Pub Date : 2024-06-08DOI: 10.1080/03323315.2024.2359690
Karl Kitching
{"title":"The reactionary use of concepts of secularism, pluralism and freedom of expression: implications for education studies","authors":"Karl Kitching","doi":"10.1080/03323315.2024.2359690","DOIUrl":"https://doi.org/10.1080/03323315.2024.2359690","url":null,"abstract":"","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141369736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.1080/03323315.2024.2361031
A. Bussu, Lisa Moran
The paper discusses a structured peer mentoring scheme for Early Career Academics (ECAs) in Sociology during COVID-19 and post-Brexit, the pedagogical framework adopted and programme challenges, benefits and learning. Internationally, structured peer mentoring schemes for ECAs are sparse and discussions of ‘what works’ in the context of dedicated peer mentoring programmes for ECAs are limited. This programme, designed and executed by the Sociological Association of Ireland (SAI) and a professional mentoring trainer in 2022, involved 8 peer mentors, all of whom were senior and mid-career academics and 10 mentees comprising PhD students and postdoctoral researchers. It encompassed formative sessions for peer mentors and mentees and a final joint session, which took place online. Subsequently, peer mentors facilitated online peer mentoring sessions, with mentees supporting them to explore, plan and achieve their professional goals. The authors discuss the pedagogical content and active methodologies adopted in relation to reflective practice and knowledge-exchange, whilst illuminating that more investment in and research on structured peer mentoring programmes in Higher Education can lead to better outcomes for ECAs. We underline the potential of similar inter-professional mentoring schemes for ECAs and key learning, which could benefit future programmes.
{"title":"The development and implementation of a Peer Mentoring Scheme for Sociology Early Career Academics (ECAs) in Ireland: lessons from research, insights from practice","authors":"A. Bussu, Lisa Moran","doi":"10.1080/03323315.2024.2361031","DOIUrl":"https://doi.org/10.1080/03323315.2024.2361031","url":null,"abstract":"The paper discusses a structured peer mentoring scheme for Early Career Academics (ECAs) in Sociology during COVID-19 and post-Brexit, the pedagogical framework adopted and programme challenges, benefits and learning. Internationally, structured peer mentoring schemes for ECAs are sparse and discussions of ‘what works’ in the context of dedicated peer mentoring programmes for ECAs are limited. This programme, designed and executed by the Sociological Association of Ireland (SAI) and a professional mentoring trainer in 2022, involved 8 peer mentors, all of whom were senior and mid-career academics and 10 mentees comprising PhD students and postdoctoral researchers. It encompassed formative sessions for peer mentors and mentees and a final joint session, which took place online. Subsequently, peer mentors facilitated online peer mentoring sessions, with mentees supporting them to explore, plan and achieve their professional goals. The authors discuss the pedagogical content and active methodologies adopted in relation to reflective practice and knowledge-exchange, whilst illuminating that more investment in and research on structured peer mentoring programmes in Higher Education can lead to better outcomes for ECAs. We underline the potential of similar inter-professional mentoring schemes for ECAs and key learning, which could benefit future programmes.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141373325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-06DOI: 10.1080/03323315.2024.2359697
Niamh Hickey, Aishling A. Flaherty, Patricia Mannix McNamara
{"title":"Distributed leadership in Irish post-primary schools: mapping the state of the art","authors":"Niamh Hickey, Aishling A. Flaherty, Patricia Mannix McNamara","doi":"10.1080/03323315.2024.2359697","DOIUrl":"https://doi.org/10.1080/03323315.2024.2359697","url":null,"abstract":"","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141380320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-03DOI: 10.1080/03323315.2024.2361794
Greg Smith, Michael Browne
{"title":"Using an ‘effective’ model of professional development in science education to improve primary teachers’ classroom practice: the CSSP experience","authors":"Greg Smith, Michael Browne","doi":"10.1080/03323315.2024.2361794","DOIUrl":"https://doi.org/10.1080/03323315.2024.2361794","url":null,"abstract":"","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141271540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-02DOI: 10.1080/03323315.2024.2359693
Michelle Fitzpatrick
{"title":"Drawing the past to envision the future: supporting the development of primary STEM teacher identity","authors":"Michelle Fitzpatrick","doi":"10.1080/03323315.2024.2359693","DOIUrl":"https://doi.org/10.1080/03323315.2024.2359693","url":null,"abstract":"","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-30DOI: 10.1080/03323315.2024.2359694
Seyum Getenet, Carole Haeusler, Petrea Redmond, Robert Cantle, Vanessa Crouch
Digital technology literacy, attitude, efficacy, and online engagement are important for effective teaching in a contemporary world. This study examines the connections between pre-service teachers...
