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Below you will find details of research projects that have recently
been completed by staff in the College.
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This project, which received funding from the European Commission and the Education, Audiovisual and Culture Executive Agency, applied Mobile Assisted Language Learning (MALL) to support minority and/or less-frequently used and less-taught European languages (LWULT). The project was managed and coordinated by the Cyprus Neuroscience & Technology Institute, under the New Media Lab, and the six partners included University of Cyprus Language Centre, Elhuyar Foundation Spain, Luzia Research England, St Mary’s University College Belfast Northern Ireland, ANTIGONE Greece, and DROMOS Greece. The aim was to promote intercultural dialogue especially in former European conflict regions or regions with many minority groups through promotion of linguistic diversity. Research in the College has been conducted with parents who have children learning or being educated in the Irish language. For further details, please contact Gerard McCann. |
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This project, which received funding from the British Academy in March 2010, aimed to appraise the relationship between contemporary feminism and Julia Kristeva, a major figure in contemporary Continental theory. Whilst Kristeva’s ideas, such as her insistence on fluid identity positions and her critique of identity politics, have exerted a wide-ranging influence on debates in contemporary feminist thought, she remains a controversial figure whose position vis-à-vis feminism is highly ambivalent. Despite this ambivalence, and notwithstanding feminism’s unease with Kristeva’s work, this project made an argument for a feminism informed by Kristevan concepts. As the project sought to demonstrate, the relationship between Kristeva and contemporary feminism can only be understood by positioning Kristeva along the fissures and fault-lines that run through contemporary feminist thought, and by considering the intellectual and cultural context that informs Kristeva’s critique of feminism as well as the feminist reception of Kristeva’s ideas. For further details, please contact Birgit Schippers. |
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This newly established research project was conducted by Dr. Gabrielle Nig Uidhir at St Mary’s University College Belfast in collaboration with Sr. Elizabeth Connolly at Monaghan Education Centre. The project received funding from SCoTENS and began in March 2009. The ‘Lift Off’ literacy programme is an intensive literacy programme modelled on the Reading Recovery (RR) intervention programme for young children. It involves a structured, daily sequence of literacy activities where five teachers manage literacy stations and children rotate in groups around the stations. The diagnostic tool linked to the RR programme, Áis Mheasúnaithe sa Luathlitearthacht (Clay and Nig Uidhir, 2006) was redeveloped in Irish at St Mary’s University College and piloted in schools throughout Ireland. This was used to assess outcomes in the proposed project. This project’s main aim was to redevelop the ‘Lift Off’ literacy programme to support the literacy development of Irish-medium pupils. It also aimed to: explore the training needs for teachers and classroom assistants to organise, plan and carry out this programme in Irish; assess the outcomes of the programme using the ÁML assessment tool; and produce resources and information to support the implementation of this programme on a wider scale in the future. The research posed questions that explored the appropriateness of this programme for the Irish-medium context, addressed the important issue of resources in the Irish-medium school, examined the management challenges for implementing this programme, considered the outcomes of the programme in comparison to a control group, and considered the potential for professional development for teachers and student teachers that this programme would require. Methods employed to achieve the aims included: consultation and planning with Reading Recovery tutors; programme design - redeveloping in Irish the structure and activities of the existing model; collecting reading and levelling suitable texts in Irish in cooperation with teachers; observation and recording of teaching sessions; and a focus group with pupils to ensure that the pupils’ voice is considered. This project was carried out in close partnership with Bunscoil Phobal Feirste, Belfast and was inspired by the dissemination of information at a Reading Recovery Conference in Dublin, attended by Aine Nic Giolla Cheara, Principal of Bunscoil Phobal Feirste. Collaboration and planning on the research project was informed by a visit by partners to primary schools in Cork, where work in this area has been developed with very positive outcomes. For further details, please contact Gabrielle Nig Uidhir. |
