A5009687296- Teacher Education and Leadership Studies
- Collaborative Teaching and Inclusion
- Education Systems and Policy
- Disability Education and Employment
- Education, Leadership, and Health Research
- Evaluation and Performance Assessment
- Organizational Learning and Leadership
- Diverse Education Studies and Reforms
- Global Educational Policies and Reforms
- Innovative Education and Learning Practices
- Educational and Psychological Assessments
- Early Childhood Education and Development
- Community Health and Development
- Interprofessional Education and Collaboration
- Adult and Continuing Education Topics
- Counseling Practices and Supervision
- Injury Epidemiology and Prevention
- Impact of Education Environments
- Educational Assessment and Improvement
- Teacher Professional Development and Motivation
- Homelessness and Social Issues
- Child Abuse and Trauma
- Complex Systems and Decision Making
- Education Methods and Practices
- Education and Technology Integration
Dublin City University
2014-2025
Foundation for Professional Development
2020
St. Patrick's Hospital
2015-2016
University of Lincoln
2013
Does teacher professional development make a difference? How do we know? While researchers and policy-makers acknowledge that (PD) needs to be assessed evaluated, there is often little clarity as how this can achieved. Evaluation of PD by schools has been described the weak link in chain despite it being linked with improved experiences pupil outcomes. A lack skills tools carry out such evaluations may contributing or indeed conceptualized. This article explores extant literature models...
Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in development (PD) to enhance their learning, what less evident how support that result change following teacher PD. Acknowledging not all PD needs new practices and change, this paper focuses on transformative model of PD, focused implementing sustaining change. This offers evidence successful implementation sustainability by drawing from...
A study was conducted to explore the impact of professional development related individual education plan (IEP) process on teachers' understanding and practices in Republic Ireland (RoI). This paper reports part that research, focusing collaborative IEP process. In RoI, teachers working as special (SET) can avail State-funded through an award-bearing model provided by universities. The combined survey three cohorts who undertook this course one university with follow-up focus groups,...
A prominent feature of education discourse relating to teachers' practice has been the call for increased emphasis on professional development (PD). This paper is part a wider project which explored impact collaborative PD initiative teaching and learning in five urban disadvantaged schools Ireland. It focused critically sustainability from emerged important issues leadership. article focuses specific contribution that leadership made practices schools. aims identify three key features how...
As I began to think about writing this editorial reflected on my own thoughts, concerns and beliefs professional learning in an attempt come up with a key issue which might challenge cur...
While inclusion has generally been accepted as orthodoxy, a knowledge – practice gap remains which indicates need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported develop pedagogy meet needs learners with special educational (SEN). It is underpinned by conceptual framework combines an pedagogical approach and key principles effective professional development (PD) arising from literature, informed learning community...
This study explores how the New York City Department of Education attempted to impact instruction and school quality through Teacher Career Pathways, a teacher leadership program. We apply Complexity Theory for Leadership (CTTL) examine leaders may contribute improvement stakeholder experiences quality. Using mixed methods, we compare schools with formal appointed into roles targeted responsibilities positional authority lead without leaders. Diverging from prior literature, find that show...
Purpose In recent years the benefits of distributed leadership have often assumed status an unchallengeable orthodoxy. There is a general acceptance that best when it dispersed. reality this little more than form “licensed leadership” in which those working subordinate roles can only exercise their tightly prescribed contexts. The purpose paper to investigate contribution teacher professional development promoting optimistic vision and, ultimately, organisational change. It explores role...
This paper explores leadership learning of seven early career teachers who attended eight for inclusion community practice (LIn-CoP) workshops in the Republic Ireland. A meta-model was used to inform this research drawing upon a approach using participatory action processes, evidence-based frameworks teacher development (focused on growth as teacher, researcher, leader and personal growth) six facets equity support inclusion. Findings attest enhanced individual competencies; growth, with no...
The literature supports transformative models of professional learning and development (PLD) such as communities (PLCs). However, there is a research gap relating to PLCs for inclusive practice. This paper draws on findings from qualitative study with 10 teachers in an urban primary school the Republic Ireland, who engaged PLC practice facilitated by one researchers. Two years later researchers undertook semi-structured interviews nine original participants five classroom observations...
While teaching is increasingly being accepted as a discipline, there growing emphasis on teacher educators researching their own practice to advance the scholarship of and learning (SoTL). This study sought explore extent which self-study contributes educators' understanding SoTL within discipline teaching. generally scholarly approach, aim here address call in literature for researchers evince commitment practice-based theory-building research agenda by linking with public theories, this...
Policy and legislation internationally advocates curriculum access inclusion for pupils with special educational needs. The individual education plan (IEP) process, which focuses on planning needs, has been mandated as a means of achieving this goal in many countries. As concept it challenged terms its potential to perpetuate difference is antithetical inclusion. practice concerns have raised regarding development, implementation review. In the Republic Ireland (ROI) IEPs legislated but not...
This article is concerned with considerations for conducting comparative analyses, a focus on the process of creating diverse international research team committed to investigating equity issues in education and society. Following brief background information International School Leadership Development Network (ISLDN), provided contextualise author article’s discussion, main sections related methodological considerations. The authors explore development specific methods which they consider...
Expectations of teacher leadership for school improvement have gained increasing currency in recent years. While extensive research on and practicing teachers exists, comparatively little exists at pre-service level there is empirical data regarding experiences practices novice particularly the context inclusion. This paper draws from six primary Republic Ireland who had undertaken a inclusion special education module their evidenced willingness readiness to practise schools. During first...