Type: Journal Article

Reflections on the National Literacy and Numeracy Strategy 2011-2020: Evidence from TIMSS and PIRLS (2011-2023)

Published in: Irish Journal of Education

Abstract:

The National Strategy to Improve Literacy and Numeracy Among Children and Young People 2011-2020 (hereinafter referred to as the 2011 Strategy) was one of the flagship policy initiatives of the Department of Education and Youth for much of the last 15 years. Amongst other aspects, it set out significant goals relating to initial teacher education, instructional time, parental involvement, assessment practices and use of standardised tests, use of large-scale assessment data for system-level monitoring, and major curriculum reform. The publication of a successor Literacy, Numeracy and Digital Literacy Strategy in 2024 – covering the next decade up to 2033 – creates a follow on from the 2011 Strategy. It therefore seems timely now to look back over the 2011-2023 period to examine the extent to which progress towards a set of aims specified in the 2011 Strategy had been accomplished by its endpoint.

 

For this analysis, we draw on data from multiple cycles of two large-scale assessments: PIRLS 2011, TIMSS 2011, PIRLS 2021, and TIMSS 2023. These studies, which are conducted at Fourth Class in primary school, fulfil three key criteria for the current purpose: (i) they provide population-level data that allow generalisations to be made to the relevant population of pupils across the country as a whole, rather than just a sample; (ii) they provide comparable datapoints on key topics at either side of the lifetime of the 2011 Strategy; and (iii) they provide data relevant to the teaching and learning of both literacy and numeracy. Findings are presented under the six “pillars” alluded to in the 2011 Strategy and a subsequent 2017 Interim Review. Next, the findings are contextualised from an international perspective, highlighting common drivers for policy creation, approaches used when policymaking, and challenges that arise when trying to evaluate the effectiveness of policy. The findings and contextualisation inform a discussion on the changes and progress in the lifetime of the 2011 Strategy while considering the updated goals and objectives set out in the current Literacy, Numeracy and Digital Literacy Strategy 2024-2033.

 

McHugh, G., Clerkin, A., & Hastedt, D. (2026). Reflections on the National Literacy and Numeracy Strategy 2011-2020: Evidence from TIMSS and PIRLS (2011-2023). Irish Journal of Education, 50(4), 1-49. https://doi.org/10.70092/IJE.50.04

 

Six strategies for bridging the transition to post-16 chemistry: Ireland’s Transition Year model.

Published in: Education in Chemistry

Abstract:

Article on science education in Ireland’s Transition Year alongside contributions from science teachers in Northern Ireland, England, Scotland and Wales.

Clerkin, A. (2026). Six strategies for bridging the transition to post-16 chemistry: Ireland’s Transition Year model. Education in Chemistry. https://edu.rsc.org/ideas/how-to-manage-the-transition-from-pre-to-post-16-chemistry/4022624.article

Learning from employers’ perspectives on Transition Year work experience

Published in: Irish Educational Studies

Abstract:

Work experience is regarded as a vital component of Transition Year (TY) by students, parents, and teachers. Despite this centrality, the manner in which placements are organised has evolved in an ad hoc manner, and limited attention has been paid to the perspectives of hosting organisations. This study explores the experiences and views of 11 providers of TY placements. Situating TY work experience within its historical and policy context and drawing on research on work-based learning and career development, the paper examines providers’ motivations, expectations, and challenges. While organisations expressed strong commitment to supporting young people’s early engagement with the world of work, the findings reveal significant ambiguities concerning the educational purpose of placements and the nature of school-employer relationships. The study argues that stronger structures, clearer shared understandings, and more systematic engagement between schools and providers are needed for the full potential of TY work experience to be realised.

