Pub Date : 2023-09-28DOI: 10.1080/03323315.2023.2260998
Joe Usher
According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children’s localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children’s participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children’s participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children’s participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the ‘space’ within which children’s participation can and should occur. Enabling children’s participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children’s participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities.
{"title":"Conceptual framework for the participation of children in local area planning decision-making processes through primary geography education","authors":"Joe Usher","doi":"10.1080/03323315.2023.2260998","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260998","url":null,"abstract":"According to Article 12 of the UNCRC, children have a legal right to have their views heard and acted upon as appropriate. In Ireland, this applies to local planning processes concerning children’s localities whereby legislation was specifically enacted to recognise children as a group who were entitled to participate in the local planning process. However, while provisions are being made at policy level, children’s participation in practice is extremely limited. Furthermore, recent research into the teaching of primary school geography in Ireland has found that didactic and text-book approaches are significant with teachers neglecting to teach about the local area and to use experiential learning methods such as fieldwork. Through a qualitative analysis of current research in primary geography education and children’s participation in the planning process, this research presents a conceptual framework which enables children to participate in the local area planning process in Ireland through primary school geography. This conceptual framework provides a systematic and coherent way of approaching children’s participation and the teaching of primary school geography. The key findings from this research centre around the positioning of schools and particularly the primary geography curriculum (PGC) to be the ‘space’ within which children’s participation can and should occur. Enabling children’s participation in planning processes to occur through the PGC serves to bridge the policy-practice gap pertaining to children’s participation, building their capacity to participate, and ensuring the broadest possible sample of the population are included. It also addresses the policy-practice gap in the teaching of geography by ensuring the teaching of lessons involving experiential methods focused on the local area. This conceptual framework sets out a stepped, progressional approach to enabling children to participate in local area planning decisions by carrying out geographical investigations of their localities.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425128","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 : 2023-09-28DOI: 10.1080/03323315.2023.2260809
Annette Geoghegan
AbstractThis article is based on a research study completed as part of an Ed. D dissertation which explored the experiences of career change teachers (CCTs) in Irish primary and post-primary schools. Their motivations for changing career, both intrinsic and extrinsic, along with the influence of family in career changers’ decisions to change career were explored. This research used a convergent parallel mixed methods design, with a sample of 112 participants. Data was gathered through the use of an online survey, completed by 107 participants and fifteen semi-structured interviews, ten of whom had also completed the online survey. The main motivations identified by career change teachers for changing career included a long-held desire to become a teacher, the influence of family members who were also teachers, crucial life events, positive prior teaching and learning experiences, loss of employment and interest in their previous job and other more extrinsic motivations. This research study provides a deeper understanding of the factors that influence a career change to teaching. This knowledge will assist in the recruitment of this diverse cohort of teachers to the teaching profession, bringing experience, skills and knowledge from different fields and backgrounds to the modern classroom.Keywords: Career change teacheridentitymotivation Ethical approvalThis study has been reviewed and received ethical approval from Maynooth University Research Ethics committee.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Comhaltas Ceoltóirí Éireann (Association of Musicians of Ireland) is the largest group involved in the preservation and promotion of Irish traditional music (Comhaltas Ceoltóirí Éireann 2022).Additional informationNotes on contributorsAnnette GeogheganAnnette Geoghegan is a primary school teacher with 21 years teaching experience and is deputy principal in St. Anne’s Loreto P.S. in Navan. She holds a B. Ed from St. Patrick’s College, a M. Ed and a post-graduate diploma in Educational Leadership from Maynooth University. She graduated in November 2022 from Maynooth University with a Doctorate in Education, specialising in Teacher Education. Her areas of interest include teacher career change, teacher identity and teacher attrition. Annette also works with Hibernia College on the PME programme as a PE and SPHE tutor.
