Pub Date : 2023-10-08DOI: 10.1080/03323315.2023.2261009
Helen Lowe
This paper examines attitudes to classism in Irish education using a thematic analysis of social media conversations about social class between 2018 and 2022. Previous research indicates that Irish education systems are designed by and favour the dominant and ruling classes. However, few studies use the voice of the lived experience to explore the phenomenon. This article investigates Irish people’s communication of class inequalities in education via the social media platform Twitter (X). Braun and Clarke’s thematic analysis was employed to analyse and group the Tweets, with Dean’s framework on communicative capitalism to guide the findings. This study indicates that social media has become a legitimate platform to challenge hegemony in education by creating online communities or collective identities in struggles against social inequalities in Ireland. Findings reveal that classism continues to prevail in Irish education, with working-class Tweets on the lived experiences of discrimination providing novel insights on emerging themes such as elitism, inequality of access and symbolic violence. Future research in this area needs to focus on the effects of social class on educational attainment, access, and participation in Irish settings. In particular, examining weaknesses in current structures to support working-class students, and possible grassroot interventions and policies to mitigate the impacts of social class on education.
{"title":"Let’s talk about class – exploring the everyday emotions and experiences of classism in Irish education: a thematic analysis of Irish Twitter conversations on class and education between 2018 and 2022","authors":"Helen Lowe","doi":"10.1080/03323315.2023.2261009","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261009","url":null,"abstract":"This paper examines attitudes to classism in Irish education using a thematic analysis of social media conversations about social class between 2018 and 2022. Previous research indicates that Irish education systems are designed by and favour the dominant and ruling classes. However, few studies use the voice of the lived experience to explore the phenomenon. This article investigates Irish people’s communication of class inequalities in education via the social media platform Twitter (X). Braun and Clarke’s thematic analysis was employed to analyse and group the Tweets, with Dean’s framework on communicative capitalism to guide the findings. This study indicates that social media has become a legitimate platform to challenge hegemony in education by creating online communities or collective identities in struggles against social inequalities in Ireland. Findings reveal that classism continues to prevail in Irish education, with working-class Tweets on the lived experiences of discrimination providing novel insights on emerging themes such as elitism, inequality of access and symbolic violence. Future research in this area needs to focus on the effects of social class on educational attainment, access, and participation in Irish settings. In particular, examining weaknesses in current structures to support working-class students, and possible grassroot interventions and policies to mitigate the impacts of social class on education.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135250861","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 : 2023-10-05DOI: 10.1080/03323315.2023.2260789
Suzy Macken, Ann MacPhail, Antonio Calderón
ABSTRACTThis paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs). Aligning with the work of Cook (Citation2009) [‘The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.’ Educational Action Research 17 (2): 277–291] this paper aims to make visible the decisions and reflections that occurred during the multiple cycles of action research that were significant in the transformations that occurred throughout the study. We argue that embracing and acknowledging the chaos and messiness of the process is essential to initiating change. Therefore, in making visible the often invisible actions and discomfort experienced this paper hoped to contribute as a catalyst for greater articulation of mess across research.Employing a seven-phase longitudinal action research approach, this paper draws on data from the practitioner researcher’s reflective journal maintained throughout the research and field notes based on participant observation. The challenges, complexities, and benefits of action research are discussed including the impact on the research study and the practitioner researcher’s practice as a teacher educator in primary physical education. Making visible the challenges of being comfortable in the uncomfortable elements of data collection, in accessing the PSTs, and the multiple roles of the researcher throughout the research are discussed.KEYWORDS: Action researchpractitioner researchcomplexmessy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSuzy MackenDr Suzy Macken is a Lecturer in Education in Physical Education, early childhood movement development and Education and Sport at Marino Institute of Education Dublin. Her main research area is on assessment for learning, modelling and mentoring in primary physical education in initial teacher education, and action research for developing and interrogating practitioner practice.Ann MacPhailProfessor Ann MacPhail is the Associate Vice President Doctoral College at the University of Limerick. Her main teaching and research areas of interest and expertise reside within (physical education) teacher education, instructional alignment, curriculum and assessment.Antonio CalderónDr Antonio Calderón is an Associate Professor in Physical Education Teacher Education at the University of Limerick, where he is Course Director of the Professional Master of Physical Education. His main research area revolves around pedagogies of initial teacher education, with a critical focus on the use of digital technologies and programmatic approaches for teaching and learning.