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This research project, which received funds from SCoTENS, was led by Pádraig Ó Duibhir from St. Patrick’s College Drumcondra in collaboration with St Mary’s University College Belfast. The overall aim of the project was to examine the proficiency in Irish of P.7 pupils in Irish-medium primary schools in Northern Ireland and to compare them to data already gathered from 6th class pupils in Irish-medium primary schools in the Republic of Ireland. The research in the Republic of Ireland identified weaknesses in the syntactic and lexical features of Irish-medium pupils’ spoken Irish and the present study sought to ascertain whether there were significant differences between the features of both populations. The research should inform the education community about the following issues: the features of the spoken Irish of pupils in Irish-medium schools on the island of Ireland at the end of their primary school education; the attitudes and motivation of Irish-medium school pupils to Irish; the opinions of teachers on the kind of proficiency in Irish acquired by their pupils; and differences between Northern Ireland and the Republic of Ireland relating to these aforementioned issues. A mixed-methods approach was adopted for this research project and involved recording and analysing pupils’ speech, stimulated recall exercises for pupils, administering an attitude/motivation test battery to pupils, and conducting interviews with class teachers and principals. |
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This research, which was
a joint project between Education and Mathematics, aimed to: establish
the views of P.1 and P.5 teachers on the aims, methodology and
outcomes of the PDMU learning area; find out how PDMU is being
implemented and pupils are being assessed in the same learning
area in schools across Northern Ireland; establish which of the
nine themes in the PDMU learning area are being implemented by
P.1 and P.5 teachers and their perceived level of confidence in
delivering them; ascertain teachers’ views on the support
and training that they have received on PDMU and their training
needs through CPD courses in this curricular area. The implementation
of the Revised NI Primary Curriculum in September 2007 in P.1
and P.5 classrooms secures holistic development as a basic entitlement
of all learners and places Personal Development at the fore of
education (CCEA, 2007). One of the major challenges facing schools
and teachers has been the statutory implementation of the learning
area PDMU. Since P.1 and P.5 teachers are now well placed to give
opinions on the implementation and outcomes of PDMU it is especially
appropriate and timely that information should be sought from
them at this stage about what they have learned over the academic
year 2007-2008, and the broader implications for primary schools,
CCEA and HEIs. Moreover, a report carried out by the NfER Centre
at QUB on planning and preparation for the Revised Curriculum
suggests survey questions as a potential evaluation approach for
the future (Downing, Martin and Allen, 2007). This research aimed
to carry out such a survey with a particular focus on the learning
area PDMU. The method of data collection chosen was a postal questionnaire
because it is a fast, efficient and financially viable way of
gathering information. Cohen, Manion and Morrison (2007) describe
this form of enquiry as frequently the best in educational research.
The questionnaire was designed to yield quantitative and qualitative
data. It was posted to the principal of every mainstream primary
school in NI. A covering letter explaining the purpose of the
research and detailing normal ethical considerations, as well
as a letter of endorsement from CCEA and a freepost envelope for
the purposes of returning the questionnaire was also enclosed.
Principals were requested to ask one of their P.1 and P.5 teachers
to volunteer to complete and return the questionnaire to St Mary's
University College. Schools received a follow-up reminder
letter within three weeks of the date of postage of
the first mail drop. For further details, please contact either
Louise
Long or Peter
McPolin. |
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This research received
funding from SCoTENS (Standing Conference on Teacher Education
North & South) in the 2008 call for applications. It was led
by Mary Greenwood who partnered Patricia Daly and Anne O Byrne
based in Mary Immaculate College, South Circular Road Limerick.
Over the last decade there has been an increased awareness of
the prevalence of autistic spectrum disorder (ASD) and there is
a strong sense that the prevalence of ASD has increased. The advent
of inclusion means that many pupils with high functioning Autism
are in mainstream schools. Indeed, the Code of Practice on the
Identification and Assessment of Special Educational Needs states
that ‘the needs of most pupils will be met in mainstream
schools’ (DENI, 1998). In 2002 a Task Group Report for Autism
was published as a result of parallel task groups established
north and south. This report showed that there was a wide variation
of rates of diagnosis of and identification of ASD. As many of
the pupils who potentially could be diagnosed with ASD are in
mainstream schools it is important that teachers are equipped
to identify the characteristics of ASD so that early identification
takes place in order that they are able to raise a concern about
pupils they may teach. Additionally it is essential that they are
competent to meet the needs of these pupils in their classes.
