Beruflich Dokumente
Kultur Dokumente
We are four educators, with involvement in education at first, second and third level, as well
as engaging in and supervising academic research. We ask:
1
Friday, 2pm – Room T1.18
Presenters: Clara Hoyne and Dr Suzanne Egan
Title: “Exploring traditional parental roles in early childhood”
The aim of this paper is to examine the role of both Irish mothers and fathers in early
childhood and its impact on child development. Much international research has investigated
the maternal role in caregiving and the home learning environment, however less is known
of fathers’ roles in these domains. This study draws on data from a large birth cohort study,
Growing Up in Ireland, to investigate Irish parents’ roles in early childhood care and in home
learning activities. It provides evidence of parental involvement across a wide range of
activities with infants and how this involvement impacts on child development in areas such
as problem solving, communication and socio-emotional development. Results indicated that
mothers were more involved with 9 month old infants in both caregiving and in home learning
activities than were fathers. These findings are discussed in the context of changing roles
within families and shifting societal expectations for both mothers and fathers. Roles within
families are constantly been constructed and negotiated which influences current parenting
practices. Fathers may have less access to formal and informal supports compared to
mothers. This study also looks at Irish government policy and how it currently supports
parents. Other countries with a strong policy of inclusion of fathers in early childhood are
reviewed. This paper considers the changing ideology of parenthood and the significant role
both parents play.
2
Friday 2pm, Room T1.16
Presenter: Khulud Aljohani
Title: “Comprehension of English idioms by Arabic learners of English with
reference to sociolinguistic factors”
Figurative language research has attracted considerable attention in recent years, particularly
in the field of English as a Foreign Language (EFL)/ English as a Second Language (ESL) (Cooper
1999; Vanlancker-Sidtis 2003; Aljabri 2013). One type of figurative language is idiomatic
language. An idiom is an expression whose meaning cannot be understood through its
constituent elements and therefore the meanings of idioms can often be related to aspects
of culture. Previous research has shown that figurative language, and idioms specifically, have
played an important role in second language studies due to their complex characteristics
which can be challenging for learners. There are several variable factors which can influence
the acquisition of second language vocabulary such as the learner’s first language (L1), age,
amount of exposure to the target language, motivation, and culture (Schmitt 2000).
This paper describes the methodology and initial findings of a study of two groups of Saudi
learners of English. Saudi learners who study abroad in Ireland (Study abroad group) vs Saudi
learners who study at local universities in Saudi Arabia (At home group) in order to investigate
the influence of cultural context on the comprehension of English idioms. Other variable
factors such as age, gender, L1, level of education, level of proficiency, exposure to target
language and context enhancement are also taken into account to determine whether these
factors have an impact on the comprehension of English idioms.
3
Friday 2.30pm, Room T1.17
Presenter: Santhi Corcoran
Title: “Leadership in Irish schools in the context of multicultural classrooms:
Interviews with school principals on managing diversity”
When one examines the competencies, a school requires of its principal, the list can be
daunting. The proficiencies principals need to manage and lead schools in a rapidly changing
social, cultural and financial landscape can be complex and insurmountable, (Takahashi, 1998;
Davidson and Taylor, 1999; Davies, 2009). This group of leaders are expected to promote
policies and practices that will ensure the progress of their schools but also to ensure equality
and diversity are supported within their schools. In equal measure they are also expected to
create spaces that promote social justice and apply democratic approaches that will empower
their pupils, teachers and school communities. Leadership also entails accountability for the
success or failure of schools with associated pressures and responsibilities that are multiple,
often perplexing and continuously changing, (Copland, 2001; Caldwell, 1998; Elmore, 2000;
Blasé and Blasé, 1999; Whitaker 1999). Successful schools are often well supported in not
only the learning and development of both teachers and pupils, but also where the leadership
has authority and is fair, consistent and democratic towards change, (Apple, 1999; Reese,
1986). This researcher explores the complexity of the roles of principals in the Midwest of
Ireland as classrooms and school landscapes become more diverse by using material analysed
from interviews conducted with secondary school principals. The research explores how this
group are supporting changes both in terms of diversity and multiculturalism in Irish
classrooms and the need for intercultural competence and sensitivity within educational
spaces. The paper also examines the support that principals need both as leaders and as
individuals who work with complex educational, socio-economic and cultural dynamics in
their schools and asks if the systems in place promote not just the success of schools but also
the well-being and sustainability of educational leaders and teachers.