{"title":"Changing career to teaching? The influential factors which motivate Irish career change teachers to choose teaching as a new career","authors":"Annette Geoghegan","doi":"10.1080/03323315.2023.2260809","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260809","url":null,"abstract":"AbstractThis article is based on a research study completed as part of an Ed. D dissertation which explored the experiences of career change teachers (CCTs) in Irish primary and post-primary schools. Their motivations for changing career, both intrinsic and extrinsic, along with the influence of family in career changers’ decisions to change career were explored. This research used a convergent parallel mixed methods design, with a sample of 112 participants. Data was gathered through the use of an online survey, completed by 107 participants and fifteen semi-structured interviews, ten of whom had also completed the online survey. The main motivations identified by career change teachers for changing career included a long-held desire to become a teacher, the influence of family members who were also teachers, crucial life events, positive prior teaching and learning experiences, loss of employment and interest in their previous job and other more extrinsic motivations. This research study provides a deeper understanding of the factors that influence a career change to teaching. This knowledge will assist in the recruitment of this diverse cohort of teachers to the teaching profession, bringing experience, skills and knowledge from different fields and backgrounds to the modern classroom.Keywords: Career change teacheridentitymotivation Ethical approvalThis study has been reviewed and received ethical approval from Maynooth University Research Ethics committee.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Comhaltas Ceoltóirí Éireann (Association of Musicians of Ireland) is the largest group involved in the preservation and promotion of Irish traditional music (Comhaltas Ceoltóirí Éireann 2022).Additional informationNotes on contributorsAnnette GeogheganAnnette Geoghegan is a primary school teacher with 21 years teaching experience and is deputy principal in St. Anne’s Loreto P.S. in Navan. She holds a B. Ed from St. Patrick’s College, a M. Ed and a post-graduate diploma in Educational Leadership from Maynooth University. She graduated in November 2022 from Maynooth University with a Doctorate in Education, specialising in Teacher Education. Her areas of interest include teacher career change, teacher identity and teacher attrition. Annette also works with Hibernia College on the PME programme as a PE and SPHE tutor.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425376","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 : 2023-09-27DOI: 10.1080/03323315.2023.2261424
Hazel RyanSheehan
ABSTRACTAmidst changing sociocultural and political climates, limited economic resources and shifting educational policies, classroom teachers continue to hold a significant responsibility in educating an increasingly diverse student population. Balancing the requirement to support student variability within perceived everchanging contexts can be challenging for many teachers. To alleviate some of the pressures in educating diverse student populations, Special Needs Assistants (SNAs) have been deployed to support teachers in meeting the care needs of some children with special educational needs, arising from a diagnosed disability. Grounded in Bronfenbrenner’s Ecological System’s Theory (1974), the following study explored the interpersonal relationship of teachers and SNAs working in mainstream primary classrooms, in Ireland. Data from quantitative questionnaires and qualitative semi-structured interviews were collected with results from the questionnaires (N = 112) informing the questions for the semi-structured interviews (N = 8). Open-ended questions were used throughout the interview process to collect the nuanced experiences of classroom collaborations from both teachers and SNAs. Findings indicate that SNAs are a well-established and welcomed part of the school workforce. Difficulties with role confusion, a lack of structural guidance around SNA deployment and professional self-efficacy in SEN confirmed the existence of challenges, experienced by the two workforces, which lead to implications in practice for effectively collaborating in classrooms.KEYWORDS: Paraprofessional supportinclusionspecial needs assistantscontinuing professional development (CPD)policyspecial educational needs (SEN) AcknowledgementsThe author expresses gratitude to the teachers and SNAs who generously shared their time in this study, providing invaluable insights and serving as representatives of this sector within the Irish education system. It is a powerful reminder of the dedicated efforts being carried out in classrooms throughout the region to ensure the inclusion of every student.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Ireland employs a multitrack approach to schooling across both primary and secondary levels. Special Schools are designed to serve students with significant and complex educational and care needs. Special Classes within mainstream settings are designed to provide a more supportive and tailored learning environment for students with specific SEN, such as those with autism spectrum disorders or mild to moderate intellectual disabilities; Mainstream + Supports, is designed for general education classes and students with SEN may receive additional support from special education teachers, SNAs, and other professionals as needed; Mainstream is the standard educational track that serves the majority of students, including those without identified SEN.Additional informationNotes on contributorsHazel Ry
