Browsing Education - Conference Items by Issue Date
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- ItemThe Parent and Family Involvement Project: skills for early years educators(OMEP Ireland, 2004-04) Murphy, Rosaleen; Irish Research Council for Humanities and Social SciencesThe importance of parent and family involvement is generally acknowledged by early years educators, but many of them feel that they lack the appropriate skills. The challenge is to find new ways of working with families in a changing world. The aim of the PFI Project (beginning in October 2003) is to meet this need, to develop a model for the training of early years educators in developing these skills and to provide them with a bank of resources which may be adapted to local needs. A training module is currently being piloted in collaboration with a group of experienced people from a variety of early years services. This paper outlines the aims and methodology of the project and presents some of the ideas which we have already discovered
- ItemThe changing face of pre-school services: a case study(OMEP Ireland, 2005-04) Murphy, Rosaleen; Irish Research Council for Humanities and Social SciencesThere have been major changes in pre-school provision in Ireland in the last ten years. This paper will present a snap-shot of how these changes have impacted on one community pre-school located in a high-priority area of Cork and the consequent effects on the quality of the service provided. The factors influencing its development include the introduction of the Preschool regulations under Section VII of the Child Care Act 1991, the capital and staffing grants it has received, and the changes in the population it serves. The paper also documents how the introduction of the High/Scope curriculum, coupled with an on-going commitment to improving the quality of service, has influenced practice in the pre-school.
- ItemThe effect of calcium supplementation on fat metabolism during recreational exercise(School of Food and Nutritional Sciences, University College Cork., 2009-09) Bradley, John L.; Woods, Trevor; Murphy, S.; Keane, L.; O'Brien, Nora M.Evidence has emerged suggesting dietary calcium can modulate energy metabolism. Studies have linked whole body fat oxidation during free living activities to both acute and habitual calcium intake. The aim of this study was to examine the relationship between acute calcium intake and whole body fat oxidation during simulated recreational activity. Thirty min following ingestion of 800mg calcium supplement or placebo, fat metabolism was monitored during 45min of treadmill walking. Expired air was sampled throughout by online metabolic spirometry (Cosmed CPET, Italy) and analysed for metabolic fuel using indirect calorimetry. The results showed a single, acute calcium supplement of 800mg had no effect on fat metabolism compared to the placebo condition during walking. Contrary to findings from 24 hour studies monitoring calcium intake and macronutrient oxidation, this suggests single acute calcium supplementation protocols are not enough to increase energy metabolism or influence fat metabolism. Evidence suggests that calcium intake increases energy metabolism via whole body systemic changes. Increased energy metabolism and fat oxidation may only occur when recreational exercise is combined with habitual calcium supplementation.
- ItemLoris Malaguzzi and the Reggio Emilia experience: keynote address, OMEP Ireland Conference, April 2009(2011-04) Cunneen, Maura; Ridgway, Anna; Murphy, Rosaleen; Hall, Kathy; Cunningham, Denice; Horgan, Mary; Murphy, RosaleenThe keynote address at the 2009 OMEP Ireland research conference was given by a team from the School of Education, University College Cork, who had just completed work on a co-authored book entitled Loris Malaguzzi and the Reggio Emilia Experience for the Continuum Library of Educational Thought. This paper presents some of the highlights from that presentation; the book explores these issues in much greater detail and also discusses the thorny issue of curriculum in Reggio Emilia. The Reggio Emilia early years educators strongly resist the idea of describing what they do as a curriculum, preferring instead the word ‘experience’. If we define ‘curriculum’ in the narrow sense of a set of prescribed learning goals and experiences, (rather than all the people, things, experiences and emotions that the child encounters in the pre-school) then this is undoubtedly the wrong word to describe what they do. Nevertheless, their practice is not by any means atheoretical, and the Reggio Emilia educators continually reflect on and refine their practice. The historical background of “Reggio” as well as the various strands of curriculum theory that underpin thinking on how best to foster children’s early learning and development are both necessary if we are to see it in context and to make an informed judgement on why Newsweek in 1991 described them as “the best pre-schools in the world”.
- ItemAddressing the concept and evidence of institutional racism in Irish education(School of Education, University College Cork; Institute for Social Sciences in the 21st Century, 2012) Kitching, Karl; Curtin, Alicia; Kitching, Karl; Curtin, Alicia; Irish Research Council for Humanities and Social Sciences; University College CorkThis proceedings document tells a critical story of the event. Using a social and cultural perspective on racism, power and education, it provides a set of questions for ongoing public, policy-maker and research debate. The publication and dissemination of this document was planned as part of the ‘New Ideas’ proposal. Its intended audience includes education and social policy-makers, and education and community practitioners, including anti-racism activists.