4
Friday 2.30pm, Room T1.16
Presenter: MaryAnne Lowney Slattery
Title: “An Investigation into creating and sustaining a Mental Health
Promoting School”
This paper is based on interdisciplinary research entitled ‘Creating and Sustaining a Mental
Health Promoting School: attitudes and experiences of post-primary school communities’.
The research is a multi-case case study encompassing eight post-primary ETB1 schools located
in Kerry. The research is framed by Ball’s (2003) policy trajectory examining educational policy
as discourse, text and effects. Using this policy trajectory, the operational context for Irish
post-primary schools, seeking to engage in mental health promotion is illustrated.
This paper discusses language, learning and culture as a variable of impact, influence and
engagement in public and policy spheres. The paper explores ‘Economic Reproduction
Theory’ in contemporary Irish post-primary education which operates in a late neoliberal
context. The marketisation of post-primary education, through the introduction of ‘choice
ideology’ in the Education Act (1998), has intensified competition among actors in each
socioeconomic profile for schools with high progression rates to third level. This paper
demonstrates that Ireland operates a classed system of education with three main provision
types receiving funding from the Department of Education and Skills. The State contributes
to a spectrum of provision from private fee-paying schools to DEIS2 schools for disadvantaged
socio-economic profiles. Contemporary practices of ‘class-based’ enrolments appear to have
been tempered with the passing of the EPSEN3 Act (2004) legislating for students with SEN to
have the right to mainstreaming where appropriate. Bourdieu’s concept of social field enables
an examination of emerging trends such as middle class parents of students with SEN or
additional needs enrolling in DEIS schools. This paper provides detailed analysis at a micro or
‘policy as effects’ level regarding contemporary interpretations of policy and resulting trends,
practices and effects on school communities in relation to mental health promotion.
1
ETB= Education and Training Board
2
DEIS= Delivering Equality in Schools
3
EPSEN= Education for Persons with Special Education Needs
5
explores the complex impact of imprisonment at societal, family and personal level for
families affected by imprisonment, former prisoners and prisoners and describes their needs
along with the challenges they face. In contrast to the prevailing orthodoxy, we present an
alternative view of families living with the struggles and challenges associated with
imprisonment. We provide evidence from the research to show that the holistic model of
family support adopted by the BRFP has had a profound impact on the quality of lives of the
children, families and adults who use the service. The supports offered to prisoners, former
prisoners and their families to manage the prison sentence and to prepare them for transition
out of prison and back into family and society was deeply appreciated by the people we
interviewed. Essentially, engagement with the BRFP nurtured hope, built resilience and
helped individuals to believe that a better life was possible. This paper explores the
implications of the research findings for policy makers and practitioners in the area of family
support and imprisonment.
6
Friday 3pm, Room T1.16
Presenter: Dr Gwen Moore
Title: “Ideology, Curriculum and Higher Music Education: Examining the
Structure/Agency Dialectic for Learning and Teaching in the Neo-Liberal Era”
In recent decades, higher education has seen extensive social, economic, and educational
transformation (Barnett, 1990; 2003; David, 2007) including the promotion of diversity in the
socio-economic profile, age, ethnicity, disability and citizenship status of students (Higher
Education Authority, 2010). Consequently, the student population and profile within the Irish
higher education context has undergone significant change. Such policy changes have brought
into sharp focus the inequalities that prevail when pursuing a music degree (Moore 2015).
Moreover, few studies have examined the ways in which ideological assumptions of musical
value and knowledge impact on the student and lecturer experience of learning and teaching
within higher music education.