{"title":"Exploring the interpersonal, classroom relationships of mainstream teachers and special needs assistants in Irish primary schools","authors":"Hazel RyanSheehan","doi":"10.1080/03323315.2023.2261424","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261424","url":null,"abstract":"ABSTRACTAmidst changing sociocultural and political climates, limited economic resources and shifting educational policies, classroom teachers continue to hold a significant responsibility in educating an increasingly diverse student population. Balancing the requirement to support student variability within perceived everchanging contexts can be challenging for many teachers. To alleviate some of the pressures in educating diverse student populations, Special Needs Assistants (SNAs) have been deployed to support teachers in meeting the care needs of some children with special educational needs, arising from a diagnosed disability. Grounded in Bronfenbrenner’s Ecological System’s Theory (1974), the following study explored the interpersonal relationship of teachers and SNAs working in mainstream primary classrooms, in Ireland. Data from quantitative questionnaires and qualitative semi-structured interviews were collected with results from the questionnaires (N = 112) informing the questions for the semi-structured interviews (N = 8). Open-ended questions were used throughout the interview process to collect the nuanced experiences of classroom collaborations from both teachers and SNAs. Findings indicate that SNAs are a well-established and welcomed part of the school workforce. Difficulties with role confusion, a lack of structural guidance around SNA deployment and professional self-efficacy in SEN confirmed the existence of challenges, experienced by the two workforces, which lead to implications in practice for effectively collaborating in classrooms.KEYWORDS: Paraprofessional supportinclusionspecial needs assistantscontinuing professional development (CPD)policyspecial educational needs (SEN) AcknowledgementsThe author expresses gratitude to the teachers and SNAs who generously shared their time in this study, providing invaluable insights and serving as representatives of this sector within the Irish education system. It is a powerful reminder of the dedicated efforts being carried out in classrooms throughout the region to ensure the inclusion of every student.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Ireland employs a multitrack approach to schooling across both primary and secondary levels. Special Schools are designed to serve students with significant and complex educational and care needs. Special Classes within mainstream settings are designed to provide a more supportive and tailored learning environment for students with specific SEN, such as those with autism spectrum disorders or mild to moderate intellectual disabilities; Mainstream + Supports, is designed for general education classes and students with SEN may receive additional support from special education teachers, SNAs, and other professionals as needed; Mainstream is the standard educational track that serves the majority of students, including those without identified SEN.Additional informationNotes on contributorsHazel Ry","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135579719","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 : 2023-09-27DOI: 10.1080/03323315.2023.2259360
Rhona Stallard, Emeritus Noírín Hayes, Ann Marie Halpenny
ABSTRACTCurrent approaches to research in the field of Early Childhood Education and Care (ECEC), in particular in relation to methods designed to interrogate policy and practice developments, tend not to focus on gathering empirical data through collaborative networks. This article provides a critical reflection on a novel qualitative methodological approach to gathering data through engaging participants in a professional conversation that involved a broad community of ECEC stakeholders in the Irish context. This methodology was informed by a professional conversation approach first employed in Queensland, Australia to support the professional learning and development of ECEC leaders in relation to new policy developments (Irvine & Price, 2014). The professional conversation methodology was adapted and expanded to the Irish context and was applied to a series of symposia between 2015 and 2019. Recognising this methodological approach as a way to employ research evidence in and from policy and practice in ECEC and in education more broadly represents an innovation that has the potential to positively impact research, policy and practice knowledge.KEYWORDS: Professional conversationsmethodologyearly childhood education and care Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For example, play and creativity, emergent curriculum, meta-cognition and emotional regulation in young children as per www.ecalignment.ie.Additional informationFundingThis work was supported by National Council for Curriculum and Assessment: [Grant Number TBC].Notes on contributorsRhona StallardRhona Stallard is a Lecturer in the Department of Early Childhood Education at Marino Institute of Education, Dublin.Emeritus Noírín HayesNóirín Hayes is Visiting Academic at the School of Education, Trinity College Dublin and Professor Emerita, Technological University Dublin.Ann Marie HalpennyAnn Marie Halpenny is a Lecturer (Rtd) in the School of Social Sciences, Law and Education at Technological University Dublin.
