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'education' in all fields;
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Displaying Results 201 - 225 of 9693 on page 9 of 388
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The evolution of returns to education in the Middle East and North Africa: Evidence from comparable education policy changes in Tunisia
(2018)
Pellicer, Miquel
The evolution of returns to education in the Middle East and North Africa: Evidence from comparable education policy changes in Tunisia
(2018)
Pellicer, Miquel
Abstract:
Returns to education in the Middle East and North Africa (MENA) region are thought to have decreased in recent decades leading to youth frustration and political mobilization. Existing estimates of the evolution of education returns in the region have not had a causal focus and observed patterns may be driven by changes in selection bias as educational attainment expanded from a privileged few to large masses of the population. This paper exploits three comparable education policy changes over more than two decades in Tunisia to estimate the effect of education on public sector employment for different cohorts born from the 1950s to the 1970s. I combine census and labor force surveys from 2004 to 2010 amounting to more than one million observations of relevant cohorts. I find that returns have decreased across cohorts by around 1/3 although they remain large even for the later cohorts.
http://mural.maynoothuniversity.ie/12810/
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Reclaiming teaching for teacher education: Towards a spiral curriculum.
(2019)
Biesta, Gert
Reclaiming teaching for teacher education: Towards a spiral curriculum.
(2019)
Biesta, Gert
Abstract:
Many policy makers and educational researchers seem to be convinced that teaching matters. Unfortunately, such a case for teaching and teachers tends to rely on a rather one-dimensional view of what counts in education – namely the production of measurable learning outcomes – and a rather mechanistic view of what counts as education – namely teaching as an intervention that is aimed at producing particular effects. Such views about teaching and education more generally are also affecting programmes of teacher education. In this paper I raise some questions about such views about the significance of teaching, on the assumption that the future of teacher education needs to be informed by a different understanding of what teaching is and what it is for. I make a case for a multi-dimensional view of the purposes of education and for teaching as an act of communication and interpretation that always requires judgement about that ‘what’ and the ‘what for.’ Placing such judgement at the ce...
http://mural.maynoothuniversity.ie/13655/
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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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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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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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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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Bridging the Divide: A critical analysis of intercultural dialogue through videoconference as a Peace Education Practice
(2018)
FABRIS, BARRET
Bridging the Divide: A critical analysis of intercultural dialogue through videoconference as a Peace Education Practice
(2018)
FABRIS, BARRET
Abstract:
'Building Bridges: A Critical Examination of the Use of Videoconference as a Peace Education Practice' focuses on whether intercultural dialogue though videoconference is a viable means of supporting processes of conscientization, thereby, defining videoconference as a peace education practice. In order to effectively assess videoconference as a peace education practice a critical understanding of the field of peace education required the construction of a model, which is based upon an extensive literature review of peace education. The model, subsequently, defines the researcher's understanding of the field and the means in which to design and assess subsequent practices. The Three Sphered Model of Peace Education argues that peace education is defined by a human agency informed by critical pedagogy, a constructivist epistemol ogy, and a cosmopolitan normative approach. This understanding enables a critical examination of videoconference and a more thorough appreciat...
http://hdl.handle.net/2262/82936
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Education in the zoo: a study of the relationship between education, zoo visitors and animal behaviour
(2018)
Collins, Courtney Keane
Education in the zoo: a study of the relationship between education, zoo visitors and animal behaviour
(2018)
Collins, Courtney Keane
Abstract:
One of the primary stated goals of zoos is education of the public. Yet, zoos have been criticised for failing to show evidence of their claims to be educators. Because of the general lack of research surrounding education in the zoo, even less is known about how education relates to the other areas of zoo research. This thesis presents a range of integrated studies which explore the relationship between zoological education, zoo visitors and animal behaviour. First, the effect of the zoo setting and visitors on the behaviour of ring-tailed lemurs (Lemur catta) and Gentoo penguins (Pygoscelis papua) was considered. Generally, it was found that the animals had habituated to visitors and were not disturbed by them. Next, the effect of zoological education on children’s learning was assessed using pre- and post-surveys. Some groups of children participated in an educational intervention (EI), during which children made enrichment devices for animals. The results indicated that childr...
