Cumhacht – BRITE Research Digest Vol.4

CumhaCht-BRItE

Research Digest Volume 4

2023/24

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CumhaCht-BRItE

Research Digest Volume 4

Editors: Dr Jennifer Liston and Dr Maurice Harmon Introduction: A Hundred Years of the Department of Education 1924-2024: The

Pivotal Role of Research and Teachers in the Transformation of Education

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Prof Emer Ring - Dean of Education (Early Childhood and Teacher Education), MIC

thE RESEaRCh How is motivation addressed in Aistear, the Primary Curriculum and the Revised

Curriculum and how does this impact my teaching practices and methodologies?

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Aoibhín Carty, Mary Immaculate College

Moving with the times: Factors influencing Teacher Implementation of Whole-Class

Movement Breaks

Teaching strategies to implement in the classroom to promote Maths

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and develop learning, participation, and engagement in a non-exam Religious

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Grace O’Leary, Mary Immaculate College

Investigating Group Discussions as a Teaching Strategy to Promote Independent Writing Skills within a DEIS setting

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Kate Crowley, Mary Immaculate College Teaching in a “No-man’s land”: Unveiling Parental Perceptions on Male Infant Educators in Irish Classrooms

Jack Lynch, Mary Immaculate College

teaching of Global Education in the primary school classroom

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Does Intercultural Education in Irish Primary Schools Represent Ireland in the 21st Century?

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A Comparative Review of Global Citizenship Education in Ireland and the Netherlands

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Róisín Kelly, Mary Immaculate College

Studies classroom

Development in the Post-Primary Classroom

What are the impacts of selecting, creating, and using resources to aid the

Heather Moran, Mary Immaculate College

Rachel McHugh, Mary Immaculate College A Self-Reflective Study on the Use of Immersion to Improve Oral Language

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Abigail Gallagher, Mary Immaculate College

Aoife Gilley, Mary Immaculate College

A self-reflective study on how motivation can be implemented in order to improve

School in Ireland

Jill Moynan, Mary Immaculate College

Róisín Kissane, Mary Immaculate College

understanding and achievement of pupils with learning difficulties

The Experience of Establishing and Implementing a Nurture Room in a Primary

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Does the use of Active Learning and Critical thinking enhance my teaching of Global Citizenship Education?

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Niall Quigley, Mary Immaculate College Comparative Analysis on Approaches to Teaching Indigenous Heritage Language (IHL) in Ireland and Wales

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Siobhán McSweeney, Mary Immaculate College Melodies of Inclusion: Enhancing Belonging and Communication Skills

in Children with Additional Educational Needs through Music Education

Hannah O'Driscoll, Mary Immaculate College

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A HUNDRED YEARS OF THE DEPARTMENT OF EDUCATION 1924-2024: THE PIvOTAL ROLE OF RESEARCH AND TEACHERS IN THE TRANSFORMATION OF EDUCATION INTRODUCTION

Prof Emer Ring, Dean of Education (Early Childhood and Teacher Education), MIC

I am always delighted to be invited to write a short introductory piece for the annual publication of the Cumhacht-BRITE Research

Digest, which was established in 2019 and continues to go from strength to strength. Cumhacht-BRITE Research Digest is designed to bridge the research experience in initial teacher education with the developing role of the teacher-as-researcher on the continuum of a teacher’s life-long learning journey.

This year, as we celebrate a century of the Department of Education, established by the Ministers and Secretaries Act, 1924, it is

timely to reflect on the pivotal role of research and teachers in the transformation of education in Ireland. It is widely acknowledged internationally that we have one of the most progressive and effective education systems, which continues to be the envy of many countries. This hasn’t happened by chance but rather by the vision, courage and determination of all of those individuals who have worked relentlessly to build a system where all children can access, participate in, and benefit from education.

In 2021, I was commissioned by the National Council for Special Education to chart the outlines of the evolution of a hundred years

of special education from 1922-2022, which allowed me to reflect on the evolution of our education system from the foundation of

the State. As we are aware, for much of the century, children, whom we now refer to as having special educational needs, were either excluded or segregated from the education provision that was provided for the majority of children. We know different now,

and are all working together to create an inclusive education system where all children are enabled to flourish and achieve their potential. While there are many threads that have contributed to the tapestry of the system we have today, a clearly discernible

thread is the contribution of teachers and their relentless advocacy for the system to reflect both their own research as teachers in the classroom and third-party research.

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As a primary teacher for almost twenty years, I have always believed that teachers are at the apex of the education research

pyramid. The close-to-practice lens that teachers bring to research cannot be equalled by a researcher who is more distant from practice. Continuing to embrace the role of teachers-as-

researchers in our classrooms every day and also working with

researchers external to the classroom has the potential to

continue the transformation of our education system for the next

hundred years and beyond. As contributors to this edition of Cumhacht-BRITE Research Digest, you are preserving the

tradition of leading education change from the classroom floor and maintaining the gold standard of our education system for

the next century. You can access ‘Special Education in an

Independent Ireland 1922-2022: Insights from a Journey Through

Special Education in an Independent Ireland 1922-2022

the Century’ by clicking on the image to the left.

Insights from a Journey Through the Century

by Professor Emer Ring With learning partners, Dr Patrick F. O’Donovan, Dr Maurice Harmon and Dr Lisha O’Sullivan.

A book commissioned by the National Council for Special Education

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THE RESEARCH

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How is motivation addressed in Aistear, the Primary Curriculum and the Revised Curriculum and how does this impact my teaching practices and methodologies?

Aoibhín Carty, Mary Immaculate College ABSTRACT This dissertation explores how motivation is addressed in three key educational frameworks: Aistear, the Primary School Curriculum, and the Revised Curriculum.

These documents identify motivation as vital to a FKLOG¶V learning experience and aim to outline how teachers should use and implement strategies of motivation. They promote childcentred approaches and opportunities for choice and negation in their learning, all of which pertain to selfdetermination theory and the promotion of intrinsic motivation. By integrating ideals from this theory and other research these frameworks provide a strong foundation for creating an engaging learning environment where children can take risks and learn actively.

INTRODUCTION Motivation is a set of related µGHVLUHV goals, needs, values, and HPRWLRQV¶ that justifies behaviour and reactions (Wentzel and Miele 2009, p.1). This research focuses specifically on the curriculum documents and their lack of guidance and promotion of motivation. Children should enjoy and participate actively in their learning which is why it is essential to consider motivation during the planning and implementation stage of lessons (NCCA 1999). In this research project I specifically looked at the 1999 Curriculum, $LVWHDU¶V 2009 Framework and most recently the 2023 Revised Curriculum, as these policies lay the groundwork for the overall classroom atmosphere and the practices and methodologies used by the teacher. The curricular documents are there to guide and lead teachers in each subject area.

However, there is a considerable gap in policy and curriculum in relation to motivation. It is mentioned only a handful of times by each document which is incredibly disheartening to newly qualified teachers and student teachers looking for inspiration and guidance. This is where and why I developed my research question. The disconnect between policy and classroom is only getting larger in relation to motivation.

METHODOLOGY Reflective Journal: Advantages Limitations Informed & realistic Selective perception Set appropriate goals Confidentiality

Informal Discussion:

CONTACT Aoibhín Carty aoibhincarty@gmail.com Mary Immaculate College www.mic.ul.ie:

Advantages Identified strengths and weaknesses Guided planning

Limitations 7HDFKHU¶V RSLQLRQ RI me Lack of structure

Focus Group: Advantages Limitations Peer opinions Moderator influence Interactive approach Unnatural setting

LITERATURE REVIEW Motivation is the driving force behind our actions and achievements, but it can be defined as an internal state that µDURXVHV directs and maintains EHKDYLRXU¶ (Woolfolk, Hughes, & Walkup 2013, p.430). It can be intrinsic or extrinsic.

In the curriculum documents: Aistear:

Primary Curriculum

Revised Curriculum:

Naming & Affirming

Natural curiosity

Lifelong learning

Negotiation in learning

Relationships

Relationship of trust

In the classroom: Verbal rewards are used as motivators. The Aistear curriculum refers to verbal praise or affirming children as an important way to encourage and motivate children to participate if done in a way that acknowledges both effort and product (NCCA 2009).

Tangible reward systems are also used. They are encouraged by the college but have a negative lasting impact on on a FKLOG¶V interest, persistence, and preference for challenges (Deci et al 2001).

Motivation plays a vital role in the classroom, it is necessary through all aspects including participation in lessons, activity on the yard, and behaviour in the classroom. By recognising the strengths and limitations of the types and theories of motivation teachers can create classroom environments that inspire intrinsic motivation and promote autonomy, creating lifelong learners and active citizens.

CONCLUSIONS Aistear: focused primarily on choice in learning, affirmations, and selfassessment (NCCA 2009).

Primary Curriculum: valued the FKLOG¶V sense of wonder, relationships in the classroom and playful methodologies (NCCA 1999).

Revised Curriculum: lists relationships and active citizenship as the most valuable motivational factors (NCCA 2023).

I used $LVWHDU¶V guidelines as inspiration for myself as the teacher and my actions. However, I used 1999 Curriculum to guide my planning and implementing of strategies which took the form of stories, music, and hands on activities in the classroom. However, using these practices and methodologies I was able to create a fun, safe learning environment where the children were engaged and participated in lessons.

FINDINGS/DISCUSSION

My practices: Song & music

Classroom management

Playful methodology

Story/child interest

Peer's practices: Verbal rewards

Tangible rewards Play & Wonder Conclusion:

The use of playful methodologies and play & wonder were the most effective in supporting and motivating children in the infant classroom.

Verbal rewards played a significant role in encouraging children to participate.

Using the FKLOG¶V interest also motivated them during lessons.

KEY REFERENCES Deci, E.L., Koestner, R., and Ryan, R.M. (2001) µ([WULQVLF Rewards and Intrinsic Motivation in Education: Reconsidered Once $JDLQ¶ Review of Educational Research, 71(1), Spring, p.29-42, available: https://www.jstor.org/stable/3516065 NCCA (1999) Primary School Curriculum: Introduction, Dublin: The Stationery Office.

NCCA (2009) Aistear, The Early Childhood Curriculum Framework. Dublin: Department of Education.

NCCA (2023), Primary Curriculum Framework for Primary and Special Schools, Dublin: The Department of Education.

Wentzel, K.R, and Miele, D.B. (2016), Handbook of Motivation at School, 2nd Edition, New York: Routledge.

Woolfolk, A., Hughes, M., and Walkup, V. (2013) Psychology in education, 2nd edition, Harlow, England: Pearson.

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Moving with the times: Factors influencing Teacher Implementation of Whole-Class Movement Breaks Róisín Kissane, Mary Immaculate College

ABSTRACT ABSTRACT Despite national initiatives promoting movement across the school day, children in Ireland often fall short of reaching national recommendations. This research explores Irish teachers' perspectives on implementing movement breaks. Three main themes were identified. Firstly, the whole-school culture and individual school context significantly influence teachers' decisions to implement movement breaks. Secondly, movement breaks supplement individualised supports and promote inclusion, especially for students with Special Educational Needs. Thirdly, movement breaks offer a direct means to support the wellbeing of both learners and teachers, while also indirectly enriching homeschool experiences for children in DEIS schools. Findings are discussed, and conclusions are drawn in relation to the implications for research, policy, and practice in Irish primary education.

DISCUSSION

INTRODUCTION

7KH UHVHDUFK LV H[DPLQHG WKURXJK WKH V\VWHPV RI %URQIHQEUHQQHU¶V WKHRU\

Whole-class movement breaks provide short intervals of aerobic or mindfulness-based activity. This research explores Irish teachers' perspectives on implementing movement breaks through the lens of Bronfenbrenner's Ecological Systems Theory. To gain a deeper understanding of ecological influences, Deci & Ryan's Self- Determination Theory will also be employed, which considers both the internal needs of the child and teacher.

Interestingly, the emergence of whole-class MBs appears to resemble the introduction of wellbeing initiatives in primary schools. Both have arisen in an 'ad-hoc' manner (Nohilly and Tynan, 2022, p.50).

In effect, the lacuna in Irish primary education literature, particularly in relation to the concept of all learners engaging in a predominantly one-to-one intervention remains to be explored. Rooted in the recognition of the increasing importance of wellbeing and inclusion in Irish education, this study will explore the perspectives of primary teachers amidst these evolving priorities, particularly at a time teachers are gaining familiarity with the Primary Curriculum Framework. By examining the influence of student needs on teacher decision-making and exploring the impact of external influences beyond the classroom environment, this will be explored through a focus on both mindfulness and aerobicbased movement breaks.

METHODS AND MATERIALS A qualitative approach was employed in order for the experiences of mainstream teachers to be understood in an in-depth manner (Tracy, 2010). Teachers were recruited through purposive sampling.

Data was collected through eight semi-structured interviews with teachers from diverse school types.

Interviews lasted approximately 38 minutes. Each participant engaged in an interview through an online video conferencing platform with the researcher.

Following transcription of the data, the researcher followed the six phases of thematic analysis for identifying, analysing and reporting qualitative data (Braun and Clarke, 2006). The interview transcripts were managed, coded, and analysed using NVivo 14 software.

CONCLUSIONS Prior to this study, the rationale and purpose for whole-class movement breaks lacked clarity. While the present study confirms previous findings, it also contributes original insights at a crucial juncture in 21st century primary education. This research stands out for exploring a variety of school contexts and class levels. Following an exploration of the plethora of influences on teachers, the study suggests the power of the microsystem in LQIOXHQFLQJ WHDFKHU¶V FKRLFHV 'HVSLWH PDFUR DQG PHVRV\VWHPLF IDFWRUV WHDFKHUV prioritised individual student needs within the classroom, even before whole-school culture.

FINDINGS/ RESULTS

CONTACT Róisín Kissane Mary Immaculate College

Following thematic analysis, the results illustrate the three identified themes and their subthemes which explore the factors influencing WHDFKHUV¶ GHFLVLRQV WR LPSOHPHQW ZKROH-class MBs. Firstly, participants acknowledged and empathised with how a positive or negative school culture affects teachers' willingness to incorporate movement breaks. Secondly, wholeclass movement breaks serve as an additional medium to meet the needs of all learners, particularly students already in receipt of individual movement breaks. Finally, movement breaks should exist alongside other mediums to foster a culture of wellbeing within the school.

KEY REFERENCES 'LQNHO ' 6FKDIIHU & 6Q\GHU . /HH - 0 7KH\ MXVW QHHG WR PRYH 7HDFKHUV¶ SHUFHSWLRQ RI classroom physical activity breaks. Teaching and Teacher Education, 63, 186±195. https://doi.org/10.1016/j.tate.2016.12.020.

Nohilly, M., & Tynan, F. (2022). The evolution of wellbeing in educational policy in Ireland: Towards an interdisciplinary approach. International Journal of Wellbeing, 12(1), 42- 53. https://doi.org/10.5502/ijw.v12i1.1663 Professional Development Service for Teachers. (2020). Movement in the Classroom Movement Breaks and Energisers. The Department of Education.

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Teaching strategies to implement in the classroom to promote Maths understanding and achievement of pupils with learning difficulties Aoife Gilley, Mary Immaculate College INTRODUCTION The New Primary Maths Curriculum states that:

ABSTRACT According to the Programme for International Student Assessment, there has been a significant decline in the standards of Maths performance in Ireland based on SXSLOV¶ ability to problem solve and think critically of realistic issues. This is despite the improvements in lessons, the increased participation in professional development by teachers and the understanding to make the subject relevant and meaningful (NEPS 2020). Unfortunately, emphasis is still being placed on teacher instruction and use of textbooks. This research explores evidencebased strategies to incorporate into Maths lessons to ensure a feeling of success among pupils with Maths challenges. Strategies were chosen based on exploration of literature and opinions from class teachers and student teachers on the effectiveness of these strategies, based on their own views and experiences. Data collection occurred in two school settings, one allgirls school in South Munster and one mixed school for children with complex intellectual needs and/or autism. This research was undertaken using a qualitative approach to data collection, framed within a constructivist paradigm.

It will support newly qualified teachers in creating a Maths environment where children with learning difficulties can flourish and enhance their positive attitudes towards the subject.

Aoife Gilley CONTACT Mary Immaculate College www.mic.ul.ie:

Mathematics is the study of the relationships, connections and patterns that surround us, and is thus intrinsic to our concept of the world.

(NCCA 2023, p.10).

This definition of Maths declares the importance of the subject in a FKLOG¶V life and the requirement for developing quality teaching approaches and methodologies to support conceptual understanding. Forbringer and Weber (2021, p.21) state that core instruction is not a ³RQH size ILWV´ all. The content, process and products are differentiated in response to VWXGHQWV¶ interests, learning styles and academic readiness. Geary (2004) highlights that children can progress incrementally, enforcing that the standard of teaching generates or defends against Maths difficulties.

Policy documents and reports provided the researcher with a context to guide her during the research process. The Education Act (Department of Education and Skills 1998) states that teachers must provide for the learning of each child, including pupils with special educational needs. Providing for all learning needs is essential as between 5 and 8% of pupils continuously struggle with the subject (American Psychiatric Association 2000). Teaching methodologies need to incorporate learning for all pupil profiles.

