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Current Search:
'Education' in all fields;
2047 items found
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Displaying Results 1 - 25 of 2047 on page 1 of 82
Marked
Mark
Module 19: Community Education & Development
(2003)
Kenny, Michael
Module 19: Community Education & Development
(2003)
Kenny, Michael
Abstract:
In this module you are introduced to a number of ideas related to adult and community education, and especially to the link between community education and community development. The presentation of this module is different to what you may be used to from other modules on this course. The core of the module consists of a three units, four academic papers on topics related to adult and community education written by theorists and practitioners in the field, two units related to rural literary writers, and the assignment. The papers cover a range of ideas related to the development and practice of adult and community education. The papers were written originally either as articles for academic journals or as presentations at academic conferences. You may find some of the content challenging. For this reason, a “companion” text is provided for each paper to set the context and to give you some guidance. This companion includes the following: • A brief introduction to each paper. • An o...
http://eprints.nuim.ie/1233/
Marked
Mark
Teaching teachers: Building a post-compulsory education training and employment sector through teacher education
(2006)
Kamp, Annelies
Teaching teachers: Building a post-compulsory education training and employment sector through teacher education
(2006)
Kamp, Annelies
Abstract:
This paper captures the experience of implementing an educational reform strategy. The development of Deakin University’s Graduate Diploma of Education (Applied Learning) (GDAL) was understood by its instigators as a platform for reform. The GDAL would respond to the challenge being put before education and training providers in late modern times: to prepare young people to create and engage with a learning society through their capacity for lifelong learning. These teacher education students would, ideally, bring skills and knowledge already gained in a professional career. While they would gain teacher registration they were better conceptualised as professional educators for an emerging post compulsory education, training and employment sector in the Australian state of Victoria: it was expected that graduates would not only teach in schools but would also move readily within the network of learning spaces that young people increasingly experience in their formal education. In th...
http://doras.dcu.ie/16251/
Marked
Mark
Group work and facilitation skills: A feminist evaluation of their role in transformative Adult and Community Education. Volume 1
(1999)
Connolly, Brid
Group work and facilitation skills: A feminist evaluation of their role in transformative Adult and Community Education. Volume 1
(1999)
Connolly, Brid
Abstract:
This chapter comprises a feminist evaluation of groupwork, which underpins many processes in adult education , community development and non-theraputic self-help groups, but in particular, the women's community education movement. This movement had ben well documented in many forms (for example, by Aontas, the Adult Education organisation; the Combat Poverty Agency; and Connolly, L. (1996), Connolly, B. (1997), O'Neill, (1992), among others). However I want to look at the assumptions and values that underpin the way in which this education is carried out.
http://eprints.nuim.ie/269/
Marked
Mark
The State of Adult Education
(2004)
Fleming, Ted
The State of Adult Education
(2004)
Fleming, Ted
Abstract:
I want to look at the state of adult education in Ireland. I am suggesting that the state here means both the condition in which we now find adult education and the role of the Irish State in adult education. I will briefly outline • some recent developments in adult education; • make some critical comments on the state of adult education; • look at the links between the State and the economy and civil society that have important implications for adult education.
http://eprints.nuim.ie/1071/
Marked
Mark
The Future of Adult Education: Learning towards a new democracy
(1996)
Fleming, Ted
The Future of Adult Education: Learning towards a new democracy
(1996)
Fleming, Ted
Abstract:
Adult educators have given a considerable amount of time and energy over the past five years to preparing for the White Paper, Charting our Education Future. The State has this ability to set the agenda for our discussions and deliberations but as a major statement of policy and a framework for the future development of adult education the paper deserves a considered response. What I would like to do is explore one or two ideas that I think are central to this task. These thoughts are meant neither as the only ones worth considering nor as a definitive and final position but rather as thoughts in search of dialogue. There will be three parts to this task: 1. A critique of the white paper, the negative 2. A closer look at what is implied by this critique, the positive 3. Adult education: A future role in a domocracy of free citizens.
http://eprints.nuim.ie/271/
Marked
Mark
Community Education:Listening to the voices.
(2003)
Connolly, Brid
Community Education:Listening to the voices.
