• "I worry about money every day": The financial stress of second-level initial teacher education in Ireland 

  Prendergast, Mark; Ní Dhuinn, Melanie; Loxley, Andrew (Western Australian Institutes for Educational Research, 2021-06-19)

  In Ireland, the past ten years have seen the emergence of new policies and practices in initial teacher education (ITE) in response to national priorities and the professed aim of progressing standards. A key mechanism of ...
• What's the point? Impact of Ireland's bonus points initiative on student profile in mathematics classrooms 

  O'Meara, Niamh; Prendergast, Mark; Treacy, Páraic (Western Australian Institutes for Educational Research, 2020-12)

  In 2012 mathematics was assigned a special status within the Irish post-primary school curriculum with the introduction of a bonus points initiative (BPI). Students are now awarded additional credit in their upper post-primary ...
• The design, development, implementation and evaluation of Project FLAME: a multi-component, school-based, motor competence intervention for adolescent youth in Ireland 

  Lester, Diarmuid (University College Cork, 2020)

  Background: Recent research has shown that Irish adolescent youth are insufficiently active and fail to reach basic levels of fundamental movement skills (FMS) and functional movement. Schools and the engagement of relevant ...
• Learning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practice 

  Moynihan, Joseph A.; O'Donovan, Margaret (Routledge - Taylor & Francis Group, 2021-03-16)

  Policy-makers in Ireland advocate teacher collaboration as being a vital component of educational reform and school improvement in inclusive and participatory communities of practice. The objective of this research study ...
• Irish pre-service mathematics teachers' knowledge of curriculum-aligned content 

  Ní Ríordáin, Máire; Ni Shuilleabhain, Aoibhinn; Prendergast, Mark; Johnson, Patrick (Taylor & Francis Group, 2021-04-05)

  This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme ...

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