On previous school placements, the researcher taught 1st class, with some pupils displaying the need for additional educational supports. Student teachers often express anxiousness when developing lessons for children with learning difficulties and this study will assist their planning.

METHODOLOGY Research was underpinned by a constructivist paradigm which focused on the ontological assumption that ³UHDOLW\ is socially FRQVWUXFWHG´ (Mertens 2020, p.16). Qualitative research enabled staff PHPEHUV¶ perspectives of the UHVHDUFKHU¶V instruction, which ensured a deeper insight. Feedback was regularly received and provided opportunities to modify lessons, incorporating advice to enhance Maths learning experiences. Convenience sampling was chosen to obtain data through different age profiles with various levels of experience. Purposeful sampling was used when discussing specific lessons, with class teacher specialists able to inform the researcher about the central question and together with focus groups, facilitated a selection of viewpoints, improving the validity and reliability of data. Interviews were planned with an advanced information sheet and questions. Topics discussed included The Ready Set Go Programme, Six Bricks resource, Maths games, station teaching and assessment methods. Semi-structured interviews allowed flexibility and an opportunity to respond specifically (Brinkmann and Kvale 2018). The compilation of a journal and incorporating rating scales outlined reflective insights of using specific strategies and attitudes towards student engagement and participation. Interviews with undergraduate students emphasised the exploratory nature of the qualitative study and discussions centred around effective methodologies for teaching Maths, programmes they have used, their approaches to differentiation and opinions on the use of textbooks.

The data was analysed, based on key themes which were referred to in the interviews, focus groups and reflective journals. Braun and &ODUNH¶V (2006, p.87) six steps for thematic analysis was used. Key quotations from participants were noted during the coding process which assisted the compilation of themes (Creswell and Poth 2018).

LITERATURE REVIEW

FINDINGS/DISCUSSION

Boaler (2009, p.34) stated ³VFKRROV are positively encouraged to believe According to the Maths Tracker Diagnostic Programme, the results improved that everyone can be good at maths and their teachers work to make sure following a child-led learning approach. Three out of the four children who that happens.´ The National Survey of Science and Mathematics Education engaged with the assessment demonstrated significant progress. In Shape highlights that 42% of teachers are confident in planning lessons which lead to and Space, child A, B and C improved their score by 15%, 10% and 25%, mastery of content, but only 23% and 16% of teachers felt equipped to teach respectively. Child D received a 5% decrease. In the Measures Strand, the children with learning and physical disabilities, respectively (Banilower et al.

Post-test noted that Child A and B increased their results by 22% and 20%.

2013).

Child C received the same score and Child D disimproved by 1%. It was ,UHODQG¶V score in the PISA assessments experienced a decline by 9.8 evident that active learning overall benefited pupils with learning difficulties to achieve greater understanding of content. Teachers emphasised the points since 2012 (Donohue et al. 2023). 19% of pupils are performing below benefits of hands-on activities to support conceptual understanding. Class Level 2, an increase from 15.7% and 7.2% of pupils above Level 5 in 2022, Teacher 1 stated ³, think as much as I can, I try get the girls to do the Maths a decline from 8.2% in 2018 (ibid). Level 2 proficiency is the baseline of maths skills needed to engage fully in the community, while level 5 proficiency themselves, less teacher talk and more hands-on active learning.´ This teacher had pupils with Dyscalculia and ADHD and she found that having include some of the top achievers (Educational Research Centre 2017).

The NCCA (2023) details the five pedagogical practices which include a playful concrete materials such as ³FRXQWHUV interlocking blocks and number lines on their desk boosts their confidence«and keeps them on task.´ One learning experience, teacher modelling, promotion of maths talk, encouraging teacher spoke of the importance of beginning with manipulatives and a productive disposition and establishing challenging tasks. Maths education progressing to visual aspects and the abstract. Integration of these steps is progressing with emphasis on reasoning, creative and hands-o n catered for the mix of abilities and their preferred learning style. approaches, departing from the traditional didactic classrooms (NEPS 2020).

Creating a positive Maths environment through a playful approach Haylock and Manning (2019) indicated teachers should ensure that Maths benefitted all pupils. They often struggled with abstract concepts and needed activities allow for pupils to participate in discussion and question further support which stemmed from previous experiences. A multisensory ideas, contributing to understanding and fostering confidence. Strategies approach to learning engaged pupils and made practising concepts will be developed that provide children with high-quality approaches interesting. Child E and F, two pupils from 6th class, one with Maths Anxiety using the concrete-representational-abstract instructional sequence. This strongly disliked the subject. After implementing enjoyable and playful concept is informed by research carried out by Bruner and Kenney (1965) strategies to learning, their confidence grew and they preferred further Maths which highlighted the need to teach through the stages of representationinstruction instead of using Chromebooks in class.

Creative contexts proved valuable in engaging pupils with learning manipulatives, pictures and symbols and making meaningful connections difficulties. Having a mascot to introduce Mathematical problems worked well between each stage. and supported discovery learning. Dewey recognised that children should be Guided discovery is essential in Maths lessons, encouraging dialogue provided with ³GLIIHUHQW experiences to enable learning through SOD\´ between teacher and students and between peers. Mathematical language (Bonfield and Horgan 2016, p.102). should be modelled alongside this approach (NCCA 2007).

Many programmes such as Ready Set Go and Mata sa Rang include games Maths Talk was emphasised and encouraging children to develop their reasoning skills by ³JHWWLQJ the girls to explain how they got their answer and which according to Bird (2021) , supports the pupils with learning difficulties encouraging them to discuss the different VWUDWHJLHV´ was important. During as repetition is necessary. Emerson and Babtie (2013) highlight that the Maths Tracker, children spent longer on the word problems and were games strengthen the FKLOGUHQ¶V confidence in Maths as they promote unsure when choosing their final response. The FKLOGUHQ¶V use of Maths reasoning and deduction rather than a worksheet where an answer is vocabulary increased as they engaged with group activities and teacher produced. They present different results each time, encouraging new thinking questioning. 3XSLOV¶ development of speech impacts their cognitive growth and motivate pupils who often do not realise the amount of learning taking and solving problems with more-able children improves their problem-solving place (Bird 2021). Many of the authors emphasise the importance of fun, skills (Martin 2020). The Ready Set Go programme was a ³JUHDW resource interesting and meaningful lessons with real life contexts established. to develop the number concept as it incorporated games and concrete According to a survey by Chinn (2009) , answering Maths questions quickly materials.´ An improvement in the LQIDQWV¶ ability to use Mathematical terms were one of the causes for Maths anxiety. Pupils with Maths challenges need was noted, following clear modelling. additional time to process instructions and having to compete with their peers The visual aspect of the Six Bricks resource supported children with SEN in understanding concepts. Implementing the Six Bricks resource with 5th and heightens the anxiety, decreases motivation and they experience failure as a 6th class pupils made practising tables enjoyable. After the week, the result (Chinn 2019). It is essential that teachers create a positive classroom children were ³PXFK quicker and had a greater understanding of the climate where mistakes are encouraged with the emphasis placed on the process.´ One child had Maths anxiety and found comfort in having the process rather than the product. It is recommended that teachers incorporate strategies which encourage students and ensure they experience succesV. mascot, Grobby, involved. Completing the Six Bricks Rocket Activity with Multiplication/Division tables encouraged children to move at their own pace and reduced pressure on this pupil with Maths Anxiety.

The New Primary Mathematics Curriculum reinforces that ³KRZ¶ children learn is as important as µZKDW¶ children OHDUQ´ (NCCA 2023, p.26 ). Sharing this research with other NQ Ts will offer further support to them when planning inclusive and differentiated lessons. As stated by the Mathematician, Sautoy (2021 ), ³0DWKHPDWLFV has beauty... ,W¶V not a boring place to be, the mathematical world. ,W¶V an extraordinary place; LW¶V worth spending time there.´

KEY REFERENCES American Psychiatric Association (2000) Diagnostic and statistical manual of mental disorders, 4th ed., Washington, DC: American Psychiatric Association.

Bonfield, T. and Horgan, K. (2016) Learning to teach teaching to learn, Dublin: Gill Education.

Braun, V. and Clarke, V. (2006) DOI:10.1191/1478088706qp063oa.

µ8VLQJ thematic

analysis

in

SV\FKRORJ\¶

Qualitative Research

in

Psychology,

3(2), 77-101,

available:

Brinkmann, S. and Kvale, S. (2018) Doing interviews, 2nd ed., London: SAGE. Bruner, J.S. and Kenney, H.J. (1965) µ5HSUHVHQWDWLRQ and mathematics OHDUQLQJ¶ Monographs of Society for Research in Child Development, 30(1), 50-59, available: https://doi.org/10.2307/1165708.

Chinn, S. (2009) µ0DWKHPDWLFV anxiety in secondary students in (QJODQG ¶ Dyslexia: An International Journal of Research and Practice, 15(1), 61±68, available: https://doi.org/10.1002/dys.381.

Devi, S. (1977) Figuring, London: Penguin.

Donohue, B., Perkins, R., Walsh, T., 2¶1HLOO B., Ó Duibhir, C. and Duggan, A. (2023) Education in a dynamic world: the performance of students in Ireland in PISA 2022, Educational Research Centre, available: https://www.gov.ie/en/publication/fb690-performance-of-students-in-ireland-in-pisa-2022/ [accessed 21 Jan 2024].

Mertens, D. M. (2020) Research and evaluation in education and psychology, 5th ed., London: SAGE. National Council for Curriculum and Assessment (2007) Mathematics: Guidelines for teachers of students with mild general learning disabilities, Dublin: NCCA. National Council for Curriculum and Assessment (2023) Primary mathematics curriculum for primary and special schools, Dublin: Department of Education.

National Educational Psychological Service (NEPS) Maths support: A good practice guide for teachers 2020, https://www.gov.ie/pdf/?file=https://assets.gov.ie/78025/cc135603-cb1a-4e4b-9e44-2627aff9c8ad.pdf#page=null, [accessed 20 Jan 2024].

Gov.ie,

available:

Park, S. Bryant, D.P. and Dougherty, B. (2021) µ$FWLRQDEOH 10: A checklist to boost mathematics teaching for students with learning GLVDELOLWLHV¶ Intervention in School and Clinic, 56(3), 148-154, available: https://doi.org/10.1177/1053451220942189.

Punch, K.F. and Oancea, A. (2014) Introduction to research methods in education, 2nd ed. London: SAGE.

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A self-reflective study on how motivation can be implemented in order to improve and develop learning, participation, and engagement in a non-exam Religious Studies classroom.

Rachel McHugh, Mary Immaculate College, Thurles.

ABSTRACT Aim: To explore successful motivational strategies that could be incorporated into a non-examination Religious Education (RE) classroom to ultimately enhance student learning, participation, and engagement.

Background: The lack of state examinations for students who undertake RE studies in nonexamination schools inevitably results in decreased motivation to excel in the subject.

Purpose: This self-reflective study intends to enhance professional development through critical selfevaluation and benefit my approach to teaching. It seeks to highlights relevant motivation strategies within RE that could be applied to both Junior and Senior Cycle.

CONTACT Rachel McHugh Mary Immaculate College, Thurles.

INTRODUCTION This area of research comes from a WHDFKHU¶V perspective on how to motivate students in a non-examination Religious Education (RE) classroom. Of the 67,130 students who undertook their junior cycle exams in 2022 only 25,097 sat the common level RE exam (SEC, 2022). This indicates that just over one third of post-primary schools offer the subject at examination level. This highlights the need to motivate students who do not sit a Junior Cycle exam at the end of their three-year study. My area of research was inspired from my personal teaching experiences, teaching 1st, 2nd, and 3rd year RE in a mixed school setting.

METHODS AND MATERIALS Intrinsic motivation is a key factor explored throughout this self-reflective study. The basis for a motivated approach stemmed from 9DOHULR¶V (2012) exploration into how intrinsic motivation enables the freedom, openness, and personal connection and became the foundations for which I built my research on.

(YHULQJWRQ¶V (2012) research investigated the power of shared knowledge and life experience, striving for a more open and connected classroom. &DEDO¶V (2017) stance on the integration of µDUWHIDFWV¶ enables students to make personal connections with the topic and engage in lifelong learning practices. Brown (2022) reiterates the active method of µGRLQJ¶ as opposed to µVHHLQJ¶ that allows for students to engage in critical thinking. Furthermore, +DPPRQG¶V (2001) approach to critical thinking veers from textbooks and allowing for new methods of learning to be explored in the modern-day classroom. The area of µFKRLFH¶ stemmed from the work of Valerio (2012) and Biewener (2021), which identifies strategies, embedded in my research. Costelloe (2022) highlighted the importance of a ³QR-judgement SROLF\´ to creating openness and personal connection to facilitate discussions, opinions and learning that furthermore underpin my research.

FINDINGS/ RESULTS 1. Sharing personal life experiences knowledge Beginning with concise, direct questions relating to the students and the topic allowed me to gage how each class responded to the implementation of this personal element. I found the initial 2-3 weeks were challenging in getting students to be willing to share answers with the class group. This shared experience stemmed outside my classroom. I documented in one instance, where a VWXGHQW¶V discussion on pilgrimages with his family at home, had led to that student volunteering to share with the class his SDUHQW¶V trip to Rome. It was the element of sharing personal stories that allowed students the opportunity to share their own experiences. It was the bridging of a topic to a VWXGHQW¶V own life, creating a sense of connection and discussing as a collective unit that allowed for learning to resonate.

1.1 Personal Elements ± Live Samples The visual learner retains information from viewing, the kinaesthetic learner got to touch and feel the live samples, while the social learner benefitted from peer collaboration.

Using %ORRP¶V taxonomy, µOLYH VDPSOHV¶ became fundamental in building levels of questioning and allowed for new classroom experiences to emerge. Each student connected to the live samples differently. Students studied the same pictures captured on my pilgrimage to Israel, but each student viewed the meaning, background and significance in a different light. It brought personal meaning to the class as students shared their own interpretations and opinions.

³1R MXGJHPHQW SROLF\´ 3.1 Encouragement and modelling Classroom activities were the epicentre for implementing a ³QR judgement SROLF\´ as it allowed for students to be: 1. Acknowledged: Student input was encouraged enabling students to be valued for their contribution.

2. Celebrated and congratulated: The creation of artwork, classroom activities and individual student work was praised at end of lessons 3. Appreciated: Student input was praised, and classwork commended through end of class reflections.

4. Reflection: Initially, students would write on flash cards at the end of class focusing on the key questions addressed by the teacher, however, overtime the need for flashcards lessened as students were more vocal.

8

2. Freedom of Choice 2.2 Empowering learning through the implementation of independent research: 1st year: Highlighted a very guided approach to independent research. Students were very teacher reliant, asking for teacher input consistently when carrying out research individually. When revisited in groups in later stages, students were less teacher reliant and more peer driven.

2nd year: Presented the most difficulty in keeping on task. Initially, a guided approach was required as students were reluctant to carry out research individually and presented questions like ³, GRQ¶W know what to look XS´. I felt having sample questions to guide research became a fundamental steppingstone in helping students build confidence and understanding when carrying out independent research. 6WXGHQWV¶ confidence grew and they became less teacher reliant and more motivated to complete work the more independent research incorporated in lessons.

3rd year: From the early stages, it was very much student driven. Teacher had very little need for modelling or providing sample questions to guide the research.

Students presented the highest levels of participation when completing individual research assignments but most engaged when a collaborative approach used.

CONCLUSION The benefits of incorporating various classroom activities are backed by research, but I have seen first-hand the positive effects they have on students. The incorporation of live samples, student shared-experiences, creative freedom and student choice can be embedded into lessons with effective planning and careful consideration.

For these strategies to be applied effectively, a teacher needs to establish an adequate rapport with students.

KEY REFERENCES Biewener, D. (2021). Using Freedom of Choice to Unleash the Power of Learning.

Simplilearn. Available at: https://www.simplilearn.com/using-freedom-of-choice-tounleash-the-power-of-learning-article.

Costello, R. (2020). How to Practice Non-Judgement in the Classroom Using FactBased Observations. Yoremikids. Available at: https://www.yoremikids.com/news/fact-based-observation-tips-classroom.

(YHULQJWRQ - -RXUQDO RI %HOLHIV 9DOXHV µ:H¶UH DOO LQ WKLV WRJHWKHU WKH NLGV DQG PH¶ EHJLQQLQJ WHDFKHUV¶ XVH RI WKHLU SHUVRQDO OLIH NQRZOHGJH LQ WKH Religious Education classroom. Routledge Taylor & Francis Group. Vol.33, No. 3

A Self-Reflective Study on the Use of Immersion to Improve Oral Language Development in the Post-Primary Classroom .

*UDFH 2¶/HDU\ 0DU\ ,PPDFXODWH &ROOHJH ABSTRACT

INTRODUCTION

There is a lot of research and information about the methods of immersion when teaching English as a foreign language.