Clerkin, A., & Jeffers, G. (2026). Learning from employers’ perspectives on transition year work experience. Irish Educational Studies, 1–31.

https://doi.org/10.1080/03323315.2026.2675305

Assessing inconsistent responding in digital and paper formats: A replication study using the TIMSS 2023 Confidence in Mathematics scale in Ireland

Published in: Frontiers in Psychology

Abstract:

This study replicates and extends previous research on inconsistent responding in mixed-worded scales. Using a posttest-only experimental design, we examine the prevalence of inconsistent responding on the TIMSS 2023 Confidence in Mathematics Scale by comparing randomly equivalent digital and paper questionnaire administrations in Ireland. Two detection methods are employed: Mean Absolute Difference and Factor Mixture Analysis. Results indicate slightly higher rates of inconsistent responding in digital than in paper administration formats across most comparisons. Also, fourth-grade students exhibited higher rates of inconsistent responding compared to eighth-grade students. The study further investigates the role of student characteristics in predicting inconsistent responding. Among student background and digital-specific variables considered in binary logistic regression models, mathematics achievement was the only systematic negative predictor of inconsistent responding, explaining most of the variance, especially in younger students. This study highlights the importance of considering administration mode in large-scale assessments and provides implications for survey methodology, especially as digital testing becomes more widespread.

Konstantinidou, E., Pitsia, V., Clerkin, A., & Michaelides, M. P. (2026). Assessing inconsistent responding in digital and paper formats: a replication study using the TIMSS 2023 Confidence in Mathematics scale in Ireland. Frontiers in Psychology, 17, 1817706. https://doi.org/10.3389/fpsyg.2026.1817706

International Gender Differences in Civic Knowledge and Attitudes: Implications and Ways Forward

Published in: IEA Compass: Briefs in Education

Abstract:

This Compass Brief examines gender differences in students’ civic knowledge and attitudes toward globally important social topics. It uses data from IEA’s International Civic and Citizenship Education Study (ICCS) 2022, which assessed the civic knowledge of eighth-grade students across 22 countries. The findings from ICCS 2022 indicate a notable gender gap in civic knowledge in most participating countries, with boys scoring lower on average than girls in all such cases. Students exhibited strong positive attitudes toward gender equality, although boys were significantly less likely than girls on average to express support for it. The disparity in support for gender equality was larger than for any other indicator. In most countries, and on average internationally, boys were significantly less likely than girls to express positive attitudes about environmental protection and concern about global environmental threats. In the event of national emergencies in democratic systems, boys in half of the participating countries were significantly more likely than girls to accept restrictions, such as prohibiting large gatherings, imposing travel restrictions, or identifying people whose behavior might put others at risk. These gender differences in attitudes present challenges for building more democratic, equitable, and sustainable societies worldwide.

Clerkin, A., Welmond, M., & Gregory, L. (2025). International Gender Differences in Civic Knowledge and Attitudes: Implications and Ways Forward. IEA Compass: Briefs in Education #28. IEA. https://www.iea.nl/sites/default/files/2025-10/CB28%20ICCS%20Gender%20Differences.pdf

Exploring randomised controlled trials in education: key features and selected examples from Ireland.

Published in: Irish Educational Studies 2025

Abstract:

Randomised controlled trials (RCTs) are the gold standard for evaluating educational interventions. However, Ireland is approximately 20 years behind the US and 10 years behind the UK in implementing randomised controlled trials in education. This paper examines the role of RCTs in advancing educational research in Ireland, building on a recent commentary by Gilleece and Clerkin (2024. “Towards More Robust Evaluation of Policies and Programmes in Education: Identifying Challenges in Evaluating DEIS and Reading Recovery.” Irish Educational Studies). It explores the fundamental characteristics of RCTs, including randomisation, the use of control groups, blinding (or masking), sampling, power and analytical considerations. Additionally, the paper discusses other key aspects such as process evaluations, economic evaluations, ethical issues, and the importance of transparency in conducting RCTs. Selected examples of RCTs conducted in Ireland are presented to make the discussion directly relevant to the Irish context. RCTs are an essential tool for evidence-informed educational policy and practice and, where appropriate and feasible, can be used to address key national issues such as the Literacy, Numeracy, and Digital Literacy Strategy (2024-2033) implementation plan and the use of AI in education. We hope that this paper will serve as a practical guide for policymakers, researchers, and educators and will stimulate further discussion on RCTs in Irish education.