http://hdl.handle.net/10468/7580
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Global-local connections: what educators, who use community-linked and multimedia methodologies, can learn about critically engaging university students in development education
(2019)
Cotter, Gertrude
Global-local connections: what educators, who use community-linked and multimedia methodologies, can learn about critically engaging university students in development education
(2019)
Cotter, Gertrude
Abstract:
Development Education (DE) asks educators to empower learners to “analyse, reflect on and challenge at a local and global level, the root causes and consequences of global hunger, poverty, injustice, inequality and climate change; presenting multiple perspectives on global justice issues” (Irish Aid, 2017: 6). However, at higher education level, DE can become removed from communities in our own locality. This thesis asks what educators can learn by integrating Community-Linked Learning (CLL) into DE at third level. Furthermore, we live in a multimedia world yet we seldom critically analyse how we use multimedia and its relationship to global power relations. The thesis asks how integrating multimedia learning (MML), alongside CLL, into DE pedagogy might encourage third level students to engage with DE. It also asks what impact such pedagogical approaches might have on the community partners with whom we work. The research took place over four years at the School of Education, Univer...
http://hdl.handle.net/10468/9510
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The Study of Education.
(2007)
Hogan, Padraig; Carr, Wilfred; Griffiths, Morwenna
The Study of Education.
(2007)
Hogan, Padraig; Carr, Wilfred; Griffiths, Morwenna
Abstract:
In 1996, a collection of essays edited by J.W. Tibble and titled The Study of Education was published in the UK. This contained contributions on philosophy of education (R.S. Peters), educational theory (P.H. Hirst), history of education (B. Simon), psychology of education (B. Morris), sociology of education (W. Taylor). In 1983, three of the same authors (Hirst, Peters, Simon), together with J. Nisbet (educational psychology) and B. Davies (sociology of education, contributed to a further collection on the same theme. This was edited by P.H. Hirst and was titled Educational Theory and its Foundation Disciplines. The first book traced the historical development of education as a field of study in Britain and sought to establish for it the kind of academic standing enjoyed by other disciplines. The second sought to advance this purpose by reviewing the “major shifts in contents and methods” that took place in the contributing disciplines in the years since the Tibble collection, and ...
http://mural.maynoothuniversity.ie/1134/
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Donogh O’Malley And The FreePost Primary Education Scheme
(1997)
O'Dubhlaing, Sean
Donogh O’Malley And The FreePost Primary Education Scheme
(1997)
O'Dubhlaing, Sean
Abstract:
Ireland, from the late 50's experienced a new era of economic expansion and this coincided with changing societal norms and expectations. Concurrently, An Taoiseach Lemass appointed Donogh O’Malley and others as Ministers for Education and these individuals transformed the Ministry o f Education from its previously laissezfaire function to a new role of assertive leadership/initiator of change. Donogh O’Malley served as Minister for Education for twenty months until his untimely death on 10 March, 1968. During this short period, he abolished the Primary Certificate examination, considered reports on Regional Technical Colleges and the Commission on Higher Education, established the Ryan Tribunal on Teacher Salaries and controversially proposed a merger between University College, Dublin and Trinity College, Dublin. He is best known as the Minister for Education who proposed a scheme of free second level education. The puipose o f this dissertation is to analyse previously avail...
http://mural.maynoothuniversity.ie/5169/
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Collaboration/Networking in Education, its contribution to schools
(2000)
Moloney, Margaret
Collaboration/Networking in Education, its contribution to schools
(2000)
Moloney, Margaret
Abstract:
The underlying purpose of this empirical study is to discover how collaboration / networking in education can facilitate the development of education in our society. It deals with how collaboration / networking can contribute to the teaching and learning in our schools through the encouragement of an open atmosphere of learning, inclusive of all the partners in education. This, in its turn, shows the enhancement possibilities it provides for participating teachers, both professionally and personally, and for students, in the improvement of teaching and learning in the classroom. The dissertation opens with a glance at education in Ireland to date in relation to the topic of collaboration / networking. The review of literature draws on current publications in order to set the context of collaboration / networking in education in Ireland. The empirical research element of this study has come from interviews, conducted with Principals, Teachers and an Education Officer, all of whom are...