There is very little research completed on the use of immersion when teaching the Irish language. Using a qualitative method, this study was conducted in 12X40 minute classes over several weeks. The main objective of this research was to investigate the effectiveness of different methods of promoting immersion in the post-primary Irish classroom. The findings of this study indicated that students would revert to English unless encouraged otherwise.

The use of audio-visuals in the classroom were successful. When students view Irish as a living language, they are more likely to have a higher engagement .

As a student and learner of the Irish language I witnessed the benefits of being taught through immersion. I found myself very interested in immersion and its value in the language classroom. As a result, I decided to complete a self-reflective study on the use of immersion to improve oral language development in the post-primary classroom. After conducting my research, I established that using posters, audio-visuals, and teaching Irish as a living language were the methods that would help me achieve an Irish class that is taught using immersion. This report will look at the use of a reward system to encourage the speaking of Irish. It will look at the use of audio-visuals such as images and videos, to encourage conversation and discussion. This study will investigate how students are more engaged and interested in a lesson that teaches Irish as a living language. Lastly, this report will analyse the effectiveness of using posters as an immersion strategy in teaching. This research report intends to answer the following two questions.

1. How can I through my practice incorporate audiovisuals to promote the VWXGHQW¶V comprehension of Irish?

2. How can I through my practice implement the use of posters to aid the VWXGHQW¶V ability to engage and converse in the Irish language?

METHODS AND MATERIALS

CONTACT Mary Immaculate College www.mic.ul.ie:

My research was conducted in the Irish post-primary classroom over the course of several weeks during forty-minute lessons. I kept a self-reflective journal where I wrote down my thoughts and opinions after each lesson. I also spoke with a critical friend who provided me with advice and ideas when conducting my research. This study used audio-visuals such as images and videos, posters and a reward system to promote immersion in the post primary classroom.

FINDINGS/ RESULTS ,Q PDQ\ RI P\ FODVVHV , REVHUYHG KRZ ³IUXVWUDWHG´ VWXGHQWV would get when I would only speak to them in Irish, HVSHFLDOO\ ZKHQ WKH\ FRXOGQ¶W XQGHUVWDQG PH , FRXOG VHH WKDW ³VWXGHQWV GLGQ¶W XQGHUVWDQG ZK\ , ZRXOGQ¶W MXVW VSHDN WR WKHP LQ (QJOLVK´ , NQHZ WKDW , QHHGHG WR SODFH DQ emphasis on the importance of speaking and listening to ,ULVK LQ WKH FODVVURRP $IWHU FRQGXFWLQJ VRPH UHVHDUFK ³, decided I would use a reward system to encourage my students to always speak Irish in the classroom. Each week would involve a different prize ranging from sweets, to notes home commending the student´ I noticed how effective videos and images were for creating discussion and conversation through Irish. When using a video to teach students about sports athletes in the *DHOWDFKW DUHDV WKH VWXGHQWV¶ LQWHUHVW ZDV SLTXHG ³$IWHU the videos one of the students asked me what school life ZDV OLNH LQ WKH *DHOWDFKW´ , SODFHG D SKRWRJUDSK RI WKH athlete the comprehension was based on at the top of the SDJH %HIRUH EHJLQQLQJ WKH UHDGLQJ ³, DVNHG VWXGHQWV questions about the image, who it was, what sport they were playing, do you play this sport etc. This was a great way to get students answering and asking questions in ,ULVK ´ 7KH XVH RI WKLV LPDJH DOORZHG PH WR OD\ D foundation for the students prior to completing the reading comprehension.

I would be using activities in the classroom that would allow the students to see the language in a more meaningful ZD\ :KHQ GRLQJ WKH QDWLRQDO DQWKHP , NHSW ³UHIHUULQJ back to the idea that the national anthem is an example of ,ULVK LQ XVH RXWVLGH WKH FODVVURRP´ :KHQ VWXGHQWV PDGH WKLV FRQQHFWLRQ , REVHUYHG ³D KLJKHU OHYHO RI HQJDJHPHQW DQG LQWHUHVW LQ WKH DQWKHP´ Over the course of my observation classes I found little use for posters to encourage discussion. This was surprising given that they are one of the most frequent practices used when teaching a second language (Shrestha 2013).

DISCUSSION The use of reward systems was not something that had come to my attention when conducting my original research. However, it was clear to me that without a reward system my experience of implementing immersion would not have been as successful. I believe that audio-visuals have had an impact on my teaching and my ability to immerse the class in Irish from start to finish. These audio-visuals have encouraged students to converse, engage, and use the Irish language throughout the lesson. Events like Seachtain na Gaeilge contribute massively to the ability to promote the Irish language. Other aspects of the curriculum, however, do not benefit WKH VWXGHQW¶s interest in the language as they know it is only necessary for an exam. There is research that supports the use of posters to improve the spoken language in an immersed Irish classroom.

However, I found the use of these posters was only relevant in my practice for key everyday questions and phrases.

CONCLUSIONS I think audio-visuals have a substantial impact on WKH VWXGHQW¶s ability to understand a topic. . I will use posters going forward in my teaching as they do EHQHILW WKH VWXGHQW¶s ability to ask daily questions and use everyday phrases. They were of little benefit to my teaching practice when trying to get students to engage and converse in Irish. There are numerous studies on immersion for English as a foreign language, however, there is very little research for the Irish language. The fluency and ability of the classes was not going to transform overnight. Immersion requires a lot of time and effort.

KEY REFERENCES Gaeloideachas, (2022) µWhy choose Irish-medium education?¶, Gaeloideachas, available: https://gaeloideachas.ie/why-choose-an-irish-medium-school/ [accessed 07 April 2023]

.

9

Table 1. Classroom posters.

Shrestha, P.N. (2013) µ(QJOLVK Language classroom practices: Bangladeshi primary school FKLOGUHQ¶V SHUFHSWLRQV¶ RELC Journal, 44(2), 146-162, available: doi: 10.1177/0033688213488466

Investigating Group Discussions as a Teaching Strategy to Promote Independent Writing Skills within a DEIS setting.

Kate Crowley, Mary Immaculate College ABSTRACT In the pursuit of refining pedagogy to deliver equality of opportunity in schools (DEIS), this research examines the effectiveness of group discussions as a pedagogical approach to enhance independent writing skills. Data collection methods for this research project include a reflective journal, a critical friend, and qualitative analysis through frequency counting. The qualitative analysis elucidates the themes of improved engagement, enhanced writing skills, increased confidence, and positive peer interactions. Additionally, quantitative data provides empirical evidence to support an extension in writing durations and a reduction in the number of pupils seeking assistance during writing tasks. The findings of this study have enabled the researcher to refine their pedagogy as a pre-service teacher and support pre-service teachers alike to become reflexive practitioners while offering comprehensive insights into the interconnection between group discussions and independent writing skills in a DEIS setting.

INTRODUCTION

METHODOLOGY

FINDINGS/DISCUSSION

Inspired by the concept that literacy is a form of power (Government of Ireland 2021), this study aims to illuminate the critical role of teaching approaches in empowering pupils from diverse socio-economic backgrounds. By highlighting the connection between instructional strategies such as group discussions and enhanced educational outcomes, this study seeks to contribute to the improvement of pedagogical approaches. This research project investigates the efficacy of instructional strategies which can be used in a classroom to support pupils in disadvantaged settings. DEIS is a programme in Ireland which aims to address educational disadvantage and promote equity in education, involving the Delivery of Equality of Opportunity in Schools (Department of Education and Skills (DES) 2017). This study realises the importance of tailored teaching approaches in the promotion of a vision of education that supports pupils to access equal opportunities to learn within their classrooms. This study was conducted within the context of a DEIS band 2 school. This DEIS band 2 refers to a classification system which is used in Ireland as an identification strategy for schools with increased levels of socio-economic disadvantage to provide specific and targeted supports and resources to address educational inequalities.

To support the investigation and evaluation of this research topic, the primary research was conducted with a specific focus on the following embedded questions: Do group discussions impact students' ability to complete a writing task independently for a sustained period of time?

Is the duration of independent writing prolonged as a result of group discussions?

Is the number of students persistently asking for additional support in relation to independent writing tasks reduced following group discussions?

Examining the themes and findings of this research study reveals that group discussions can have a positive impact on SXSLOV¶ independent writing skills. This study suggests a connection between positive peer interactions, a collaborative learning environment and writing competence. The following bullet points reveal a brief synopsis of the key findings of this study: o It appears that the quantity of pupils in a group impacts the quality of the discussion. Having fewer pupils in a group correlates with improved outcomes and a prolonged duration of independent writing. o Peer interactions can improve the use of vocabulary and grammatical structures. o Scaffolding and teacher modelling support diverse learning needs and cater for a myriad of learning abilities. o Flexibility in the grouping of pupils fostered an environment of collaboration and peer support. o A positive correlation was observed between active participation in group discussions and a reduction in the reliance on teacher assistance during independent writing tasks.

LITERATURE REVIEW A notable gap in the existing literature regarding the effectiveness of group discussions, particularly within an Irish DEIS setting has influenced the focus of this research problem.

Having explored many readings and read various studies that relate to group discussions and independent writing skills, many valuable insights and key findings have emerged. Below is an outline of these key findings:

CONTACT

Kate Crowley Mary Immaculate College www.mic.ul.ie

o Literacy emerges as an indispensable factor for success, wielding profound implications for individuals within the unique context of DEIS settings in Ireland (DES 2017).

Beyond its traditional role in academic achievement, literacy serves as the foundation for pupils to build essential skills for independent writing, critical thinking, and overall educational empowerment (Pentimonti et al. 2017). o Enhancing literacy skills among pupils not only contributes to their academic success but also holds the potential to break the cycle of socio-economic disadvantage (Department of Education and Skills 2017). o A literate population is better equipped to seize employment opportunities (Hayes and Darkenwald 1988), which may foster economic resilience within DEIS communities and contribute to the overarching goals of the DEIS initiative. o There is a highly positive impact on writing outcomes when pupils engage in collaborative pre-writing tasks as pupils have more opportunities to engage in conversation with their peers (Fernández Dobao and Blum 2013).

This research project employed a mixed-method approach, combining quantitative and qualitative methods to support the investigation of the chosen research topic. The quantitative method aimed to identify the impact of the hypothesis while frequency counting supported the evaluation of how group discussions have impacted VWXGHQWV¶ abilities to complete independent writing tasks within a DEIS setting through quantifiable data. Qualitative methods included the creation of a reflective diary, collaboration with a critical friend and a review of relevant literature. The combination of both methods provided a multifaceted lens of the PHWKRGRORJ\¶V impact. Despite logistical obstacles that accompany the conduction of research in a classroom, procedures were introduced to ensure the validity and reliability of the data.

The credibility of the data was amplified through the triangulation of data sources and perspectives, as recommended by %URRNILHOG¶V lenses (2017). Although methodological implications were present, including sample size and the possibility of human error during frequency counting, these were mitigated through precise planning and methodological transparency.

CONCLUSIONS In conclusion, this research project has offered insights and recommendations for future research in the field of pedagogy to improve educational outcomes for pupils from disadvantaged socio-economic backgrounds.

Through an exploration of collaborative writing tasks, the study has unveiled pedagogical insights and the implications for SXSLOV¶ personal and educational development.

KEY REFERENCES

Figure 1. Representation of Key Findings.

10

1. Bell, J. (2010) Doing your research project, 5th ed.

Maidenhead: Open University Press.

2. Bonds, C.W., Bonds, L.G. and Peach, W. (1992) µ0HWDFRJQLWLRQ: Developing Independence in /HDUQLQJ¶ The Clearing House, 66(1), 56±59.

3. Brookfield, S. (2017) Becoming a Critically Reflective Teacher, 2nd ed. San Francisco: Jossey-Bass.

4. Department of Education and Skills (2017), DEIS PLAN 2017: Delivering Equality of Opportunity in Schools, Dublin: Department of Education and Skills.

5. Kennedy, E. and Shiel, G. (2010) µ5DLVLQJ Literacy Levels with Collaborative On-Site Professional Development in an Urban Disadvantaged 6FKRRO¶ The Reading Teacher, 63(5), 372±383.

7HDFKLQJ LQ D ´1R-PDQ·V ODQGµ 8QYHLOLQJ 3DUHQWDO 3HUFHSWLRQV RQ 0DOH ,QIDQW Educators in Irish Classrooms.

Jack Lynch, Mary Immaculate College ABSTRACT As male participation in primary teaching declines, educational bodies like the Irish National Teachers Organisation express concerns about a potentially male-free national school system by 2040. Using qualitative methods, including semistructured interviews with six parents, it explores parental perceptions and attitudes towards male infant educators and their impact on education. Thematic analysis reveals a shift from traditional gender roles, with parents prioritizing qualifications over gender and advocating for diverse role models in schools. Parents challenge the notion that males are better suited to senior classes, despite enduring stereotypes about child abuse and homosexuality. They recognize the nurturing attributes and dedication of male infant teachers and stress that a teacher's effectiveness is unrelated to their sexuality. This study highlights the need to address gender imbalances in teaching to foster an optimal school environment.

Ireland has a rich legacy of valiant male educators, such as revolutionary Pádraig Pearse and authors Frank McCourt and Bryan MacMahon. Despite this, the proportion of male teachers in primary schools has significantly declined over the past century, causing concern among parents about gender representation in education. Historical trends indicate a decrease from 43% male educators in the early 20th century to just 15% in 2019 (DES, 2020). Key factors contributing to the "feminisation" of teaching include lower pay, cultural preconceptions of teaching as "women's work," and fears of false accusations of child abuse (Kaplan 1947; Drudy et al., 2005; McDowell, 2023).

Jack Lynch Mary Immaculate College www.mic.ul.ie:

DISCUSSION

The research findings reflect deviations from traditional gender roles and stereotypes. Parents prioritise qualifications over gender, aligning with Social Identity Theory's (Tajfel et al., 1979) emphasis on professional competence as a basis for evaluation.

Moreover, they appreciate nurturing qualities in male teachers, challenging conventional gender norms outlined in Gender Role Theory (Eagly, 1987). These perceptions resonate with the Big Five Personality Theory (Costa and McCrae, 1992), as parents acknowledge traits like conscientiousness and empathy in male teachers.

This study challenges the notion that teacher gender significantly impacts student achievement, emphasizing instead the influence of individual personalities and teaching approaches. Despite conventional beliefs, participants believe both male and female teachers possess equal capabilities across all aspects of teaching, challenging gender stereotypes. While male infant teachers are seen as important role models, their underrepresentation in the profession challenges societal norms. However, participants recognize male teachers as nurturing and effective, showcasing qualities such as patience and commitment, which contribute to a positive classroom environment. Despite concerns about male teachers and abuse, direct experiences with male teachers in early childhood may mitigate these concerns, highlighting the potential for positive interactions to reshape perceptions.

Additionally, societal attitudes toward LGBTQ+ teachers are evolving, with participants suggesting that normalizing diverse sexual orientations could foster acceptance and understanding among children. These findings underscore broader societal changes in Ireland regarding LGBTQ+ rights and challenge traditional gender roles in the teaching profession.

Fair-ly Equal: Parents unanimously prioritize qualifications over gender in teacher selection, challenging stereotypes and emphasizing male teachers' competence across class levels.

They prioritize school ethos and quality over gender, stressing empathy and competence as key to effective teaching regardless of gender. Moreover, they advocate for combating male underrepresentation in education.

Theoretical frameworks including Social Role Theory (Eagly, 1987) elucidates how societal designations shape gender roles, contributing to gender inequalities.

Conversely, Social Identity Theory (Tajfel et al., 1979) examine how individuals internalize and navigate these societal expectations, particularly in the context of male teachers in a predominantly female profession.

Additionally, the Big Five Personality Theory (Costa & McCrae, 1992) sheds light on how teachers' personalities influence various aspects of students' academic experiences, including motivation, behaviour, and academic success. Previous research has highlighted that parents value high levels of openness, conscientiousness, extraversion and altruism, in contrast to low levels of neuroticism (Afida, 2024). Despite the overall positive impact of male educators, societal stereotypes and historical abuse cases in Irish schools continue to affect parental attitudes.

Nurturing: Parents experiences with male ECE teachers highlight a shift towards viewing them as nurturing, with their calm demeanour and ability to connect with children noted. While recognizing the benefits of female maternal instincts, parents emphasize the importance of not restricting the roles of male teachers to senior classes.

Conscientiousness: Parents contend that due to the rarity of males being assigned/choosing to teach infants, they show a higher level of commitment and work ethic compared to their female counterparts. Additionally, all parents appreciate male teachers' commitment to extracurricular activities and their effective communication with frequent updates, attributed to efforts in earning trust and dispelling misconceptions.