Slattery, E. J., Clerkin, A., Gilleece, L., Butler, D., Marshall, K., & Hedges, L. V. (2025). Exploring randomised controlled trials in education: key features and selected examples from Ireland. Irish Educational Studies, 1-26. https://doi.org/10.1080/03323315.2025.2523301

 

Promoting participation and engagement: Ireland’s experiences across three decades of international large-scale assessments

Published in: Frontiers in Education

Abstract:

In large-scale assessments, the collection of high-quality representative data depends in part on (i) securing high participation rates and (ii) ensuring that participants demonstrate a sufficient level of engagement. This article explores the challenges of promoting participation and engagement with reference to Ireland’s experiences throughout multiple cycles of international and national large-scale assessments. Some factors likely to have influenced participation and/or engagement in the Irish context include: (i) the rising profile of large-scale assessments due to their prominence within a national strategy to improve literacy and numeracy; (ii) the transition of studies from paper-based to digital administration; (iii) the publication of new data protection legislation (both European and national); and (iv) pressures resulting from the COVID-19 pandemic. Initiatives implemented by Ireland’s national study centre with the aim of promoting participation in and engagement with large-scale assessments can be broadly classified as relating to consultation, promotion, and support. Lessons from Ireland’s experiences are discussed in relation to future avenues of investigation that may increase our understanding of facilitators and barriers to engagement. Ireland’s experiences offer valuable lessons that could inform practices in other countries.

Delaney, E., Clerkin, A., Karakolidis, A., Gilleece, L., & Millar, D. (2025). Promoting participation and engagement: Ireland’s experiences across three decades of international large-scale assessments [Perspective]. Frontiers in Education, Volume 10 – 2025. https://doi.org/10.3389/feduc.2025.1565557

Reducing educational disadvantage across post-primary schools: Evidence from the first decade of the DEIS plan in Ireland

Published in: Studies in Educational Evaluation 2025

Abstract:

Equity in education is a policy priority internationally with policies and programmes designed to reduce gaps between more and less ‘advantaged’ learners. Evidence is mixed about the effectiveness of these, although limited use has been made of experimental or quasi-experimental designs in evaluation. Ireland’s main policy response to disadvantage since 2005 is the Delivering Equality of Opportunity in Schools (DEIS) programme. This study uses a regression discontinuity design (RDD) to examine the effect of DEIS on outcomes for post-primary schools between 2007 and 2016. Using national-level data across this period, we find no impact on school-level outcomes including examination performance and retention rates. Furthermore, we find no effect of DEIS on the percentages of low or high achieving students in key subjects. These null effects are found despite widely-held beliefs that DEIS has had a positive effect. Findings highlight the importance for evidence-informed policy of methods that allow for causal interpretation.

Gilleece, L., Clerkin, A., & Flannery, D. (2025). Reducing educational disadvantage across post-primary schools: Evidence from the first decade of the DEIS plan in Ireland. Studies in Educational Evaluation, 86, 101466. https://doi.org/https://doi.org/10.1016/j.stueduc.2025.101466

How Large-Scale Assessments Have Informed Education Policy in Ireland

Published in: IEA Compass: Briefs in Education

Abstract:

In recent decades, large-scale assessments in Ireland have revealed consistent trends, phases of change, and some surprises. This Compass Brief explores how data from large-scale assessments informed Ireland’s National Literacy and Numeracy Strategy 2011–2020, particularly regarding priorities, target-setting, and monitoring. It also examines how related initiatives including curriculum redevelopment and standardized testing reform have reflected large-scale assessment findings. Looking ahead, we outline how large-scale assessments can inform Ireland’s next National Strategy to 2033, which encompasses digital literacy along with literacy and numeracy. More broadly, using Ireland as an example, we identify important issues for policymakers in other countries to consider when using ILSA (international large-scale assessment) data within their own national contexts.

