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'education' in all fields;
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Displaying Results 26 - 50 of 9693 on page 2 of 388
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The influence of parental education and literacy skill levels on children's achievement in primary school, Moyo district, rural Uganda
(2015)
DRAJEA, ALICE JURUGO
The influence of parental education and literacy skill levels on children's achievement in primary school, Moyo district, rural Uganda
(2015)
DRAJEA, ALICE JURUGO
Abstract:
This thesis explores how the different levels of parents education and literacy skills influence their primary six children s academic attainment. The interest in this area was derived from endemic poor literacy abilities among universal primary school children in rural Uganda leading to persistent poor school achievement. The study reviews pertinent literature related to parental education and literacy skill practices in the home setting. The focus is on the nature and quality of support parents provide, the amount of available literacy related resources in the home environment because of parental education or lack of it and the challenges they face. These areas underscore the three research questions guiding the study. Related studies indicate that if parents have well developed literacy skills and practices, and adequate literacy resources at home and in the community, they will positively influence their children s education. However, when they lack such symbolic social capital...
http://hdl.handle.net/2262/74406
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An Exploration into the Psychology of Education: The Use of an Ecological Framework to Address Macro and Microsystemic Factors that Influence Individuals Working within Irish Education
(2017)
MCDONNELL, DEAN PATRICK
An Exploration into the Psychology of Education: The Use of an Ecological Framework to Address Macro and Microsystemic Factors that Influence Individuals Working within Irish Education
(2017)
MCDONNELL, DEAN PATRICK
Abstract:
This Ph.D. project is considered a two-part piece. The first aspect is methodological and theoretical, concerning the design of an ecological and context-driven grounded theory framework. The second aspect is a cross-sectional study based on the researchers? interpretation of having implemented and interacted with the methodological framework. This project first opens with a brief outline of the role psychology has played within education to explain the context and rationale of this research. Highlighting the core schools of thought and key theorists follows, explaining how these figures have influenced educational theory and practice. By critically reviewing the literature surrounding research frameworks and methodologies, a constructivist grounded theory variation is proposed. A randomised sample of Irish Whole School Evaluations (N=59), statistics from an Irish longitudinal dataset (Growing Up in Ireland) and Departmental Annual Statistics, were used to provide a core...
http://hdl.handle.net/2262/81922
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Exploring the potential for arts-rich education in the primary classroom: teacher Learning, transformation, and new trajectories.
(2017)
Grennan, Mary
Exploring the potential for arts-rich education in the primary classroom: teacher Learning, transformation, and new trajectories.
(2017)
Grennan, Mary
Abstract:
Since the foundation of a national system of primary education in 1831, curricular reforms – in the guise of the Revised Programme of Instruction (1900), Curaclam na Bunscoile (1971), and the Primary School Curriculum (1999) – have succeeded in both broadening the definition and increasing the status of the arts in schools. However while these curricula each presented the arts disciplines as an integral component of primary education, the dearth of sustained professional development to support teachers in their implementation meant that the commendable aspirations of these reforms were never fully realised. The importance of the arts within education has, however, been reaffirmed with the recent publication of the Arts-in-Education Charter (2013). This Charter – presented as a “formative step” towards situating the arts “at the core of our education system” – proposes to “incentivise and recognise” those schools which make the arts a key part of school life with the introduction...
http://doras.dcu.ie/21982/
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The challenges and possibilities of teaching and learning about conflict: A qualitative analysis of school-based peacebuilding education programmes on the island of Ireland.
(2016)
Mallon, Benjamin J.
The challenges and possibilities of teaching and learning about conflict: A qualitative analysis of school-based peacebuilding education programmes on the island of Ireland.
(2016)
Mallon, Benjamin J.