METHODS AND MATERIALS

CONTACT

FINDINGS/ RESULTS

INTRODUCTION

This qualitative study investigates parents' perspectives on male infant educators in Irish classrooms using an interpretive approach (Nasadji, 2020). Data were collected through semi-structured interviews with six parents, selected via purposive and convenience sampling, ensuring participants had UHOHYDQW H[SHULHQFH ZLWK WKHLU FKLOGUHQ¶V HGXFDWLRQ LQ infant classes. The interviews included a vignette featuring a male teacher to facilitate candid responses (Beck 2010). The interview process adhered to ethical guidelines, with participants' anonymity preserved through pseudonyms. Interviews were transcribed verbatim and analyzed using Thematic Analysis, guided by a theoretical framework to identify recurring themes and patterns (Braun & Clarke, 2006).

Sticky Stereotypes: Concerns and stereotypes about male teachers in infant classes were evident across all interviews, noting a trust disparity compared to female teachers and highlighting societal biases. Parents express initial discomfort DERXW PDOH WHDFKHUV ³FORVH FRQWDFW ZLWK ILYH-year-ROGV ´ RIWHQ questioning boundaries and motives in sensitive situations.

120

CONCLUSIONS In conclusion, this thesis challenges the conventional notion of "women and children only" in infant classrooms by examining parental perspectives on the roles of male teachers. The presence of male infant teachers in the classroom is viewed as a positive influence in shaping the worldview of young learners, challenging gender norms, and promoting diversity.

Despite efforts to dispel misconceptions, a lingering legacy of child abuse in the Irish context perpetuates harmful stereotypes.

KEY REFERENCES

100

Afida, I., Mustaffa, R., Basir, I., & Tahir, R. (2024). The big five in education: Unveiling the personality traits that make educators inspiring. Journal of Education and Practice, 15(1), 95-109.

80

Costa, P. (1992). Neo PI-R professional manual. Psychological assessment resources.

DES. (2005). Report on the National Conference on Males in Primary Teaching. Government of Ireland.

60

Drudy, S., Martin, M., O'Flynn, J., & Woods, M. (2005). Men and the Classroom. Taylor & Francis.

40

Eagly, A. H. (1987). Sex differences in social behaviour: A social-role interpretation. Erlbaum.

Kaplan, L. (1948). The status and function of men teachers in urban elementary schools. The Journal of Educational Research, 41(9), 703-709.

20

0

1970

1980

1990

2000

Males

2010

2020

2030

Females

Figure 1. Projected Trend in the Number of Male and Female Primary Teachers (DES, 2005)

11

0F'RZHOO - *HQGHUHG H[SHFWDWLRQV RI PDOH SULPDU\ WHDFKHUV 7KH µGRXEOH ELQG¶ Sociology Compass, 17(12), e13145.

2040

Tajfel, H., Turner, J. C., Austin, W. G., & Worchel, S. (1979). An integrative theory of intergroup conflict. Organizational Identity: A Reader, 56(65).

Figure 2. Thematic Map Showing Findings

The Experience of Establishing and Implementing a Nurture Room in a Primary School in Ireland Jill Moynan, Mary Immaculate College ABSTRACT This research project delves into the implementation of the nurture room intervention in an Irish primary school, aiming to address a notable gap in current literature. Adopting a qualitative approach, it explores the experiences of key stakeholders in nurture room establishment and execution. Thematic analysis of semi-structured interviews with school personnel reveals insights into the benefits, limitations, and challenges inherent in the nurture room initiative. Noteworthy themes, 'Balancing Inclusion and Exclusion', 'Discrepant Partnership', and 'Managing Group Dynamics' emerge.

The findings advocate for a more comprehensive approach to nurture room implementation, offering implications for policy, practice, and future research endeavours.

Rationale

INTRODUCTION The nurture room is a short-term, school-based, earlyintervention model to inclusive education (Cunningham et al., 2019). Interest in nurture rooms is growing nationally and internationally due to their potential to support the surge in children with social, emotional, and behavioural difficulties (GXFDWH 7RJHWKHU &KLOGUHQ¶V ZHOOEHLQJ OHDUQLQJ and development are significantly threatened if these issues are not effectively addressed, potentially perpetuating cycles of adversity across generations (UNICEF, 2023).

Challenges including resource limitations and insufficient training however can impede successful establishment, implementation and outcomes for children (Shaver & McClatchey, 2013). Therefore, more research on nurture rooms is essential to improve support for children with social, emotional and behavioural difficulties (Nolan et al., 2021). This need aligns with the Sustainable Development Goals, emphasising the importance of effective interventions to enable all children to reach their full potential (UNICEF, 2023). Exploring evidence-based practices will aid educators and policymakers in effectively implementing the nurture room intervention, thereby enhancing the quality and outcomes for children with social, emotional and behavioural difficulties.

Inferences from literature review: The experience of establishing and implementing nurture rooms has been extensively researched, however predominantly in the United Kingdom with a notable gap in research in other contexts, particularly in Ireland (Colley & Seymour, 2021; Educate Together, 2022; Sloan et al., 2020).

Most studies, including Cunningham et al. (2019) and Mac Phearson & Philips (2021), lack a comprehensive analysis, neglecting a rounded approach to analysing the establishment and implementation of nurture rooms.

To address these gaps this study conducted one-to-one semi-structured interviews with key school personnel in Ireland, providing diverse perspectives and insights into the establishment and implementation of the nurture rooms intervention to inform policy and best practice.

FINDINGS/DISCUSSION Nurture room intervention supports marginalised students' inclusion in the mainstream, enhancing their learning readiness and social skills. However, mainstream students may feel excluded, leading to envy and negative attitudes. Some teachers also display negative attitudes towards nurture room students, potentially in-group bias DQG RU D ODFN RI XQGHUVWDQGLQJ DERXW WKH QXUWXUH URRP¶V purpose and effectiveness. While collaboration within nurture room staff is effective, involving the wider school community is challenging. Mainstream staff feel excluded from understanding and contributing to nurturing practices. Flexible strategies and active listening are essential for managing group dynamics and promoting cooperation.

The lack of ongoing training, professional development, guidance, networking, reviews, inspections, and standards regulations highlights systemic failures in supporting children with social, emotional, and behavioural difficulties. Participants unanimously praised the intervention, acknowledging it the best they've seen and highly effective, though this potentially reflects a lack of awareness of the significant issues surrounding nurture rooms.

CONCLUSIONS

LITERATURE REVIEW Nurture rooms are underpinned by Attachment Theory, 0DVORZ¶V +LHUDUFK\ RI 1HHGV DQG %ORRP¶V 7D[RQRP\ 7KH\ allude that providing an environment where children can form secure attachments and develop holistically are crucial (Crooks et al., 2019; Sloan et al., 2020).

CONTACT Jill Moynan Mary Immaculate College www.mic.ul.ie

The efficacy of nurture rooms has been well documented, with studies indicating significant improvements in emotional, literacy, regulation, social skills, self-esteem, and academic attainment among pupils (Mac Phearson & Philips, 2021; Reynolds et al., 2009; Seth Smith et al., 2010; Sloan et al., 2020). Fostering positive interactions between staff, parents and children, carefully identifying and selecting children for the nurture group, and implementing inclusive practices for reintegration of nurture pupils to the mainstream, are essential for the success of nurture rooms, (Kourmoulaki, 2013; Shaver & McClatchey, 2013).

However, challenges such as transferring skills outside the nurture room, negative peer attitudes, funding limitations, and untrained staff can hinder their effectiveness (Cunningham et al., 2019; Mac Phearson & Philips, 2021; Shaver & McClatchey, 2013). Addressing these issues requires comprehensive training, stakeholder partnerships and rigorous evaluation systems (Colley & Seymour, 2021; Cooper & Tiknaz, 2005).

METHODOLOGY This study had a qualitative design. It delved into five stakeKROGHUV¶ SHUVSHFWLYHV WKURXJK VHPL-structured interviews. The participants included the school principal, nurture room teachers, nurture room teaching assistants and mainstream teachers. Ethical considerations were upheld through informed consent and confidentiality measures. Interviews were conducted individually, ensuring privacy, and all following an interview schedule including an introduction, warm-up questions, main content and debriefing, with the opportunity to ask further questions at the end. A pilot interview with the special education teacher refined the interview process, improving wording and adding prompts for richer responses. The interviews were recorded onto a passwords protected laptop and subsequently ttranscribed for thematic analysis using an adaption of Jefferson (2004).

7KHPDWLF DQDO\VLV JXLGHG E\ %UDXQ DQG &ODUNH¶V model, facilitated the identification of key themes and subthemes, providing comprehensive insights into the implementation process.

12

In conclusion, this qualitative study offers valuable insights into establishing and implementing Nurture Rooms. Key challenges include negative attitudes towards nurture room pupils and inadequate support systems. Unconscious incompetence in critical reflection among stakeholders complicates the process.

A multi-faceted approach is needed, including policy reforms, best practices, support systems, and reviews, as well as teaching methods that foster empathy and reflection among school staff.

Despite limitations such as potential biases and methodological constraints, this study is a pioneering effort to gather multiple perspectives on nurture room implementation in Ireland. It calls for further research, KEY REFERENCES including larger comparative and longitudinal studies, to enhance the effectiveness and sustainability of nurture room interventions.

Colley, D., & Seymour, R. (2021). An evidence-based guide to opening a successful secondary school nurture group. Nurture UK, 7.

Cooper, P., & Tiknaz, Y. (2005) Progress and challenge in nurture groups: Evidence from three case studies, British Journal of Special Education, 32 (4), 211±222. https://doi.org/10.1111/j.1467-8578.2005.00399.x Crooks, M., Gibbs, A., Hibbin, R., Kearney, M., Kellie-Smith, G., Lewis, R., Lucas, S., Middleton, A.j., Nowek, G., & Perry, A. (2019). IJNE. Nurture UK, 5.

Cunningham, L., Norman, K., & Kreppner - ([SORULQJ WKH LPSDFW RI QXUWXUH JURXSV RQ FKLOGUHQ¶V VRFLDO VNLOOV $ PL[HG-methods approach. Educational Psychology in Practice, 1-16. https://doi.org/10.1080/02667363.2019.1615868 Educate Together. (2022). Nurture programme strategic plan 2022-2025. Educate Together.

Kourmoulaki, A. (2013). Nurture groups in a Scottish secondary school: Purpose, features, value and areas for development. Emotional and Behavioural Difficulties, 18(1), 60-76. https://doi.org/10.1080/13632752.2012.693755 Macphearson ( 3KLOLSV 5 3ULPDU\ WHDFKHUV¶ H[SHULHQFHV RI WKH HIIHFWLYHQHVV RI QXUWXUH JURXSV RQ FKLOGUHQ¶V VRFLDO DQG HPRtional skills, academic attainment and behaviour. International Journal of Nurture in Education, 7.

Nolan, A. D., Hannah, E. F. S., Lakin, E., & Topping, K. J. (2021). Whole-school nurturing approaches: A systematic analysis of impact. Educational and Child Psychology, 38(1), 10-23.https://doi.org/10.53841/bpsecp.2021.38.1.10 Reynolds, S., MacKay, T. & Kearney, M. (2009). Nurture groups: A large-scalecontrolled study of effects on development and academic attainment. British Journal of Special Education, 36(4). https://doi.org/10.1111/j.1467-8578.2009.00445.x Shaver, I., & McClatchey, K. (2013). Assessing effectiveness of nurture groups in Northern Scotland. Support for Learning. 28. https://doi.org/10.1111/1467-9604.12026 Sloan, S., Winter, K., Connolly, P., & Gildea, A. (2020). The effectiveness of Nurture Groups in improving outcomes for young children with social, emotional and behavioural difficulties in primary schools: An evaluation of Nurture Group provision in Northern Ireland. Children and Youth Services Review, 108(104619). https://doi.org/10.1016/j.childyouth.2019.104619 UNICEF. (2023). Early childhood development: UNICEF vision for every child. UNICEF.

What are the impacts of selecting, creating, and using resources to aid the teaching of Global Education in the primary school classroom.

Abigail Gallagher, Mary Immaculate College ABSTRACT Resources play a critical role in global education, serving as essential tools for teachers. This research investigates the impact of selecting, creating, and using resources to teach global education in primary schools. It addresses the support, components, advantages, and disadvantages of global education resources. Using reflective journals, teaching materials, and discussions with critical friends, the study identified key themes through thematic coding. Findings include the impact of resources, factors influencing their selection and use, and the support available, which are crucial for future development of global education resources.

INTRODUCTION

LITERATURE REVIEW

DISCUSSION

Throughout the Irish primary school setting, it is essential to integrate global education into FKLOGUHQ¶V lives, however, this can be inherently challenging due to the sensitivity of topics. Resources can serve as an aid for teachers when they embark on their teaching of global education, making resources an indispensable tool for teachers in the classroom %XãOMHWD 2003). This study aims to address the impacts of selecting, creating, and using resources in global education and the issues that arise from this.

An additional goal of this study is to provide insights and recommendations to support teachers in fostering global citizenship amongst children in primary schools.

Global education is an approach to teaching and learning that aims to promote a deeper understanding of global issues and develop the knowledge, skills, and attitudes necessary for active participation in a globalised world (Golden 2023). Nevertheless, there are several obstacles with this integration, like finding reliable data and relevant resources. The Irish primary school curriculum does not specifically address global education, but it frequently incorporates it into other topics as part of a hidden curriculum. %XãOMHWD (2003) believes that resources are the fundamental pillars that support a teacher in presenting a lesson and achieving lesson objectives. Golden (2023) agrees with the idea of resources playing a huge role, especially in the context of global education.

However, resource development must follow a methodical process that includes requirement analysis, content preparation, presentation considerations, piloting, and evaluation. This is often a challenge for teachers. Although there are numerous sources for teachers to find guidelines to aid them, it ultimately falls on them to adapt or create materials to fit their specific lesson requirements.

The findings of this research underpin the vital role that resources play in the development of critical thinking and promotion of deeper understanding for children. Furthermore, the challenges of time constraints and the importance of adaptability in the resources has been highlighted. Finally, a spotlight was placed on the issues surrounding support systems.

Although there is module courses and resources pages available to student teachers, there remains a gap in support for graduated teachers in regard to global education resources.

METHODOLOGY This research was guided by a qualitative research approach. This type of research examines real-world problems through the how and why, rather than the how much or how many (Tenny et al., 2022). This method of research ensures that the study is filled with multiple viewpoints from teachers and students in relation to the research question.

Data was collected through: Teaching Materials

Reflective Journals

Discussions with critical friends

CONTACT Abigail Gallagher absngallagher@gmail.com Mary Immaculate College Limerick www.mic.ul.ie

FINDINGS The impacts resources have when teaching global education:

Promoting critical thinking Enhancing understanding

Selecting, creating, and using global education resources:

Thematic analysis and coding were employed to identify emerging themes and insights. Measures taken to ensure validity and reliability included peer debriefing, member checking, and data triangulation.

KEY REFERENCES %XãOMHWD 5 µ(IIHFWLYH 8VH RI 7HDFKLQJ DQG /HDUQLQJ 5HVRXUFHV¶ &]HFK-Polish Historical and Pedagogical Journal, 5(2), 55±69. Available: https://journals.muni.cz/cphpjournal/article/view/15028/12184

Time constraints

Adaptability Selecting, creating, and using global education resources: Available support

Golden, B. and DICE Project (2023) Global citizen education: curious teachers, critical classrooms, Ireland: DICE Project.

Lack of support

Oxfam Development Education Programme (2006). A curriculum for Global Citizenship. Oxford: Oxford GB. Tenny 6 %UDQQDQ -0 µ4XDOLWLYH 6WXG\¶ WK 6HSWHPEHU > @ DYDLODEOH https://europepmc.org/article/NBK/nbk470395#article-28135.r2 [accessed:24/02/2024].

13

µ(GXFDWLRQ FDQ DQG VKRXOG KHOS FKLOGUHQ meet challenges that will confront them QRZ DQG LQ WKH IXWXUH¶ (Oxfam Development Education Programme 2006, p.1).

CONCLUSIONS By analysing the data, three emerging motifs were evident , shedding light on the support provided around global education resources, advantages and disadvantages, and the use of resources in a global education lesson. These findings underscore the importance of investing in and developing high quality, on hand, global education resources that are adaptable, inclusive, and aligned with the goals of global education.

Providing guidance and training in aspects such as professional development in global education, assistance in integrating resources, and training on resource selection, creation, and utilisation would benefit teachers immensely.

Overall, the ideologies taught in global education go beyond the walls of the classroom.

The topics discussed within the lessons will help children shape a more welcoming, inclusive, and respectful world.

Does Intercultural Education in Irish Primary Schools Represent Ireland in the 21 st Century?

Heather Moran, Mary Immaculate College

ABSTRACT This research explores the efficacy of intercultural education (IE) in contemporary Irish primary schools, examining how IE cultivates inclusive learning environments and promotes intercultural awareness.

A qualitative approach underpins this study, incorporating semi-structured interviews, a reflective journal, a discussion with a critical friend and four IE lessons. This research elucidates the need for continual professional development (CPD) to enhance ƚĞĂĐŚĞƌƐ͛ competence and confidence, alongside efficient resources and support for educators in delivering IE. It illuminates how culturally diverse literature and classroom displays can encourage the development of empathy and global citizenship. Essentially, this research offers insights into implementing IE and suggests practical methodologies for fostering inclusive, culturally aware environments in Irish primary schools.