Clerkin, A., & Delaney, E. (2025). How Large-scale Assessments Have Informed Education Policy in Ireland. IEA Compass: Briefs in Education #26. IEA. https://www.iea.nl/sites/default/files/2025-01/CB26-LSA-Data-Informing-Policy-Ireland.pdf

Computer-based testing in Ireland, 2005-2024: Challenges, lessons learned, and future possibilities.

Published in: E-testing and computer-based assessment: CIDREE Yearbook 2024

Abstract:

This chapter traces the use of computer-based testing in schools in Ireland in two contexts: international large-scale assessments (ILSAs) (since 2005) and national standardised testing (since 2016). Learning gleaned from Ireland’s participation in computer-based ILSAs informed the development of a bespoke online platform for administering and scoring standardised tests (the ERC Drumcondra Online Testing System [ERC DOTS]). Conversely, knowledge about schools’ use of ERC DOTS has informed Irish approaches in subsequent ILSA cycles. Across ILSAs and standardised testing, recurrent challenges of computer-based testing are identified, including wide variation in: (i) education technology infrastructure in schools, and (ii) students’ prior experiences using this for schoolwork. Although common to primary and post-primary settings, infrastructural challenges were most apparent at primary level while differences in students’ experience were most pronounced below Grade 3. Adaptations and solutions trialled are discussed. Looking ahead, further possibilities of computer-based testing, including enhanced accessibility, additional item types, and adaptive testing, are considered.

Delaney, E., O’Flaherty, A., Perkins, R., Clerkin, A., & Cunningham, R. (2024). Computer-based testing in Ireland, 2005-2024: Challenges, lessons learned, and future possibilities. In B. Ranđelović et al. (eds), E-testing and computer-based assessment: CIDREE Yearbook 2024. CIDREE. https://www.cidree.org/wp-content/uploads/2024/11/cidree_yearbook-2024.pdf

Towards more robust evaluation of policies and programmes in education: Identifying challenges in evaluating DEIS and Reading Recovery

Published in: Irish Educational Studies

Abstract:

In recent years, countries including the UK and USA have seen advancements in the use of Randomised Controlled Trials in education, progress that has not been mirrored in Ireland. Ireland does not have a strong tradition of using experimental or quasi-experimental evaluation designs for monitoring and evaluation of education policy despite well-articulated commitments to the latter activities. An example is the evaluation of the Delivering Equality of Opportunity in Schools (DEIS) programme where little is known about the causal impact of DEIS on student outcomes, despite considerable State investment over almost 20 years. There appears to have been comparatively little critical review of the literacy and numeracy programmes offered to DEIS schools, with those included at the outset largely still on offer. Here, we draw on the wider literature on the evaluation of complex interventions and consider what lessons may be learned for Ireland, illustrating challenges and opportunities by focusing on DEIS and Reading Recovery (a literacy support programme widely used in DEIS schools). We advocate for greater use of experimental designs where feasible and appropriate; further gathering of comparable measures of achievement at pupil level to facilitate monitoring; and detailed consideration of quasi-experimental methods that can support causal conclusions.

Gilleece, L. & Clerkin, A. (2024). Towards more robust evaluation of policies and programmes in education: Identifying challenges in evaluating DEIS and Reading Recovery. Irish Educational Studies, 1-29. https://doi.org/10.1080/03323315.2024.2334704

Trends in educational inequalities in Ireland’s primary schools: an analysis based on TIMSS data (2011-2019).

Published in:  Large Scale Assessments in Education

 

Abstract:

Background

Socioeconomic characteristics are persistently and systematically related to academic outcomes, despite long-standing efforts to reduce educational inequality. Ireland has a strong policy focus on alleviating educational disadvantage and has seen significant improvements in mathematics and science performance in recent years. This study investigates patterns of socioeconomic inequalities in 4th grade students’ performance in mathematics and science between 2011 and 2019. Two measures of inequality are examined: (i) inequality of achievement, i.e., the degree of variability in student performance and (ii) inequality of opportunity, i.e., the extent to which student performance is related to background characteristics.