Abstract:
This thesis provides a qualitative analysis of 13 school-based peacebuilding education programmes on the island of Ireland, and through a critical case study, engages in a deeper exploration of one programme as practiced and experienced within the Transition Year class of an all-girls post-primary school within the Republic of Ireland. Qualitative semi-structured in-depth interviews with educators involved in the development of peacebuilding education programmes developed for schools in NI and Rol were used to explore the multiple theoretical frameworks underpinning educational practice. Drawing upon qualitative methods including focus-group interviews with young people participants, non-participant observation, and qualitative semi-structured in-depth interviews with teachers and programme designers, this case-study reveals the possibilities and challenges of teaching and learning about conflict within formal education. This study contends that whilst peacebuilding education progra...
http://doras.dcu.ie/22519/
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Irish schools as communities of practice for citizenship education: the experiences of one particular primary school.
(2009)
O’Brien, Niamh
Irish schools as communities of practice for citizenship education: the experiences of one particular primary school.
(2009)
O’Brien, Niamh
Abstract:
This qualitative research study focuses on the development of citizenship education in one particular primary school by exploring the views and experiences of the whole school community - pupils, teachers and parents on citizenship and education. The first part of this study explores the various philosophical theories which lie behind citizenship as a concept and, later, examines the interconnectedness of citizenship, democracy and education from a theoretical perspective. The second part of this thesis is a case study analysis of the understandings, perceptions and experiences of one particular primary school community of the development of citizenship education. The findings of the participatory sessions carried out with the children and the one-to-one interviews conducted with the teachers and parents on issues related to the development of citizenship education are analysed in the context of the literature reviewed. The outcomes of the study are presented and some recommendation...
http://doras.dcu.ie/22547/
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Parents as partners: An examination of the constitutional, legal and policy position of parents as partners in primary education in Ireland
(2012)
O’Connor, Claire
Parents as partners: An examination of the constitutional, legal and policy position of parents as partners in primary education in Ireland
(2012)
O’Connor, Claire
Abstract:
This study seeks to address a paucity of research that exists in respect of the constitutional, legal and policy position o f parents as educational partners in primary education in Ireland. The aim o f this study is to inform and enlighten the current, legal and policy position of parents in partnership in order to challenge and inform the future course of educational partnership with parents in primary education in Ireland. The dissertation examines the constitutional, legal and policy position o f parents as partners in primary education in Ireland. The 1937 Irish Constitution provides the context for this exploration as it recognises the parent as the primary educator of the child. The relevant articles of the Constitution and case law surrounding them are analysed. Questions are posed as to whether the character o f these articles has affected Irish education and educational policymaking by examining the legal position o f parents in primary education. The study further seeks t...
http://doras.dcu.ie/22691/
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Associations of students self-reported efficacy beliefs towards mathematics education on completion of their first year in initial teacher education.
(2018)
Harbison, Lorraine; Twohill, Aisling; Nic Mhuirí, Siún
Associations of students self-reported efficacy beliefs towards mathematics education on completion of their first year in initial teacher education.
(2018)
Harbison, Lorraine; Twohill, Aisling; Nic Mhuirí, Siún
Abstract:
Recent changes in the landscape for primary initial teacher education (ITE) in Ireland prompted the first stage of this longitudinal design-research study on Mathematics Education which sought to establish a model of teaching and learning based upon iterations of research upon practice (Borko, Liston, & Whitcomb, 2007). The challenge was to design a research led undergraduate Bachelor of Education (B.Ed.) mathematics programme of study that would focus on the development of students’ efficacy, and more particularly in Year 1, on students’ knowledge of and approaches to the teaching of Measures and perceived implementation of same on their first teaching placement in schools. This first phase of the study gathered students' views retrospectively on the B.Ed. 1 programme, and explored their perceptions of the skills and abilities they possessed whilst teaching mathematics on School Placement. The entire cohort of 430 first year ITE students were invited to participate in an ...
http://doras.dcu.ie/22782/
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Quality: A Global Issue? An International Review of Quality in Early Childhood Care and Education 1990–2004
(2005)
Walsh, Thomas
Quality: A Global Issue? An International Review of Quality in Early Childhood Care and Education 1990–2004
(2005)
Walsh, Thomas
Abstract:
The core function of the Centre for Early Childhood Development and Education (CECDE) is to produce a National Framework for Quality (NFQ) for Early Childhood Care and Education (ECCE) in Ireland. This comprises three distinct elements of defining, assessing and supporting quality provision in Ireland. To this end, a number of research projects have been conducted as pillars to support the NFQ, including: >Talking About Quality, a national consultation with stakeholders (CECDE, 2004); >Perspectives on Childhood reviews current research on child development and learning (CECDE, Forthcoming A); >Insights on Quality: A National Review of Quality in ECCE in Ireland - Policy, Practice and Research 1990-2004 (CECDE, 2005a); >Making Connections: A Review of International Policies, Practices and Research Relating to Quality in Early Childhood Care and Education (CECDE, 2005b).