摘要本文介绍了一名实践性研究者作为教师教育者对小学职前教师进行行动研究的生活经验。与Cook (Citation2009)的工作相一致，“行动研究中混乱的目的:通过混乱的转变建立严谨。”[教育行动研究17(2):277-291]本文旨在揭示行动研究多个周期中发生的决策和反思，这些决策和反思在整个研究过程中发生的转变中具有重要意义。我们认为，接受和承认过程的混乱和混乱是启动变革的必要条件。因此，在使通常不可见的行为和不适经历可见，这篇论文希望作为催化剂，有助于更大程度地阐明整个研究中的混乱。本文采用七阶段纵向行动研究方法，利用实践性研究人员在整个研究过程中保持的反思日志和基于参与者观察的实地笔记中的数据。讨论了行动研究的挑战、复杂性和益处，包括对研究性学习的影响以及实践性研究者作为小学体育教师教育者的实践。讨论了在数据收集、访问pst以及研究人员在整个研究过程中扮演的多重角色中感到舒适的挑战。关键词:行动研究实践者研究复杂混乱披露声明作者未报告潜在利益冲突。作者简介:Suzy Macken是都柏林马里诺教育学院体育教育、幼儿运动发展和教育与体育方面的讲师。主要研究方向为小学体育初级教师教育中的学习评估、建模和指导，以及发展和质疑实践者实践的行动研究。Ann MacPhail教授是利默里克大学博士学院的副院长。她的主要教学和研究领域是(体育)教师教育、教学校准、课程和评估。Antonio CalderónDr Antonio Calderón，利默里克大学体育教师教育副教授，体育专业硕士课程主任。他的主要研究领域围绕初级教师教育的教学法，重点关注数字技术的使用和教学的程序化方法。
{"title":"The lived experience of a primary physical education teacher educator engaging in action research: cycling into change","authors":"Suzy Macken, Ann MacPhail, Antonio Calderón","doi":"10.1080/03323315.2023.2260789","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260789","url":null,"abstract":"ABSTRACTThis paper presents the lived experience of a practitioner researcher working as a teacher educator engaging in action research with primary pre-service teachers (PSTs). Aligning with the work of Cook (Citation2009) [‘The Purpose of Mess in Action Research: Building Rigour Though a Messy Turn.’ Educational Action Research 17 (2): 277–291] this paper aims to make visible the decisions and reflections that occurred during the multiple cycles of action research that were significant in the transformations that occurred throughout the study. We argue that embracing and acknowledging the chaos and messiness of the process is essential to initiating change. Therefore, in making visible the often invisible actions and discomfort experienced this paper hoped to contribute as a catalyst for greater articulation of mess across research.Employing a seven-phase longitudinal action research approach, this paper draws on data from the practitioner researcher’s reflective journal maintained throughout the research and field notes based on participant observation. The challenges, complexities, and benefits of action research are discussed including the impact on the research study and the practitioner researcher’s practice as a teacher educator in primary physical education. Making visible the challenges of being comfortable in the uncomfortable elements of data collection, in accessing the PSTs, and the multiple roles of the researcher throughout the research are discussed.KEYWORDS: Action researchpractitioner researchcomplexmessy Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSuzy MackenDr Suzy Macken is a Lecturer in Education in Physical Education, early childhood movement development and Education and Sport at Marino Institute of Education Dublin. Her main research area is on assessment for learning, modelling and mentoring in primary physical education in initial teacher education, and action research for developing and interrogating practitioner practice.Ann MacPhailProfessor Ann MacPhail is the Associate Vice President Doctoral College at the University of Limerick. Her main teaching and research areas of interest and expertise reside within (physical education) teacher education, instructional alignment, curriculum and assessment.Antonio CalderónDr Antonio Calderón is an Associate Professor in Physical Education Teacher Education at the University of Limerick, where he is Course Director of the Professional Master of Physical Education. His main research area revolves around pedagogies of initial teacher education, with a critical focus on the use of digital technologies and programmatic approaches for teaching and learning.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483963","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 : 2023-10-05DOI: 10.1080/03323315.2023.2259366
Deirdre O’Neill, Eilish McLoughlin
This study examines teachers’ experiences of transition at different points in time over a two-year period to encapsulate their journey to becoming a qualified teacher. Six novice teachers participated in a study in their final year of university through to their first year as a newly qualified teacher. Reflective journals, one-to-one interviews and qualitative surveys formed that database for reflexive thematic analysis and theme maps. Schlossberg’s indicators for identifying transition were then related to the analysed data to establish the type of transition experienced by teachers. Findings from the study shed light on the overlapping nature of transitions experienced by novice teachers and highlight opportunities for professional learning to aid for the smoothening of these transitions for aspiring teachers.