Methods

Data for 4th-grade students in Ireland from TIMSS 2011, TIMSS 2015 and TIMSS 2019 were used. Mathematics and science achievement were the main outcome measures. The home resources for learning index was used as a proxy for student-level socioeconomic status. School-level socioeconomic status was examined according to schools’ participation in the Delivering Equality of Opportunity in Schools (DEIS) programme, which is the Department of Education’s main policy initiative addressing educational disadvantage. Descriptive and multilevel regression analyses were conducted to explore variability in student performance and to investigate the variance in achievement explained by socioeconomic factors, across cycles and subjects.

Results

Between 2011 and 2015, between-student and between-school differences in mathematics and science performance became smaller, as shown by the decrease in standard deviations and the intraclass correlation coefficients (ICCs). This points to reduced inequality of achievement. Between 2015 and 2019, a small increase in inequality of achievement was observed.

Regarding inequality of opportunity, students’ home resources for learning and school disadvantaged status were statistically significantly related to mathematics and science achievement across all three cycles. Overall variance explained by these two variables increased from 2011 to 2019. This points towards increasing inequality of opportunity over the period examined.

Performance gaps between disadvantaged and non-disadvantaged schools have been reduced over time; however, the relationship between home resources for learning and achievement appears to have strengthened. Findings were consistent for both subjects.

Conclusions

The findings indicate that improvements in overall performance do not necessarily reflect improved equality. Ireland’s improvements in average mathematics and science performance between 2011 and 2015 were accompanied by reduced inequality of achievement. Performance differences between disadvantaged and non-disadvantaged schools have been reduced over time, suggesting that the DEIS policy is meeting its goal of narrowing achievement gaps based on concentrations of educational disadvantage. However, inequality of opportunity linked to student-level socioeconomic factors (i.e., home resources for learning) appears to have increased over time. These findings are valuable in the context of measuring and tracking educational inequalities.

Duggan, A., Karakolidis, A., Clerkin, A., Gilleece, L., & Perkins, R. (2023). Trends in educational inequalities in Ireland’s primary schools: an analysis based on TIMSS data (2011-2019). Large Scale Assessments in Education, 11(39). https://doi.org/10.1186/s40536-023-00188-2

Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia.

Published in: Large-scale Assessments in Education

Abstract:

Boys in the Kingdom of Saudi Arabia consistently and significantly underperform compared to girls across different grades and subjects, forming one of the largest gender gaps in student achievement in the world. Saudi Arabia offers a unique setting in which boys and girls attend separate schools on a universal basis starting from grade 1. This means that boys and girls are educated only by male and female teachers, respectively, in effect inhabiting parallel education systems. In this context, this study examines the factors that are associated with student achievement in mathematics and science in grades 4 and 8 and the extent to which these associations are different for boys and girls, in an effort to gain insights into boys’ underachievement in mathematics and science in Saudi Arabia. The paper employs data from two recent large-scale assessments of education: Trends in International Mathematics and Science Study (TIMSS) 2019 and Saudi Arabia’s National Assessment of Learning Outcomes (NALO) 2018. A series of hierarchical two-level linear regression models showed that in grade 4, school climate was more strongly associated with boys’ compared with girls’ achievement in both mathematics and science, with boys attending schools of poorer school climate having a considerably lower performance compared with girls attending such schools. The findings also indicated that although greater literacy and numeracy readiness was linked with higher science achievement among boys and girls, grade 4 boys tended to benefit more from this readiness than girls. In addition, the results show that student absenteeism in grade 4 is particularly strongly associated with decreases in mathematics achievement among boys. In grade 8, significant interactions between gender and the extent to which students feel confident in science, the degree of schools’ emphasis on academic success, and teachers’ age are observed. The paper concludes by discussing some of the implications of these findings for educators and policy makers in Saudi Arabia.

