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'education' in all fields;
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Displaying Results 76 - 100 of 9693 on page 4 of 388
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Electronic engineering education - an Irish perspective
(1991)
Ringwood, John
Electronic engineering education - an Irish perspective
(1991)
Ringwood, John
Abstract:
This paper describes the current approach to electronic engineering education in the School of Electronic Engineering at Dublin City University. Since the first student intake in 1979, the University has developed a range of programs to suit the needs of Irish industry, from the B.Eng degree (with single subject certification) to masters and doctoral programs with research and coursework options. In addition, the School of Electronic Engineering is committed to providing Continuing Engineering Education (CEE) which, for the most part, is integrated with the full time taught courses. Some attention is paid to the industrial training component in the undergraduate program which has been a controversial issue in Irish universities. In addition, the position of graduates within the EC is examined.
http://mural.maynoothuniversity.ie/9561/
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Unlearning: Education, Literature, Event
(2020)
DUNNE, EAMONN
Unlearning: Education, Literature, Event
(2020)
DUNNE, EAMONN
Abstract:
This thesis is an extended investigation into the concept of unlearning and how it can be used to further critical thinking in the philosophy of education and literary studies. The thesis argues, in the context of the global corporatization of education practices in schools and universities -specifically in second level literature classes and university literature seminars- that a reconceptualization of the possibilities of literature to re-empower and re-inform must be taken seriously (Apple 2001; Cottom 2013; Giroux 2014; Hussey and Smith 2008; Lynch 2006). It argues that a new language of resistance can be envisaged in a language of unlearning, where event, ignorance, and risk take center stage and replace the language of marketization, competition, and consumerism (Biesta 2005; 2006; 2010; 2013). It does this by echoing ideas already abounding in the work of contemporary philosophers, such as Gert Biesta, Jacques Ranci?re, Jacques Derrida, John D. Caputo and others, whose analys...
http://hdl.handle.net/2262/92951
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Connecting the Personal and the Political: Feminist Perspectives on Development Education
(2019)
Dillon, Eilish
Connecting the Personal and the Political: Feminist Perspectives on Development Education
(2019)
Dillon, Eilish
Abstract:
This article explores feminist perspectives on development education (DE). It situates feminism and DE within the context of debates on feminist epistemologies, critical pedagogy and the politics of DE, and it argues that ‘feminism is for everybody’ (hooks, 2000). Drawing on the experiences of development educators, in particular some who identify as feminist, it focuses on DE from different radical and poststructuralist feminist perspectives. In short, it argues that feminism adds to critical understandings of the political in DE primarily through its focus on the links between the personal and the political. When applied to DE learning processes, feminism highlights exclusion on the one hand and agency on the other. In doing so, feminism supports other approaches to DE which emphasise a focus on the politics of DE and learning processes founded on interrogating and challenging power relations - critically, radically, sensitively and reflexively.
http://mural.maynoothuniversity.ie/13481/
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Global challenges, global citizenship: what is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices.
(2020)
Barry, Maria
Global challenges, global citizenship: what is the local classroom reality? A qualitative case study of global citizenship education teaching and learning practices.
(2020)
Barry, Maria
Abstract:
This qualitative case study critically analyses Global Citizenship Education (GCE) teaching and learning practices within the situated context of formal education classrooms in Ireland. Specifically, the study focuses on distinctive characteristics of GCE practice, its participatory pedagogies and the role of dialogue and discussion within GCE. Previous studies expose certain weaknesses within formal education approaches to GCE that undermine its criticality and transformative intent (Biccum, 2015; Selby & Kawaga, 2014). However, classroom-based research is a significant gap within the field (Bryan & Bracken, 2011; Sant, Davies, Pashby, & Shultz, 2018) and teachers’ and students’ experiences remain underrepresented and under-researched (Bamber, 2020). Consequently, we have insufficient understanding of how GCE intersects with formal education at the point of practice. This is an important gap to address, in order to identify challenges and possibilities for more cri...
http://doras.dcu.ie/24983/
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Competencies for educators in citizenship education and the development of identity in first and second cycle programmes. Volume 2
(2006)
Rami, Justin; Lalor, John; Berg, Wolfgang; Lorencovic, Jan; Lorencovicova, Eva; Oñate, ...