{"title":"Identifying the type of transition experienced by newly qualified physics teachers entering the workplace","authors":"Deirdre O’Neill, Eilish McLoughlin","doi":"10.1080/03323315.2023.2259366","DOIUrl":"https://doi.org/10.1080/03323315.2023.2259366","url":null,"abstract":"This study examines teachers’ experiences of transition at different points in time over a two-year period to encapsulate their journey to becoming a qualified teacher. Six novice teachers participated in a study in their final year of university through to their first year as a newly qualified teacher. Reflective journals, one-to-one interviews and qualitative surveys formed that database for reflexive thematic analysis and theme maps. Schlossberg’s indicators for identifying transition were then related to the analysed data to establish the type of transition experienced by teachers. Findings from the study shed light on the overlapping nature of transitions experienced by novice teachers and highlight opportunities for professional learning to aid for the smoothening of these transitions for aspiring teachers.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483947","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 : 2023-10-05DOI: 10.1080/03323315.2023.2264271
Yvonne O’Byrne, J. Dinneen, T. Coppinger
Irish children’s physical activity (PA) levels are below national guidelines. Schools are an ideal setting to promote PA but it remains challenging. This study evaluates the effectiveness of a step-back approach to Project Spraoi (PS); a facilitator (Energizer) led school-based PA intervention. Each Energizer in year one had 2 contact days per week with all classes (n = 11). A ‘step-back’ progression, with 50% less Energizer contact time, in year two and no Energizer contact in year three, was adopted. Objectively measured PA and cardiorespiratory fitness (CRF) were measured annually with the same children (n = 85). Stakeholders (children (n = 287), teachers (n = 11) and other school staff (n = 8)), participated in process evaluation data collection. After an initial increase in year one, PA levels declined in year two and three; yet all children were more active at intervention end compared to baseline (p < 0.05). The biggest barriers to implementation were a lack of time and ‘lack of Energizer contact’, with the Energizer cited as the most frequently identified facilitator by all stakeholders. This study outlines the importance of a facilitator in the long-term success of health promotion intervention delivery in a primary school context.
{"title":"Can school-based physical activity interventions be effective without a facilitator? A step-back approach to school-based intervention delivery","authors":"Yvonne O’Byrne, J. Dinneen, T. Coppinger","doi":"10.1080/03323315.2023.2264271","DOIUrl":"https://doi.org/10.1080/03323315.2023.2264271","url":null,"abstract":"Irish children’s physical activity (PA) levels are below national guidelines. Schools are an ideal setting to promote PA but it remains challenging. This study evaluates the effectiveness of a step-back approach to Project Spraoi (PS); a facilitator (Energizer) led school-based PA intervention. Each Energizer in year one had 2 contact days per week with all classes (n = 11). A ‘step-back’ progression, with 50% less Energizer contact time, in year two and no Energizer contact in year three, was adopted. Objectively measured PA and cardiorespiratory fitness (CRF) were measured annually with the same children (n = 85). Stakeholders (children (n = 287), teachers (n = 11) and other school staff (n = 8)), participated in process evaluation data collection. After an initial increase in year one, PA levels declined in year two and three; yet all children were more active at intervention end compared to baseline (p < 0.05). The biggest barriers to implementation were a lack of time and ‘lack of Energizer contact’, with the Energizer cited as the most frequently identified facilitator by all stakeholders. This study outlines the importance of a facilitator in the long-term success of health promotion intervention delivery in a primary school context.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135483941","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 : 2023-10-04DOI: 10.1080/03323315.2023.2261001
Natalie O’Neill
Internationally, second level curriculum policy for STEM education is concentrating its efforts on promoting curriculum-making pedagogies, with enquiry-based teaching and learning at the forefront of this change. Policy aspirations have not translated well into practice, evidenced by science practical lessons consistently being delivered as recipes to be followed. In recognition of this, national STEM policies are calling for quality pedagogical resources that can support teachers to engage in teaching practical work through scientific enquiry. This article describes how Design Based Research was used as a methodology to create and evaluate a resource, the Structured Enquiry Observation Schedule (SEOS), as a tool to identify student achievement of procedural (enquiry and laboratory) skills in practical biology lessons. Data collected using the SEOS, was triangulated with interview, video and audio data over three iterative research cycles. Findings indicated that the SEOS provides a lens to compare and align policy intentions with classroom enactment of practical work by identifying the basic procedural skills that should underpin any enquiry-based practical lesson, and by highlighting the importance of student attainment of those skills. If used by practising teachers, it has potential to answer calls for quality resources to support the transition to enquiry-based science pedagogy.
