A5026332073- Collaborative Teaching and Inclusion
- Teacher Education and Leadership Studies
- Reflective Practices in Education
- Higher Education Practises and Engagement
- Online and Blended Learning
- Education and Technology Integration
- Parental Involvement in Education
- Education Systems and Policy
- Experimental Learning in Engineering
- Family and Disability Support Research
- Student Assessment and Feedback
- Mobile Learning in Education
- Adult and Continuing Education Topics
- Technostress in Professional Settings
- Innovations in Education and Learning Technologies
- Innovative Teaching and Learning Methods
- Teacher Professional Development and Motivation
- Homelessness and Social Issues
- Educator Training and Historical Pedagogy
- Educational Practices and Policies
- COVID-19 and Mental Health
- Digital Storytelling and Education
- Educational and Psychological Assessments
- Food Security and Health in Diverse Populations
- Underground infrastructure and sustainability
Dublin City University
2016-2024
Community Food Bank
2023
St Patrick's College
2006-2016
St. Patrick's Hospital
2012-2016
In recent years, increasing attention has been paid to the use of social networking tools in higher education teaching and learning. Drawing on data from a larger study focusing student engagement online virtual classroom, this paper is based research conducted with three separate cohorts students Masters Special Educational Needs (MSEN) at St. Patrick’s College now Institute Education, Dublin City University (DCU). Emerging first two phases was WhatsApp media tool by as an informal learning...
In this article the author describes a small-scale study into role of special needs assistant (SNA) supporting inclusion pupils with learning difficulties in Irish Republic. The findings regarding perspectives teachers, principals, SNAs, supported by SNAs and their parents on support offered to three are also described. actual (as distinct from prescribed) including issue working general rather than pupil-specific capacity, nature SNA-teacher relationship discussed. main emerging data were...
This paper explores how cross-institutional Peer Observation of Teaching (PoT) provided a stru ctured opportunity for professional conversations by which observers and observees shared developed their perspectives on teaching experience skills. Such offer opportunities both parties to gain perspective practices that may have been taken granted. Participants from three Higher Education institutions engaged in cross-disciplinary PoT, followed facilitated reflective conversations. captures the...
This paper explores how a collaborative self-study of teacher educators in the Republic Ireland supported pre-service and practising teachers on education programmes during COVID-19 pandemic. Teacher engaged student feedback meetings conducted online as replacement to traditional in-school visits, some which were by observation lesson recordings viewed prior sessions. critical reflection these individually, guided incident template, before reflecting collaboratively with colleagues. The...
This paper describes the author’s experience of using self-reflective practice within an action inquiry in order to improve both her personal engaging academic writing and work as a teacher educator. As such, study could be viewed example simultaneous first- second-person inquiry. The focus is on expression voice with specific reference use passive active first person pronoun ‘I’. reflective process illustrates considerable uncertainty about voice, while supporting emerging understanding own...
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...
During the emergency online pivot, two faculties (i.e., divisions) of a large Irish university aimed to document insights about teaching and learning in context COVID-19 pandemic. An anonymous survey all staff within each faculty was undertaken, some results which are presented here. Key findings focus on use technology higher education, demonstrating differential impacts different disciplines year groups, pointing levels educator readiness need for focused professional development training...
In the context of COVID-19 restrictions and pivot to online teaching learning, teacher educators were forced consider new spaces for School Placement assessment these sites practice. This paper explores process redesigning school placement components from perspective ten across five education programmes in one university. Hybridity theory, 'third space', figurational sociology allowed us understand who what influenced practices. The three themes relating included: (i) A network...
COLLABORATION BETWEEN A LECTURER AND LEARNING TECHNOLOGIST TO SUPPORT STUDENT TRANSITION ENGAGEMENT IN THE SYNCHRONOUS ONLINE CLASSROOM: HAVING BEST OF BOTH WORLDS
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...
This study focused on the collaborative practice of two teacher educators who implemented a co-teaching intervention with large class first-year student teachers. The research arose from educators’ wish to increase range and nature participation students in setting model for would be expected engage such themselves primary schools. aims were explore use context as support students’ meta-learning about co-teaching. In three separate 50-minute workshops, provided samples child’s work required...
This paper explores the relationship between reflective practice in context of self-study and generation professional knowledge for teacher education. Ten educators engaged individual self-reflection shared critical reflection dyads as a team focused on their supporting assessing student teachers engaging placement online. The study highlights multi-faceted role interrelated elements that are inherent to practice, notably reflection, learning, collaboration, engagement research scholarship...
The outcomes of a collaborative whole-school model professional development on teachers' learning to enact an inclusive education initiative, in mainstream post-primary school explores the whole terms degree and quality teacher change relation practices, this instance specific level two programmes (L2LPs) what factors facilitated or hindered for enacting practices. findings paper highlight potential PD empower teachers develop greater levels knowledge, skills, experience practice enable...
The Ryan White Program at Augusta University (AU RWP) collaborated with community partner, Golden Harvest Food Bank (GHFB), and conducted a food insecurity assessment for the program’s client population as well interviews medical case managers on feasibility of incorporating assistance into Program’s services. duel assessments provided insight ways to meet access needs clients clinic. Further, pilot allowed AU RWP GHFB approach creation partnership without wasting additional funds effort...