Competencies for educators in citizenship education and the development of identity in first and second cycle programmes. Volume 2
(2006)
Rami, Justin; Lalor, John; Berg, Wolfgang; Lorencovic, Jan; Lorencovicova, Eva; Oñate, Concepción Maiztegui; Elm, Oñate
Abstract:
These two books are structured as Volumes 1 & 2. The working team responsible for researching and writing them come from five member states within the European Union: Czech Republic, Germany, Ireland, Spain & Sweden. This book explores which specific competencies in Citizenship Education and Identity might be included in 1st & 2nd cycle courses that educate/train professionals who will work with children/young people. A secondary aspect of the booklets was to show how the ‘Tuning Principles’1 could be applied to develop Specific Competencies for undergraduate and graduate cycle programmes that relate to Citizenship Education & Identity with respect to young people. Volume Two relates closely to specific country contexts and examines comparables and competencies generated from the research data as well as discussion about the research process. Each Volume can be read independently, but for a greater understanding of the themes and key concepts it is advised ...
http://doras.dcu.ie/4531/
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Practical skills and techniques for the transition to a sustainable future, a case study for engineering education
(2010)
Dwyer, Brian; Byrne, Edmond P.
Practical skills and techniques for the transition to a sustainable future, a case study for engineering education
(2010)
Dwyer, Brian; Byrne, Edmond P.
Abstract:
This paper seeks to assess the gap between the visions of sustainable engineering practice with its current reality. A case study involving Energetics Pty. Ltd., a leading Australian multi-disciplinary consultancy specialized in engaging public and private organizations in the development of their responses to climate change and sustainability was conducted based on a staff questionnaire developed following a review of current literature and initiatives on sustainability globally. The results of the survey indicate that sustainability in engineering practice is still focused on the technical and financial impacts of perceived sustainable solutions. The broader aspects that have been identified as necessary have yet to be achieved in education or practice. The principle reason for this appears to lie in the perception engineers have of their practice and the ability of engineers to communicate effectively with their clients. These have combined to make regulation one of the principal...
http://hdl.handle.net/10468/340
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The constuction of professionalism in vocational education and training in Ireland: A mixed methods study of trainers' roles and professional development in the workplace
(2012)
Anderson, Fionnuala
The constuction of professionalism in vocational education and training in Ireland: A mixed methods study of trainers' roles and professional development in the workplace
(2012)
Anderson, Fionnuala
Abstract:
This mixed-methods study aimed to develop understanding of professionalism in the Vocational Education and Training (VET) sector in Ireland through exploring the nature of practice and practitioners, and how practitioners conceptualise and construct professionalism and develop as professionals in the VET workplace. This was done using a conceptual framework incorporating workplace learning theories to provide a fresh way to consider how VET trainers are prepared for professional practice (i.e. Lave and Wenger, 1991; Fuller and Unwin, 2004) It emerged from the study that trainers perceived their role primarily in terms of preparing learners for the labour-market. Novice trainers were rapidly immersed in their new roles and the workplace context experienced by them appeared to have inadvertently encouraged them to hold onto former occupational identities, in many cases prioritising subject-matter expertise over pedagogic knowledge. It also emerged that the trainers’ ourney from newco...
http://doras.dcu.ie/16784/
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Teaching outdoor and adventure activities: describing, analysing and understanding a primary school physical education professional development programme
(2012)
Coulter, Maura
Teaching outdoor and adventure activities: describing, analysing and understanding a primary school physical education professional development programme
(2012)
Coulter, Maura
Abstract:
Background: Primary schools need well informed and highly motivated teachers to meet the evolving demands of the education system. Professional development is essential to equip primary school teachers to change practice to meet these challenges (Guskey, 2003; Villegas-Reimers, 2003). The purpose of this study was to describe, analyse and understand teachers’ and children’s experiences of a contextualised, whole school professional development programme (PDP) in primary physical education. Research Design: A case study methodology was employed informed by social constructivist theory. The study was broken into four phases. Phase one described the case and provided an in-depth professional development needs analysis of the teachers. Phase two resulted in the development of a school specific, contextualised PDP on Outdoor and Adventure Activities. This programme was based on features of effective professional development (e.g. Armour & Duncombe, 2004; Desimone, 2009; Ga...