The research helped to ascertain the key issues final year
Bachelor of Education (BEd) primary-level students felt needed to
be addressed in order to ensure they could become effective in their
teaching of pupils with ASD. It also helped to establish their
concerns and anxieties with regard to their competence and confidence
in addressing the needs of pupils with ASD. As a result future
directions for BEd courses were informed and it was anticipated
that this would result in modification of these courses. The methodology
included quantitative research via a questionnaire to all
BEd 3 primary students at St Mary’s University College
and all BEd 3 students at Mary Immaculate College, as well as
qualitative research via focus groups with a sample of BEd 4 primary
students at St Mary’s University College and a sample of
BEd 3 students at Mary Immaculate College following the end of
the school experience element of their degree. For more information,
contact Mary
Greenwood. |
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This research project,
which took place during 2008/09, received funding from SCoTENS
(Standing Conference on Teacher Education North & South) in
the 2008 call for applications. The project was led by Frank
Quinn and Martin Hagan in partnership with Anne Ryan, Barbara
O'Toole and Sean Bracken from Coláiste Mhuire, Marino
Institute of Education, Dublin. English as an additional language
(EAL) has become of increasing importance with the rise in the
number of children in schools across Ireland who do not have English
as a first language. The Department of Education in Northern Ireland
(DENI) and the Department of Education and Science in the Republic
of Ireland have reviewed provision in schools and have been drawing
up mechanisms and support systems for schools. Documents such
as “Review of English as an additional language (EAL) final
report” or “Policy on supporting ethnic minority children
and young people who have English as an additional language”
both from DENI and “Towards 2016 ten-year framework social
partnership agreement 2006-2015” from the Department of
the Taoiseach, Ireland or “English as an additional language
in Irish primary schools: guidelines for teachers” from
the National Council for Curriculum and Assessment, Ireland refer
to EAL provision in schools. Teacher education institutions have
the task of preparing beginning teachers for classrooms which
are increasingly culturally and linguistically diverse. The main
focus of the project was to carry out a comparative study
of the provision for EAL in pre-service and continuing professional
development courses in Ireland, north and south. This project
had a focus specifically on how two teacher education institutions
were meeting the needs of student and practising teachers in EAL.
The significant actions associated with the Project included: a
literature review of the field; a comparison of the educational
contexts in each jurisdiction; a review of the official policy
context; an identification of the opportunities available for
professional development for teachers in schools; a determination
as to how EAL is structured into courses at the initial teacher
education (ITE) phase, in these two colleges; a survey of attitudes
to EAL and views on personal competence among BEd students in
the final year of their ITE programme in both institutions; and
a seminar to disseminate findings of the project. For more information,
contact Martin
Hagan or Frank
Quinn. |
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The research, led by Louise
Long in partnership with Michael Shevlin from the School of Education,
Trinity College Dublin, received funding from SCoTENS (Standing
Conference on Teacher Education North & South) in the 2008
call for applications. The exploratory study aimed to consider
the views held by primary pupils on their level of participation
in assessing and remediating their own learning needs. The rationale
for the study was based on three premises. First, the increasing
recognition that children and young people should be consulted
and involved in decision-making about their lives. Second, the
growing body of research, which indicates that when pupils are
able to talk about learning and teaching they are facilitated
in developing a stronger sense of self worth and control over
their own learning. And third, there has been comparatively little
research carried out on pupil participation in the holistic assessment
and remediation of their specific reading difficulties and its
impact on their achievement. There were four primary schools
involved both in the North and South of Ireland. In totality eight
schools took part in the study. The sample schools were
selected to reflect as far as possible the types of mainstream
schools in Belfast and Dublin. There was one focus group per
school and each focus group comprised no more than eight pupils.
The focus groups comprised pupils from key stage 2. The group
setting allowed the learners to be supported by their peers,
which can enhance feelings of control and improve their concentration,
reasoning and individual contributions. Composition of the focus
groups were carefully balanced to ensure that the diversity
of learners with specific reading difficulties could be heard. Focused
questions were carefully prepared and structured to help pupils
talk about abstract concepts such as motivation, consultation
and self-efficacy. For more information, contact Louise
Long. |
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Funding was gained for
the above project to conduct teaching and research within a sample
of post-primary schools throughout Northern Ireland with Key Stage
4 pupils. The project was led by Dr. Brian Hanratty from
St Mary’s University College Belfast who was successful
in securing the funding from the Esmée Fairbairn Foundation.
The project commenced in September
2007 and involved 30 post-primary schools (maintained,
controlled and integrated) throughout Northern Ireland. The methodology
involved an exploration, using a dialogical method of education,
of key texts incorporating a mixture of poems, short stories and
excerpts from novels. Examples of these key texts included poems
from Seamus Heaney such as ‘The Toome Road’ and ‘The
Other Side’, James Simmons’ poems ‘Claudy’
and ‘Lament For A Dead Policeman’, David Park’s
short story ‘Killing A Brit’, or excerpts from Robert
McLiam Wilson’s ‘Eureka Street’. Following the
teaching element of the project, qualitative research was
conducted to determine whether a positive change has occurred
in attitudes and perceptions towards those from the ‘other
side’ of the cross-community divide within Northern Ireland
resulting from the pupils’ engagement with the literature.
