Foras Taighde ar Oideachas
Trends in Mathematics and Science Study TIMSS (Trends in International Mathematics and Science Study) is a project of the International Association for the Evaluation of Educational Achievement (IEA). It assesses the mathematics and science achievement of pupils in the Fourth and/or Eighth grades (equivalent to Fourth Class and Second Year in Ireland). First conducted inRead more…
Progress in International Reading Literacy Study PIRLS (Progress in International Reading Literacy Study) assesses the reading achievement of Fourth-class pupils. First conducted in 2001, PIRLS takes place every five years. The 2011 cycle was the first time that Ireland took part in PIRLS. PIRLS is conducted under the auspices of the International Association for theRead more…
The Programme for International Student Assessment The Programme for International Student Assessment is a three-yearly assessment programme developed jointly by member countries of the Organisation for Economic Co-operation and Development (OECD). It commenced in 2000 and is now the largest international educational survey of its kind. It is aimed at assessing the broad educational achievementsRead more…
A study of disadvantage in rural primary schools was prompted by a belief, supported by some empirical evidence (e.g., from the evaluation of the Breaking the Cycle scheme in rural areas and from the modelling exercise with the data from the 2005 survey of disadvantage for DEIS) that the relationship between socioeconomic factors and educationalRead more…
(Delivering Equality of Opportunity in Schools) Work began in 2007 on an independent evaluation of the SSP (School Support Programme) component of DEIS in primary and post-primary schools. Since then, the evaluation has been monitoring implementation of the programme and assessing its impact on participants. Periodic monitoring of achievement and other pupil outcomes has beenRead more…
The Centre has been involved in assessing levels of disadvantage in schools on behalf of the DES for many years. In 1995, the Centre reviewed the criteria that had been used to identify primary and second-level schools for inclusion in the Disadvantaged Areas Scheme (DAS) (Kellaghan, Weir, Ó hÚllacháin, & Morgan, 1995). Further work involvedRead more…
The Centre has been involved in implementing and reporting on National Assessments of Mathematics and English reading (NAMER) since the 1980s on behalf of the DES. While earlier National Assessments covered a range of grade/age levels and domains, the Department of Education and Skills decided that, from 2014, National Assessments would be implemented in theRead more…
Listed below are projects currently under way in the Centre. Unless otherwise stated, these summaries were first posted in March 2014. A document containing all the summaries listed below can be accessed here. NAMER (National Assessments of Mathematics and English Reading) Assessing Levels of Disadvantage in Schools DEIS (Delivering Equality of Opportunity in Schools) StudiesRead more…
Evaluations of Educational Provision and Services Surveys of provision and practice are conducted by the Centre at all levels of the educational system. These investigations include topics as diverse as the organisation of learning support teaching, teachers’ perceptions of girls and boys in schools, take-up of Transition Year in second-level schools, aspects of teacher in-careerRead more…
Welcome We are delighted to announce that the Educational Research Centre has been established as a statutory body under Section 54 of the Education Act, 1998. As the Centre enters this exciting new era, we look forward to continuing our collaboration with students, teachers, parents and other national and international educational agencies. To reflect thisRead more…