INTRODUCTION This research study aims to explore the efficacy of intercultural education (IE) in primary schools in 21st century Ireland. The National Council for Curriculum and Assessment (NCCA 2005), introduced the Intercultural Education Guidelines for Schools, laying the foundation for inclusive teaching practices in Irish primary schools. Building on this framework, the Intercultural Education Strategy 2010-2015, stressed the importance of creating inclusive learning environments that celebrate diversity and provided suggestions for integrating interculturalism into Irish education (DES 2010).

This research is informed by a recognition of the crucial role of IE in fostering social cohesion, combating discrimination, and nurturing a sense of belonging among all students, irrespective of their cultural background. The main objective is to decipher the interconnectedness of policy frameworks and their implications for IE in primary schools in Ireland. The urgency of this research is underscored by the need to bridge the gap between policy intentions and classroom realities. The most recent Census in 2022, illuminated that 12% of the population were non-Irish nationals (Central Statistics Office 2023). This indicates the evolving demographic nature of Ireland, highlighting the need to reflect the realities of the diverse cultures in the classroom. This focus on IE can work towards combating the issue of societal racism and social injustices (Baker et al. 2009). This research provides a contemporary contribution to the field of IE, offering a nuanced analysis of policy frameworks and their impact on implementation in primary schools.

Embedded Questions:

1. Do the Intercultural Education guidelines by NCCA (2005) reinforce cultural stereotypes or do they promote meaningful interactions between cultures?

2. Are the use of displays and resources in the classroom fostering interculturalism or hindering it?

3. Can literature be utilised in the primary school classroom to foster global citizenship and thus promote Intercultural Education?

METHODOLOGY

CONTACT Heather Moran heatherhmoran1@gmail.com Mary Immaculate College www.mic.ul.ie

Qualitative research focuses on context, by interpreting text and words to create meaning (Krauss 2005) Data collection methods: semi-structured interviews, reflective journal, 4 lesson plans, critical friend discussion Braun and Clarke (2006) six step model of thematic analysis used to code interviews Inductive data analysis (identifying themes) Methodological triangulation used to cross-validate findings (Adami & Kiger 2005) Ethical considerations played a pivotal role in the data collection and research process WĂƌĂŚŽŽ͛Ɛ ;ϮϬϬϲͿ Ɛŝdž ƉƌŝŶĐŝƉůĞƐ ŽĨ ĞĚƵĐĂƚŝŽŶĂů ƌĞƐĞĂƌĐŚ ŐƵŝĚĞĚ ŵLJ ĞƚŚŝĐƐ process Limitations: low no. of participants & lack of cultures in class

LITERATURE REVIEW Varying names and definitions of IE - Intercultural Understanding in Australia (ACARA 2023), multicultural education in North America (Cowen and Kim 2023) NCCA (2005, p.3) define IE as ͞ĞĚƵĐĂƚŝŽŶ which respects, celebrates and recognises the normality of diversity in all areas of human ůŝĨĞ͟ and adds, ͞/ƚ is education which promotes equality and human rights, challenges unfair discrimination, and promotes the values upon which equality is ďƵŝůƚ͟ As Cowen and Kim (2023, p.381) emphasised, interculturalism is a ͞ƚƌĂŶƐĨŽƌŵĂƚŝǀĞ ƉƌŽĐĞƐƐ͟ which helps to promote inclusivity in society IE can encourage the development of cultural empathy and foster respect between cultures (Cowen and Kim 2023). This is supported by The National Action Plan Against Racism (NAPR) (DCEDIY 2023) Ignoring or avoiding racism can perpetuate issues and cause more harm than good in the primary school classroom (Golden 2023) Diverse literature can encourage children to develop intercultural awareness (IA), recognising stereotypes and misconceptions, yet choosing the wrong literature can hinder IA (Adam and Harper 2016) Promoting interculturalism without acknowledging the dynamics of power and privilege within society risks perpetuating the very inequalities it seeks to address (Golden 2023). For example, encouraging children to move from their ͚ ƵƌŽĐĞŶƚƌŝĐ ǀŝƐŝŽŶ͛ & avoid a ͚ƚŽƵƌŝƐƚŝĐ ĂƉƉƌŽĂĐŚ͛ (Golden 2023) Lack of appropriate tools and feelings of incompetence for teachers in IE significant mismatch between research on IE and tools offered to practioners (Roiha and Sommier 2021) By educating students about different cultures and creating an open, dialogical classroom, children can develop intercultural competence encouraging them to become more empathetic and flexible (Taleisnik 2017) Bryan (2010) argues the IE Guidelines by NCCA (2005) are superficial and ƚŚĂƚ ƚŚĞLJ ͞ĂƌĞ ŶŽƚ ĞŶĨŽƌĐĞĂďůĞ͟ ŝŶ /ƌŝƐŚ ƉƌŝŵĂƌLJ ƐĐŚŽŽůƐ͘ ƌLJĂŶ ;ϮϬϭϬ͕ p.266) argues that the IE guidelines are tokenistic, adding that IE in primary ƐĐŚŽŽůƐ ĐŽŶƐƚŝƚƵƚĞƐ Ă ͞ƐůŽŐĂŶ ƐLJƐƚĞŵ ƚŚĂƚ ŵĂLJ ƐƵŐŐĞƐƚ ĐƵƌƌŝĐƵůĂƌ ƌĞĨŽƌŵ while actually conserving existing restrictive practices and understandings of /ƌŝƐŚŶĞƐƐ ĂŶĚ ŝĚĞŶƚŝƚLJ͟ It is evident that teachers do not have access to appropriate tools and do not feel competent in teaching intercultural communication (DES 2010) Marshall (2021) argues that many intercultural events are generic and do not dive into deeper perspectives or face realistic challenges in contemporary society. To make a real impact, it is imperative that people are given opportunities to discuss root issues and experiences of others, otherwise a generic intercultural event will be superficial and tokenistic (ibid)

FINDINGS & ANALYSIS Finding 1: CPD in IE is necessary for teachers ͞/ ĚŽŶ͛ƚ ĨĞĞů ƚŚĂƚ / ǁĂƐ ƌĞĂůůLJ ŐŝǀĞŶ ƚŚĞ ƐŬŝůůƐ ƚŽ ƚĞĂĐŚ ŝƚ͟ ͞/ ǁŽƵůĚ ůŽǀĞ ƚŽ ĚŽ ƐŽŵĞ W ͞ Both OECD & ERSI advocate for prioritizing CPD for teachers (DES 2010) Finding 2: Teachers need more resources and support in teaching IE ͞Ă ůŽƚ ŽĨ ƚŚĞ ĚŝǀĞƌƐĞ ůŝƚĞƌĂƚƵƌĞ ĂŶĚ ďŝƚƐ ƚŚĂƚ / ƵƐĞ͕ /͛ǀĞ ƐŽƵŐŚƚ ŽƵƚ ŵLJƐĞůĨ͟ ͞ĂŶLJƚŚŝŶŐ /͛ǀĞ ƵƐĞĚ /͛ǀĞ ŬŝŶĚ ŽĨ ƐŽƵƌĐĞĚ ŵLJƐĞůĨ͟ dĞĂĐŚĞƌƐ ĚŽŶ͛ƚ ŚĂǀĞ ĞŶŽƵŐŚ ƐƵƉƉŽƌƚ ƚŽ ŶĂǀŝŐĂƚĞ ĚŝǀĞƌƐĞ ĐůĂƐƐƌŽŽŵƐ ĂŶĚ ƚĞĂĐŚ / (Villegas and Lucas 2002) Finding 3: Using culturally diverse literature and classroom displays can enhance the teaching of IE ͞ƚŚĞ ŵŽƌĞ ĂǁĂƌĞ ŽƵƌ ĐŚŝůĚƌĞŶ ĂƌĞ͕ ƚŚĞ ůĞƐƐ ĐŽŶĨůŝĐƚ ƚŚĞƌĞ ŝƐ ĂŶĚ ƚŚĞŶ ƚŚĞ ŵŽƌĞ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ƚŚĞƌĞ ŝƐ ďĞƚǁĞĞŶ ĐƵůƚƵƌĞƐ ĂŶĚ ĨĂŝƚŚƐ͟ ͞definitely using folk tales as they always contain universal truths. So, about kindness ĂŶĚ ŶŽƚ ďĞŝŶŐ ƐĞůĨŝƐŚ͟ Diverse literature leads to intercultural awareness (Adam and Harper 2016) Finding 4: Teacher attitudes are crucial for fostering inclusion and promoting IE ͞ƐĞŶƐŝƚŝǀŝƚLJ ĂŶĚ ĂǁĂƌĞŶĞƐƐ ĂƌĞ LJŽƵƌ ǁĂƚĐŚǁŽƌĚƐ Θ ŐĞŶƚůĞ ŝŶĐůƵƐŝŽŶ͟ ͞Ă ůŽƚ ŽĨ ĐŚŝůĚƌĞŶ /͛ǀĞ ƚĂƵŐŚƚ ǁŚĂƚ ƚŚĞLJ ƌĞĂůůLJ ǁĂŶƚ ƚŽ ĚŽ ŝƐ ŝŶƚĞŐƌĂƚĞ͟ Teachers can create spaces of real dialogue (Marshall 2021) Finding 5: Importance of Up-to-Date Intercultural Guidelines ͞ ƚŚĞ ĞĚƵĐĂƚŝŽŶĂů ƐĞƚƚŝŶŐ ƐŚŽƵůĚ ƌĞĨůĞĐƚ ƚŚĞ ƌĞĂůŝƚLJ ŽĨ /ƌĞůĂŶĚ ŝŶ Ϯϭst century and I feel ƚŚĞ ŽŶůLJ ǁĂLJ ŽĨ ĚŽŝŶŐ ƚŚĂƚ ŝƐ ƚŽ ĞĚƵĐĂƚĞ ǁŝƚŚŝŶ ĂŶ ŝŶƚĞƌĐƵůƚƵƌĂů ĐŽŶƚĞdžƚ͟ ͞​͞ŝĨ ƚŚŽƐĞ ŐƵŝĚĞůŝŶĞƐ ĂƌĞ ĂĚŚĞƌĞĚ ƚŽ͕ ƚŚĞƌĞ ǁŽƵůĚ ďĞ Ă ƌĞĂƐŽŶĂďůĞ ŽƵƚĐŽŵĞ ĨŽƌ ĚŝǀĞƌƐŝƚLJ ǁŝƚŚŝŶ ƚŚĞ ƐĐŚŽŽů ƐĞƚƚŝŶŐ͟ ͞/ƚ ǁŝůů ďĞ ŐƌĞĂƚ ŝĨ ŵĂLJďĞ ǁĞ ŐŽƚ ĂŶ ƵƉĚĂƚĞĚ ŐƵŝĚĞůŝŶĞƐ ŽŶ ŝƚ͟

CONCLUSIONS The imminent answer to my research question is that IE does not represent contemporary Ireland. As my data revealed, many teachers do not feel competent in ƚĞĂĐŚŝŶŐ / ͘ /Ĩ ƚĞĂĐŚĞƌƐ ůĂĐŬ ĐŽŶĨŝĚĞŶĐĞ͕ ŝƚ ƐĞƚƐ Ă ŶĞŐĂƚŝǀĞ ƚŽŶĞ ĨŽƌ ƐƚƵĚĞŶƚƐ͛ experience with IE from the outset. An investment in CPD and resources for teachers can rectify this issue.

Recommendations : 1. Investment in CPD Programmes 2. Development of Resource Banks for Teachers 3. Collaborative approaches- authorities, schools & communities 4. Revision of the IE Guidelines for Schools

KEY REFERENCES ĚĂŵŝ͕ D͘ &͕͘ Θ <ŝŐĞƌ͕ ͘ ;ϮϬϬϱͿ ͞dŚĞ ƵƐĞ ŽĨ ƚƌŝĂŶŐƵůĂƚŝŽŶ ĨŽƌ ĐŽŵƉůĞƚĞŶĞƐƐ ƉƵƌƉŽƐĞƐ͕͟ EƵƌƐĞ ZĞƐĞĂƌĐŚĞƌ͕ ϭϮ;ϰͿ͕ ƉƉ͘ ϭϵʹ29 Australian Curriculum, Assessment and Reporting Authority (2023) General Capabilities: Intercultural Understanding, version 9.0, available: F-10 Curriculum | Intercultural Understanding (australiancurriculum.edu.au)

ĂŬĞƌ͕ :͕͘ >LJŶĐŚ͕ <͕͘ ĂŶƚŝůůŽŶ͕ ^͕͘ tĂůƐŚ͕ :͘ ;ϮϬϬϵͿ ͚ ƋƵĂůŝƚLJ ĂŶĚ ĞĚƵĐĂƚŝŽŶ͕͛ Equality: From Theory to Action, pp.140-168.

ƌĂƵŶ͕ s͘ Θ ůĂƌŬĞ͕ s͘ ;ϮϬϬϲͿ ͞hƐŝŶŐ dŚĞŵĂƚŝĐ ŶĂůLJƐŝƐ ŝŶ WƐLJĐŚŽůŽŐLJ͕͟ Qualitative Research in Psychology, 3(2), pp.77-101, available: https://doi.org/10.1191/1478088706qp063oa [accessed 27/03/2024]. ƌLJĂŶ͕ ͘ ;ϮϬϭϬͿ ͞ ŽƌƉŽƌĂƚĞ ŵƵůƚŝĐƵůƚƵƌĂůŝƐŵ͕ ĚŝǀĞƌƐŝƚLJ ŵĂŶĂŐĞŵĞŶƚ͕ ĂŶĚ ƉŽƐŝƚŝǀĞ ŝŶƚĞƌĐƵůƚƵƌĂůŝƐŵ ŝŶ /ƌŝƐŚ ƐĐŚŽŽůƐ ĂŶĚ ƐŽĐŝĞƚLJ͕͟ Irish Educational Studies, 29(3), 253-269, available: http://dx.doi.org/10.1080/03323315.2010.498566

Central Statistics Office (2023) Census 2022 Profile 5- Diversity, Migration, Ethnicity, Irish Travellers & Religion, Central Statistics Office, available: Citizenship - CSO - Central Statistics Office [accessed 20 Apr 2024].

Parahoo, K. (2006) Nursing Research: Principles, Process and Issues, London: Palgrave Macmillan.

Figure 1 NCCA Intercultural Guidelines for Schools (NCCA 2005)

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Figure 2. Intercultural Education Strategy, 2010-2015 (DES 2010)

Roiha, A. & Sommier, M. (2021) "Exploring teachers' perceptions and practices of intercultural education in an international school", Intercultural education (London, England), vol.32, no.4, pp.446-463.

Taleisnik, J. (2017) Benefits of an Intercultural Classroom, Argentina: AFS Intercultural Programs.

Villegas, A.M. and Lucas, T. (2002) Educating Culturally Responsive Teachers: A Coherent Approach, New York: SUNY Press.

A Comparative Review of Global Citizenship Education in Ireland and the Netherlands Róisín Kelly, Mary Immaculate College ABSTRACT The study explored Global Citizenship Education (GCE) in the contexts of Ireland and the Netherlands with a focus on its implementation at primary school level. The findings indicated the major role historical, cultural and social contexts play in the content of GCE programmes. Moreover, school structure, policy documents and ITE vary between the nations and have a direct impact on the success of GCE at primary level. The presence of GCE organisations and funding trends reveal a positive trajectory for GCE in both countries. This study highlighted the importance of discrete GCE teaching, context-specific approaches, knowledge exchange between Ireland and the Netherlands and the necessity of ongoing GCE research.

INTRODUCTION GCE is an approach to education which promotes justice and citizenship, fosters an understanding of global issues and seeks to resolve these matters. With the growing interdependence of the world, the need for GCE has become increasingly imperative. Constant change and instability are the reality of our world. GCE prepares learners to adapt to this certainty in a positive, constructive way (North-South Centre of the Council of Europe, 2008).

GCEs role within the Irish curriculum is rapidly increasing and research will be critical in its development and implementation. In the Netherlands, laws which mandate the teaching of Citizenship Education (CE) have created a stronger focus on the subject in recent years. The study explored several concepts pertinent to the research proposition outlined in Figure 1.

Figure 3

Figure 1

FINDINGS/DISCUSSION

METHODOLOGY 12 main studies informed this research (Figure 1.2).

Background contexts such as school structure and historical, social and cultural contexts were explored. Additionally, components such as the organisations involved in GCE, policy documents, ITE and the current implementation of GCE at primary school level were elucidated; given their influence on the present enactment of GCE. Figure 2

(Figure 1.4) The educational systems in Ireland and the Netherlands diverge significantly, Ireland has a centralised curriculum and the Netherlands has a decentralised curriculum which impacts subject implementation. Historically, the 1HWKHUODQGV¶ KLVWRU\ RI FRORQLDOLVDWLRQ LPSDFWV GLVFRXUVH RQ global responsibility and contributes to its diverse population.