http://doras.dcu.ie/17522/
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Pupils' subject choice - higher grade physical education
(2000)
MacPhail, Ann
Pupils' subject choice - higher grade physical education
(2000)
MacPhail, Ann
Abstract:
While 1990 saw the general availability of 'A' level examinations in Physical Education and Sport Studies, it was not until 1993 that the Scottish 'equivalent', Higher Grade Physical Education (HGPE), became available, with the first examinations taking place in 1994. Although 'A' level and Higher Grade target the same age group (17 and 18 year olds), Higher Grade study in Scotland has, until the recent introduction of the Higher Still development, normally been completed within one year compared to two years for 'A' level. HGPE aims to develop concepts that are introduced within Standard Grade Physical Education (SGPE) . SGPE became available in Scottish secondary schools in 1988 and is a two-year course primarily undertaken by pupils aged 15 and 16 years old. Since the introduction of 'A' level PE and Sport Studies, very little has been written regarding its uptake, beyond reporting the number of people entered for either 'A...
http://hdl.handle.net/10344/2975
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Deconstructing evaluation in education
(2013)
Brown, Martin
Deconstructing evaluation in education
(2013)
Brown, Martin
Abstract:
This study examines school evaluation policy and practice in Northern Ireland and the Republic of Ireland and seeks to articulate how the education community can respond to finding a balance between school self-evaluation and inspection as a moral and social discourse for quality in education. The author presents a review of the literature on the varying concepts of quality in education and how these complementary and at times contradictory concepts of quality have managed to influence the school evaluation frameworks of most countries. Using an extended version of Nevo’s (1995) dialogue model of evaluation, the author examines the challenges of trying to find a balance between school self-evaluation and inspection. Finally, an analysis of the systems of school evaluation in Northern Ireland and the Republic of Ireland is described. The author utilised a concurrent multi-phase mixed methods strategy that consisted of an all island survey of every school principal in Northern Ireland...
http://doras.dcu.ie/19382/
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Council for Postgraduate Medical and Dental Education: second report, December 1977.
(1977)
Council for Postgraduate Medical and Dental Education.
Council for Postgraduate Medical and Dental Education: second report, December 1977.
(1977)
Council for Postgraduate Medical and Dental Education.
Abstract:
The Council was originally appointed as the "Council for Postgraduate Medical and Dental Education and Training." It was later decided to alter its title to the "Council for Postgraduate Medical and Dental Education" The Council was established for a period of three years which ended in December 1976. The Minister invited the members to continue in office for a further period of two years, i.e. up to the end of 1978
http://hdl.handle.net/10147/338715
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Strategies in alcohol, tobacco and drug education.
(1979)
Harkin, Anna May
Strategies in alcohol, tobacco and drug education.
(1979)
Harkin, Anna May
Abstract:
This report is an attempt to give a review of some preventive health education strategies that have been used in other countries in the areas of smoking, alcohol and , drug education. It does not purport to be exhaustive, and in fact, the difficulties of getting material from abroad during the postal strike may have led to the omission of some useful material. It is hoped, however, that it will be of help as an initial reference work for those who will be doing further work in any of these areas.
http://hdl.handle.net/10147/345392
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Whither Health Education? Second Annual Conference of the Health Education Bureau, Great Southern Hotel, Killarney, 3rd to 7th November, 1980.
(1980)
Health Education Bureau (HEB)
Whither Health Education? Second Annual Conference of the Health Education Bureau, Great Southern Hotel, Killarney, 3rd to 7th November, 1980.
(1980)
Health Education Bureau (HEB)
Abstract:
The Second Annual Conference of the Health Education Bureau was held in the Great Southern Hotel, Killarney from 3rd - 7th November, 1980. The theme "Whither Health Education?" attracted over two hundred participants as well as speakers and group leaders. The participants were representative of groups reflected in the sub themes i.e. health services, schools, industry, the media, leisure and sport, public policy.
http://hdl.handle.net/10147/560428
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An investigation of the relationship between Adult Basic Education (ABE) and accessing poverty alleviation resources in selected ethnic minority communities in Vietnam
(2012)
Ross, Colman Patrick
An investigation of the relationship between Adult Basic Education (ABE) and accessing poverty alleviation resources in selected ethnic minority communities in Vietnam
(2012)
Ross, Colman Patrick
Abstract:
THESIS 9948
This study examines two approaches to Adult Basic Education (ABE) and their influence on accessing poverty alleviation resources in selected ethnic minority communities in Vietnam. In a multiple case study that relied heavily on structured and semi-structured interviews, investigations focused on the curricula, methodology, teacher / facilitator training, use of local languages, link to poverty alleviation and post-course use of literacy and literate environments by participants in each of the three selected case study communities. Although there are numerous models and methods for implementing ABE programmes, this study focused on Reflect and the Government of Vietnam?s Adult Literacy Programme implemented by local education authorities (DOET). Reflect an approach developed by ActionAid is based on the theory of conscientisation, pioneered by Paulo Freire. Adult learners explore development challenges and these become the basis to be taught literacy and numeracy ski...