摘要目前在幼儿教育和护理(ECEC)领域的研究方法，特别是与旨在询问政策和实践发展的方法有关的方法，往往不注重通过协作网络收集经验数据。本文提供了一种新的定性方法的批判性反思，通过参与专业对话，涉及广泛的ECEC利益相关者社区在爱尔兰的背景下收集数据。这种方法是由澳大利亚昆士兰州首次采用的专业对话方法提供的，该方法旨在支持ECEC领导人在新政策发展方面的专业学习和发展(Irvine & Price, 2014)。专业对话方法被改编和扩展到爱尔兰的背景下，并应用于2015年至2019年之间的一系列专题讨论会。认识到这种方法方法是在ECEC和教育的政策和实践中更广泛地运用研究证据的一种方式，这代表了一种创新，有可能对研究、政策和实践知识产生积极影响。关键词:专业对话方法年度儿童教育和护理披露声明作者未报告潜在的利益冲突。注1例如，玩耍和创造力、紧急课程、元认知和幼儿情绪调节，详见www.ecalignment.ie.Additional信息。本研究得到了国家课程与评估委员会的支持:[授权号TBC]。作者简介:肖娜·斯塔拉德肖娜·斯塔拉德是都柏林马里诺教育学院幼儿教育系讲师。荣誉教授Noírín HayesNóirín Hayes是都柏林三一学院教育学院访问学者和都柏林科技大学名誉教授。Ann Marie Halpenny是都柏林科技大学社会科学、法律和教育学院的讲师。
{"title":"Capturing the perspectives of a diverse range of early childhood education and care stakeholders","authors":"Rhona Stallard, Emeritus Noírín Hayes, Ann Marie Halpenny","doi":"10.1080/03323315.2023.2259360","DOIUrl":"https://doi.org/10.1080/03323315.2023.2259360","url":null,"abstract":"ABSTRACTCurrent approaches to research in the field of Early Childhood Education and Care (ECEC), in particular in relation to methods designed to interrogate policy and practice developments, tend not to focus on gathering empirical data through collaborative networks. This article provides a critical reflection on a novel qualitative methodological approach to gathering data through engaging participants in a professional conversation that involved a broad community of ECEC stakeholders in the Irish context. This methodology was informed by a professional conversation approach first employed in Queensland, Australia to support the professional learning and development of ECEC leaders in relation to new policy developments (Irvine & Price, 2014). The professional conversation methodology was adapted and expanded to the Irish context and was applied to a series of symposia between 2015 and 2019. Recognising this methodological approach as a way to employ research evidence in and from policy and practice in ECEC and in education more broadly represents an innovation that has the potential to positively impact research, policy and practice knowledge.KEYWORDS: Professional conversationsmethodologyearly childhood education and care Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 For example, play and creativity, emergent curriculum, meta-cognition and emotional regulation in young children as per www.ecalignment.ie.Additional informationFundingThis work was supported by National Council for Curriculum and Assessment: [Grant Number TBC].Notes on contributorsRhona StallardRhona Stallard is a Lecturer in the Department of Early Childhood Education at Marino Institute of Education, Dublin.Emeritus Noírín HayesNóirín Hayes is Visiting Academic at the School of Education, Trinity College Dublin and Professor Emerita, Technological University Dublin.Ann Marie HalpennyAnn Marie Halpenny is a Lecturer (Rtd) in the School of Social Sciences, Law and Education at Technological University Dublin.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135579191","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 : 2023-09-25DOI: 10.1080/03323315.2023.2260999
Giampiero Tarantino, Ross D. Neville
Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers’ attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers’ attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers’ attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked.