http://mural.maynoothuniversity.ie/5294/
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Insights on Quality: A National Review of Policy, Practice and Research Relating to Quality in Early Childhood Care and Education in Ireland 1990 – 2004
(2006)
Walsh, Thomas
Insights on Quality: A National Review of Policy, Practice and Research Relating to Quality in Early Childhood Care and Education in Ireland 1990 – 2004
(2006)
Walsh, Thomas
Abstract:
The Centre for Early Childhood Development and Education (CECDE) was launched by the Minister for Education and Science in October 2002. It is jointly managed by the Dublin Institute of Technology and St. Patrick’s College of Education, Dublin. The aim of the CECDE is to develop and coordinate ECCE in Ireland in pursuance of the objectives of the White Paper, Ready to Learn (Department of Education and Science [DES], 1999). The remit of the Centre is comprehensive, focusing on all aspects of ECCE for children aged birth to six years in Ireland, in both informal and formal settings.
http://mural.maynoothuniversity.ie/5524/
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An Overview of Research in Ireland Pertaining to Early Childhood Education and Care 1990-2003
(2003)
Walsh, Thomas
An Overview of Research in Ireland Pertaining to Early Childhood Education and Care 1990-2003
(2003)
Walsh, Thomas
Abstract:
The Centre for early Childhood Development and Education (CECDE) was launched in 2002 by the Minister for Education and Science and is jointly managed by the Dublin Institute of Technology and St. Patrick’s College. The remit of the CECDE is to develop, co-ordinate and enhance early childhood care and education in Ireland. The 3 objectives of the CECDE are to: > To develop a quality framework for early childhood education, > To develop targeted interventions on a pilot basis for children who are educationally disadvantaged and children with special needs; and > To prepare the groundwork for the establishment of an Early Childhood Education Agency as envisaged by the White Paper. (CECDE, 2001)
http://mural.maynoothuniversity.ie/5520/
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Development Education through Drama in Education
(2014)
Healy, Celine
Development Education through Drama in Education
(2014)
Healy, Celine
Abstract:
To meet the opportunities and challenges of the world as it is now, and to be actively involved in shaping the world of the future, learners need to develop the knowledge, understanding, attitudes and skills to actively participate in the development of local and global communities (Wade, 2008). Development education is based on reflection, analysis and action at local and global levels (Kenny and O’Malley, 2002). It seeks to enable learners to make connections between their own lives and the wider world so they may be more aware of the parts we all play in causing, sustaining or preventing the inequalities that exist in the world (McMorrow, 2006). Development Education aims to develop “critical thinking skills, analytical skills, empathetic capacity and the ability to be an effective person who can take action to achieve desired development outcome” (Tormey, 2003, 2).
http://mural.maynoothuniversity.ie/5798/
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The unequal operation of power in Irish Education: An exploration and evaluation of the development and operation of the Section 29 Appeal System and the extent to which it has addressed power and inequality issues in Irish Education.
(2013)
Gilbride, Mary
The unequal operation of power in Irish Education: An exploration and evaluation of the development and operation of the Section 29 Appeal System and the extent to which it has addressed power and inequality issues in Irish Education.
(2013)
Gilbride, Mary
Abstract:
This dissertation reports the findings of research conducted on the appeal process established by Section 29 of the Education Act, 1998. The purpose of the research was threefold: 1. to document the development of the Section 29 legislation and procedures from its origins in the 1990s to the end of the first decade of its operation in 2011 2. to determine the success of Section 29 in terms of achieving its aims 3. to utilise the Section 29 Appeal process to facilitate a critical analysis of the power differentials evident in Irish education. Section 29 gives parents, guardians and students who have reached the age of 18, the right to appeal certain decisions made by a school’s Board of Management to the Secretary General of the Department of Education and Skills (DES). The decisions which may be appealed are refusal to enrol, permanent exclusion from a school and suspension. The appeal mechanism came into effect on 23 December 2000 following consultation between Department officials...