{"title":"From recipe to enquiry – a curriculum tool for science teachers to align policy with practice in practical lessons","authors":"Natalie O’Neill","doi":"10.1080/03323315.2023.2261001","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261001","url":null,"abstract":"Internationally, second level curriculum policy for STEM education is concentrating its efforts on promoting curriculum-making pedagogies, with enquiry-based teaching and learning at the forefront of this change. Policy aspirations have not translated well into practice, evidenced by science practical lessons consistently being delivered as recipes to be followed. In recognition of this, national STEM policies are calling for quality pedagogical resources that can support teachers to engage in teaching practical work through scientific enquiry. This article describes how Design Based Research was used as a methodology to create and evaluate a resource, the Structured Enquiry Observation Schedule (SEOS), as a tool to identify student achievement of procedural (enquiry and laboratory) skills in practical biology lessons. Data collected using the SEOS, was triangulated with interview, video and audio data over three iterative research cycles. Findings indicated that the SEOS provides a lens to compare and align policy intentions with classroom enactment of practical work by identifying the basic procedural skills that should underpin any enquiry-based practical lesson, and by highlighting the importance of student attainment of those skills. If used by practising teachers, it has potential to answer calls for quality resources to support the transition to enquiry-based science pedagogy.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646296","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 : 2023-10-04DOI: 10.1080/03323315.2023.2263437
Thomas Delahunty, Aoibhinn Ní Shúilleabháin, Lillian Waters
Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ participation in professional development in Ireland.
{"title":"Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development","authors":"Thomas Delahunty, Aoibhinn Ní Shúilleabháin, Lillian Waters","doi":"10.1080/03323315.2023.2263437","DOIUrl":"https://doi.org/10.1080/03323315.2023.2263437","url":null,"abstract":"Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ participation in professional development in Ireland.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645564","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 : 2023-10-04DOI: 10.1080/03323315.2023.2261440
Stella Wai-Wan Choy, Conor Mc Guckin
ABSTRACT Individuals with anxiety disorders were traced back to have onset before aged 5 years. Early intervention is important to target preschool and primary school children. The objective of this 14-week fieldwork was to explore how we can support young children’s well-being in schools. The following research questions were identified to investigate this topic: 1. Did a 14-week ‘build-to-play’ approach lead to reports of reduced anxiety as reported by teachers, parents, and in observation reports from the researcher among a sample of 12 children (aged 4–6 years) who experience anxiety (n = 9) or anxiety and autism (n = 3)? 2. Throughout the 14-week approach, interviews with parents (n = 12) and teachers (n = 6), what were the co-construction of strategies to reduce anxiety? Twelve case studies in two primary schools in Dublin were conducted. We proposed to bring the approach to school settings as COVID-19 has accelerated the good work that children and parents may benefit more from the non-clinical settings. The theoretical frameworks were universal design for learning and bio-ecological model to design this ‘Build-to-Play’ approach as inclusive and developmentally appropriate for young children. The key findings related to education included outcomes of a reduction in childhood anxiety, improved social communication skills and executive functioning. More importantly, a collaborative understanding of what anxiety was and how to cope with it was established. For example, for children who had any risk factors of anxiety or additional needs such as autism (n = 8), a more intensive approach than the standard 14-week was needed to have better outcomes. Conceivably, this research would make an impactful contribution as change makers to educational practice, policy and theory. Keywords: anxiety, autism, play, inclusion, education.