Representatives from NICCEA, other HEIs involved in teacher education,
ELBs, and teachers were also involved in the project. For more
information, contact Brian
Hanratty. |
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This innovative project
sought to empower primary teachers and student teachers by equipping
them with novel, creative and exciting ways to teach science using
‘science building blocks’. It was funded by the AstraZeneca
Science Teaching Trust and was led by
St Mary’s University College Belfast in collaboration with
Dr. Colette Murphy and Dr. Karen Carlisle from the School of Education
at Queen’s University Belfast. The project commenced in
September 2007 and used a blended CPD approach of workshops and
in-class support. The workshops used a wide range of expertise
from university science educators, advisers from the Northern
Ireland Education & Library Boards, the Council for the Curriculum
Examinations and Assessment, Non-Governmental Organisations, local
industry, voluntary groups and commercial organisations such as
science centres. It also involved input from international science
educators. The ‘building blocks’ of science can be
thought of by teachers as how ideas about phenomena (e.g. electricity,
light, etc.) have changed over time (mostly history links) and
how such changes can be related to the prevailing culture and
technology (mostly geography and technology links). The building
blocks for science comprise two strands: the development of scientific
ideas over time and how science works in the modern world. The
project aims were: to provide opportunities for teachers to link
science with history and geography using creative, novel and exciting
science teaching approaches based on stories, role-play, thinking
time, minds-on science, drama, etc; to show teachers how science
works using activities which strongly promote thinking skills
and personal capabilities and which help them and their pupils
relate to science in the context of the ‘World Around Us’;
to develop teachers’ experience and expertise of using assessment
for learning techniques in the context of their teaching in the
area of the ‘World Around Us’; and to produce and
trial classroom materials to support the wider implementation
of NAPSTA in the revised curriculum and the production of a prototype
‘toolkit’ for teachers. For more information, click on the following link. |
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This small-scale piece
of research was carried out to determine the College's partner
schools' usage of the Northern Ireland Substitute Teacher Register
(NISTR). A short questionnaire was circulated to the College's
346 partner schools which play host to the BEd students during
the school experience element of their degree. A total of 243
questionnaires were returned resulting in a 70% response rate.
Click here
for the results of the survey |
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This research was
made possible by an award from the Standing Conference on Teacher
Education North and South (SCoTENS). The research was collaborative,
involving University College Dublin and St Mary’s University
College Belfast, and was related to the area of teacher professional
development, with a specific focus on the development of reflective
skills among student teachers. The objectives of the research
included: students acquiring a key set of competencies to
enable them to critically evaluate their own teaching and provide
them with key reflective skills to support their reflection on
a more long-term basis; both university education departments
having a model to support students’ reflection in a developmental
and sustainable way which will be developed according to evolving
needs and contexts; and cross-border links and capacity becoming
enhanced within the education sector in the development of best
practice in teacher education at post-primary level. The research
sample included student teachers based in partner schools and
the research methodology included the use of reflective journals
and peer video in the classroom. For more information, contact
Dermot
McCartan. |
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The above research project
received funding from SCoTENS (Standing Conference
on Teacher Education North and South) and was a collaborative project
which involved St Mary’s University College Belfast, University
College Dublin, Queen’s University Belfast and Stranmillis
University College Belfast. The main objectives of the research
project were: to map the existing provision and approaches towards
social justice, diversity and development education in HEIs that
offer courses in teacher education in Ireland (North and South);
to involve policy makers to connect academic and policy perspectives
on these issues; and to survey student teachers on their attitudes
towards social justice, development education and diversity issues.
For more information, contact Martin
Hagan. |
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This research was one of the elements of a large scale development
project funded by the Department for International Development (DfID)
which aimed to prepare teachers to implement the global dimension
in education effectively. The aims of the research were to determine
teachers’, pupils’ and students’ current knowledge
of, attitudes towards, and practice in the eight concepts of the
global dimension in education. The design of the research provided
an account of the current situation in a sample of schools and a
HEI relating to the incorporation of the global dimension within
formal education. The sample included students of Initial Teacher
Education (ITE), primary and post-primary teachers, Key Stage (KS)
4 & A-level pupils, and Key Stage (KS) 2 pupils. This included:
226 questionnaires with ITE students; seven focus groups with 42
ITE students; forty-four focus groups with 176 KS2 pupils; 371 questionnaires
with KS4 and A-Level pupils; 110 questionnaires with primary and
post-primary teachers; a total of 925 research participants in total.