7
Friday 4pm, Room T1.18
KEYNOTE PRESENTATION – PROF. JENNIFER GORE (UNIVERSITY OF
NEWCASTLE, NEW SOUTH WALES, AUSTRALIA)
8
Saturday, 9am, Room T1.18
KEYNOTE PRESENTATION – PROF. HENRY BRAUN, LYNCH SCHOOL OF
EDUCATION, BOSTON COLLEGE, USA
9
Saturday, 10am, Room T1.17
Presenters: Dr Richard Bowles and Dr Anne O’Dwyer
Title: “Insights from a coaching community of practice: An un-orthodox
approach to coach education”
Research in coach education has focused on defining and developing the core elements of
‘good coaching’ (Gilbert et al., 2010). Experiential (coaching experience) and informal
education (observation of other coaches) have been identified as the primary sources of
knowledge for coaches and coaching (Cushion et al., 2003), and doubts have been raised
about the efficacy of formal coach education programmes (Nelson, Cushion, and Potrac
2013). Coaching can be described as ‘regulated improvisation’ (Bourdieu, 1977), a process
which is evolving and refining over time. Jones (2006) has characterised coaching as an
educational relationship based on social constructivist principles. Furthermore, Jones and
Wallace (2006, p.63) argued that the “coaching context is one characterised by ambiguity”
and suggest that viewing the coach as ‘orchestrator’ may be a useful analogy. More recently,
Stodter and Cushion (2017) unpacked the complex process of coach learning and
development, and highlighted the importance of coach reflection.
Building on evidence of the value of communities of practice (CoPs) for coach learning
(Bertram, Culver, and Gilbert 2016), this research explored the experiences of two coaches
within an emerging Coaches’ Community of Practice (CCoP) (Culver and Trudel 2006). The
qualitative data collected in this research included coaching plans (36 in total), weekly written
individual and collaborative reflections (40 in total), and four audio-recorded discussions with
a critical friend over the course of a seven month coaching season. The adoption of a self-
study methodology helped to validate the development and learning within the CCoP. The
CCoP enabled the coaches to address the emerging conflicts, challenges and decision-making
processes. This allowed for relationship building and enhanced communication between the
coaches, and for opportunities to share knowledge and to problem solve. The findings of this
research provide insight into how a CCoP can formalise otherwise missed opportunities for
coach education.
10
settings and a lack of suitable continuing professional development courses for practising
teachers.
The aim of this study is to explore the academic outcomes for children in multigrade settings
in Ireland. It explores the achievement levels of these children and compares them with their
counterparts in more conventional single-grade classrooms. The study draws on data from
the child cohort of the national study of Irish children participating in the ‘Growing up in
Ireland’ [GUI] study. The first wave of data collection commenced in 2007 involving a
nationally representative sample of 8568 nine-year old children. Of these children over 2,700
were being educated in multigrade classes. Four years later, a second wave of data collection
followed up on the experiences of these same children. The data provide significant insight
into the academic achievements of the children involved in the study. Preliminary findings
indicate that while the academic outcomes for children in multigrade classes are broadly
similar to children in single grade classes, differences exist when the results are disaggregated
by gender.
11
Saturday, 11.30am, Room T1.18
Presenters: Dr Fionnuala Tynan and Dr Margaret Nohilly
Title: “Cutting through the Crap: What wellbeing actually means to teachers
in an Irish context”
Wellbeing remains an enigmatic, multi-faceted concept that sometimes eludes definition in
academic papers. The lack of a universally accepted definition and, consequently, the lack of
theoretical frameworks are challenges in this field which has led to a research base that is
‘diverse and at times unclear and discrepant’ (Miller, Connolly and Maguire 2013, p. 241).
Wellbeing is interpreted in different ways and ‘has become a ubiquitous term for all things
health related within the community’ (Gillett-Swan and Sargeant, 2015, p. 135). In
educational terms, wellbeing has been presented to Irish schools as synonymous with mental
health through the Well-being in Primary Schools: Guidelines for mental health promotion
(Department of Education and Skills and Department of Health 2015). In a study conducted
in conjunction with three education centres on the West coast of Ireland, teachers indicated
their reluctance to deal with mental-health issues in schools. Their interpretation of
wellbeing gives a vernacular, which enables greater understanding of the concept of
wellbeing. They were then able to plan a range of actions to promote pupils’ wellbeing in an
Irish educational context. Of greatest significance was the fact that the actions to enhance
pupils’ wellbeing also enhanced teachers’ wellbeing creating a momentum for developing a
positive school culture and climate. Ultimately, the discourse on wellbeing needs to be
translated into a context-based language that can actually be understood and accepted by
professionals.
12
Anótáilte de réir Earráidí Scríofa) provide an insight into students’ general language
proficiency levels and support the use of diagnostic language tools in language education to
improve learner outcomes. We look at methods for deriving students’ language proficiency
from a written language corpus and at applying that data to the creation of a diagnostic tool
that generates individualised learning pathways based on learner input to prioritise individual
learning goals.