{"title":"A new school-based play approach for young children’s wellbeing: evidence from a 14-week study","authors":"Stella Wai-Wan Choy, Conor Mc Guckin","doi":"10.1080/03323315.2023.2261440","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261440","url":null,"abstract":"ABSTRACT Individuals with anxiety disorders were traced back to have onset before aged 5 years. Early intervention is important to target preschool and primary school children. The objective of this 14-week fieldwork was to explore how we can support young children’s well-being in schools. The following research questions were identified to investigate this topic: 1. Did a 14-week ‘build-to-play’ approach lead to reports of reduced anxiety as reported by teachers, parents, and in observation reports from the researcher among a sample of 12 children (aged 4–6 years) who experience anxiety (n = 9) or anxiety and autism (n = 3)? 2. Throughout the 14-week approach, interviews with parents (n = 12) and teachers (n = 6), what were the co-construction of strategies to reduce anxiety? Twelve case studies in two primary schools in Dublin were conducted. We proposed to bring the approach to school settings as COVID-19 has accelerated the good work that children and parents may benefit more from the non-clinical settings. The theoretical frameworks were universal design for learning and bio-ecological model to design this ‘Build-to-Play’ approach as inclusive and developmentally appropriate for young children. The key findings related to education included outcomes of a reduction in childhood anxiety, improved social communication skills and executive functioning. More importantly, a collaborative understanding of what anxiety was and how to cope with it was established. For example, for children who had any risk factors of anxiety or additional needs such as autism (n = 8), a more intensive approach than the standard 14-week was needed to have better outcomes. Conceivably, this research would make an impactful contribution as change makers to educational practice, policy and theory. Keywords: anxiety, autism, play, inclusion, education.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646297","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 : 2023-10-04DOI: 10.1080/03323315.2023.2261418
Orla Slattery, Mark Prendergast, Máire Ní Riordáin
It is well established that female participation in STEM diminishes at all stages of the education pipeline. National policy in Ireland is focussed on initiatives to address the STEM gender gap from early years to the end of secondary school (age 18/19) education. However, strategy in higher education is limited, with gender equality policy primarily aimed at staff and the broader institution. This qualitative research study, involving in-depth interviews with 21 female STEM students provides new insights into the experiences of female students who choose mathematics-intensive STEM fields (physics, computer science, engineering, and mathematics), where the gender gap is most pronounced. The aim of the study was to identify how a predominately male-dominated STEM course and environment influenced female students’ experiences. Prior to entering university, participants held high self-concept and interest in STEM. Using a situated expectancy-value theoretical lens to interpret the data, the research found that unconscious gender bias in university led female students to feel undervalued by their male peers. This negatively impacted their self-beliefs and interest, resulting in female students feeling more pressure to perform and less willing to participate in the learning environment. The implications for policy, practice, and future research are considered.
{"title":"Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland","authors":"Orla Slattery, Mark Prendergast, Máire Ní Riordáin","doi":"10.1080/03323315.2023.2261418","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261418","url":null,"abstract":"It is well established that female participation in STEM diminishes at all stages of the education pipeline. National policy in Ireland is focussed on initiatives to address the STEM gender gap from early years to the end of secondary school (age 18/19) education. However, strategy in higher education is limited, with gender equality policy primarily aimed at staff and the broader institution. This qualitative research study, involving in-depth interviews with 21 female STEM students provides new insights into the experiences of female students who choose mathematics-intensive STEM fields (physics, computer science, engineering, and mathematics), where the gender gap is most pronounced. The aim of the study was to identify how a predominately male-dominated STEM course and environment influenced female students’ experiences. Prior to entering university, participants held high self-concept and interest in STEM. Using a situated expectancy-value theoretical lens to interpret the data, the research found that unconscious gender bias in university led female students to feel undervalued by their male peers. This negatively impacted their self-beliefs and interest, resulting in female students feeling more pressure to perform and less willing to participate in the learning environment. The implications for policy, practice, and future research are considered.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646300","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 : 2023-10-01DOI: 10.1080/03323315.2023.2263217
Seán Gleasure, Suzanne Parkinson
In March 2023, the Department of Education published the ‘Primary Curriculum Framework’ for primary and special schools in Ireland. Reflecting trends in international curriculum reform centred on the needs and priorities of twenty-first century learning and life, the Framework proposes a set of seven key competencies which are presented to underpin children’s learning and development during their time in primary school. In this paper, we focus on one such key competency, ‘being an active learner.’ We aspire to theoretically conceptualise this key competency in relation to the psychological constructs of ‘learner identity’ and ‘learning to learn.’ We argue that such a conceptualisation must not only reflect the cognitive and metacognitive ‘how’ of learning, but also the affective ‘who’ of the learner. Arising from this, we explore Irish primary school children’s perceptions of themselves as learners, drawing on 188 children’s open-ended descriptions of themselves as learners and 136 online survey responses to the ‘Myself-As-Learner Scale’ (MALS). Despite a majority of children describing themselves as learners in positive terms, findings indicate that Irish primary school children report lower mean MALS scores than standardisation data for the scale, with statistically significant differences revealed between genders and class levels. Implications for policy and practice are discussed, as well as opportunities associated with the key competency if meaningfully realised.