Elsayed, M., Clerkin, A., Pitsia, V., Aljabri, N., & al-Harbi, K. (2022). Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia. Large-scale Assessments in Education, 10 (23). https://doi.org/10.1186/s40536-022-00141-9

Validating school-based measures of educational disadvantage in Ireland.

Published in: Education Policy Analysis Archives

Abstract:

Reducing the socio-economic achievement gap is a key goal of education policy internationally. Since 2017, the stated intention in Ireland is to use the Pobal HP Deprivation Index to identify schools serving high proportions of disadvantaged students. In spite of this, little published research has compared the performance of the HP index to richer survey measures from large-scale educational assessments or examined its association with educational achievement at primary or second level. This paper aims to assess the validity and fitness for purpose of the HP index for use in identifying schools serving high concentrations of socio-economically disadvantaged students. Analyses draw on Ireland’s Program for International Student Assessment (PISA) 2018 dataset matched with administrative data. Findings show a strong correlation between school-average HP and other socio-economic measures examined. However, about one-in-five schools are identified as potential ‘false positives’ or ‘false negatives’ when school-average HP is used for identification purposes. Also, school-average HP explains less variance in reading achievement than other variables considered. Conclusions recognize the benefits of the HP index but emphasize the need for ongoing examination of the most appropriate methods of identification.

 

Gilleece, L., & McHugh, G. (2022). Validating school-based measures of educational disadvantage in Ireland. Education Policy Analysis Archives, 30 (169). https://doi.org/10.14507/epaa.30.7245

An examination of science achievement and school compositional effects in Ireland using TIMSS data.

Published in: European Journal of Educational Research

Abstract:

Recent educational policy initiatives in Ireland have focused on improving outcomes in reading and mathematics among students, particularly those experiencing educational disadvantage. However, science achievement in Irish primary schools has received much less research attention, especially in the context of educational disadvantage. This article examines science achievement and its relationship to school compositional effects in primary schools at the national level, including school-average indicators of the school context, as well as examining factors associated with science achievement in three distinct categories of schools (those with high, moderate, or minor levels of educational disadvantage). The data are drawn from the Fourth grade Trends in International Mathematics and Science Study (TIMSS) 2015 database for Ireland. Multilevel analyses were implemented in a stepwise manner. Findings suggest the relevance of school contexts with regard to science achievement. Before including school-level contextual variables, students from ‘minor disadvantaged’ schools achieved significantly higher science scores than students from schools with ‘moderate’ or ‘high’ levels of disadvantaged. However, this difference disappears after controlling for predictors at the school level. The findings highlight the importance of the home environment, including early numeracy activities and skills before children start school. Results are discussed with regard to educational policy and educational practice in Ireland.

Nonte, S., Clerkin, A., & Perkins, R. (2022). An examination of science achievement and school compositional effects in Ireland using TIMSS data. European Journal of Educational Research, 11(4), 2523-2536. https://doi.org/10.12973/eu-jer.11.4.2523

Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea.

Published in: Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research

Abstract:

This chapter describes two programmes, with significant similarities and differences, that have been available in Ireland since 1974 (Transition Year; TY) and South Korea since 2013 (Free Year Programme ; FYP ). TY takes place over one full year as an integrated part of mainstream secondary education. TY students engage in developmental activities, vocational work experience, and increased interaction with the adult world. These experiences are intended to facilitate enhanced maturity and broadened horizons, supporting young people in becoming fulfilled citizens. Although TY is well-established within Ireland, it is an unusual innovation internationally. However, 2013 saw the introduction of FYP , which was partially informed by TY. South Korean policy-makers recognised concern about student wellbeing and stress in a high-stakes academic environment , and challenges relating to students’ readiness for the working world. FYP is a response to those concerns. This chapter offers an overview and comparisons between the two programmes. We argue that both are founded on a eudaimonic view of wellbeing in education, aiming for more holistic and rounded student development. Significantly, both programmes emphasise community engagement and interpersonal development, alongside personal development and self-directed learning. The challenges and practices identified offer lessons for educators in Ireland, South Korea, and other jurisdictions.