{"title":"Bridging the digital divide: gender and learning mode impacts on pre-service teacher digital competence and online engagement","authors":"Seyum Getenet, Carole Haeusler, Petrea Redmond, Robert Cantle, Vanessa Crouch","doi":"10.1080/03323315.2024.2359694","DOIUrl":"https://doi.org/10.1080/03323315.2024.2359694","url":null,"abstract":"Digital technology literacy, attitude, efficacy, and online engagement are important for effective teaching in a contemporary world. This study examines the connections between pre-service teachers...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141507646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-19DOI: 10.1080/03323315.2024.2352440
Úna Shore, Sinéad Kelleher
{"title":"Can early intervention for maths anxiety predict better affective and attainment outcomes at primary level? A systematic review","authors":"Úna Shore, Sinéad Kelleher","doi":"10.1080/03323315.2024.2352440","DOIUrl":"https://doi.org/10.1080/03323315.2024.2352440","url":null,"abstract":"","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-19DOI: 10.1080/03323315.2024.2353317
Lydia Mannion, Maurice Harmon, Trevor O’Brien
{"title":"Exploring the relationships between psychological wellbeing, religiosity and religious coping among post-primary school students in Ireland","authors":"Lydia Mannion, Maurice Harmon, Trevor O’Brien","doi":"10.1080/03323315.2024.2353317","DOIUrl":"https://doi.org/10.1080/03323315.2024.2353317","url":null,"abstract":"","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-10DOI: 10.1080/03323315.2024.2349519
Rebecca Foster, Dominic Petronzi
The COVID-19 pandemic resulted in worldwide school closures and disrupted education – which was extended in the Republic of Ireland – and some children with SEN may be more adversely impacted by prolonged school closures than others. Despite this, and possible future pandemics, experiences of Irish children with SEN have not been explored to date. The current research utilised semi-structured interviews to explore parental perspectives ( n = 10) of online learning and the subsequent return to education for children with SEN. Reflexive Thematic Analysis resulted in the identification of three global themes: [1] Balancing Act, pertaining to a lack of support and educational provision, [2] Prioritising Wellbeing over Education, whereby parents made the decision to stop engaging in online learning to promote familial wellbeing, and [3] The Return to School and its Challenges, highlighting academic, behavioural, and mental health concerns on return to education. Inclusion of parental feedback was noted as important for the success of home-schooling during future school closures and is a clear application of this work. Finally, suggestions are made for research to examine the links between support for parents and children’s academic attainment and wellbeing, as well as child insight directing provision for school closures.
{"title":"Parental perspectives on the management of online learning and school readjustment for children with SEN during the COVID-19 pandemic: lessons and applications for possible school closures","authors":"Rebecca Foster, Dominic Petronzi","doi":"10.1080/03323315.2024.2349519","DOIUrl":"https://doi.org/10.1080/03323315.2024.2349519","url":null,"abstract":"The COVID-19 pandemic resulted in worldwide school closures and disrupted education – which was extended in the Republic of Ireland – and some children with SEN may be more adversely impacted by prolonged school closures than others. Despite this, and possible future pandemics, experiences of Irish children with SEN have not been explored to date. The current research utilised semi-structured interviews to explore parental perspectives ( n = 10) of online learning and the subsequent return to education for children with SEN. Reflexive Thematic Analysis resulted in the identification of three global themes: [1] Balancing Act, pertaining to a lack of support and educational provision, [2] Prioritising Wellbeing over Education, whereby parents made the decision to stop engaging in online learning to promote familial wellbeing, and [3] The Return to School and its Challenges, highlighting academic, behavioural, and mental health concerns on return to education. Inclusion of parental feedback was noted as important for the success of home-schooling during future school closures and is a clear application of this work. Finally, suggestions are made for research to examine the links between support for parents and children’s academic attainment and wellbeing, as well as child insight directing provision for school closures.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140992378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1080/03323315.2024.2330893
Paula Walshe
This paper presents a reflective, critical analysis of the original roll-out and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthc...
{"title":"Reflecting on the implementation of Aistear in advance of an update to the curriculum framework","authors":"Paula Walshe","doi":"10.1080/03323315.2024.2330893","DOIUrl":"https://doi.org/10.1080/03323315.2024.2330893","url":null,"abstract":"This paper presents a reflective, critical analysis of the original roll-out and implementation of Aistear, the curriculum framework for early childhood education in Ireland, in advance of a forthc...","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141148290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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