http://mural.maynoothuniversity.ie/5521/
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Joining the Dots: Connecting Change, Post-Primary Development Education, Initial Teacher Education and an Inter-disciplinary cross-curricular approach
(2018)
Quirke-Bolt, Nigel; Jeffers, Gerry
Joining the Dots: Connecting Change, Post-Primary Development Education, Initial Teacher Education and an Inter-disciplinary cross-curricular approach
(2018)
Quirke-Bolt, Nigel; Jeffers, Gerry
Abstract:
This Perspectives articledevelops a rationale for the integration of a development education (DE) approach into initial teacher education (ITE)within a cross-curricular framework. The perspective is grounded in the practical considerations of the local and global circumstances of living in today’s world.A discussion is presented of significant current ecological, technological and socio-cultural changes and the resulting challenges they pose if schools and communities are to respond responsibly and imaginatively. In particular, we focus on ways in which ITE providers can strengthen the moral and social justice dimensions of the pupils’ learning experience through DE.While schools have various traditions of building aspects of global citizenship into their programmes, recent curricular developments at Junior Cycle in post-primary schools in Ireland offer fresh opportunities ...
http://mural.maynoothuniversity.ie/10487/
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Opportunities and Obstacles: how school leaders view development education in Irish post-primary schools
(2016)
Grummell, Bernie
Opportunities and Obstacles: how school leaders view development education in Irish post-primary schools
(2016)
Grummell, Bernie
Abstract:
School leaders play a vital role in ensuring that schools attend to issues of local and global justice within the ethos and daily practices of their school community. This article examines the attitudes and activities of school leaders in relation to development education and their vision for its integration in schools based on a national survey of post-primary school leaders in the Republic of Ireland. We consider the conditions needed for development education to be successfully implemented and the drivers of change required that can sustain it in the longer term. We examine why some school leaders and communities seem to be disconnected from development education opportunities and unaware of available supports, whilst others engage actively with it as an organic part of their school culture. This has broader implications for resilience of school leadership, the teaching profession and school community, particularly in an era of constraint. It offers a unique insight into developm...
http://mural.maynoothuniversity.ie/8255/
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Critical History Matters: Understanding development education in Ireland today through the lens of the past.
(2018)
Dillon, Eilish
Critical History Matters: Understanding development education in Ireland today through the lens of the past.
(2018)
Dillon, Eilish
Abstract:
This article argues that adopting a critical historical perspective can enhance our understanding of development education (DE) today. Drawing on a genealogical approach which emphasises power relations, it focuses on discursive and institutional influences which have helped to shape different and contradictory understandings of DE in contemporary Ireland.
http://mural.maynoothuniversity.ie/13081/
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Proceedings of the 3rd international symposium for engineering education ISEE2010: Educating engineers for a changing world - leading transformation from an unsustainable global society
(2010)
ISEE2010
Proceedings of the 3rd international symposium for engineering education ISEE2010: Educating engineers for a changing world - leading transformation from an unsustainable global society
(2010)
ISEE2010
Abstract:
The twenty first century and beyond will present human society with a set of unprecedented challenges emanating from the unsustainable nature of the current societal model. Clearly society must find a transformative model to a sustainable future, and fast. Engineers, with their technical know-how and systems approach to problem solving, are well placed to lead this necessarily multidisciplinary and collaborative endeavour. However, engineering education must provide twenty first century engineers with the necessary tools to undertake the massive challenges ahead. The 3rd International Symposium of Engineering Education took place at University College Cork on 30th June - 2nd July 2010. This significant international conference explored a number of key issues pertaining to engineering education in the twenty first century. These include sustainability in engineering education, IT applications, pedagogical approaches & assessment for learning outcomes, Bologna and industry perspec...
