• National Symposium: challenging times: professional resilience for career guidance practitioners working in Ireland's Public Employment Services (PES) 

  Hearne, Lucy; Lambert, Geraldine (University of Limerick, 2014)

  This Irish Research Council (New Foundations Scheme) Funded Symposium was organised by Dr. Lucy Hearne, Department of Education and Professional Studies, UL, in association with Geraldine Lambert, Limerick Employment ...
• 'How can we know the dancer from the dance?' Understanding professional identity formation through workplace discursive practices: a collective case study of ‘new-to-practice’ social care workers 

  McHugh, John (University of Limerick, 2016)

  The focus of this study is on the Professional Identity Formation (PIF) of Social Care Workers. The timespan of the research coincided with the progression towards registration and regulation of Social Care as a profession ...
• Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community 

  Lehane, Louise (University of Limerick, 2016)

  This current study reports on the findings from a two year longitudinal exploratory case study. A qualitative dominant mixed methods approach was used to establish the orientations of a cohort of Irish pre-service teachers ...
• Negotiating the curriculum: an integrated approach supporting meaningful learning through learner and professional agency 

  Fitzpatrick, Joanne (University of Limerick, 2016)

  Nationally, and internationally, there is a lack of student voice in the curriculum and a relative absence of the role of teachers as curriculum-makers. Furthermore, a dilemma that most national education systems face is ...
• Space for emotions: an investigation into an arts therapy service working with at-risk children within the school system in Limerick City 

  Brown, Antonia (University of Limerick, 2016)

  This research, was undertaken to explore reasons why seventeen primary and secondary schools in Limerick city were accessing in-school therapeutic interventions from a non-statutory, arts therapy organisation. The Blue Box ...
• Psychological distress and lifestyle of students - implications for health promotion 

  Deasy, Christine; Coughlan, Barry; Pironom, J; Jourdan, D; Mannix McNamara, Patricia (HSE, 2016)

  no abstract available
• Investigating the potential of Irish primary school textbooks in supporting Inquiry-Based Science Education (IBSE) 

  Dunne, Jonathan; Mahdi, Abdulhussain E; O'Reilly, John (Taylor and Francis, 2013)

  This study analyses several Irish primary school science textbook sets to evaluate their potential to support Inquiry-based Science Education (IBSE). The study was prompted by the results of the National Council for ...
• Counterfactual mutation of critical classroom incidents: implications for reflective practice in initial teacher education 

  McGarr, Oliver; McCormack, Orla (Taylor & Francis, 2016)

  This study explores reflective practice through the lens of counterfactual thinking and examines its role in encouraging student teachers to reflect on negative 'critical incidents'. The study posits that reflections on ...
• A comparative examination of the efficacy of Neuro-Linguistic Programming (NLP) and conventional interventions as helping techniques in adult guidance counselling 

  Fallon, Imelda (University of Limerick, 2014)

  The overall aim of this study was to compare the use of Neuro-Linguistic Programming (NLP) interventions and the conventional forms of guidance interventions in adult guidance counselling practice. To facilitate a response ...
• Mind the gap: developing the roles, expectations and boundaries in the doctoral supervisor-supervisee relationship 

  Parker-Jenkins, Marie (Taylor and Francis: Routledge, 2016)

                             Do we really need boundaries between doctoral supervisor and supervisees when we are talking about mature learners? Drawing on reflection from my extensive experience, I believe it is ...
• A dual step transfer model: sport and non-sport extracurricular activities and the enhancement of academic achievement 

  Bradley, John L; Conway, Paul F (Wiley, 2016)

  This paper explores the influence that school sport and non-sport extracurricular activities (sEC and nsEC) can have on academic achievement. A central thesis of this paper is that, despite the literature on the perceived ...
• Observing the use of RLOs in the English post-primary classroom 

  Marcus-Quinn, Ann (University of Limerick, 2011)

  Despite the attempts to integrate ICT across the curriculum of all post-primary education systems in the developed world there remains low levels of use. One of the major reasons for this low level of use is the availability ...
• Developing 'good' post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the PDE 

  Conway, Paul F; Murphy, Rosaleen; Delargey, Michael; Hall, Kathy; Kitching, Karl; Long, Fiachra; McKeon, Jacinta; Murphy, Brian; O'Brien, Stephen; O'Sullivan, Dan (Liffey Press, 2012)

  Most discussions about the quality of schooling quickly turn to the quality of teachers, reflections and memories of individual teachers who ‘made a difference’, whether good or not so, in a person’s school biography. ...
• The 1999 primary school curriculum and your child as a learner 

  Conway, Paul F (Liffey Press, 2005)

  When a child starts school in junior infants it is as much a land-mark event for the parents as it is for the child. From the very start of a child’s school life, parents, more often than not, ask questions to find out ...
• Curriculum and curriculum access issues for students with special educational needs in post-primary settings: an international review 

  O'Mara, Alison; Akre, Benedicte; Munton, Tom; Marrero-Guillamon, Isaac; Martin, Alison; Gibson, Kate; Llewellyn, Alexis; Clift-Matthews, Victoria; Conway, Paul F; Cooper, Chris (National Council for Special Education (NCSE), 2012)

  This report presents the findings of an evidence review designed to summarise what is known about good practice concerning the content of, and access to, the school curriculum for students with special educational needs. ...
• Reporting to parents in primary school: communication, meaning and learning 

  Hall, Kathy; Conway, Paul F; Rath, Anne; Murphy, Rosaleen; McKeon, Jacinta (National Council for Curriculum and Assessment (NCCA), 2008)

  How schools report to parents about the learning of their children is becoming increasingly important and challenging in the light of a) new developments and understanding about learning and assessment, b) Ireland’s ...
• Gender politics and exploring masculinities in Irish education teachers, materials and the media 

  Mac an Ghaill, Máirtín; Hanafin, Joan; Conway, Paul F (National Council for Curriculum and Assessment (NCCA), 2002)

  In October 2000, the Minister for Education and Science, Dr Michael Woods, announced in Dáil Éireann (Dáil Debates 14.10.2000) that he had asked the National Council for Curriculum and Assessment (NCCA) to undertake a ...
• International trends in post-primary mathematics education: perspectives on learning, teaching and assessment 

  Conway, Paul F; Sloane, Finbarr C (National Council for Curriculum and Assessment (NCCA), 2005)

  In the context of the review by the National Council for Curriculum and Assessment (NCCA) of mathematics education at post-primary level in Ireland, this study focuses on a number of key international trends in mathematics ...
• Review of the Droichead teacher induction pilot programme 

  Smyth, Emer; Conway, Paul F; Leavy, Aisling; Darmody, Merike; Banks, Joanne; Watson, Dorothy (The Economic and Social Research Institute, 2016)

  The Droichead pilot programme, which began in 2013, is designed to provide whole-school support for teacher induction in both primary and post-primary schools. The programme is innovative in a number of respects. It is led ...
• Moving beyond a state of stuck: school culture, mobile ICT integration and inclusion. 

  Daly, Tom; Conway, Paul F (Liffey Press, 2015)

  Drawing on research conducted within the context of a ‘Laptops Initiative’ for students with literacy difficulties in Irish post-primary schools, this chapter describes a mobile ICT deployment model (fixed, floating and ...

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