The methodological approach used incorporated questionnaires, focus
groups, and image-based research instruments, accompanied by literature
on examples of good practice in embedding the global dimension within
formal education. These were broken up as such: questionnaires and
focus groups with ITE students; image-based research and focus groups
with KS2 pupils; questionnaires with KS4 and A-Level pupils; and
questionnaires with primary and post-primary teachers. For more
information, contact Tracey McKay, Teresa Cash or Damian Knipe. |
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The Leonardo Effect
research was a development from the Flights of Imagination research
project which tested the idea of synchronized integration of art
and science with 7 – 10 year old pupils in four primary
schools. The aims on this occasion were to fully understand and
evaluate the creative potential of synchronized integration of
art and science, and to test its viability and flexibility in
different contexts. The design of the research involved utilising
the commonalities of both art and science, to enrich learning
and equip children to approach science more creatively. It also
raised awareness of the function of knowledge in art making. The
research involved carrying out a nationwide pilot study to encompass
the different curricular regions across the British Isles. The
sample included: special schools, primary schools, language specific
primary schools and one secondary school’s quota of year
8 pupils i.e. 180 pupils. The methodological approach used involved
gathering of qualitative and quantitative data: questionnaires,
interviews, journals, children’s work and photographs. For
more information, contact Deirdre
Robson or Ivor
Hickey. |
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The purpose of this research study was to explore parents' perceptions of the
holistic impact of a private educational psychology assessment
on the learner experiencing literacy difficulties as part of an
evaluation of the services offered by the Northern Ireland Dyslexia
Centre. The methods included questionnaires and parent focus groups
and the sample consisted of parents of pupils who have undergone
a dyslexia assessment at the Northern Ireland Dyslexia Centre
in the last few years. For more information, contact Louise
Long. |
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This research was an evaluation of the
work undertaken by the Churches’ Peace Education Programme
(CPEP). Its aim was to gather an overview of peace education as
a subject and as it applies to the particular socio-educational
situation in Northern Ireland. The sample included key stakeholders
in the development of the subject - churches, non-governmental
organizations, statutory agencies working in the field, educationalists
and specialists who have a distinct knowledge of peace education
in this context. The methodology included a review of the literature
and the work of the CPEP, as well as focus groups and semi-structured
interviews. Click here
for an executive summary of the research report. If you are interested
in obtaining a hard copy of the full research report then contact
the Irish Council of Churches, Inter-Church Centre, 28 Elmwood
Avenue, Belfast BT9 6AZ. For information contact Gerard
McCann or Peter
Finn.
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On 23rd September 2004,
"The Flights of Imagination" research project in schools was launched.
This year-long collaborative project initiated by the art and
science departments in St Mary's University College was made
possible as a result of two successful funding applications to
The Paul Hamlyn Foundation and ESCalate. Having long recognised
that art and science share many commonalities, lecturers created
the new concept of synchronised integration of art and science
in the primary school curriculum, and devised a teaching programme
around it on the topic of 'Flight.' The creative and unique
idea far exceeded the conventional concept of cross curricular
teaching. Here teachers had full knowledge and understanding
of the subjects' common ground. Until now these accepted commonalities
have had little impact on curricula anywhere across the globe.
In St Mary's teaching programme both subjects are given equal
weighting. We also advocated the removal of subject titles to
allow commonalities to be fully exploited and the use of joint
learning outcomes. The intention was to test/prove the extent
to which both subjects could be integrated, encouraging children
to approach science tasks more confidentially and creatively and
raising public understanding of the role of knowledge and experience
in the making of art. Four teachers and their
classes of children, ranging in age from 7 - 10 years tested the
teaching programme devised by the College in 2004 - 2005. In addition a significant number of
NGOs, charities and businesses contributed their expertise. The results from the programme tested
in schools reinforced our theory while simultaneously providing
other surprising and potentially highly important results pertaining to special needs, literacy and visual literacy based
assessment. Click here
for the paper stemming from this research which was presented
at the BERA Annual Conference 2005 and published in the BERA Conference
Proceedings. For information contact Deirdre
Robson or Ivor
Hickey.
