs in abilities and capabilities which if not properly managed and enhanced can negatively impact on learning and consequently the meeting of those needs which prompted the learner’s return to learning. With the rise of the use of technology in education, it is important to investigate and describe how computer technology impacts on the beliefs of capabilities that adult basic education learners hold of themselves.
http://hdl.handle.net/10344/982
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An investigation of the factors that promote and hinder the use of ICT in an Irish adult education and training centre
(2010)
Irwin, Joanne
An investigation of the factors that promote and hinder the use of ICT in an Irish adult education and training centre
(2010)
Irwin, Joanne
Abstract:
Due to the widespread use of Information and Communications Technology (ICT) within all aspects of today’s society, ICT use within all education sectors, including adult education must be encouraged in order to fully prepare learners for employment. This case study examines factors that facilitate and impede the use of ICT within education and identifies factors that are specific to adult education. This study primarily investigates the role of ICT within two adult education programmes, namely the Vocational Training Opportunities Scheme (VTOS) and the Back to Education Initiative (BTEI) within an Adult Education and Training Centre (AETC) in Ireland. Primary research involved observing the eight teachers in the AETC to identify if and how they use ICT within their specific subject area. In addition, questionnaires were disseminated to these teachers and to a random sample of 30 learners, 15 learners from each programme. Alongside this, a semi-structured interview was carried out wi...
http://hdl.handle.net/10344/963
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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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Re-imagining initial teacher identity and learning study: final report
(2013)
Conway, Paul F.; Murphy, Rosaleen; Rutherford, Vanessa
Re-imagining initial teacher identity and learning study: final report
(2013)
Conway, Paul F.; Murphy, Rosaleen; Rutherford, Vanessa
Abstract:
The aim of this research, the Re-imagining Initial Teacher Identity and Learning Study (RIITILS) was to continue writing from and to extend the Learning to Teach Study 1 (LETS1). LETS1, funded by the Department of Education and Skills (DES), was the first study of its kind on the Postgraduate Diploma in Education (PGDE) in Ireland, and involved the development and implementation of a study of initial teacher education in the PGDE in post-primary education, in one School of Education. 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 explored how student teachers develop their skills, competences and identity as teachers, it focused 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 practice...
http://hdl.handle.net/10468/1261
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Politics: interest, participation and education. Comparing the Republic of Ireland with Germany.
(2014)
Bruen, Jennifer
Politics: interest, participation and education. Comparing the Republic of Ireland with Germany.
(2014)
Bruen, Jennifer
Abstract:
In order to generate higher levels of interest in politics and participation in political processes, political, or citizenship, education, in schools must be at the heart of the curriculum and be characterised by active, learner-centred approaches. This paper hypothesises that, when compared with Germany, a more limited form of political education in Irish post-primary schools may be impacting negatively on the extent to which it is achieving such aims. In order to begin to explore this hypothesis, the results for seven items relating to interest in politics and participation in political processes from the most recent (2010) round of the European Social Survey (ESS) are compared for the Irish and German populations. In addition, the nature and status of political education in the German and the Irish school systems are compared. Conclusions are drawn and the implications for future research in this field and for political education in both countries considered.
http://doras.dcu.ie/19778/
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Education of farm children
(1986)
Conway, A.G.; O'Hara, P.
Education of farm children
(1986)
Conway, A.G.; O'Hara, P.
Abstract:
In this paper we examined educational participation by farm children, from two small areas in the West of Ireland. There has been a dramatic increase in participation, especially since the introduction of free post-primary education in 1967. This reflects the changing ability of parents to afford education for their children. Participation on smaller farms was lower than on larger farms up to 1967, but since that time it has almost equalised. Differences between those from smaller as compared to larger farms up to 1967 reflected the relative ability of parents to afford education. The pattern since 1967 shows how public policy can bring about equalisation of opportunities between families. Differences associated with children's occupations still persist. Non-farming daughters had more education than non-farming sons, who are more concentrated in manual occupations which have lower formal education requirements. In attempting to ensure access to occupations parents give daughter...
http://hdl.handle.net/2262/68784
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'Living the curriculum': Integrating sport education into a physical education teacher education programme
(2011)
Deenihan, Jeremiah Timothy; MacPhail, Ann; Young, Ann-Marie
'Living the curriculum': Integrating sport education into a physical education teacher education programme
(2011)
Deenihan, Jeremiah Timothy; MacPhail, Ann; Young, Ann-Marie
Abstract:
This study recognizes the paucity of research regarding how pre-service teachers learn to use Sport Education (SE) in their Physical Education Teacher Education (PETE) programmes (Stran and Curtner-Smith, 2010). The study provides an opportunity in PETE where pre-service teachers 'live the curriculum' (Oslin et al., 2001) and experience a SE season (Siedentop, 1994) as participants. Data was collected through weekly observations, researcher and lecturer reflections and interviews and focus groups with the lecturer and pre-service teachers. The results provide support for the 'living the curriculum' experience from the perspective of the pre-service teachers. It was indicated, however, that there were occasions when the lecturer was compromised between teaching through SE while teaching pre-service teachers how to teach SE in schools. It was also observed that there was a diminishing awareness of SE towards the end of the module. Recommendations for the inclusion ...
http://hdl.handle.net/10344/4196
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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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Developing a global citizenship education programme for three to six year olds
(2012)
Oberman, Rowan; Waldron, Fionnuala; Dillon, Sheila
Developing a global citizenship education programme for three to six year olds
(2012)
Oberman, Rowan; Waldron, Fionnuala; Dillon, Sheila
Abstract:
This article outlines the development of a global citizenship education programme for three to six year olds. The programme, entitled Just Children, was created by Education for a Just World, a partnership between an Irish Development Non-Governmental Organisation (DNGO), Trócaire, and the Centre for Human Rights and Citizenship Education located in St Patrick’s College, Drumcondra, Dublin.1 The programme was developed through three phases of research. The first phase examined young children's engagement with global justice issues; the second phase explored possible strategies for including global citizenship education in early childhood educational settings; and the third phase tested a draft global citizenship education programme. This article explores the key principles integral to educating for and about global justice and, responding to the results of research as well as the early childhood education landscape, arrives at strategies for introducing global justice work into...
http://doras.dcu.ie/21595/
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Physical education teacher educators views regarding the purpose(s) of physical education
(2015)
McEvoy, Eileen; Heikinaro-Johansson, Pilvikki; MacPhail, Ann
Physical education teacher educators views regarding the purpose(s) of physical education
(2015)
McEvoy, Eileen; Heikinaro-Johansson, Pilvikki; MacPhail, Ann
Abstract:
The aim of this paper was to gain an understanding of the views of a group of physical education teacher educators on the purpose(s) of school physical education and whether, how and why these views have changed over time. Semi-structured individual interviews were carried out with thirteen physical education teacher educators; a fourteenth participant responded to interview questions in writing. Participants were based in seven countries: Belgium, Finland, Germany, Ireland, New Zealand, Switzerland and the USA. A relative consensus on the overarching purpose of physical education was evident, centred on physical education preparing young people for a lifetime of physical activity. The framing of this shared purpose differed somewhat between participants, reflecting a range of perspectives on the value of physical activity. Delineating the boundaries of their subject, participants characterised obesity prevention and maximising in-class physical activity as potential by-products rat...
http://hdl.handle.net/10344/5806
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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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