Both countries are experiencing a shift towards right leaning politics which is a threat to the values of GCE. Both countries have a large presence of organisations and NGOs involved in GCE. The countries differ in their teaching of GCE at primary level. Dutch teachers devote considerably more time to GCE in comparison with their Irish counterparts. CE is taught explicitly in the Netherlands. In Ireland GCE is integrated crosscurricularly. The objectives of GCE in both countries share commonalities like promoting active citizenship and positive societal contribution. GCE is mandatory in both countries ITE programmes. Both countries are high ODA donors and maintain a high commitment to SDG progress signalling their commitment to the values of GCE.

CONCLUSIONS

CONTACT Róisín Kellly Mary Immaculate College www.mic.ul.ie: 20661440@mic.ul.ie

A mixed-methods approach which involves the synthesis of qualitative and quantitative data was in this research study used. It aimed to support the exploration of the multifaceted subject of GCE. Data collection was undertaken using a pre defined search. Purposive sampling was used to deliberately select studies based on their insights to the research proposition. A thematic analysis was conducted on the main studies which revealed recurring themes (Figure 1.3). Issues of validity, ethics and limitations were illustrated, ensuring transparency was maintained throughout the study.

Ireland and the Netherlands exhibit diverse education systems and historical contexts, yet share commitments to GCE. Despite differing policies and implementation methods, both nations prioritise societal inclusivity, sustainable development, and active citizenship, exemplifying their dedication to addressing global challenges and fostering informed, engaged citizens.

This research study highlights the importance of discrete GCE teaching, context-specific approaches, knowledge exchange between Ireland and the Netherlands and the necessity of ongoing GCE research.

15

Figure 4

KEY REFERENCES Global Education Network Europe. (2017). The State of Global Education in Europe 2017. [online] available: https://static1.squarespace.com/static/5f6decace4ff425352eddb4a/t/5fc410d33485235c864563f8/1606684 887670/State-of-Global-Education-2017-low-res.pdf [accessed 22 Feb 2024] Global Education Network Europe. (2018). The State of Global Education in Europe 2018, available: https://static1.squarespace.com/static/5f6decace4ff425352eddb4a/t/5fc40dceeaf37e3b641b2214/1606684 113510/State-of-Global-Education-2018.pdf [accessed 22 Feb 2024] Global Education Network Europe. (2019). The State of Global Education in Europe 2019, available: https://static1.squarespace.com/static/5f6decace4ff425352eddb4a/t/5fc40cf96457125654ba5954/1606683 902082/SOGE-2019-web-version+%282%29.pdf [accessed 22 Feb 2024] Inspectie van het Onderwijs (2021) Peil. Burgerschap einde speciaal (basis)onderwijs 2020-2021, Amsterdam:OCW Ministrie van Onderwijs, Cultuur en Wetenschap. (2021). Omgaan met culturele diversiteit in het Onderwijs, Amsterdam: OCW

Ministrie van Onderwijs, Cultuur en Wetenschap. (2023). De Staat van het Onderwijs 2023, Amsterdam: OCW Government of Ireland. (2005). Intercultural Education in Primary School Guidelines, Dublin: Stationery Office Barry, M. Mallon, B. Bourke, A. Usher, J. Daly, A. (2023). Teachers and Global Citizenship Education: Values, Attitudes and Practices. Dublin: DCU Department of Education and Skills. (2023). Primary Curriculum Framework. Dublin: Stationery Office

Does the use of Active Learning and Critical thinking enhance my teaching of Global Citizenship Education?

Niall Quigley, Mary Immaculate College INTRODUCTION

LITERATURE REVIEW

GCE is defined as ʼn form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental Ä ãçÚ Ŋ (UNESCO 2024, p.1).

GCE: opens the eyes of individuals to the reality of a globalized world and inspires them to work for a more equitable, just, and human rights-abiding society (Maastricht Global Education Declaration 2002) IE: Culture from a single lens is thought of as activities, expressions and practices which are visible to us, i.e. dress, food, and art. However, Hall (1976) views this as linear, and merely the tip of the ŋ ç½ãçÚ ½ ¬ Ú¤Ō. Beneath the surface lies core values, attitudes, gender roles, religious beliefs and norms that are essential for creating critical literacy (Hall, 1976).

RESOURCES: Culturally diverse literature is paramount in addressing diversity and providing accurate representations of role models. This enables students to break down stereotypes and misconceptions (Adam and Harper 2016).

Most authors of ©¬½ Ú ÄŌÞ books are from dominant cultures and are writing about non dominant cultures. These books can reflect stereotyping and lack authenticity. Educators that select these books may inadvertently hinder rather than promote intercultural awareness and understanding (ibid).

Maniatis (2023) emphasises that it is vital that the identity of ŋ£ËÚ ¬¤Ä ÚÞŌ is not defined based on the assumptions and perceptions of the dominant group/ culture and instead based on the needs of the ŋ£ËÚ ¬¤Ä ÚÞŌ themselves CRITICAL THINKING: Utilising CT teachers can analyse, interpret synthesise and reflect upon global issues and work collaboratively to create solutions (Golden 2023).

Children will learn CT skills more and more quickly if their learning is coordinated across û ÚÞŊ (Willingham 2019, p 12) .

ACTIVE LEARNING: incorporates discussion, and collaborative projects that is thought to enhance critical and inferential thinking while also support long term memory and deeper understanding of subject matter (Albanese & Mitchell 1993). This underpins the ability to decentre from ËÄ ŌÞ own perspective and to take other × Ë×½ ŌÞ perspectives into consideration in addition to ËÄ ŌÞ ËõÄŊĮ abbreviated as Multiperspectivity (Barrett 2013, p.20).

There is a need for a clear and instructional framework and objectives for AL (Prince 2006) CRITICAL APPROACH: delve deeper into the systematic inequalities and injustices that underlie global issues SOFT APPROACH: fosters cultural awareness, tolerance and understanding of diverse perspectives without necessarily challenging the underlying structures of power or systematic injustices that result in global inequalities.

EMPATHY: Hodges and Wegner (1997) conclude that empathy is both automatic and controlled although they fail to answer if empathy is possible to teach.

Empathy evolves over different stages of childhood- early interventions are promoted (Goldstein & Michaels 2021).

ABSTRACT

Global Citizenship Education (GCE) is an essential component of educational frameworks across the world. This study aims to examine the implementation of Active Learning (AL) and Critical Thinking (CT) pedagogies to enhance the teaching of GCE. This research employs a constructivist qualitative approach to explore the effectiveness of integrating AL and CT strategies within my teaching of global citizenship education while on school placement. Interviews and reflections were carried out to examine the complexities of teaching GCE. Using &UHVZHOO¶V (2007) emergent design process, a hybrid of both inductive and deductive analysis was conducted to gather themes throughout a values-based coding process, providing triangulation of findings.

Thematic analysis revealed key findings that signalled the importance of a directive approach, the careful selection of resources, the role of intercultural competence, and the necessity of incorporating soft and critical approaches. As a result of my findings, I propose that educational authorities provide workshops and training sessions that focus on enhancing teacher's understanding and implementation of AL and CPD strategies

The integration of CT and AL within GCE has emerged as a crucial field of inquiry and pedagogical intervention.

Over 90 % of teachers think it is important to teach GCE, where 40 % of teachers believe the lack of relevant tools as the biggest barrier to teaching GCE (UNESCO 2024)

Through CT and AL, it is hoped that students will be able to practice skills, work through complex questions, make judgments and propose solutions that will support local and global issues (Cornell University 2022).

A notable gap persists in empirical comprehension regarding the effectiveness of implementation.

Bryan and Bracken (2011) highlight how Ireland primarily uses a soft approach when teaching GCE.

However, Ä Ú Ëãã¬ŌÞ Soft vs Critical debate supports children to delve deeper into the systematic inequalities and injustices that underlie global issues using AL and CT (Andreotti 2016).

Rationale

12 % of people living in Ireland being a different nationality other than Irish (CSO 2022).

European Network Against Racism (2019) highlights how hate crimes targeting racial and ethnic minorities are on the rise.

To resolve this problem, this dissertation attempts to display how CT and AL can create an empathetic, and interculturally competent classroom and thus an empathetic society

CONTACT

Niall Quigley niallquigley13@gmail.com Mary Immaculate College www.mic.ul.ie:

)

Qualitative research focusing on values-based coding.

Data Collection Methodssemi structured interviews, critical friend discussion reflective journal, 4 lesson plans.

Braun and Clarke (2006) six step thematic analysis used to code interviews Emergent Design Process- Mixed methods of inductive and deductive coding (Creswell 2007).

Methodological triangulation used to cross validate themes.

Ethical considerationsmember checking, participant information sheet, consent and confidentiality.

Limitations: small breadth of research, subjectivity in coding, lack of cultures in school.

Finding One: A directive is essential to facilitate AL and CT in the GCE classroom. Ĭ = and CT must have a directive.ĭ Ĭ­ã will be more objective when it's something that they want to learn about.ĭ Providing the children with an issue can act as a stimulus for their learning.

With an objective to their learning children will feel more involved in the learning process and will become engaged.

Finding Two: When teaching GCE, resources must be appropriately selected. Ĭw ªđ it's very stereotypical, and it still is, and we still teach that way,Ĕwe have to stop this idea of putting people into boxes, we do teach it in a tokenistic ö üĭ Diverse representation and perceptions can be portrayed both visually and authentically so that students can resonate with the concepts with a familiar and engaging medium.

Finding Three: Intercultural Competence can be developed with CT strategies if a supportive classroom environment is established.

Ĭ.¤ you ËÄįã have empathy, üËçįÚ never going to really understand interculturalism.ĭ

ĬVËÞÞ­ ½ü you can learn to be understanding and you can learn to be tolerant, but can you learn to show Ã× ãªüėĭ

Finding Four: Soft and critical approaches are mutually needed to teach GCE effectively

Ĭ çã it can't be all AL, you know, I know our curriculum is moving away from, a lot of the old ways of doing things, I still think there's a place for certain strategies that have been used up until now alongside the newer ones like AL.ĭ

Critical approaches such as CT and AL should be employed alongside soft approaches such as direct instructional teaching to ensure awareness/ knowledge of a subject is developed before analysis is carried out.

RECOMMENDATIONS

METHODOLOGY

FINDINGS/DISCUSSION

CPD opportunities afforded for teachers Curriculum and Guideline Review and Development Resource Development and Access Support for Inclusive Classroom Environments Continued Research and Development- best practices

KEY REFERENCES

Adam, H. and Harper, L., (2016) Assessing and selecting culturally diverse literature for the classroom. Practical Literacy, 21(2), pp.10-13.

Adami, M. F., & Kiger, A. (2005) The use of triangulation for completeness purposes. Nurse Researcher, 12(4), 19ľ 29.

Andreotti, V. (2016) The educational challenges of imagining the world differently. Canadian Journal of Development Studies/Revue Canadienne d'études du développement, 37, 101-112. Oxford: Routledge.

Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77ľ 101. Available at: https://doi.org/10.1191/1478088706qp063oa (Accessed on: 17/03/2024).

Golden, B. (2023). GCE. Curious Teachers, Critical Classrooms. Limerick: DICE. McPeck, J.E. (2016) Critical Thinking and Education. London: Routledge.

16

Figure 2: Thematic Analysis using Emergent Design Process

Sobkowiak, P. (2016). CT in the intercultural context: Investigating EFL textbooks. Studies in Second Language Learning and Teaching. Poland: Adam Mickiewicz University.

Willingham, D. (2019) How to teach CT. New South Wales, Australia: Department of Education and Training (NSW).

A Comparative Analysis on Approaches to Teaching Indigenous Heritage Language (IHL) in Ireland and Wales Siobhán McSweeney, Mary Immaculate College ABSTRACT In today's globalizing world, Indigenous Heritage Languages (IHLs) in Ireland and Wales face significant challenges to remain 'living languages' (Watson, 2008). This study uses qualitative data to explore the economic, political, and historical factors influencing the trajectory of Irish and Welsh IHLs by examining policy documents, curricula, and national guidelines. By synthesizing findings from both contexts, this research aims to inform pedagogical practices, policy development, and future research to sustain and revitalize IHLs in Ireland, Wales, and beyond.

CONTACT Siobhán McSweeney Mary Immaculate College www.mic.ul.ie

INTRODUCTION

FINDINGS

RECOMMENDATIONS

Kelleher (2010, p.2) defines ,+/ DV µWKH ODQJXDJHV RI WKH SHRSOHV QDWLYH WR¶ D FRXQWU\ ZKLFK DUH RIWHQ µDW ULVN RI EHLQJ ORVW¶ FRQWLQXLQJ E\ DGGLQJ µYHU\ IHZ DUH EHLQJ PDLQWDLQHG within communities of speakers through strong educational HIIRUWV¶ LELG Both Ireland and Wales share similar contexts concerning Indigenous Heritage Language Learning (IHLL), both having rich colonial histories, having been colonized by the British Empire. Despite strong constitutional and educational support, the dominance of English in social and economic spheres presents significant challenges to the preservation of the Irish and Welsh languages. This study is warranted due to the rich cultural and linguistic diversity found within both Ireland and Wales, as well as the recent acceleration of efforts to safeguard and preserve these IHLs amid concerns of language decline and cultural erosion (Palmer, 2014). Before conducting practitioner research, a comparative analysis of literature within both regions, including curricula, policy documentation, and national frameworks, yielded the following results;

1. Cultural Identity An inconsistency arose concerning the pride linked to cultural identity versus the attitude towards IHLL. I attribute this inconsistency to KLVWRULFDO WUDXPD VWHPPLQJ IURP %ULWLVK HPSLUH¶V FRORQL]DWLRQ RI both regions (Kirmayer et al., 2014). RP entries confirmed such, noting 'fear,' 'shame,' and oral language vulnerability within IHLL (Shanahan, 2013).

Both regions should: - Advocate for increased government funding, for example, specific immigration support centres aiding families with IHL homework, which is often considered a challenge within IHLL. - Require investment in the country's IHL as a prerequisite for multinational corporations requesting entry.

- Widespread implementation of standardized testing for Gaeilge and Welsh providing equity in proficiency levels.

- Campaign for multi-departmental negotiations and support, for example, increased planning permission in Gaeltacht areas within Ireland.

Ireland should: - Implement a language preservation strategy which mirrors WKH :HOVK µCymraeg ¶ VWUDWHJ\ :* - Replace current essentialist curriculum with increased opportunities for critical pedagogy.

- Review IHLL time allocation, and age of induction, within curriculum.

Wales should: - &RQWLQXRXVO\ HYDOXDWH WKH HIIHFWLYHQHVV RI µCymraeg ¶ - Review proficiency measures, profile of teachers, and exemption criteria in relation to IHLL.

Table 1: Comparative Analysis of Ireland and Wales (McSweeney, 2024)

METHODS AND MATERIALS

Moreover, disparities emerged regarding the perceived usefulness of ,+/V 53 ILQGLQJV GHVFULEHG WKH ,ULVK ODQJXDJH DV RI QR EHQHILW¶ being falsely associated with limited job prospects despite both languages attaining European Language Status, Ireland in 2022 (European Commission, 2022), and Wales in 2011 (Davies, 2014).

These perceptions echo Kirmayer et al.'s concept of 'historical trauma,' which relegated Gaeilge (Irish) and Cymraeg (Welsh) to their current 'second' language status (Montrul, 2012). This issue is exacerbated due to declining 'intergenerational transmission' (Horsby and McLoed, 2022) and increased immigration, necessitating enhanced intercultural education (NCCA, 2005), and possibly reducing time allocated to IHLL within curricula.

2. IHLL Approaches, as observed in Irish Primary School Context Challenges The 'over-SLWFKHG FXUULFXOXP¶ GHPDQGV WHDFKHUV WR RYHU-scaffold' lessons and textbooks, which, in turn, creates a perception of 'overbearing' and 'excessive' IHLL time allocation. In addition, the current essentialist approach employed by the curriculum should be replaced by critical pedagogy to promote increased engagement and IHLL success. Kuhl (2011) recommends delaying formal grammar instruction in IHLs until age 10, which contrasts with the Irish curriculum which introduces grammar at age five (NCCA, 2019).

Successes Children in Ireland are introduced to the language at five years old, enhancing neuroplasticity (Li et al., 2014) and reducing inhibitions.

