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Implementation of Lesson Study in the Context of STEM Education in a Rural Setting in Ireland: Challenges and Opportunities
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Bridget Flanagan; Mairéad Hourigan; Aisling Leavy – International Journal for Lesson and Learning Studies, 2024
Purpose: This research seeks to explore the potential of Lesson Study as a vehicle to support professional development (PD) in a rural, Irish primary school. Lesson Study was utilised to design and implement integrated STEM (Science, Technology, Engineering and Mathematics) lessons with young children (ages 4-7 years). Design/methodology/approach:…
Descriptors: STEM Education, Rural Areas, Foreign Countries, Professional Development
"Feeling Our Way around in the Dark" AAC Team Collaboration in the Context of Service Change: Special Education Teachers' Perceptions
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Sinead Moore Ramirez; Yvonne Lynch – Child Language Teaching and Therapy, 2024
Team collaboration is an essential component of augmentative and alternative communication (AAC) services that directly impacts outcomes for students in special schools. Given the central role of the Special Education Teacher (SET) in the AAC team, there is a need to explore and understand SETs' perceptions to support effective team collaboration.…
Descriptors: Special Education Teachers, Teacher Attitudes, Augmentative and Alternative Communication, Teacher Collaboration
Primary Teachers' Learning Experiences of Integrated STEM Education
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Bridget Flanagan; Mairéad Hourigan; Aisling Leavy – Journal of Early Childhood Research, 2024
With increasing focus on primary curricular reform in Ireland, there is a growing recognition of the significance of early childhood education. As a result, professional development organisations are now examining the effectiveness of science, technology, engineering and mathematics (STEM) education for young children. This study investigates how…
Descriptors: Foreign Countries, Early Childhood Education, STEM Education, Early Childhood Teachers
The Complexities of Assuming the 'Teacher of Teachers' Role during Lesson Study
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Mairéad Hourigan; Aisling M. Leavy – Professional Development in Education, 2024
Changes in society demand constantly evolving education systems. Teachers' practice is crucial to the successful implementation of educational reforms. A major obstacle for practicing teachers in implementing reform mathematics is that they have not experienced it themselves as learners. Consequently, teachers require extended, practice-based…
Descriptors: Elementary School Teachers, Urban Schools, Self Evaluation (Groups), Faculty Development
'I Have to Know. I Have to Understand How to Do This!' Personal and Professional Experiences of ESOL Practitioners in Ireland during and since the COVID-19 Pandemic
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Paul Sceeny – Adult Learner: The Irish Journal of Adult and Community Education, 2024
This article draws on a qualitative study of insights and reflections from the COVID-19 pandemic completed for a master's thesis. It centred on the experiences of seven English for Speakers of Other Languages (ESOL) practitioners in Ireland, considering the practical ways they responded to the public health measures, but also how they felt, how…
Descriptors: Foreign Countries, Second Language Instruction, Second Language Learning, English (Second Language)