{"title":"Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school context","authors":"Giampiero Tarantino, Ross D. Neville","doi":"10.1080/03323315.2023.2260999","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260999","url":null,"abstract":"Since the publication of the Education for People with Special Educational Needs Act in 2004, inclusion in Ireland has become a priority for the educational system. Despite the promotion of physical education (PE) as a key setting for facilitating inclusion in schools, research has shown that the children with special educational needs and disabilities are still excluded from PE. Research evidence shows that teachers’ attitudes and self-efficacy and the broader school context within which teachers work are among the most important factors facilitating inclusion in PE. Therefore, the aim of this study was to explore teachers’ attitudes towards inclusion, self-efficacy in delivering inclusive pedagogies, and perceptions about whether inclusion was supported within the schools. A cross-sectional design was used, and a questionnaire was sent to Irish PE teachers. Results of this study showed that teachers’ attitudes were positively correlated to the number of different types of disabilities in PE class. It was found that secondary school teachers had higher self-efficacy levels than their primary school colleagues. Findings from this study revealed that teachers who had frequent personal contact with SEND people showed more positive perceptions about the extent to which inclusion was supported in the school within which they worked.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135864895","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 : 2023-09-24DOI: 10.1080/03323315.2023.2258493
Lisa Clarke, Susan Pike
Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children’s geographical experiences in school are minimal. There is a myriad of reasons for this range of practice. One significant feature is the lack of funding or provision for continuing professional development (CPD) for primary teachers in Geography. This paper outlines a project to create school-based CPD for teachers in primary geography. The results of the project are that the school-based CPD, designed by teachers can provide support them to enact the curriculum as well as providing engaging, interesting and enjoyable experiences for teachers. The findings also suggest that such CPD can also have a positive impact on children’s experiences of Geography, through enhanced practices by teachers. The implications for such findings are discussed in relation to curriculum change.
{"title":"The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography","authors":"Lisa Clarke, Susan Pike","doi":"10.1080/03323315.2023.2258493","DOIUrl":"https://doi.org/10.1080/03323315.2023.2258493","url":null,"abstract":"Geography is a subject in the Primary Curriculum in Ireland. It is taught in all schools with some examples of engaging and challenging practices, characterised by enquiry-based learning (EBL) of a range of content, with learning occurring inside and out. In other settings, Geography is more limited in scope and children’s geographical experiences in school are minimal. There is a myriad of reasons for this range of practice. One significant feature is the lack of funding or provision for continuing professional development (CPD) for primary teachers in Geography. This paper outlines a project to create school-based CPD for teachers in primary geography. The results of the project are that the school-based CPD, designed by teachers can provide support them to enact the curriculum as well as providing engaging, interesting and enjoyable experiences for teachers. The findings also suggest that such CPD can also have a positive impact on children’s experiences of Geography, through enhanced practices by teachers. The implications for such findings are discussed in relation to curriculum change.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925426","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 : 2023-09-24DOI: 10.1080/03323315.2023.2260371
Aoife Munroe, Michele Dunleavy
It is widely acknowledged that girls are less likely to receive an autism diagnosis compared to boys (Gould, J. 2017. “Towards Understanding the Under-Recognition of Girls and Women on the Autism Spectrum.” Autism 21 (6): 703–705), with growing recognition that girls are underserved by the current clinical diagnostic criteria, potentially due to differences in presentation (Duvekot, J., J. van der Ende, F. C. Verhulst, G. Slappendel, E. van Daalen, A. Maras, and K. Greaves-Lord. 2017. “Factors Influencing the Probability of a Diagnosis of Autism Spectrum Disorder in Girls Versus Boys.” Autism 21 (6): 646–658). Lack of awareness of the female profile of autism among teachers and other professionals can have implications in terms of recognition, diagnostic referrals, formal identification and support. A narrative review approach was adopted to review extant literature pertinent to sex differences in autism, using the diagnostic criteria outlined in DSM-5 as a framework (American Psychiatric Association. Citation2013. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington: American Psychiatric Association). The aim of this paper is to raise awareness of the varied presentation exhibited by some autistic girls. The findings reveal differences in the presentation of autism characteristics among girls with a more internal presentation apparent. The findings of the review indicate the need for revisions to diagnostic tools to reflect the more nuanced female presentation, increased training and guidance for professionals working with autistic girls and continued research. It is hoped that this review will further knowledge in this area to support the recognition of autism in females and mitigate the risk of females being missed, misdiagnosed or diagnosed later in life.