The stringent criteria for obtaining an exemption in the Irish language can, in itself, serve as a preservation technique, documenting children from diverse backgrounds as 'embracing their Irishness¶ ,Q DGGLWLRQ engaging IHLL approaches for children include CLIL, UDL, cultural LPPHUVLRQ FROODERUDWLYH H[SHULHQFHV PHGLD DQG µGaeilge Néamhfhóirmiúil¶

$ TXDOLWDWLYH UHVHDUFK SDUDGLJP ZKLFK µDFNQRZOHGJHV WKH FRPSOH[LW\ RI UHDOLW\¶ )OLFN DQG IDFLOLWDWHV WKH UHVHDUFK question to be XQGHUVWRRG µWKURXJK WKH H\HV RI WKH SDUWLFLSDQWV UDWKHU WKDQ WKH UHVHDUFKHU¶ &RKHQ HW DO S ZDV FRQVLGHUHG PRV t suitable to VXFFHVVIXOO\ DGGUHVV WKLV UHVHDUFK TXHVWLRQ %URRNILHOG¶V IRXU OHQVHV RI µFULWLFDOO\ UHIOHFWLYH SUDFWLFH¶ ZHUH HQOLVWH d as data was collected during professional placement, across 11 consecutive weeks, whereby I observed, assisted, and taught Gaeilge in two Irish primary school classrooms. Data collected was documented within a reflective portfolio (RP) which was subsequently analysed in DFFRUGDQFH ZLWK *LEE¶V WKHPDWLF DQDO\VLV $ FRPSDUDWLYH DQDO\VLV RI OLWHUDWXUH DOVR IXUQLVKHG WKLV SURMHFW EHLQJ WKH predominant source of data collection within the Welsh context.

17

CONCLUSIONS This study highlights the socio-political landscapes and pedagogical approaches to language revitalization in Ireland and Wales, noting similarities and differences, and highlighting the need to overcome language maintenance barriers to sustain IHLs in Ireland, Wales, and beyond.

Beyond scholarly pursuit, this investigation proves vital in preserving the cultural tapestry of both nations. As the proverb JRHV µTír gan teanga, Tír gan anam ¶ PHDQLQJ µD FRXQWU\ ZLWKRXW D ODQJXDJH LV D FRXQWU\ ZLWKRXW D VRXO ¶

KEY REFERENCES Dörnyei = µThe Psychology of the Language Learner: Individual GLIIHUHQFHV LQ VHFRQG ODQJXDJH DFTXLVLWLRQ¶ Mahwah: Lawrence Erlbaum.

Kirmayer / - *RQH - 3 0RVHV - µ5HWKLQNLQJ +LVWRULFDO 7UDXPD¶ in, µ7UDQVFXOWXUDO 3V\FKLDWU\¶ Issue 51, Vol. 3, pp.299-319. Available: 10.1177/1363461514536358 [Accessed on: 15 Apr 2024]

Montrul 6 $ µ,V +HULWDJH /DQJXDJH OLNH D 6HFRQG /DQJXDJH¶ LQ µEUROSLA <HDUERRN¶ Vol.12, Issue 1, January 2012, pp.1-29, John Benjamins Publishing Company: Amsterdam. :HOVK *RYHUQPHQW µCymraeg 2050: Welsh Language Strategy Action Plan 2023 ± ¶ Cardiff: Crown Copyright.

Melodies of Inclusion: Enhancing Belonging and Communication Skills in Children with Additional Educational Needs through Music Education Hannah O'Driscoll, Mary Immaculate College ABSTRACT

INTRODUCTION

METHODOLOGY

FINDINGS/DISCUSSION

In a time of increasing diversity within educational settings, this research focuses on integrating students with Additional Educational Needs (AEN) and Special Educational Needs (SEN) into mainstream classrooms through music. Drawing on personal experiences, and insights from school personnel and existing literature, this study investigates the role of music in fostering a sense of belonging, promoting acceptance and understanding, and enhancing overall educational experience for all students, particularly those with AEN or SEN. The findings suggest that music activities facilitate increased pupil participation and a sense of belonging in the classroom, serving as a powerful tool to scaffold communication and to encourage collaboration. The study highlights the benefits of regular, natural use of music in the classroom to harness its full benefits for inclusion.

Inclusion extends far beyond simply placing students in a mainstream classroom and it requires schools to establish inclusive environments where the needs of all pupils are met (Mitchell 2004). This research explores the potential of music education to promote an inclusive environment in primary schools. With a growing emphasis on inclusive education both internationally and in Ireland, addressing the needs of diverse classrooms is essential. As emphasised in the Irish curriculum (DES 1999) and reflected in the new draft arts education curriculum (NCCA 2024), this study investigates how music can foster belonging in the classroom. It aims to bridge the gap between policy ideals and practical implementation, particularly in understanding how music education supports inclusion in Irish classrooms. Through qualitative research, the study engages with current teachers to gain insights into practices and perspectives on music education and its use for facilitating acceptance and participation.

Research Design Rationale: In response WR WKH H[SORUDWRU\ QDWXUH RI WKLV VWXG\¶V research questions, a qualitative research design was selected. This design was chosen based on its capacity to thoroughly explore the research question. The researcher's active role in the research allows for the depth and diversity of children and teachers' experiences with music to be captured.

Sampling Procedure: A combination of sampling techniques, including convenience and purposive sampling, were employed to select participants. This ensured diverse perspectives from teachers, special needs assistants, and special education teachers.

Data Collection & Analysis: Reflective journaling, critical friend reflections, and semi-structured interviews were used to collect data. Thematic analysis, following Braun and Clarke's six-step approach, was used to analyze the data. This method facilitated the identification and definition of emerging themes and results.

Limitations and Reliability: The study's small scale and limited sample size may affect the generalisability of results. To address potential bias, data triangulation was employed by comparing different data sources. Ethical considerations, including informed consent, confidentiality, and participant rights, were carefully addressed throughout the research process. This comprehensive approach ensures a robust investigation into the role of music education in promoting inclusion and communication for children with additional needs.

This findings from the study highlighted the role of music education in enhancing a sense of belonging among students with diverse needs in mainstream classrooms, mirroring existing literature (Pijl et al., 2008). Through data analysis, it was observed that music activities effectively promoted student participation and inclusivity. Music served as a bridge for students, particularly those with English as an Additional Language (EAL) and Special Educational Needs (SEN), to actively engage in class activities, thereby fostering a greater sense of belonging. In a critical friend reflection, one class teacher explained that "pupils who usually struggle to take in verbal instructions were easily following directions and playing successfully along with the class" (Critical Friend Reflection 2a). Similarly, I noted in one of my reflections that music lessons were the only times when one of the children with SEN was fully included in the class activity (Reflection 7). Non-verbal cues and group music-making emerged as effective strategies in facilitating participation and building confidence among students, echoing findings from previous research (Sutela et al., 2021). The data also emphasises the importance of adapting approaches to music education to accommodate diverse student needs and create a non-threatening environment. These findings are consistent with prior literature, emphasising the positive impact of music education on student participation and inclusivity in educational settings (Juntunen and Sutela, 2023; Fuelberth & Todd, 2017).

LITERATURE REVIEW Inclusive education aims to increase participation and reduce exclusion by recognising and responding to the diverse needs of every student (UNESCO 2009). Despite policy commitments, challenges such as social exclusion and difficulties participating persist for pupils with additional needs in mainstream classrooms (Pijl, Frostad and Flem 2008).

CONTACT Hannah O'Driscoll Mary Immaculate College

Music education plays a role in promoting inclusion in educational settings. Anvari, Trainor, Woodside and Levy (2002) as well as Hoffer (2017) explained that music enhances character development, social interaction and attitudes towards learning, contributing to the holistic development of students. As outlined by Hallam and Himonides (2022) group music-making activities enable students to develop teamwork skills and non-verbal communication abilities, which are particularly beneficial for pupils with AEN/SEN, allowing them to participate more easily. Moreover, existing research highlighted that music education fosters a non-threatening environment which contributes to the sense of belonging in the classroom, a critical aspect for pupils with additional needs who often feel excluded (Fuelberth and Todd 2017).

CONCLUSIONS & RECOMMENDATIONS In this study, it was found that music activities facilitated increased pupil participation. Through the use of hands-on music making activities, music and movement and group singing, all pupils, including those with AEN or SEN, seemed enthusiastic to engage. As mirrored in existing literature, musical activities help to promote a non-threatening environment which gives rise to feelings of acceptance and inclusion in the classroom (Fuelberth and Todd 2017). Increased opportunities to participate and engage through music left pupils feeling part of the class and a sense of belonging to their peer group.

Recommendations: Policy Makers: Integrate additional music training into initial teacher education and continuous professional development to enhance teacher confidence and competency. Practitioners: Incorporate music into daily routines and existing lessons to increase benefits. Academic World: Conduct large-scale, mixed-methods studies to gather comprehensive insights into the use of music for inclusion.

KEY REFERENCES Anvari, S.H., Trainor, L.J., Woodside, J. and Levy, B.A. (2002) Relations among musical skills, phonological processing, and early reading ability in preschool children. Journal of experimental child psychology, 83(2), 111-130.

Braun, V. and Clarke, V., (2006) Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Department of Education and Science (DES) (1999). The primary school curriculum: Introduction. Dublin: The Stationery Office, available: https://www.curriculumonline.ie/getmedia/c4a88a62-7818-4bb2- bb184c4ad37bc255/PSEC_Introduction-to-Primary-Curriculum_Eng.pdf [accessed 23 Mar 2024] Fuelberth 5 DQG 7RGG & ³, GUHDP D ZRUOG´ ,QFOXVLYLW\ LQ FKRUDO PXVLF HGXFDWLRQ Music Educators Journal, 104(2), 38-44.

Hallam, S. and Himonides, E. (2022) The power of music: An exploration of the evidence. Open Book Publishers.

Hoffer, C. (2017) Introduction to music education. Waveland Press.

Juntunen, M.L. and Sutela, K. (2023) The effectiveness of music±movement integration for vulnerable groups: A systematic literature review. Frontiers in Psychology, 14,1127654.

Mitchell, D.R. (2004) (Ed) Special educational needs and inclusive education: inclusive education (Vol. 2). Taylor & Francis.

National Council for Curriculum and Assessment (NCCA) (2024) Draft arts education curriculum specification: for all primary and special schools. Dublin: The stationery Office.

Pijl, S.J., Frostad, P. and Flem, A. (2008) The social position of pupils with special needs in regular schools.

Scandinavian Journal of Educational Research, 52(4), 387-405.

Sutela, K., Ojala, J. and Kielinen, M. (2021) Developing agency through music and movement. Research Studies in Music Education, 43(2), 195-211.

UNESCO. (2009). Policy guidelines on inclusion in education. Paris: UNESCO.

Existing research has highlighted that, by providing opportunities for all students to participate in rich musical experiences, regardless of age, background, or ability, music education creates an inclusive environment where every child feels valued and empowered (Fuelberth & Todd 2017; Juntunen and Sutela 2023).

18

Engagement with MYmind for autistic youth and their parents: A systematic literature review &ORGDJK 2¶)DUUHOO 0DU\ ,PPDFXODWH &ROOHJH ABSTRACT MYmind is a mindfulness-based intervention for autistic youth and parents. This systematic review was directed by the Preferred Reporting Items for Systematic Reviews and Met-Analysis 2021 guidelines. ,W DLPHG WR LQYHVWLJDWH WKH SURJUDPPH¶V effectiveness in promoting positive outcomes for both parties. The literature search process (January 30th to February 4th, 2024) found four suitable studies for data extraction and critical analysis. Horner et DO ¶V SURWRFRO ZDV DSSOLHG IRU GDWD extraction purposes. The Critical Appraisal Skills Programme Randomised Controlled Trial (2018a) and the Critical Appraisal Skills Programme Cohort Study (2018b) checklists were adapted during critical analysis. The findings are important for psychologists, teachers and SNAs working with autistic youth, supporting a neurodiversity paradigm DSSURDFK 7R WKH UHVHDUFKHU¶V NQRZOHGJH this is the first systematic review examining this intervention.

METHODOLOGY

INTRODUCTION

Search Terms

Mymind is a concurrent-group-based mindfulness intervention for autistic youth (8-23 years) and their parents. It aims to equip both parties with a mindfulness mindset and toolkit that develops selfcontrol, wellbeing, and coping mechanisms for life with autism (De Bruin et al., 2015). The programme emphasises its differentiation towards autistic youth.

It includes an extra session to facilitate repetition as autistic communities respond well to this (De Bruin et al., 2015). Verbal instructions are also reduced, with direct language central to the intervention (Ridderinkhof et al., 2019). Although mindfulness typically promotes present experiences over anticipation, each sessions aims and activities are outlined before commencement as a means of reducing anxiety (DeBruin et al., 2015). Facilitators are experienced in autism and family relations, as well as competition of the Mymind tutor training programme (Ridderinkhof et al., 2018). This systematic review investigates how w this is being adapted in practice.

How effective is MYmind in promoting positive outcomes for autistic youth and their parents?

Autistic Youth Inclusion/ Exclusion All studies placed more emphasis on social skills over Criteria mindfulness, leading to uncompelling wellbeing outcomes.

Positive implications for autistic youth in emotional and behavioural domains.

Parents All studies found positive implications in mindfulness domains, specifically observation, acting with awareness, non-judging, and non-reacting.

Lack of specificity in relation to how it supported SDUHQWV¶ HPRWLRQDO DQG EHKDYLRXUDO IXQFWLRQLQJ

LITERATURE REVIEW Autism should be defined as a neurodivergent condition, with communication, behavioural and cognitive differences, rather than deficits (Heasman & Gillespie, 2019).

CONCLUSIONS

Flowchart of Literature Theoretical Implication Search Process Neurodiversity paradigm should form the theoretical basis

MYmind emphasises its dedication to supporting the wellbeing of autistic youth and parents. This is achieved through engagement with both mindfulness and meditation practices (De Bruin et al., 2015). Mindfulness refers to a non-judgemental observation of present thoughts, emotions, physical state, and environment (Zhang et al., 2021). Meditation is a form of self-regulation, which enables individuals to better control mental processes, through the development of calm, clarity, and concentration (Walsh & Shapiro, 2006).

CONTACT

&ORGDJK 2¶)DUUHOO 20661655@micstudent.mic.ul.ie Mary Immaculate College www.mic.ul.ie:

FINDINGS/DISCUSSION

for MYMind focusing on mindfulness, self-regulation and coping skills rather than social skill training.

Recommendations Mymind should highlight a specific developmental stage this intervention caters for.

Autistic youth and parental programmes should prioritise mindfulness, emotional and coping skills to enhance mental health.

It is therefore based upon the neurodiversity paradigm, which calls for a positive outlook on autism. It seeks to empower and support autistic individuals in navigating and accepting their autistic identity (Pellicano & De Houting, 2022). This contrasts the medical model, which views autism as a deficit-led condition. Interventions that adapt this viewpoint promote masking of autism and teaching of neurotypical communication and behavioural skills (Mitchell et al., 2021).

KEY REFERENCES

Included Studies

MYmind also aligns with the transactional model of stress and coping (Lazarus & Folkman, 1987), in relation to how it supports parents of autistic youth. This model highlights that individuals feel more stressed when they have inadequate resources to cope. Research conveys that parents of autistic youth have lower levels of wellbeing, and feel more pressured (Enea & Rusu, 2020). MYmind aims to equip them with mindfulness, meditation, and coping skills for supporting themselves and their child (DeBruin et al., 2015).

De Bruin, E. I., Blom, R., Smit, F. M., van Steensel, F. J., & Bögels, S. M. (2015). MYmind: Mindfulness training for youngsters with autism spectrum disorders and their parents. Autism, 19(8), 906-914.

Heasman, B., & Gillespie, A. (2019). Neurodivergent intersubjectivity: Distinctive features of how autistic people create shared understanding. Autism, 23(4), 910-921.

Ho, R. Y. F., Zhang, D., Chan, S. K. C., Gao, T. T., Lee, E. K. P., Lo, H. H. M., ... & Wong, S. Y. S. (2021). Brief report: mindfulness training for Chinese adolescents with autism spectrum disorder and their parents in Hong Kong. Journal of autism and developmental disorders, 1-13.

Pellicano ( GHQ +RXWLQJ - $QQXDO 5HVHDUFK 5HYLHZ 6KLIWLQJ IURP µQRUPDO VFLHQFH¶WR neurodiversity in autism science. Journal of child psychology and psychiatry, 63(4), 381-396.

Ridderinkhof, A., de Bruin, E. I., Blom, R., & Bögels, S. M. (2018). Mindfulness-based program for children with autism spectrum disorder and their parents: Direct and long-term improvements. Mindfulness, 9, 773-791.

Figure 1. Label in 24pt Arial.

19

Salem-Guirgis, S., Albaum, C., Tablon, P., Riosa, P. B., Nicholas, D. B., Drmic, I. E., & Weiss, J. A. (2019). MYmind: A concurrent group-based mindfulness intervention for youth with autism and their parents. Mindfulness, 10, 17301743.

Zhang, Z., Luh, W. M., Duan, W., Zhou, G. D., Weinschenk, G., Anderson, A. K., & Dai, W. (2021). Longitudinal effects of meditation on brain resting-state functional connectivity. Scientific reports, 11(1), 11361.

(;3/25,1* $ 1(*/(&7(' $5($ 35,0$5< 6&+22/ 7($&+(56· $77,78'(6 $:$5(1(66 AND SELF-EFFICACY IN SUPPORTING CHILDREN WITH TRAUMA Emma Benson, Mary Immaculate College ABSTRACT Childhood trauma can affect all domains of childhood development (Downey & Crummey, 2022). Primary VFKRRO WHDFKHUV¶ awareness and understanding of trauma are crucial for creating a safe, supportive environment for children impacted (Lancaster, 2021).

