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The ERC is pleased to publish the final report of the longitudinal Digital Learning Framework Evaluation. It evaluates the implementation of the DLF from multiple perspectives over a three-year period. The report examines the current policy and research landscape on the use of digital technologies in schools and considers how schools have had successes andRead more…

https://doi.org/10.70092/0412063.0824 Authors: Brenda Donohue, Eva Moran, Aidan Clerkin, David Millar, Adrian O’Flaherty, George Piccio and Thuy Dinh Title: Digital Learning Framework (DLF) national longitudinal evaluation: Wave 2 Final Report Abstract: This is the final report on the Digital Learning Framework national longitudinal evaluation, following data collection for Wave 2 from Autumn 2021-May 2022. The dataRead more…

https://doi.org/10.70092/2091319.0724 Authors: Gráinne McHugh, Aidan Clerkin, Rachel Cunningham and Rachel Perkins Title: An in-depth analysis of the relative strengths and weaknesses of students in Ireland in mathematics and science in TIMSS 2019 Abstract: This report draws on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to explore the areas in mathematics andRead more…

https://doi.org/ Michael O’Leary and Zita Lysaght In March 2022, the Minister for Education in Ireland announced her plans to redevelop senior cycle; in tandem, a press release from the Department of Education advised that the National Council for Curriculum and Assessment (NCCA) and the State Examinations Commission (SEC), in consultation with education partners, would jointlyRead more…

https://doi.org/ Sean Manley and Margaret Farren A national review of Ireland’s Youthreach education programme for early school leavers found staff retention to be a future challenge for the programme (Smyth et al., 2019). With no previous research into staff retention in Youthreach, this study explores the unique characteristics of the programme to identify variables influencingRead more…

https://doi.org/10.54825/123457 Yvonne O’Byrne, Joan Dinneen, & Tara Coppinger Project Spraoi (PS) is a school-based health-promotion intervention aimed at increasing physical activity (PA) and improving nutritional knowledge among primary-school children in Ireland. The study explored the fidelity of the intervention, namely, whether PS was delivered as intended, and examined the processes through which PS and eachRead more…

https://doi.org/10.54825/123458 Gillian Murphy & Ciara M. Greene The replication crisis has had a profound effect on how we conduct research in psychology and relatedly, on how we train university students in research methods. In our teaching of psychological research methods, we may highlight to students that we, as a field, are striving to improve reproducibilityRead more…

https://doi.org/10.54825/123459 Michelle Darmody This article offers a critical reflection on a scoping consultation held in 2019 to examine the opinions of key stakeholders in relation to the place of food education in the Irish primary-school curriculum. The 46 attendees included representatives from four government departments and several health- and food-related organisations. The event marked theRead more…

Peer Mentoring and Interaction Among Mature Students: A Qualitative Study Cheyenne Downey, Caitriona Cunningham, and Conor Buggy Publication date: 06/06/2024   “Food is not a Subject, it is Every Subject”: A Critical Reflection on a Scoping Consultation With Key Stakeholders on Developing Food Education in Irish Primary Schools Michelle Darmody Publication date: 03/03/2024   ConductingRead more…

https://doi.org/10.54825/123456 Cheyenne Downey, Caitriona Cunningham, and Conor Buggy Using original qualitative data obtained through a series of online focus groups, and informed by a review of literature, this article examines peer mentoring and peer interaction amongst mature university students. A combination of students and recent alumni (n = 20), and student advisers (n = 10),Read more…