人们普遍认为，与男孩相比，女孩接受自闭症诊断的可能性更小(Gould, J. 2017)。“了解对自闭症谱系中女孩和妇女的认识不足。”自闭症21(6):703-705)，随着越来越多的人认识到目前的临床诊断标准对女孩的服务不足，可能是由于表现上的差异(Duvekot, J. van der Ende, F. C. Verhulst, G. Slappendel, E. van Daalen, A. Maras, K. Greaves-Lord)。2017. 影响女孩与男孩自闭症谱系障碍诊断可能性的因素自闭症21(6):646-658。教师和其他专业人员缺乏对女性自闭症特征的认识，可能会在识别、诊断转诊、正式鉴定和支持方面产生影响。以美国精神病学协会(American Psychiatric Association)在DSM-5中概述的诊断标准为框架，采用叙述回顾的方法来回顾与自闭症性别差异有关的现有文献。Citation2013。《精神疾病诊断与统计手册》，第5版。华盛顿:美国精神病学协会)。本文的目的是提高人们对一些自闭症女孩所表现出的各种表现的认识。研究结果揭示了女孩在自闭症特征表现上的差异，更明显的是内在表现。审查的结果表明，需要修订诊断工具，以反映更细微的女性表现，增加对自闭症女孩的专业人员的培训和指导，并继续研究。希望这篇综述将进一步加深这一领域的知识，以支持对女性自闭症的认识，并降低女性在以后的生活中被遗漏、误诊或诊断的风险。
{"title":"Recognising autism in girls within the education context: reflecting on the internal presentation and the diagnostic criteria","authors":"Aoife Munroe, Michele Dunleavy","doi":"10.1080/03323315.2023.2260371","DOIUrl":"https://doi.org/10.1080/03323315.2023.2260371","url":null,"abstract":"It is widely acknowledged that girls are less likely to receive an autism diagnosis compared to boys (Gould, J. 2017. “Towards Understanding the Under-Recognition of Girls and Women on the Autism Spectrum.” Autism 21 (6): 703–705), with growing recognition that girls are underserved by the current clinical diagnostic criteria, potentially due to differences in presentation (Duvekot, J., J. van der Ende, F. C. Verhulst, G. Slappendel, E. van Daalen, A. Maras, and K. Greaves-Lord. 2017. “Factors Influencing the Probability of a Diagnosis of Autism Spectrum Disorder in Girls Versus Boys.” Autism 21 (6): 646–658). Lack of awareness of the female profile of autism among teachers and other professionals can have implications in terms of recognition, diagnostic referrals, formal identification and support. A narrative review approach was adopted to review extant literature pertinent to sex differences in autism, using the diagnostic criteria outlined in DSM-5 as a framework (American Psychiatric Association. Citation2013. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington: American Psychiatric Association). The aim of this paper is to raise awareness of the varied presentation exhibited by some autistic girls. The findings reveal differences in the presentation of autism characteristics among girls with a more internal presentation apparent. The findings of the review indicate the need for revisions to diagnostic tools to reflect the more nuanced female presentation, increased training and guidance for professionals working with autistic girls and continued research. It is hoped that this review will further knowledge in this area to support the recognition of autism in females and mitigate the risk of females being missed, misdiagnosed or diagnosed later in life.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926162","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 : 2023-09-24DOI: 10.1080/03323315.2023.2259886
John Meegan
ABSTRACTInternationally and nationally, government and educational policies prioritise wellbeing to support education. Social-emotional learning (SEL), a frequently used term for wellbeing in the United States of America (USA), comprises accrued skills enacted over time. This article presents the findings of an arts-based narrative inquiry exploring eight primary school children’s experiences of the five foundations of the social-emotional and academic learning program ‘You Can Do It (YCDI) Program Achieve’. YCDI is a structured classroom-based programme where children are taught explicit SEL skills through lessons based on the five programme foundations, or SEL competencies, of Organisation, Confidence, Getting Along, Persistence, and Resilience. Using a three-dimensional, narrative inquiry framework, the researcher addresses two questions: What impact did the YCDI programme and its foundations have on the children’s lives on and off the school landscape? What are the implications for the future implementation of the YCDI programme? Through the presentation of children’s narratives, this study provides insight into how YCDI improved the children’s SEL skills and wellbeing. It also prompts important questions for those considering the program’s implementation in the future.KEYWORDS: Social-emotional learningYou Can Do It!wellbeingnarrative inquiryarts-based research Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJohn MeeganJohn Meegan is a lecturer in Primary Education in the School of Education, Hibernia College. John’s research interests include social-emotional learning, narrative inquiry research, twenty-first-century skills, virtual scenario-based learning, and digital technologies for teaching, learning and assessment.