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Coteaching provides an innovative approach
to school placements in which the student teacher and classroom
teacher plan, teach and evaluate lessons together to expand the
learning opportunities for all. It promotes more democratic relationships
between student teachers, classroom teachers, teacher educators
and children. There is much evidence demonstrating that coteaching
improves confidence, enjoyment and learning for all participants.
Most work on coteaching is currently carried out in the USA. The
Science Department at St Mary's University College and the School
of Education at Queen's University Belfast were commissioned by
the AstraZeneca Science Teaching Trust (AZSTT) to produce a Professional
Development Unit (PDU) based on their research into coteaching
in Initial Teaching Education (ITE). This work is now complete
and can be viewed at: http://www.azteachscience.co.uk/code/development/coteaching/index.html.
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Primary Horizons was
based on a research study conceived and commissioned by the Wellcome
Trust in 2004 and carried out by Queen’s University Belfast
and St Mary’s University College Belfast. Thought to be
the largest study of its kind, it set out to explore teachers’
views and experiences of primary science education across the
United Kingdom and to identify ways in which it could be improved. With suggestions of
a decline in children’s positive attitudes towards science
in the later primary years, and half of all respondents in the
current study pointing towards a lack of knowledge, expertise,
confidence and training as a major concern in teaching science,
the publication of Primary Horizons came at an important time.
Addressing such findings will require action from across the science
education community and beyond to ensure the needs of both teachers
and pupils are met.
A 23-page summary report
of the research is available here
which was produced by the Wellcome Trust. |
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The full report of the
research produced by Queen’s University Belfast and St.
Mary’s University College Belfast is available here. |
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This research project was commissioned
by the Department of Education Northern Ireland and undertaken
by St Mary's University College Belfast. Linking with recommendation
23 of the Final Report of the Promoting Social Inclusion (PSI)
Working Group on Travellers, i.e. "Department of Education
to commission research into the educational needs and experiences
of Traveller parents and children", a study was carried out
in order to provide evidence to the Department of Education about
Traveller children's experiences of integration and social inclusion
in post-primary schools in Northern Ireland from an educational
and social perspective. In order to provide an all round perspective
of the process of integration and social inclusion a wide range
of individuals and organisations were included in the research.
Data obtained from Traveller children are presented alongside
that derived from consultation with a small number of parents
of Traveller children enrolled in post-primary schools, post-primary
school teachers and principals, representatives from the five
education and library boards, the Council for Catholic Maintained
Schools and Traveller Support Groups. The majority of data were
collected through semi-structured interviews; a small number of
focus groups and a questionnaire survey of teachers were also
carried out. Click on the following link for a summary of the
report: summary
report and for a full version of the report click: full
report. |
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This aim of this research was to gain the views of Primary 7
girls and boys on a number of recommendations made by the Post-Primary
Review Body in the report "Education for the 21st Century". The
purpose was for Save The Children, who funded the research, to
use the data to inform their response to the open consultation
of the Post-Primary Review Body's report. The method of collecting
responses from Primary 7 pupils was through the use of focus groups.
The topics covered included: abolition of the Transfer Test; age
for transferring from primary to post-primary; selection on academic
ability; parental choice of post-primary school; criteria for
over-subscribed post-primary schools; pupil profile; and the collegial
system. Click on the following link for a copy of the report:
full
report. |
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The aim of the research, funded by the Department of Education
Northern Ireland, was to examine the current provision for Initial
Teacher Education and the induction, early and continuing professional
development of teachers and principals in Irish-medium education
in Northern Ireland. The purpose of the research was to establish
the extent of professional development opportunities made available
for teachers and principals who work in the Irish-medium sector,
and to ascertain their future needs regarding training and development.
The research examined the opportunities made available from ELBs
(CASS), CCEA, RTU (PQH), Schools of Education, and University
Colleges. The data obtained from the research helped to inform
policy-making in the Department of Education for future arrangements
for professional development. The methodological approach proposed
took the form of semi-structured interviews and a questionnaire.
This was enhanced by documentation obtained from statutory bodies
involved in providing professional development, which details
the range, uptake, outcome and content of courses made available.