http://hdl.handle.net/10468/379
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An evaluation study of the regulatory approach to general nurse education 2001-2004 in Ireland
(2006)
Ryan, Anne-Marie
An evaluation study of the regulatory approach to general nurse education 2001-2004 in Ireland
(2006)
Ryan, Anne-Marie
Abstract:
This study explored the regulatory approach to general nurse education programmes operationalised by the Irish regulatory body for nurses and midwives during a penod when all nurse education moved to the higher education sector. The underpinning theoretical framework of regulation (Department of An Taoiseach 2004) focused the exploration of educational Requirements and Standards (An Bord Altranais 2000) of all the general nurse education programmes. The literature associated with regulation, learning nursing and evaluation informed the conduct and findings of the study. The study method rooted in evaluation research approaches, was conducted in two phases to describe and illuminate the regulatory process of ensuring safe standards of preparation of general nurses. The methodology used in phase one of the study was designed to capture how existing programmes met regulatory requirements and was guided by Stakes5 (1985) five stages to generate data in evaluation. This first phase of th...
http://doras.dcu.ie/18192/
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Death, bereavement and health education.
(1983)
Fahey, Tony; Health Education Bureau (HEB)
Death, bereavement and health education.
(1983)
Fahey, Tony; Health Education Bureau (HEB)
Abstract:
Concern with death, dying and bereavement as problems with educational and social science significance has expanded dramatically in the last ten to fifteen years, especially in the United States. The new field of "death education," which deals with counselling and support for the dying and the bereaved and with general social reactions to death and bereavement, has rapidly accumulated a large body of research ond expert literature (there are now at least three academic journals dealing with death education and related topics, Thanatology, Omega, and Death Education). This paper presents a brief overview of the thinking underlying death education and makes particular reference to its current and possible future applications in Ireland, especially as a branch of general health education. The paper contains three parts: first, a review of literature on death and bereavement from the social, psychological and educational viewpoints, drawing especially on the literature in Brit...
http://hdl.handle.net/10147/559516
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Another cog in the anti-politics machine? The 'de-clawing' of development education'
(2011)
Bryan, Audrey
Another cog in the anti-politics machine? The 'de-clawing' of development education'
(2011)
Bryan, Audrey
Abstract:
This issue of Policy & Practice: A Development Education Review is devoted to the theme of ‘Professionalisation and Deradicalisation of Development Education’ and is centrally concerned with a number of paradoxes and contradictions that characterise the field in an era of neo-liberal shaped globalisation. It addresses, in particular, the question of why the development education sector endorses, tacitly or otherwise, the very ideologies and political-economic arrangements that are responsible for producing or exacerbating conditions of poverty and injustice, while simultaneously encouraging people to take action against this poverty and injustice? It asks: What are the implications of retaining a politically detached stance on crucial policy issues that the sector is ideally positioned to respond to? Why does the sector sometimes have surprisingly little to say about key development issues and crises as they are played out in local contexts? What are the consequences for develop...
http://doras.dcu.ie/21470/
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Exploring contemporary higher education and academic work in Ireland : the impact of policy on practice
(2010)
Kenny, Aidan
Exploring contemporary higher education and academic work in Ireland : the impact of policy on practice
(2010)
Kenny, Aidan
Abstract:
THESIS 8978
The drive for the so called ?knowledge economy? and the expected competitive advantage envisioned, has led to 'power elites' and vested interests applying pressure on nation states to develop and implement policies that push the balance of national education systems towards the economic imperative and away from the social good. This thesis will describe ideas, strategies and objectives relating to the pursuit of current higher education change policy agendas, as expressed in key European Union (EU) Education Commission and Council policy documents and communiques and with national strategies, acts and agreements. It provides accounts of other modernisation advocates or 'policy shapers', such as the Organisation for Economic Co-operation and Development (OECD), the World Trade Organisation (WTO) and the World Bank (WB). This thesis concentrates on the modernisation policy agenda relevant to higher education in general, and to academic work: more sp...