http://mural.maynoothuniversity.ie/4993/
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Teacher education for inclusive education: a framework for developing collaboration for inclusion of students with support plans
(2019)
Ní Bhroin, Órla; King, Fiona
Teacher education for inclusive education: a framework for developing collaboration for inclusion of students with support plans
(2019)
Ní Bhroin, Órla; King, Fiona
Abstract:
A study was conducted to explore the impact of professional development related to the individual education plan (IEP) process on teachers’ understanding and practices in the Republic of Ireland (RoI). This paper reports on part of that research, focusing on teachers’ collaborative practices in the IEP process. In the RoI, teachers working as special education teachers (SET) can avail of State-funded professional development through an award-bearing model provided by universities. The study combined survey of three cohorts of teachers who undertook this professional development course in one university with follow-up focus groups, observation and documentary analysis in five schools. Challenges to effective team functioning were identified in relation to the constructs of joint instructional work, communication, and values and ethics. Building on these constructs, this paper proposes a framework for developing competencies in collaborative practice for inclusion of students with IEP...
http://doras.dcu.ie/24273/
Marked
Mark
I'm not that woman any more! or am I? Can higher education be transformative for mature students despite the challenges and barriers they face?
(2018)
Mahon, Annemarie
I'm not that woman any more! or am I? Can higher education be transformative for mature students despite the challenges and barriers they face?
(2018)
Mahon, Annemarie
Abstract:
The 1960s saw an increasing interest in the education sector in Ireland. The idea that education was crucial to Ireland’s economic development was included in the report entitled Investment in Education which was published in 1965. It is now recognised that most people will engage in some form of learning after completion of secondary school and that for many this may not occur until later in life. Mature students represented 9 per cent of new entrants to higher education in 2016/2017 (Higher Education Authority, 2018). Of that Maynooth University has the highest percentage of mature students in all universities in Ireland. They have a policy of “ensuring that 15% of places for new entrants to first year are available for mature students” (Maynooth University Admissions Office, 2018). In 2012 I commenced my studies in Maynooth University as a mature student, having been out of education for many years. Whilst here I encountered many other mature students who were following their dre...
http://mural.maynoothuniversity.ie/12238/
Marked
Mark
The Butterfly Effect: The recommodification of labour and implications for further education and training.
(2013)
Bohan, Virginia
The Butterfly Effect: The recommodification of labour and implications for further education and training.
(2013)
Bohan, Virginia
Abstract:
This is an extraordinary period in Adult Education. This statement could equally have applied in 2000 when the White Paper on Adult Education, “Learning for Life” (DES 2000), was published. However, this is an extraordinary time for very different reasons. In 2011 the government announced plans for the establishment of SOLAS, the Further Education and Training Authority. Allied to this change the VEC sector, the traditional home of adult education, is also changing. Sixteen Education and Training Boards are being established from an aggregation of the existing thirty-three VECs. FÁS, the State Employment and Training Agency, has already undergone significant readjustment with community and employment services and staff transferred to the Department of Social Protection in 2012 to provide an enhanced employment and entitlements Service – Intreo. Of the remaining FÁS staff, training services will transfer to the Education and Training Boards over the next few months, leaving approxima...
http://mural.maynoothuniversity.ie/9663/
Marked
Mark
The long-term benefits of community education for learners: Tensions between the developmental and economic points of view.
(2012)
Fallon, Ann
The long-term benefits of community education for learners: Tensions between the developmental and economic points of view.
(2012)
Fallon, Ann
Abstract:
This study sets out to examine the long term benefits for those taking part in community education. This will be examined from the point of view of progression to employment which is often the primary requirement set out by those who fund the programme and the personal and social development which is core to the ethos of community education. There is a discrepancy between these two aspirations, which is currently one of the greatest challenges facing community education and those who work and manage these programmes. While a community education ideology prescribes a humanist, person centred approach, which is what we aim to provide, those who fund this sector are interested in the economic aspect with progression to employment their primary goal. Other challenges which community education are facing will be explored including changes in the structures of this sector, FETAC accreditation, funding reductions and other cutbacks, as a result of the economic downturn. The research concen...
http://mural.maynoothuniversity.ie/9637/
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