Click on one of the following links for a summary of the report:
summary
report English version or summary
report Irish version and for a full version of the report
click: full
report. |
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This research, funded by the Department for Social Development
- Belfast Regeneration Office, was an evaluation of a project
using SuccessMaker ILS which aims to improve pupils' literacy
and numeracy levels at Key Stage 2 using ICT to promote a more
positive attitude to literacy and numeracy skills for children
transferring to secondary schooling. The evaluation sought to
measure the children's improved performance/attainment in literacy
and numeracy skills and to assist participating schools in setting
appropriate project level targets and baseline indicators. In
order to do this, the Verbal Battery and Quantitative Battery
from the Cognitive Abilities Test 3rd Edition (CAT3) devised by
NFER-Nelson was used. The Verbal Battery comprises three subtests:
verbal classification; sentence completion; and verbal analogies.
The Quantitative Battery also comprises three subtests: number
analogies; number series; and equation building. Analysis was
based on the raw score each pupil gained from the Verbal and Quantitative
Batteries before and after the intervention of SuccessMaker ILS.
From the raw score, the Standard Age Score (SAS), percentile rank
by age (PR), and the stanine by age was calculated and a group
record sheet was compiled for the Target and Control groups. In
order to explore the benefits of the project in raising pupils'
confidence, self-esteem and motivation in relation to literacy,
the proposal was to administer a questionnaire to the Target group
pupils. This questionnaire contained a series of multiple choice
questions on the following areas: improvements in literacy and
general school work; being released from normal lessons; requesting
assistance; length of time using SuccessMaker; benefits of SuccessMaker;
behaviour change using SuccessMaker; attendance; enjoyment of
working on SuccessMaker; likes and dislikes of SuccessMaker; praise
and feedback from teachers. A questionnaire was also administered
to the parents of those pupils in the Target group and covered
the following: child's enjoyment of literacy and numeracy school
work; child's improvement in literacy and numeracy; child's confidence;
and parental assistance of child's work. In order to explore the
benefits to teachers in terms of forecasting on pupil progress
in literacy, the proposal was to conduct semi-structured interviews
with teachers which focused on areas such as: improvement in literacy,
and general skills; pupil independence; pupil confidence; time
spent using SuccessMaker; cost-effectiveness of SuccessMaker;
staff training on SuccessMaker; disruptions associated with SuccessMaker;
pupil concentration; pupil enthusiasm; timetabling. Observations
were also conducted as part of the research, investigating: room
description; behaviour of pupils; atmosphere in the room; pupils'
attention span; and pupil independence in using SuccessMaker.
Click on the following link for a copy of the report: full
report. |
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The aim of this research, funded by the Coalition of Aid and
Development Agencies Northern Ireland, was to determine the current
provisions and opportunities which support the delivery of the
global dimension in education and examine the needs of the formal
education sector in incorporating the global dimension into teaching.
The research findings informed a strategy and action plans for
phase two of EES in Northern Ireland. The key stakeholders consulted
for the purpose of this Northern Ireland phase one research included
primary and post-primary schools (principals, teachers and pupils);
HEIs that offered courses in initial teacher education (BEd or
PGCE); NGOs involved in development, environmental, human rights
education, etc.; and Government officers from the Department of
Education, Education and Library Boards (ELBs) and the Council
for the Curriculum Examinations and Assessment (CCEA). The research
findings provided a picture of the current support on offer to
the formal education sector in relation to incorporating a global
dimension to teaching. They also identified the needs of schools
and HEIs and the initiatives planned or already in action from
Government departments in supporting teachers and lecturers. Click
on the following link for a copy of the report entitled: The
Global Dimension in Schools in Northern Ireland. |
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This research, funded by Save The children, was in relation to
gaining the views of young people between the ages of 11-16 years
from a sample of schools, AEP/EOTAS projects, Shadow Youth Council,
Youth Group, etc. on suspension and expulsion from school. The
purpose was for Save The Children to use the data collected to
inform a publication by Save the Children on mainstream education
and alternative provisions. The method of collecting responses
from the young people was through the use of focus groups, where
researchers from the College visited a variety of locations to
conduct focus groups with young people. The focus of the research
was on gaining views in relation to the following areas: dealing
with misbehaviour in school; informed of or involvement in setting
disciplinary rules; involvement and factors to be considered in
decision to suspend or expel; length of suspension; work sent
home during suspension; special support from school; things a
school can do to help improve behaviour; involving parents more
in decisions on child's behaviour; and expelled pupils. Click
on the following link for a copy of the report: research
report. |
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