http://hdl.handle.net/2262/79076
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Infusing sustainability in higher education in Ireland: the green curriculum model (GCM) and the dispositions, abilities and behaviours (DAB) competency framework
(2017)
Besong, Frida Agbor
Infusing sustainability in higher education in Ireland: the green curriculum model (GCM) and the dispositions, abilities and behaviours (DAB) competency framework
(2017)
Besong, Frida Agbor
Abstract:
There are numerous sustainability challenges facing the world today, including: climate change, pollution, consumerism and poverty. To make the world a more sustainable and better place to live in, humanity needs to be able to generate solutions to increasingly complex, and ever growing global sustainability challenges. Education is an important vehicle in this respect, in that it can be used to re-orient perspectives and attitudes of learners towards sustainability, motivating learners to seek to transform themselves and society, and thus promote actions for sustainability. In Ireland, despite various initiatives from the turn of the 21st century, the integration of sustainability in academic programmes within higher education has remained largely unchanged. Educators within higher education in Ireland and elsewhere need specific guidance on how best to integrate and/ or infuse sustainability in their programmes and courses of study. This research set out to do this – thus, it exp...
http://doras.dcu.ie/21889/
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An evaluation of an introductory module to support students with the transition to Irish higher education
(2018)
Langan, Eoin
An evaluation of an introductory module to support students with the transition to Irish higher education
(2018)
Langan, Eoin
Abstract:
The transition from post primary to Higher Education in Ireland can be the most challenging undertaken by students on their educational journey. Wintre and Yaffe (2000, p. 10) point out that “as students transition from the support frameworks of schools, they commonly find it difficult to manage the level of autonomy and flexibility which comes as part of the higher education environment”. This transition is complex and multidimensional. This research study examines how one element of the support system that Higher Education Institutions can provide i.e. a dedicated module that introduces students to the academic and broader skills required for success in their new academic journey and beyond. Taking a mixed methods approach within the philosophical framework of pragmatism, the research gathers perspectives from both students who have undertaken the module in the Business Schools of three Irish Higher Education Institutions and academic staff who were either drivers of the adoption ...
http://doras.dcu.ie/22168/
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Prisoner learners’ perspectives of prison education within the total institution of the prison: a life history methodological approach
(2013)
Jane, Carrigan
Prisoner learners’ perspectives of prison education within the total institution of the prison: a life history methodological approach
(2013)
Jane, Carrigan
Abstract:
The objective of this thesis is to access adult male prisoner learners’ experiences of prison education in a 21st century Irish prison setting with the purpose of analysing, using Goffman’s (1961) concept of a total institution, the role prison education plays both within individual lives and within the total institution of the prison in order to offer suggestions for reform of prison education and educational practice in general. A life history methodological approach was adopted for this work and the life histories of eighteen adult male prisoners, who were attending prison school within the total institutions of Mountjoy Prison, St. Patrick’s Institution and Limerick Prison, were collated. Prisoner learners in these three prison sites were interviewed, at least twice, and transcripts of interviews were subsequently coded and analysed thematically. This thesis takes place within a theoretical framework which primarily uses Erving Goffman’s concept of a total institution but also i...
http://doras.dcu.ie/22483/
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Joining the dots: Connecting change, post-primary development education, initial teacher education and an inter-disciplinary cross-curricular context
(2018)
Quirke-Bolt, Nigel; Jeffers, Gerry
Joining the dots: Connecting change, post-primary development education, initial teacher education and an inter-disciplinary cross-curricular context
(2018)
Quirke-Bolt, Nigel; Jeffers, Gerry
Abstract:
Joining the dots: Connecting change, post-primary development education, initial teacher education and an inter-disciplinary cross-curricular context
http://hdl.handle.net/10395/2318
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Teachers’ knowledge and practice relating to the individual education plan and learning outcomes for pupils with special educational needs
(2016)
Ní Bhroin, Órla; King, Fiona; Prunty, Anita
Teachers’ knowledge and practice relating to the individual education plan and learning outcomes for pupils with special educational needs
(2016)
Ní Bhroin, Órla; King, Fiona; Prunty, Anita
Abstract:
There is increasing evidence that the individual education plan (IEP) is an integral part of special educational needs (SEN) provision, and that the process of devising an IEP is important, and not just the finished product (Tennant, 2007). The Department of Education and Skills has supported the professional development of teachers in the IEP process through funding post graduate courses in SEN and Special Education Support Service (SESS) courses on individualised planning. A study was conducted to evaluate the impact of professional development specifically related to the IEP process on the understanding, knowledge and practice of teachers who had completed a Post Graduate Diploma in Special Educational Needs and on learning outcomes for their pupils with special educational needs (SEN). The study had two phases of data collection, the first involving the administration of a questionnaire and the second involving case studies incorporating individual and focus group interviews, ob...
