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    Aiseolas ceartaitheach mar réiteach ar easnaimh theangeolaíocha sa tumoideachas lán-ghaeilge [Corrective feedback as a solution for linguistic deficiencies in Irish-medium immersion]
    (Irish Association for Applied Linguistics, 2023-11-14) Ní Mhurchú , Caitríona; Ní Aogáin , Sylvaine; Ó Ceallaigh, Timothy Joseph; 2023
    Is le fada an lá a thuigtear go mbíonn dara teanga (T2) daltaí tumoideachais tearcfhorbartha. Sonraítear sa litríocht nach gan dua a fhorbraíonn T2 na ndaltaí tumoideachais agus go mbíonn dúshláin nach beag roimh mhúinteoirí agus dhaltaí tumoideachais leis an T2 a threisiú agus a shaibhriú. Déantar scagadh san alt seo ar thaighde ina ndearnadh iniúchadh ar úsáid Aiseolais Cheartaithigh (AC) ar bhonn córasach sa seomra ranga tumoideachais. Cé go raibh sé mar aidhm ag an taighde seo gort an AC in Éirinn a fhorbairt agus cur le tionscadail thaighde atá curtha i gcrích sa ghort seo cheana, bhí sé mar sprioc ag na taighdeoirí freisin anailís a dhéanamh ar earráidí coitianta daltaí tumoideachais mar aon leis na gnáthchleachtais cheartúcháin a úsáideadh chun na botúin a réiteach. Sa taighde faoi chaibidil úsáideadh córas AC in dhá sheomra ranga tumoideachais ar feadh cúig seachtaine. Ar an gcaoi sin, ghlac beirt mhúinteoirí, mar aon le 53 dalta tumoideachais, páirt sa taighde agus chuir siad córas AC i bhfeidhm ina seomraí ranga féin. Bailíodh sonraí taighde cáilíochtúla faoi scáth na paraidíme tógachaíche ó mhúinteoirí (n=2) trí agallaimh leath-struchtúrtha roimh agus i ndiaidh na hidirghabhála agus trí dhialanna machnaimh le linn na hidirghabhála. Lena chois sin, bailíodh sonraí taighde ó dhaltaí trí cheistneoirí (n=53) agus trí ghrúpaí fócais (n=10) roimh agus i ndiaidh na hidirghabhála. Bailíodh sonraí taighde ón dá sheomra ranga trí chuairteanna breathnóireachta seachtainiúla le linn na hidirghabhála. I ndiaidh anailíse, sonraíodh go raibh na hearráidí coitianta céanna le cloisteáil sa dá rang agus gur tháinig athrú ar an gcleachtas ranga agus ar fheasacht an mhúinteora agus na ndaltaí maidir le ceartú na n-earráidí coitianta tar éis an chórais AC a chur i bhfeidhm ar bhonn córasach, leanúnach. Táthar ag súil go gcuirfidh an taighde seo le corpas litríochta an ghoirt agus go mbeidh sé ina threoir luachmhar do mhúinteoirí tumoideachais agus daltaí tumoideachais chun sealbhú cruinn an dara teanga a chur chun cinn i gcomhthéacs an tumoideachais.
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    Supporting key aspects of practice in making mathematics explicit in science lessons
    (Springer Nature Ltd., 2019-11-25) Johnston, Jennifer; Walshe, Gráinne; Ní Ríordáin, Máire
    STEM integration has often been recommended as a way to support students to develop twenty-first century skills needed to function in the complex modern world. In order for students to experience integration, however, their teachers need support in designing, developing and implementing integrated curricular instruction, which is often at odds with a very subject-focused educational system. This paper reports on the second year of a research study conducted with five secondary science and mathematics teachers, concerned with supporting them to teach explicitly the mathematics components within science lessons, mediated via technology. It outlines how the teachers collaborated with the support of science and mathematics education researchers within a community of practice, named a Teaching and Learning Network (TLN). The network was intended to promote and enhance teacher capacity for the interdisciplinary teaching of mathematics in science in the face of various contextual and other obstacles observed in the first year of the study. This study found that the opportunity to work in a Teaching and Learning Network supported the teachers’ ownership of the design of the integrated learning unit, enhanced their content knowledge of mathematics, their use of the data logging technology and their understanding of an inquiry-based pedagogical approach. Participation in the TLN provided teachers with the mechanism to cross the boundaries of the subject disciplines and thereby promoted change in their attitudes, professional knowledge and to some extent, practice.
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    The arts in and out of school: Educational policy, provision and practice in Ireland today
    (Kura Publishing House, 2015) Dowling Long, Siobhán
    The debate relating to the place and value of the arts in Irish Education is one that has dominated educational policy, provision, and practice down through the history of Irish educational policy from the late nineteenth century to the present day. Indeed, interest in this topic has been re-ignited with the recent publication of two educational policy documents, one based on the arts-in-education in and out of school The Arts in Education Charter (2013), and the other on the development of children and young people’s literacy and numeracy Literacy and Numeracy For Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011––2020 (2011). Despite the Irish Government’s commitments to promote the arts in and out of school, this paper draws attention to the lack of any real investment in the Arts in Education Charter by the Irish Government, and the neglect of policymakers to include references to national and international educational research on the value of the arts for enhancing children’s life-long learning. Noting the pressures on primary teachers to allocate more time to the Literacy and Numeracy Strategy, it highlights the potential threat of this initiative to the primary school arts education programme. Finally, it draws attention to the notable absence of an arts education programme for the majority of senior post-primary pupils who leave school without any in-depth knowledge and appreciation of their rich cultural heritage. This is an area of grave concern, and one that has received very little, if any, attention to date.
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    Pre-service teachers’ perceptions of collaborative learning at university: A repeated cross-sectional study
    (Western Australian Institutes for Educational Research, 2023) Dowling Long, Siobhán; Long, Fiachra; University College Cork
    This study explores how a group of pre-service teachers in the second year of a pre-service teachers masters program - the Postgraduate Master of Education (PME) - understood and practised collaborative learning (CL). Conducted over a six-year period (2015-2021), the study used semi-structured interviews (n=14) and surveys (n=100) to shed light on students’ experience of collaborative learning in one 5 ECTS credits module (ED6341), taking account of their previous experience of CL, and their perceptions of CL as it emerged during the group work component of the module. The results indicate that the attitudes of students to CL were largely positive, despite the challenges they recognised. In particular, the study considered students’ understanding of (1) the challenges of CL; (2) the benefits of CL; (3) the authority of faculty members.
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    Metastasio’s Old Testament dramas: Biblical stories in eighteenth century oratorio
    (Relegere: Studies in Religion and Reception, 2013) Dowling Long, Siobhán
    Pietro Metastasio’s five Old Testament oratorio libretti—based on the dramatic stories of Cain and Abel, Joseph, Judith, Joash, and Abraham and Isaac—reveal the influence of the Counter-Reformation, of seventeenth-century French literary criticism, and of eighteenth-century biblical interpretation. Reflecting a traditional christological interpretation, all five shed light on the emotional lives of their protagonists, while providing moral instruction for the edification of eighteenth-century Catholic audiences. I conclude with a brief discussion of the oratorio Abramo ed Isacco by Josef Mysliveček, based on a Metastasian libretto Isacco, figura del Redentore (1740), and illustrate by way of musical examples the reception of Genesis 22 in music.