(2003)
Connolly, Brid
Abstract:
Community education may have had a clear, concise definition at one time, but that definition has been re-worked by the dynamic interpretations that have imbued it as a result of the community education movement, over two decades. This article tries to capture some of those new meanings and to raise some issues for exploration. It cannot do justice to the entire scope of the field but it will consider three broad areas in relation to these trends. Firstly, it takes a brief look at the growth and development of community education in Ireland. Secondly, it explores the impact of community education on learning in a post-modern knowledge based society. Finally, it traces the role it has played in the emergence of communitarianism as a social movement in Ireland.
http://eprints.nuim.ie/1073/
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://eprints.nuim.ie/2237/
Marked
Mark
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:
Published Version
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, Bologn...
http://hdl.handle.net/10468/379
Marked
Mark
Choices and Challenges: Moving from Junior Cycle to Senior Cycle Education
(2011)
SMYTH, EMER
Choices and Challenges: Moving from Junior Cycle to Senior Cycle Education
(2011)
SMYTH, EMER
Abstract:
This study examines the experiences of young people as they make the transition from junior cycle (lower secondary) to senior cycle (upper secondary) education. It is part of a series of reports which explore stu- dent experiences as they move through the second-level schooling sys- tem. In a companion volume (Smyth, Banks and Calvert, 2011), we ex- plore young people’s experiences of preparing for the Leaving Certifi- cate exams and for life after school, and highlight the skills and compe- tencies students feel they have gained from their education. Taken to- gether, the two reports provide crucial insights for policy development concerning senior cycle education. In systems where lower and upper secondary education are provided in different schools, transition experiences mirror the move from primary to secondary schooling, with students having new teachers, taking new subjects and adjusting to a new peer group (Wigfield et al., 1991; Dar- mody, 2008b). However, much less is know...
http://hdl.handle.net/2262/61264
Marked
Mark
Citizenship and identity education in Ireland in the post-celtic tiger era: impacts and possibilities
(2006)
Rami, Justin; Lalor, John
Citizenship and identity education in Ireland in the post-celtic tiger era: impacts and possibilities
(2006)
Rami, Justin; Lalor, John
Abstract:
The Republic of Ireland has undergone a dramatic transformation in economic and social terms in the last ten to fifteen years. This transformation, popularly characterised as the Celtic Tiger, has had many beneficial impacts on many parts of Irish life. A consequence of this phenomenon has been a considerable increase in inward migration from a range of countries within and beyond Europe whose populations see Ireland as a place of continuing growth and opportunity. This inward migration has partly been fuelled by the Irish Government’s decision to allow free movement of labour into Ireland from the ten new EU accession states. Key areas of Irish life such as transport and communication infrastructure, health service provision, and education have been slow to accommodate to the ensuing rise in the rate of inward migration which resulted from the Government’s decision. This paper will focus particularly on Citizenship and Identity Education in the context of these changes.
http://doras.dcu.ie/4526/
Marked
Mark
Competencies for educators in citizenship education and the development of identity in first and second cycle programmes. Volume 1
(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 1
(2006)
Rami, Justin; Lalor, John; Berg, Wolfgang; Lorencovic, Jan; Lorencovicova, Eva; Oñate, Concepción Maiztegui ; Elm, Annika
Abstract:
These two booklets 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 One takes a wider, theoretical and more sociological perspective primarily relating to the Bologna Process and the Tuning Principles in a European and National context. It also examines the broader concepts of Teacher Education relating to Citizenship and Identity.
http://doras.dcu.ie/4527/
Marked
Mark
Attitudes to Transition Year: a report to the Department of Education and Science
(2007)
Jeffers, Gerry
Attitudes to Transition Year: a report to the Department of Education and Science
(2007)
Jeffers, Gerry
Abstract:
Mainstreaming Transition Year (TY) in 1994,20 years after it was first introduced into Irish schools, marked the third stage in the programme's development. Uptake increased dramatically and in the 2006-07 school year, 27,090 young people in 543 schools are enrolled as TY students. TY offers students 'a broad educational experience with a view to the attainment of increased maturity' (DOE, 1993c, p.3). Schools are given extensive fieedom to devise programmes that promote personal, social, intellectual and vocational development. The Transition Year Programme, Guidelines for Schools (DOE, 1993c) lays particular emphasis on developing social awareness, increasing social competence, promoting self-directed learning and learning through experience of adult and working life. This research was commissioned by the Department of Education and Science (DES). The brief was to focus on a small number of schools where TY 'is well regarded', eliciting attitudes to this c...
http://eprints.nuim.ie/1228/
Marked
Mark
Beyond the Third Way: New Challenges for Critical Adult and Community Education.
(2007)
Connolly, Brid
Beyond the Third Way: New Challenges for Critical Adult and Community Education.