http://doras.dcu.ie/22766/
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Response to the draft Proffessional Award Criteria and Guidelines for Initial Professional Education (Level 7 and level 8) Degree Programmes in Early Childhood Education and Care (ECEC) in Ireland
(2018)
Moloney, Mary
Response to the draft Proffessional Award Criteria and Guidelines for Initial Professional Education (Level 7 and level 8) Degree Programmes in Early Childhood Education and Care (ECEC) in Ireland
(2018)
Moloney, Mary
Abstract:
Response to the draft Proffessional Award Criteria and Guidelines for Initial Professional Education (Level 7 and level 8) Degree Programmes in Early Childhood Education and Care (ECEC) in Ireland.
http://hdl.handle.net/10395/2484
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Exploring the impact of a key skills approach to teaching and learning in secondary education
(2016)
Dempsey, Majella
Exploring the impact of a key skills approach to teaching and learning in secondary education
(2016)
Dempsey, Majella
Abstract:
THESIS 11589
This dissertation reports the findings of a quasi-experimental research study, on the impact of the implementation of a key skills approach, to teaching and learning in second level schools. The last decade has seen many countries grapple with the development and implementation of key competences in education. At the Lisbon Council in March 2000, the European Council agreed a new strategic goal, called the Lisbon Strategy, to strengthen employment, economic reform and social cohesion as part of a knowledge economy. The Lisbon Strategy coupled with the subsequent development of the European Framework of Key Competences that explicitly outlines the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in a knowledge based society, has significantly influenced education policy throughout Europe (European Commission, 2007b). This had a major influence on education because it linked education with soci...
http://hdl.handle.net/2262/85525
Marked
Mark
A mixed-method study exploring the practice of mathematics education, with a focus on the Integration of online gamified mathematics practice activities in primary classroom settings in Saudi Arabia.
(2019)
Alghamdi, Jawaher
A mixed-method study exploring the practice of mathematics education, with a focus on the Integration of online gamified mathematics practice activities in primary classroom settings in Saudi Arabia.
(2019)
Alghamdi, Jawaher
Abstract:
This multi-phase mixed methods research study set-out to explore the integration of online gamified activities, within the context of mathematics education, specifically focusing on lower primary grade levels in an International private school and Tatweer public school in the eastern area of Saudi Arabia. The study examined the performance of mathematics education in traditional settings, the integration of online gamified activities for mathematics practice, as well the readiness of teachers with respect to technology integration in the Saudi primary education system. The results indicated that mathematics was being taught in somewhat traditional ways in both settings, albeit with evidence of collaboration and peer assessment, but limited innovative integration of technology by teachers in classroom practice. The findings further showed that the integration of online gamified learning activities to practice mathematics contributed positively to learners’ motivation and dispositions...
http://doras.dcu.ie/23418/
Marked
Mark
Validation of Non-formal Adult Education Courses: A New Validation Function for Higher Education Institutes in Europe
(2007)
Finn, Josephine
Validation of Non-formal Adult Education Courses: A New Validation Function for Higher Education Institutes in Europe
(2007)
Finn, Josephine
Abstract:
One of the outputs from the REACTION project was the development of a model for the validation of nonformal adult education courses. HEIs and universities across Europe, have traditionally been concerned with the validation of formal education programmes only, thus the model proposed by the partners challenges them to employ a new validation function for non-formal courses. This paper argues that this new function will pose many challenges for the HEIs but it further argues that if the model is implemented, there are numerous benefits to be had for individuals and for HEIs.
http://mural.maynoothuniversity.ie/2237/
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