Non-cognitive skills have increasingly been recognised as an important part of holistic education, but more research is needed on how best to ingrate them into existing educational frameworks. This study examined variables critical to the implementation of a non-cognitive skills programme in post-primary schools in Ireland. Teachers (N = 76) were…

Increasingly, educational policies and curricula recommend that young children experience STEM learning opportunities within Early Childhood (EC) settings. Despite greater demands placed on EC educators, their opinions on STEM have seldom been sought. This study investigated EC educators': (1) interest in STEM education; (2) opinions about the…

A rising crisis of confidence has been noted amongst teachers of poetry in recent years. Amplified by external factors such as high-stakes testing regimes, performance indicators, standardisation and accountability measures, teachers are increasingly challenged to provide immersive, imaginative and engaging encounters with poetry while developing…

This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism,…

Citizen Development (CD) is a method of delivering low-code no-code (LCNC) development that empowers subject matter experts to design, develop, and deploy applications into production as though they were full-on, experienced coders. This paper explores teachers' perceptions around the potential for, and enactment of LCNC in our education system.…

While inclusion has generally been accepted as orthodoxy, a knowledge-practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is…

Research shows that teachers influence students' attitudes towards; performance in; and perceptions of a subject. Hence, the need to improve the teaching and learning of many curricular subjects has been well documented for many years. This paper focusses on efforts made to develop competence among out-of-field teachers of mathematics and…

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to…

This study investigates the influence of a two-year professional development programme on primary teachers' attitudes towards primary science, their confidence and competence in teaching science, and pupils' attitudes towards school science. Unlike the traditional "one-size-fits all" model of professional development, the model developed…

The Disability in Sport Taskforce report examining adapted physical activity (APA) in the Irish context (Department of Education and Science, 1999) found that teachers involved in primary mainstream and specialist settings expressed a grave lack of self-confidence, due to lack of training, in the delivery of APA programmes to children with special…