http://hdl.handle.net/2262/77585
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Letting language live. Establishing a basis for the use of drama in education to support and implement a communicative approach to the teaching and learning of modern foreign languages
(2009)
Healy, C?line
Letting language live. Establishing a basis for the use of drama in education to support and implement a communicative approach to the teaching and learning of modern foreign languages
(2009)
Healy, C?line
Abstract:
THESIS 9218
Having for many years successfully used Drama in Education (DiE) in her classroom as a means of supporting and implementing a communicative approach (CLT) to the teaching and learning of modern foreign languages (MFL), the author undertook this study to understand more fully the relationship between the two approaches to teaching and learning. An extensive review of literature in the areas of second language acquisition (SLA), communicative language teaching and learning (CLT), and learner autonomy is undertaken to explore the foundations on which an active approach to the teaching and learning of languages might be based. To better contextualise the research, the aims and guiding principles of language teaching and learning in a European context and in the Irish second level school context, as well as initiatives and challenges to their attainment, are investigated. The focus then turns to Drama in Education, exploring what it is and what it is not, before establish...
http://hdl.handle.net/2262/79040
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A case study on differentiation in the mission and role of higher education institutions in Ireland
(2015)
Highman, Ludovic Adrian Godefroy
A case study on differentiation in the mission and role of higher education institutions in Ireland
(2015)
Highman, Ludovic Adrian Godefroy
Abstract:
THESIS 10637
Higher education has evolved considerably since the early twentieth century. The concept of a system of higher education only emerged after World War II, with the growing understanding that universities are embedded within a system. Indeed, much has changed since the days when universities would consider themselves as ?singular entities with various loose linkages (to knowledge, to academia, to the government, to the nation, to the globe) without any single of these references viewed as clearly dominant? (Teichler, 2008, p.356).
http://hdl.handle.net/2262/80071
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An introduction to higher education writing centres. AISHE practice guide 1
(2015)
Farrell, Alison; O'Sullivan, Íde; Tighe-Mooney, Sharon
An introduction to higher education writing centres. AISHE practice guide 1
(2015)
Farrell, Alison; O'Sullivan, Íde; Tighe-Mooney, Sharon
Abstract:
The purpose of this booklet is to provide readers with an introduction to the concept and role of writing centres in higher education institutes. It is intended to provide an overview of the ethos and practical activities of higher education writing centres. It is not a guide to setting up a writing centre; for a more comprehensive guide on that topic, we refer you to The Maynooth University Guide to Setting Up a Writing Centre (2015). This booklet is intended for any intelligent reader interested in the topic. It will be of particular interest to colleagues working/teaching in higher education in Ireland
PUBLISHED
non-peer-reviewed
http://hdl.handle.net/10344/6196
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The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000.
(2017)
Perry, Glenn
The practice of prosecuting parents for the non-school attendance of their children in Ireland: a review of prosecutions made during 2006 - 2013 under the Education (Welfare) Act 2000.
(2017)
Perry, Glenn
Abstract:
The most recent figures in Ireland show that in 2014/15 approximately 56,400 students missed school every day with 11.1% of primary school pupils and 16.2% of post-primary students absent for 20 days or more throughout the school year (Millar,2016a). In 2009/10, roughly 30% of students in disadvantaged schools were absent for twenty days or more compared to 15.3% in non-disadvantaged schools (Millar, 2012). The legislation used for enforcing compulsory school attendance in Ireland is the Education (Welfare) Act, 2000. The primary focus of this Act is to ensure that every child receives an education, while at the same time, addressing the needs of children who do not attend school regularly. A parent can be prosecuted for “failing or neglecting” to send their child to school and can receive either a fine or a custodial sentence if found guilty (Government of Ireland, 2000). A parent may be issued with a School Attendance Notice (SAN) only after efforts have been made to improve their...
http://doras.dcu.ie/21980/
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Virtue epistemology: some implications for education
(2011)
Moran, Seán P.
Virtue epistemology: some implications for education
(2011)
Moran, Seán P.