{"title":"You Can Do It! A narrative inquiry into children’s experiences of a social-emotional and academic learning programme","authors":"John Meegan","doi":"10.1080/03323315.2023.2259886","DOIUrl":"https://doi.org/10.1080/03323315.2023.2259886","url":null,"abstract":"ABSTRACTInternationally and nationally, government and educational policies prioritise wellbeing to support education. Social-emotional learning (SEL), a frequently used term for wellbeing in the United States of America (USA), comprises accrued skills enacted over time. This article presents the findings of an arts-based narrative inquiry exploring eight primary school children’s experiences of the five foundations of the social-emotional and academic learning program ‘You Can Do It (YCDI) Program Achieve’. YCDI is a structured classroom-based programme where children are taught explicit SEL skills through lessons based on the five programme foundations, or SEL competencies, of Organisation, Confidence, Getting Along, Persistence, and Resilience. Using a three-dimensional, narrative inquiry framework, the researcher addresses two questions: What impact did the YCDI programme and its foundations have on the children’s lives on and off the school landscape? What are the implications for the future implementation of the YCDI programme? Through the presentation of children’s narratives, this study provides insight into how YCDI improved the children’s SEL skills and wellbeing. It also prompts important questions for those considering the program’s implementation in the future.KEYWORDS: Social-emotional learningYou Can Do It!wellbeingnarrative inquiryarts-based research Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsJohn MeeganJohn Meegan is a lecturer in Primary Education in the School of Education, Hibernia College. John’s research interests include social-emotional learning, narrative inquiry research, twenty-first-century skills, virtual scenario-based learning, and digital technologies for teaching, learning and assessment.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925420","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 : 2023-09-24DOI: 10.1080/03323315.2023.2261427
Ashley Bough
Aim: Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are relevant to the education field. Lastly, the focus shifts to a particular change, the integration of PBL, curriculum, and DS within the framework of the TYP. No review of research on the TYP in Ireland is currently available in relation to PBL in DS and this is timely given the policy context's recent focus on the digital world and the development of students’ digital competence.
{"title":"Project based learning in post-primary school in Ireland – a narrative literature review of the transition year programme to understand evolving digital spaces","authors":"Ashley Bough","doi":"10.1080/03323315.2023.2261427","DOIUrl":"https://doi.org/10.1080/03323315.2023.2261427","url":null,"abstract":"Aim: Initially, this paper delves into the connection between Irish society and Project-Based Learning (PBL) and curriculum, exploring how this connection has influenced the evolution of Digital Spaces (DS). It positions the origins of the Transition Year Program (TYP) in Ireland within the context of societal and political changes that are relevant to the education field. Lastly, the focus shifts to a particular change, the integration of PBL, curriculum, and DS within the framework of the TYP. No review of research on the TYP in Ireland is currently available in relation to PBL in DS and this is timely given the policy context's recent focus on the digital world and the development of students’ digital competence.","PeriodicalId":46076,"journal":{"name":"Irish Educational Studies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926488","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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