TITLE: “MIND THE GAP-FROM THE LAND OF THE PHD TO THE REAL WORLD
RESEARCH SPACE”
This keynote explores the local realities of ‘life after the PhD’ for one alumni researcher,
caught in the liminal space as a novice researcher, among seasoned researchers. Navigating
the ideological, practical, logistical and personal decisions of a novice researcher, I explore
and present some research stories of success and struggle. This keynote prompts us to reflect
on what it is we research, and whom we engage in our research worlds. It aims to stimulate
engagement and conversation about why and for whom, we do research. This keynote
challenges us to consider how we use research to generate new thinking and to contemplate
how research can reliably reform policy and instigate critical and continued educational
renewal.
Without the study of culture, second language acquisition is not complete (Kramsch, 1993).
While teaching about culture raises learners’ awareness of the target culture and their own
home culture, it gives them an intercultural competence (Kramsch, 1997, p. 231). Due to the
growing number of immigrants in Ireland (CSO, 23 August 2016), the migration crisis in Europe
and the demographic changes that Brexit imposes on Ireland (Irish Independent, 30 August
2017), we will see more and more newcomer learners in the English for Speakers of Other
Languages (ESOL) providers in Ireland. The successful integration of these learners into Irish
society depends on the successful development of their intercultural competence and the
successful development of their intercultural competence is subject to what is taught about
Ireland and the Irish society to them. This paper aims to provide an insight into the models
and theoretical frameworks for developing intercultural competence as being a fundamental
element not only in the progress of ESOL learners’ successful cultural integration into a society
new to them but also in the process of their healthy identity construction. This presentation
focuses on the application of the three Ps approach to culture (ACTFL, 1999) in developing
intercultural competence as defined by Byram et al. (2002) and Deardorff (2006) in an Irish
context. The paper wishes to contribute to the vibrant global conversation among
13
professionals about the ways to develop intercultural competence but, more importantly, it
intends to help teachers incorporate cultural elements into their teaching materials
effectively and appropriately.
Saturday, 2pm, Room T1.17
Presenter: Derbhile de Paor
Title: “A Triple tale: The pied piper. The Wizard of Oz and the Emperor’s new
Clothes”
The tale, is an exploration of the narratives of the lived professional experience of practicing
teachers undertaking the extended professional activities required by recent policy
developments in the Continuum of Teacher Education in Ireland. In this context, “The pied
piper of neoliberalism calls the tune” (Mooney Simmie 2012) and the counter melody of
teachers experience may not be heard by the Wizard of Oz (Policy makers). The triple tale,
brought to light through the journey of researcher-as-briocoleur-theorist (Denzin and Lincoln
2011 P7) begins with the autobiographical lens of my own story. The narrative of teacher,
school leader, policy maker and teacher educator is the lens through which I seek to
understand the Pied Piper, and the Wizard of Oz. Exploring, “Who is the self that teaches?”
(Palmer 2007) and attempting to escape the “tentacles of the grand narrative of formalistic
research” (Clandinin and Connelly 2000) I explore my personal narrative though the lens of
my personal philosophical framework. Reflexively considering if I am Dorothy on the yellow
brick road of formalistic research or if I am the innocent little boy (or girl) in the Emperors’
New Clothes proclaiming that ‘The king is in the altogether’ in the policy parade. The tale is
explored by ‘speaking personally, academically’ though engagement with creative
approaches to ‘life writing. The research text is built through the co presence of performance
and ethnography, (Spry 2006). In taking an autoethnographic approach, the performative –
I, my exploration of this triple tale argues the personal, professional, political, emancipatory
potential of auto ethnographic performance.
Are leaders 'born' or 'made'?. If 'born', what are the traits?, if 'made', what are the skills they
must require?. These are the perennial questions raised in all organisations and particularly
within educational establishments during times of cultural change and controversial global
events. The presentation follows a structure which includes:
i) Leadership & Multiculturalism -definitions & theory; (ii) Practical responses; (iii) Dimensions
of & contestations in ‘multiculturalism’; (iv) Broader philosophical considerations. This
interactive keynote asks academics, researchers, policy makers and practitioners to examine
the challenges of leading in a multicultural context and the implications for their own work.
14