Using a mixed-methods design, this study examined the influence of prior training in trauma-informed care (TIC) and teachers' self-efficacy on awareness of trauma and attitudes related to trauma.

Results showed that teachers with training in TIC had significantly higher awareness and more favourable attitudes compared to those without. Hierarchical regression analyses revealed that self-efficacy was the strongest predictor of trauma awareness, while both self-efficacy and training significantly influenced attitudes toward trauma-informed care. Qualitative findings highlighted teachers' perspectives on professional development. Implications for practice, policy, and future research are discussed in consideration of the findings.

INTRODUCTION

AIMS OF RESEARCH

Exposure to trauma in childhood can have a detrimental impact on various aspects of development, including academic progress, social skills, emotional well-being, and cognitive development (McConnico et al., 2016). Guarino and Chagnon (2018) define childhood trauma as one or VHYHUDO HYHQWV WKDW DUH KDUPIXO WR D FKLOG¶V ZHOO-being and mental or physical health. Unfortunately, the rate of children experiencing trauma is increasing, with two-thirds of children encountering at least one traumatic event in their lifetime (Finkelhor et al., 2015).

,QYHVWLJDWH LI WHDFKHUV¶ VHOI-efficacy and professional training in 7,& LQIOXHQFH WHDFKHU¶V DWWLWXGHV UHODWHG WR 7,& DQG DZDUHQHVV of teaching children with trauma.

%URQIHQEUHQQHU¶V (FRORJLFDO 6\VWHPV 7KHRU\ emphasises the critical role of educators in supporting children with trauma. However, despite the crucial importance of educators implementing trauma-informed care (TIC), its application in Irish schools is limited and primarily driven by individual school initiatives rather than comprehensive policy.

The striking prevalence of children who have experienced trauma underscores the urgency for educators to have appropriate awareness and knowledge. This allows educators to be responsive and implement intervention strategies to support children who have experienced trauma. Comprehensive training and CPD in TIC is essential for creating supportive learning environments for children impacted by trauma.

Examine differences in attitudes and awareness between those with and without training in trauma-informed care.

Explore types of training received by participants and their perspectives on professional development.

METHODOLOGY Mixed-Methods Design Quantitative

Qualitative

Statistical Analysis Independent t-tests assessed differences between those with and without training in trauma-informed care.

Hierarchical Regressions were conducted with attitudes (ARTIC) and awareness of teaching children as outcome variables.

Bilbrey et al. (2024), found roughly half of participants IHOW µsomewhat¶ confident in supporting children with trauma.

Irish research has outlined that teachers feel illequipped to support children with trauma 2¶7RROH Dobutowitsch, 2022).

CONTACT Emma Benson Mary Immaculate College, Limerick

Open-ended questions H[SDQGHG RQ WHDFKHUV¶ learning experiences in TIC, and how they could be supported professionally.

Participants 61 qualified primary school teachers (22-54 years old) 23% of participants had received training in TIC.

LITERATURE REVIEW ² KEY STUDIES CONTACT

Predictor Variables: Number of Years of Teaching Experience (control) Teacher Self-Efficacy Training in Trauma-Informed Care Outcome Variables: 7HDFKHU¶V $ZDUHQHVV $WWLWXGHV UHODWHG WR WUDXPD

Training in TIC influences how teachers view trauma, and it can have a SRVLWLYH LPSDFW RQ WHDFKHUV¶ attitudes (Liang et al., 2020).

Self-efficacy and training in TIC significantly impact WHDFKHUV¶ DZDUHQHVV RI WUDXPD (Eastman & MacMaugh,

RESEARCH FINDINGS Findings of Current Study

Previous Research

Teachers who completed training McIntyre et al. (2019) outline in TIC had significantly the value and importance of heightened levels of awareness training in TIC. and more favourable attitudes.

7HDFKHUV¶ VHOI-efficacy was a significant predictor of attitudes and awareness of childhood trauma.

Eastman & McMaugh (2022) states that IRVWHULQJ WHDFKHUV¶ self-efficacy contributes to more favourable attitudes.

Training in TIC was a significant predictor of attitudes related to TIC.

MacLochlainn et al. (2022) found CPD in TIC positively influences attitudes posttraining.

2022).

20

Findings of Current Study

Previous Research

Training in TIC was not a significant predictor of awareness of trauma.

Sonsteng-Person & Loomis (2021) found low training group had significantly lower levels of awareness compared to those with high levels of training.

Teachers who had received training in TIC reported the need for more and for training to be more practical.

Alisic et al. (2012) highlight teachers desire more knowledge and specific solutions on how to support children with trauma even after training.

IMPLICATIONS 7KH VFKRRO HQYLURQPHQW VKRXOG SURPRWH WHDFKHUV¶ confidence, and collaboration among stakeholders.

Initial Teacher Education (ITE) should include modules on trauma-informed care WKDW EXLOG RQ WHDFKHU¶V NQRZOHGJH attitudes, and understanding of trauma.

Government should ensure resources, training, and workshops on trauma-informed care are effective and accessible for teachers.

Future research should explore the effectiveness of different TIC training models and the unique needs of teachers. This will further guide the development of highquality, practical TIC training programmes for teachers.

CONCLUSION In conclusion, the study highlights the critical impact of WHDFKHUV¶ VHOI-efficacy and training in TIC on their attitudes and awareness of trauma in the classroom.

Research revealed training in TIC significantly improved teachers' awareness and attitudes, while self-efficacy uniquely LQIOXHQFHG WHDFKHUV¶ DZDUHQHVV RI WUDXPD Lastly, this research offers valuable guidance for developing strategies to better prepare teachers to support children with trauma.

KEY REFERENCES Eastman, K. B., & McMaugh, A. (2022). Teacher understanding of trauma in the classroom and their professional learning experiences: Every little bit counts. Professional Development in Education, 1±15. https://doi.org/10.1080/19415257.2022.2155984 2¶7RROH & Dobutowitsch, M. (2022). The courage to care: Teacher compassion predicts more positive attitudes toward trauma-informed 40 practice. Journal of Child & Adolescent Trauma, 16(1), 123±133. https://doi.org/10.1007/s40653-022-00486-x Tschannen-Moran, M., and Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct.

Teaching and Teacher Education. 17(7), 783±805. https://doi.org/10.1016/S0742-051X(01)00036

/HVVRQV LQ VWUHVV PDQDJHPHQW 6WXGHQW WHDFKHUV· SHUFHSWLRQV RI VWUHVVRUV DQG coping strategies associated with professional placement.

Sophie Bartlett, Mary Immaculate College

ABSTRACT This study investigates the stressors and coping strategies associated with professional placement from the perspective of primary teaching student teachers. It fills gaps in the research by providing qualitative data in the form of semi-structured interviews directly from student teachers in an Irish context. Seven preservice teachers enrolled in different teaching programmes in the Republic of Ireland participated. Questions were posed through the OHQVHV RI /D]DUXV DQG )RONPDQ¶V 7UDQVDFWLRQDO Model of Stress and Coping, and Self Determination Theory. Using thematic analysis, stressors experienced included balancing time and workload, meeting tutor expectations and experiencing social isolation. These were combatted by seeking help, improving organisation and creating time for mental breaks. Participants shed light on their professional growth, noting that their ability to cope with the stressors built resilience and confidence. Recommendations were made regarding improving the existing placement system through increasing supports.

INTRODUCTION

FINDINGS

DISCUSSION

6WUHVV FDQ EH GHILQHG DV ³D SDUWLFXODU UHODWLRQVKLS EHWZHHQ WKH SHUVRQ DQG the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well-EHLQJ´ /D]DUXV Folkman, 1984, p.19).

Participants highlighted workload, subjective expectations of tutors, and social isolation as primary stressors. They also outlined the importance of coping strategies, including hobbies, social support, and organisational skills.

Research shows that professional placement is a crucial aspect of teacher education as it forms teacher identity (Lamote & Engels, 2010), improving VWXGHQW WHDFKHUV¶ SUHSDUHGQHVV DQG VHOI-efficacy (Lee et al., 2012).

Workload and Time Management: Student teachers struggled to balance lesson planning, paperwork, and resource creation with social lives. Many participants spoke about the extensive paperwork as well as the added workload of resource creation.

Previous studies have highlighted the stressors faced by student teachers during placement, including anxiety about evaluation, classroom management challenges, uncertainty about teaching abilities (Miller & Fraser, 2000), and extensive planning requirements (Geng et al., 2015).

Tutor Expectations: Participants commented on the varying expectations of tutors and the pressure put on them to meet these. It was reported that the student teachers also experienced inconsistency in feedback given to them by various tutors causing self-doubt.

Workload, tutor expectations, and social isolation are primary stressors for student teachers during placements. Participants had to adopt various coping strategies, aligning with Lazarus and Folkman's Transactional Model of Stress and Coping (1984). Effective coping mechanisms identified included support networks, organisational skills, and relaxation techniques. These strategies enhance self-confidence, productivity, and interpersonal relationships, making the placement experience more valuable and promoting professional growth (Sumsion & Thomas, 1999), aligning with Self-determination Theory (Skaalvik & Skaalvik, 2021).

/D]DUXV DQG )RONPDQ V PRGHO VKRZV KRZ VWUHVV UHVXOWV IURP DQ LQGLYLGXDO¶V appraisal of a situation, and the perceived need to cope. Self-determination Theory highlights the psychological need for autonomy, competence, and relatedness, suggesting that student teachers' motivation levels influence their effectiveness. Effective coping strategies enhance perceived autonomy and competence, contributing to improved classroom performance.

The Need to Find Methods to Handle the Stress

Studies have found that high-stress levels can lead to early burnout (Gustems-Carnicer et al., 2019), showing a need to understand potential coping mechanisms better to support student teacher outcomes.

In Ireland, one study found that Irish student teachers found the workload, the fear of inspection and the critical reflection demands to be of high stress (Hall et al., 2018). The only other Irish study on this topic was from the perspective of cooperating teachers, failing to give student teachers a voice 2¶6XOOLYDQ &RQDLOO VKRZLQJ D QHHG IRU XSGDWHG TXDOLWDWLYH DQDO\VLV WR XQGHUVWDQG ,ULVK VWXGHQW WHDFKHUV¶ H[SHULHQFHV Therefore, the current study aims to explore the main stressors and HIIHFWLYH FRSLQJ VWUDWHJLHV DVVRFLDWHG ZLWK SULPDU\ VFKRRO VWXGHQW WHDFKHUV¶ professional placement in Ireland, through qualitative interviews with primary school student teachers. Policy standards underscore the importance of comprehensive placement experiences, highlighting the need for further examination and improvement in placement programmes.

METHODS AND MATERIALS The study took the form of semi-structured interviews to focus on depth of understanding. Interview schedules were followed as closely as possible, yet flexibility allowed probing when unexpected insights emerged.

Questions were designed to be open-ended and non-leading.

CONTACT Sophie Bartlett Mary Immaculate College www.mic.ul.ie: 20662209@micstduent.mic.ul.ie

The participants consisted of seven primary teaching student teachers, informed by the principal of data saturation.

A Dictaphone was used for audio recording. Participants were given consent forms, information sheets and debriefing sheets. The interview schedule was informed by a study by Mapfumo et al. (2012). Prior to the study taking place a pilot study was undertaken to ensure suitability of questions.

Once ethical approval was obtained, participants began to be recruited through purposive sampling with the aim of a representative sample across the Republic of Ireland. Written and oral consent was obtained before interviews took place via Microsoft Teams. Participants were debriefed after their interviews orally and sent the debriefing forms. After critically reviewing transcripts, the data were coded and analysed thematically to identify and report themes and sub-teams (Braun & Clark, 2006).

Extensive Influence of Stressors on Placement Experience

Social Isolation: Participants felt they had to make sacrifices in their personal lives to achieve placement success, with this also giving them less time to engage in activities that could lessen their stress.

Strategies for Coping: Student teachers employed various coping mechanisms, including prioritising taking breaks despite time constraints, playing music, exercising and smoking.

Prioritising Organization: Effective organisation and planning were essential. Participants felt more preparation time before placements would make the experience more manageable.

Importance of Social Support: Participants spoke about the need importance of asking other teachers and family members for help.

The Benefits of Professional Placement for Personal and Career Development Nurturing Professional Competence: Despite the stress, participants acknowledged the career-focused benefits of placement. Practical experience built professional confidence.

Cultivating Resilience: Placement was seen as crucial for personal and professional growth, equipping student teachers to handle real-world situations. Participants grew in confidence and believed they could achieve anything after overcoming the challenges of placement.

Calls for Change to be Implemented Enhanced Practical Support: Student teachers advocated for more comprehensive training and support from colleges. The addition of modules on stress management and coping strategies earlier in their studies was suggested. Further training in areas such as differentiation was thought to have the potential to significantly lower stress levels.

Improved Communication and Preparation: Participants desired clearer communication and more involvement from colleges during placements. They also recommended group meetings guided by tutors to share experiences and ideas in a supportive environment.

Transparency in Grading: Some participants called for clearer guidelines and more transparency in grading to ensure fairness. Some participants suggested replacing the grading system with a pass/fail system to mitigate subjectivity.

Financial Assistance: Many student teachers could not continue part-time jobs due to the workload. It was noted that financial support could cover essential costs Figure 1. Thematic Map Showing Findings. to reduce stress.

21

Limitations included the possibility of social desirability bias, minimised using non-leading questions. The decision to use a single-method approach was valuable in gaining rich data but could limit the understanding available. 7KH UHVHDUFKHU¶V background in psychology and education could have influenced interpretation. However, steps were taken to maintain objectivity and rigor throughout the process, such as note-taking throughout the research process, and including participants from all of the different teaching courses in Ireland.

Recommendations for future research for this study include examining the topic using a mixed method design or a longitudinal approach. Participants recommended the provision of additional modules specifically addressing wellbeing and coping mechanisms.

This study suggests that placement requirement guidelines should be made clearer. It also calls for policies to set guidelines that result in consistency in assessment.

Standardising tutor expectations through clearer communication and providing additional support systems during placement, including providing financial assistance is also recommended.

CONCLUSIONS

In summary, this study explores the challenges student teachers face during professional placement and the coping mechanisms they employ. It highlights the significance of support systems and the potential for personal and career growth. By directly gathering insights from Irish student teachers, it contributes to the understanding of student teacher experiences and has implications for the improvement of teacher training programmes and support mechanisms.

KEY REFERENCES Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research In Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa Geng, G., Midford, R., & Buckworth, J. (2015). Investigating the stress levels of early childhood, primary and secondary pre service teachers during teaching practicum. Journal of Teacher Education for Sustainability, 17(1), 35±47. https://doi.org/10.1515/jtes-2015-0003 Gustems-Carnicer, J., Calderón, C., & Calderón-Garrido, D. (2019). Stress, coping strategies and academic achievement in teacher education students. European Journal of Teacher Education, 42(3), 375±390. https://doi.org/10.1080/02619768.2019.1576629 /DPRWH & (QJHOV 1 7KH GHYHORSPHQW RI VWXGHQW WHDFKHUV¶ SURIHVVLRQDO LGHQWLW\ European journal of teacher education, 33(1), 3-18. https://doi.org/10.1080/02619760903457735 Lazarus, R. S., & Folkman, S. (1984). Stress, Appraisal and Coping. Springer Publishing Company.

Lee, J., Tice, K., Collins, D., Brown, A., Smith, C., & Fox, J. (2012). Assessing student teaching experiences: Teacher candidatHV¶ perceptions of preparedness. Educational Research Quarterly, 36(2), 3±20.

Mapfumo, J. S., Chitsiko, N., & Chireshe, R. (2012). Teaching practice generated stressors and coping mechanisms among student teachers in Zimbabwe. South African Journal of Education, 32(2), 155±166. https://doi.org/10.15700/saje.v32n2a601 Miller, D., & Fraser, E. (2000). Stress Associated with Being a Student Teacher: Opening out the Perspective. Scottish Educational Review, 32(2), 142±154. https://doi.org/10.1163/27730840-03202005 O'Sullivan, M., & Conaill, N. Ó. (2022). µ<RX¶UH NLQG RI WDNLQJ WKLV SHUVRQ XQGHU \RXU ZLQJ«¶ 7KH H[SHULHQFHV RI FRRSHUDWLQJ primary teachers in engaging with student teachers during school placement in the Midwest of Ireland. All Ireland Journal of Higher Education, 14(1), 1-21.

Skaalvik, E. M., & Skaalvik, S. (2021). Teacher stress and coping strategies²The struggle to stay in control. Creative Education, 12(06), 1273±1295. https://doi.org/10.4236/ce.2021.126096 Sumsion, J., & Thomas, P. (1999). Managing student teacher stress associated with the practicum. Journal of Early Childhood Teacher Education, 20(3), 327±336. https://doi.org/10.1080/0163638990200310

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