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Pub Date : 2023-10-01DOI: 10.1080/03323315.2023.2260807
Miriam Colum, Gerry Mac Ruairc
ABSTRACTThis article examines the role of the Special Educational Needs Coordinator (SENCO) in primary schools in Ireland, an area that is under researched with little or no empirical data available. The current qualitative study, congruent with an interpretivist paradigm, provides narratives from four SENCOs offering insight into both the operational and leadership role of the SENCO in Irish primary schools, focusing mainly on the latter as a distributed model approach. The findings indicate that this sample of SENCOs may be constructed as ‘apparatuses of knowledge’ (Foucault Citation1980) within five broad areas of responsibilities: (1) identifying children with additional needs and administrating assessments, (2) fostering in-school collaboration and supporting others, (3) determining and monitoring resource allocation, (4) providing staff development and (5) liaising with external agencies. Emerging from the findings is a reinforcement of the value of the SENCO as a leader through a distribution of power situating them as forward thinking and proactive. Despite this, there is a reluctance in assuming the position of a SENCO due to the heavy workloads and lack of recognition of the administration and coordination duties. This research calls for a consideration of the SENCO position in national policy with both monetary and leadership titled recognition for the role.KEYWORDS: Special Educational Needs Coordinator in primary schoolsrole of SENCOdistributed leadershipprimary schools in Irelandinclusion AcknowledgementsWe would like to acknowledge and thank the schools and participants who took part in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMiriam ColumMiriam Colum is a Senior Lecturer and Head of the Department of Inclusion, RE and Student Life at Marino Institute of Education, Dublin. Miriam is a former primary school teacher whose research interests are in inclusion and leadership and these topics were the focus of her doctoral (PhD) studies.Gerry Mac RuaircGerry Mac Ruairc is an Established Professor of Education and former Head of School in the School of Education at the University of Galway. Gerry was a teacher, School Inspector and Associate Professor in the School of Education at University College Dublin.
摘要本文探讨了特殊教育需求协调员(SENCO)在爱尔兰小学中的作用，这是一个研究很少或没有经验数据的领域。目前的定性研究与解释主义范式一致，提供了四个SENCO的叙述，提供了对SENCO在爱尔兰小学中的运营和领导作用的见解，主要关注后者作为分布式模型方法。研究结果表明，senco的样本可以在五个广泛的责任领域内被构建为“知识设备”(福柯引用，1980):(1)识别有额外需求的儿童并管理评估，(2)促进校内合作并支持他人，(3)确定和监测资源分配，(4)提供员工发展，(5)与外部机构联络。从调查结果中得出的结论是，通过权力分配，SENCO作为领导者的价值得到加强，使他们具有前瞻性和前瞻性。尽管如此，由于繁重的工作量和缺乏对行政和协调职责的认识，人们不愿意担任SENCO的职务。这项研究要求考虑SENCO在国家政策中的地位，并在货币和领导方面对其作用进行认可。关键词:小学特殊教育需要协调员;小学特殊教育需要协调员;分布式领导;爱尔兰小学包容性感谢我们要感谢参与本研究的学校和参与者。披露声明作者未报告潜在的利益冲突。作者简介:米利亚姆·科伦是都柏林马里诺教育学院的高级讲师和包容、再生和学生生活部门的负责人。Miriam是一名前小学教师，她的研究兴趣是包容性和领导力，这些主题是她博士研究的重点。Gerry Mac Ruairc是高威大学教育学院名誉教授和前任院长。Gerry曾任都柏林大学教育学院教师、督学和副教授。
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