(2007)
Connolly, Brid
Abstract:
In the mid-nineties, when I was trying to make convincing connections between community development and adult education, the neo-liberal tendencies in the sector profoundly disturbed me. All over Ireland, local and community development groups were springing up, developing strategic plans for their areas. While some of these plans were genuinely consultative and indisputably concerned with poverty and inequality, many were purely economic, demonstrating little concern for social issues, The elements of the neo-liberal tendencies included the alliance with The Third Way, the neo-liberal ideology of economics, which entails going beyond Left and Right, and promoting the 'what works' strategy. Giddens has been highly influential in devising this ideological strategy, laying the foundation for the emergence of New Labour type politics that has prevailed in Ireland, the UK and the USA under Clinton (Giddens, 1994). However, this centrist positioning overtly supported corporate ...
http://eprints.nuim.ie/1079/
Marked
Mark
Non-Progression among Higher Education New Entrants: a Multivariate Analysis
(2010)
MC COY, SELINA
Non-Progression among Higher Education New Entrants: a Multivariate Analysis
(2010)
MC COY, SELINA
Abstract:
Internationally attention is increasingly focused on how students fare after entry to college—on student experiences in relation to retention, completion and withdrawal.48 However while research is increasingly focused on student experience and performance within higher education, the vast majority of studies are based on single-institution data.49 To assess the extent to which institutions vary in their non-progression rates, it is important to take account of the composition of the student body, in terms of prior educational attainment in the Leaving Certificate examination or socio-economic profile, to allow a more like-for-like comparison of institutions.
http://hdl.handle.net/2262/50648
Marked
Mark
Engineering education for sustainable development: A review of international progress
(2010)
Byrne, Edmond P.; Desha, Cheryl; Fitzpatrick, John J.; Hargroves, Karlson
Engineering education for sustainable development: A review of international progress
(2010)
Byrne, Edmond P.; Desha, Cheryl; Fitzpatrick, John J.; Hargroves, Karlson
Abstract:
Published Version
Since the late 1980s there have been increasing calls around the world for embedding sustainability content throughout engineering curricula, particularly over the past decade. However in general there has been little by way of strategic or systematic integration within programs offered by higher education institutions (HEIs). Responding to a growing awareness towards the issues surrounding sustainability, a number of professional engineering institutions (PEIs) internationally have placed increasing emphasis on policies and initiatives relating to the role of engineering in addressing 21st Century challenges. This has resulted in some consideration towards integrating sustainable development into engineering curricula as envisaged by accreditation guidelines. This paper provides a global overview of such accreditation developments, highlighting emerging sustainability competencies (or ‘graduate attributes’) and places these in the context of relevant PEI decla...
http://hdl.handle.net/10468/372
Marked
Mark
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/
Marked
Mark
Community Development and Adult Education: Prospects for change?
(1996)
Connolly, Brid
Community Development and Adult Education: Prospects for change?
(1996)
Connolly, Brid
Abstract:
This article will look at the origins of community developmnent and its role in addressing social issues such as poverty, unemployment and the unequal position of women. It will assess the part adult education plays in community development. Finally, it will consider if the current main trends in community development in Ireland succeeds in bringing about social change which is liberating rather than domesticating.
http://eprints.nuim.ie/270/
Marked
Mark
Knowledge creation: a challenge for higher education in Ireland.
(2001)
Ryan, Anne; O'Brien, Ann
Knowledge creation: a challenge for higher education in Ireland.
(2001)
Ryan, Anne; O'Brien, Ann
Abstract:
ANNE RYAN and ANN O'BRIEN examine recent developments in access initiatives to higher education for socio-economically disadvantaged students in Ireland. They argue that the dominant liberal approaches to access serve to consolidate existing elitist and exclusionary practices in the processes of knowledge creation and they call for a more comprehensive and radical approach.
http://eprints.nuim.ie/1100/
Marked
Mark
Making Connections: a Review of International Policies, Practices and Research Relating to Quality in Early Childhood Care and Education
(2004)
Hayes, Noirin; McGrath, D.
Making Connections: a Review of International Policies, Practices and Research Relating to Quality in Early Childhood Care and Education
(2004)
Hayes, Noirin; McGrath, D.