- ItemTrends in mathematics education conference: book of abstracts(School of Education, University College Cork, 2012-11-26) Conway, Paul F.; Rutherford, Vanessa; Delargey, Michael; Irish Research Council; National Science Foundation, United States; Education, College of Arts, Celtic Studies and Social Sciences, University College Cork
- ItemRe-designing initial teacher education: deepening engagement with pedagogy. Conference proceedings(School of Education, University College Cork, 2013-06) Rutherford, Vanessa; Conway, Paul F.
- ItemExamining difficulties in initial algebra: Pre-requisite and algebra content areas for Irish post-primary students(European Society for Research in Mathematics Education, 2017-02) O'Brien, Aoife; Ní Ríordáin, MáireThis research aims to investigate the algebraic under performance of second year post-primary students in Ireland (approximate age 14 years). To this end a diagnostic test for algebra has been developed to profile and identify students who are struggling with algebra. This paper examines the development of the test, which involved the identification of key mathematical content areas that are critical for success in algebra. Both prerequisite, and algebra content areas are key to a studentsâ success in algebra and how each of these areas contribute to a studentsâ progress with algebra is discussed in this theoretical paper. Test items have been selected and adapted from the literature which are aligned with both the key content areas and the Irish mathematics syllabus at junior cycle, the initial three years of post-primary education in Ireland.
- ItemEnsuring methodological rigor for investigating the discourse development of bilingual mathematics learners(European Society for Research in Mathematics Education, 2017-02) Ní Ríordáin, Máire; Flanagan, Eílis; Brilly, ClaireGiven the nature of investigating bilingual mathematics learners and learning environments, a key concern is how we can ensure that the rigor of our research is matched by the rigor of methodological frameworks and approaches employed. Our goal is to develop a theoretical framework and associated methodology and methods, in practice, in order to ascertain their suitability for investigating bilingual mathematics learners in an educational context. Moschkovich (2016) identified four key recommendations for conducting research on language: utilising interdisciplinary approaches, defining central constructs, building on existing methodologies, and recognizing central distinctions. Utilising Moschkovichâ s framework, this paper provides an appraisal of the methodology and methods to be employed in a research project examining bilingual mathematics learners.
- ItemThe role of the classroom teacher in supporting bilingual primary pupils in the learning of mathematics(European Society for Research in Mathematics Education, 2017-02) Ryan, Miriam; Ní Ríordáin, MáireThis paper examines some of key messages in the mathematics and multilingualism in mathematics literature and relates them to opportunities for the development of a development of a focus on the teacherâ s role in maximising opportunities for learning arising from the bilingual mathematics classroom. Insights will be drawn from the literature on socio-cultural learning, in particular that of situated and discourse perspectives. The implications of these perspectives will be discussed in light of classroom practices and the literature on multilingual learning of mathematics. A proposed project in the teaching of mathematics in Irish Gaelscoileanna will be discussed in light of these discussions.
- ItemOnline learning combining virtual lectures, at-home experiments and computer simulations: a multidisciplinary teaching and learning approach(Optica Publishing Group, 2021) Saito Nogueira, Marcelo; Komolibus, Katarzyna; Gunther, Jacqueline Elizabeth; Sekar, Sanathana Konugolu Venkata; Jayet, Baptiste; Pacheco Tobo, Andrea Liliana; Li, Celina L.; Maryam, Siddra; Tyndall, Caitriona; Kennedy, Declan; Andersson-Engels, Stefan; Science Foundation IrelandWe developed a fully-remote biophotonics workshop integrating webinars, computer simulations and at-home experiments to meet the needs of undergraduate students with diverse backgrounds and learning styles. Similar strategies/resources could be used in multidisciplinary programs.
- ItemBiophotonics computer app: fostering multidisciplinary distance self-paced learning with a user-friendly interface(Optical Society of America, 2021-09) Saito Nogueira, Marcelo; Gunther, Jacqueline Elizabeth; Jayet, Baptiste; Souza Matias, Jean; Tyndall, Caitriona; Andersson-Engels, Stefan; Science Foundation IrelandThe biophotonics app enables multidisciplinary and self-paced learning in both in-person or virtual environments. The app can work offline and has a user-friendly interface well accepted by students. App instructions are publicly available.