Abstract:
The new field o f virtue epistemology has implications for educational debate. In order to identify these implications, I explore the seminal writings of Ernest Sosa and Linda Zagzebski and develop them in directions promising for education. Both see knowledge as true belief arising in a socially-situated cognitive agent from epistemically-virtuous acts, rather than the traditional construal of true belief to which an idealised, individual knower has a duty to assent because o f particular properties of the belief. They differ in emphasis, however: Sosa stresses reliable mechanisms, while Zagzebski accentuates virtuous motivation. In dealing with Sosa’s reliabilist virtue epistemology, I analyse and build on his precursor Robert Nozick’s model in ways propitious for education, including an extension of his use of formal logic, and the importation of some concepts from artificial intelligence theory. One significant outcome of my work on reliabilist virtue epistemology is the importa...
http://doras.dcu.ie/22543/
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Not just heads and hands but hearts as well: an exploration of the attitudes of Irish primary classroom teachers currently providing inclusive education for children with significant special educational needs.
(2011)
Sorensen, David
Not just heads and hands but hearts as well: an exploration of the attitudes of Irish primary classroom teachers currently providing inclusive education for children with significant special educational needs.
(2011)
Sorensen, David
Abstract:
In the developed world over the last number o f decades, there has been a movement away from the placement o f young persons with significant special educational needs (SEN) in specialised\ segregated educational settings, replaced by the commitment to their enrolment in local mainstream schools, to be educated with their siblings and neighbourhood peers. This policy, where a student with significant SEN spends his / her official school day in the mainstream classroom, originally termed integration, is now more commonly referred to as inclusion, or inclusive education. For the purposes o f this study, the students are considered as having significant SEN if they have been granted additional teaching support and / or the services o f a Special Needs Assistant (SNA) by the National Council for Special Educational Needs (NCSE). The classroom teacher has been identified as a critical factor in the success o f inclusive education. A teacher’s attitudes towards the inclusive process stron...
http://doras.dcu.ie/22606/
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Transitions from second level and further education to third level. Focused research report no. 6
(2015)
Denny, Eleanor; Brosnan, Geraldine; O'Keeffe, Anne; Farr, Fiona; Risquez, Angelica...
Transitions from second level and further education to third level. Focused research report no. 6
(2015)
Denny, Eleanor; Brosnan, Geraldine; O'Keeffe, Anne; Farr, Fiona; Risquez, Angelica; Hoyne, Seamus; Fitzgerald, Martin; Ryan, Michael F.
Abstract:
Transitions from second level and further education to third level. Focused research report no. 6.
http://hdl.handle.net/10395/2345
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An evaluation of the special education support service (SESS)
(2012)
Ring, Emer
An evaluation of the special education support service (SESS)
(2012)
Ring, Emer
Abstract:
An evaluation of the special education support service (SESS)
http://hdl.handle.net/10395/2390
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An evaluation of the national policy of parental involvement in their children's education and schools
(2008)
Bleach, Margaret Josephine
An evaluation of the national policy of parental involvement in their children's education and schools
(2008)
Bleach, Margaret Josephine
Abstract:
THESIS 8329
An Evaluation of the National Policy of Parental Involvement in their Children?s Education and Schools This research evaluates, from the perspectives of parents, how the national policy of parental involvement in their children?s education is being implemented in five Catholic primary schools in North Dublin. Two schools have disadvantage status, which entitles them to the services of a Home School Community Liaison teacher. The other two are in a middle class area and are reliant on the good will of the Board of Management, the Principal and the Parents? Association. The fifth school, which my daughters attended, is in a middle class area.
http://hdl.handle.net/2262/85357
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Reflections on the introduction of an early childhood education and care apprenticeship model (Pre-publication version)
(2017)
Moloney, Mary; O’Carroll, Gerard
Reflections on the introduction of an early childhood education and care apprenticeship model (Pre-publication version)
(2017)
Moloney, Mary; O’Carroll, Gerard
Abstract:
Reflections on the introduction of an early childhood education and care apprenticeship model.
http://hdl.handle.net/10395/2481
Marked
Mark
Exploring the causes of attrition among further education students in Ireland
(2018)
KENNY, MARY JOSEPHINE
Exploring the causes of attrition among further education students in Ireland
(2018)
KENNY, MARY JOSEPHINE
Abstract:
The study seeks to develop a critical understanding of the causes of attrition among Further Education (FE) students in Ireland. The causes of non-persistence, which are outside of the control of FE Colleges and the areas of influence that reside within the remit of the College are explored. The issues of both academic and social integration, which is expounded by the leading theorists on student attrition, are considered. Recommendations and strategies, which could be implemented at institutional level to raise levels of persistence, are explored.
http://hdl.handle.net/2262/85449
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