Abstract:
<p>Report commissioned by the Centre for Early Childhood Development and Education (CECDE), 2004.</p>
http://arrow.dit.ie/cserrep/8
Marked
Mark
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:
Published Version
http://www.ucc.ie/academic/processeng/isee2010/index.htm
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 effectiv...
http://hdl.handle.net/10468/340
Marked
Mark
'A Parcel of Knowledge': An Autoethnographic Exploration of the Emotional Dimension of Teaching and Learning in Adult Education
(2009)
McCormack, David
'A Parcel of Knowledge': An Autoethnographic Exploration of the Emotional Dimension of Teaching and Learning in Adult Education
(2009)
McCormack, David
Abstract:
The emotional dimension of teaching and learning from the perspective of the teacher and learner in adult education is considered in this paper by means of an autoethnographic story written as an approach to reflective practice. The genre of autoethnography allows for the personal and the autobiographical as a legitimate site for research into self and culture, in this case the culture of adult education. The space this approach opens up between writer and reader is considered to be a potential site of meaning making and reader responses are considered to this end.
http://eprints.nuim.ie/2849/
Marked
Mark
Toward international collaboration on credentialing in health promotion and health education: The Galway Consensus Conference.
(2009)
Barry, Margaret M.
Toward international collaboration on credentialing in health promotion and health education: The Galway Consensus Conference.
(2009)
Barry, Margaret M.
Abstract:
The interest in competencies, standards, and quality assurance in the professional preparation of public health professionals whose work involves health promotion and health education dates back several decades. In Australia, Europe, and North America, where the interest in credentialing has gained momentum, there have been rapidly evolving efforts to codify competencies and standards of practice as well as the processes by which quality and accountability can be ensured in academic professional preparation programs. The Galway Consensus Conference was conceived as a first step in an effort to explore the development of an international consensus regarding the core competencies of health education specialists and professionals in health promotion and the commonalities and differences in establishing uniform standards for the accreditation of academic professional preparation programs around the world. This article describes the purposes, objectives, and process of the Galway Consens...
http://hdl.handle.net/10379/2785
Marked
Mark
ViCoCITY – A virtual company environment used in distance education to teach key professional skills
(2008)
Walsh, Elaine; Fox, Seamus; Mullally, Alan; Costello, Eamon
ViCoCITY – A virtual company environment used in distance education to teach key professional skills
(2008)
Walsh, Elaine; Fox, Seamus; Mullally, Alan; Costello, Eamon
Abstract:
This paper will discuss the background and rationale for the introduction of ViCoCITY to the Bachelor of Science in Information Technology (BSc in IT) degree offered through distance education by Oscail, Dublin City University (DCU).
http://doras.dcu.ie/14809/
Marked
Mark
Picking Wild Flowers and Orchids: Attachment theory and the implication for adult education
(2007)
Fleming, Ted
Picking Wild Flowers and Orchids: Attachment theory and the implication for adult education
(2007)
Fleming, Ted
Abstract:
The attachment theory of John Bowlby has had an enduring impact on our understanding of child development. But these ideas are a neglected and forgotten discourse in adult education. In this paper secure and insecure attachments, internal working models, the strange situation along with the more contemporary concept of mind-mindedness are explored. The paper also explores the implications for how adults deal with new situations and new ideas; how adult learners and teachers are influenced by their own attachment styles and internal working models. These models are interpreted as strategies for dealing with stress, anxiety, change and the challenges of working with people in learning environments. In addition the implications of these concepts for understanding transformative learning are identified and changing internal working models are proposed as a form of transformative learning.
http://eprints.nuim.ie/984/
Marked
Mark
An Appreciative Inquiry into the Preparation of Undergraduate Education Studies Students to Value and Embrace Diversity
(2010)
Keane, Margaret
An Appreciative Inquiry into the Preparation of Undergraduate Education Studies Students to Value and Embrace Diversity
(2010)
Keane, Margaret
Abstract:
This study is a qualitative appreciative inquiry into how students of an undergraduate Ed. and Training programme are prepared for diversity. The setting for the study is the School of Education Studies at Dublin City University and the research involves a review of programmes and moudule intentions and qualitative data collected from final year students, academic staff and alumni of the programme. The study includes a literature review that examines the conceptualisation of diversity and looks at diversity as a consequence of a changing world. It then examines current policy and practice in relation to diversity and education in the EU and in ireland. The philosophical basis for the study is constructivism and aspects of an Appreciative Inquiry (AI)approach are used to give a structure and a focus to the gathering and analysing of data. The study further suggests how AI can be used as a model of course evaluation. Findings arise directly from the observations made by study partic...
http://doras.dcu.ie/16288/
Displaying Results 1 - 25 of 2047 on page 1 of 82
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