Clerkin, A., Jeffers, G. & Choi, S.D. (2022). Wellbeing in personal development: Lessons from national school-based programmes in Ireland and South Korea. In: McLellan, R., Faucher, C. & Simovska, V. (eds) Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research. Vol. 4 (pp.155-172). Springer. https://doi.org/10.1007/978-3-030-95205-1_10

Teachers’ understanding of the concept of ‘embedding’ digital technology in education

Published in: Irish Educational Studies

Abstract:

The task of effectively embedding digital technology use in classrooms is among the challenges currently faced by educators in Ireland and internationally. This paper builds on analyses conducted as part of a longitudinal evaluation of Ireland’s Digital Learning Framework. Findings suggest that many teachers – especially at the post-primary level – have a somewhat restricted view of what ‘embedding’ means in this context. Such responses indicate a focus on using digital devices for activities that would be happening in the classroom already, rather than embracing more flexible and constructivist pedagogical approaches to take advantage of the range of options provided by digital technology for teaching, learning and assessment. This implies that even if all of the infrastructure and connectivity needs of schools in Ireland are met over the coming years – itself a substantial task – there is a risk that teachers may not use these devices as effectively as could be. We argue that digital technology in the classroom can open up new possibilities for how education (teaching, learning, assessment) is carried out. We explore how teachers’ understanding of the concept of ‘embedding’ can be strengthened and the envisaged impact on children’s education of doing so.

Feerick, E., Clerkin, A., & Cosgrove, J. (2022). Teachers’ understanding of the concept of “embedding” digital technology in education. Irish Educational Studies, 41 (1), 27-39. https://www.tandfonline.com/doi/full/10.1080/03323315.2021.2022521

A three-wave longitudinal assessment of socioemotional development in a year-long school-based ‘gap year’.

Published in: British Journal of Educational Psychology

Background: Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and teachers. However, no study has sought to quantify the extent to which TY participation may be associated with socioemotional development.

Aims: To gather baseline data before TY and then examine differences in socioemotional outcomes over a 2-year period (three waves of data collection) between students who went on to take part in TY and those who did not.

Sample: A total of 1,563 Grade 9 students ‎(47% female, mean age = 15.4 years) in 20 schools were randomly sampled to provide a nationally representative sample.

Methods: Outcome measures were selected to reflect (1) the intended aims of TY and (2) outcomes consistently identified through qualitative research as being associated with TY. These include student–teacher relations, self-reliance, subjective age, school satisfaction, and social self-efficacy. Latent growth curve models were used to examine differences in students’ development over time, controlling for initial (baseline) status and background covariates.

Results: TY participants reported significantly higher increases in subjective age and (for boys) self-reliance over three waves than non-participants. However, expected differences were not observed for other measures.

Conclusions: This is the first study to report longitudinal quantitative analyses of socioemotional outcomes in TY. The results highlight a tension between broadly positive qualitative reports of TY outcomes and the limited quantitative evidence, to date, of same. Some directions for future research are suggested.

 

Clerkin, A.  (2020). A three-wave longitudinal assessment of socioemotional development in a year-long school-based ‘gap year’. British Journal of Educational Psychology, 90, 109-129. https://doi.org/10.1111/bjep.12267

Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland.

Published in: Review of Education

Abstract:

Since the 1970s, schools in Ireland have offered an optional programme known as ‘Transition Year’ midway through secondary education, when students are typically 15 years old. It lasts one academic year and aims to promote maturity, social development and vocational exploration, and to give students a chance to develop personal and intellectual interests in the absence of high-stakes examination pressure. On returning to more conventional classes, participants are expected to be better prepared to study and better prepared for life beyond school. The evolution of Transition Year over nearly half a century has been driven primarily by committed teachers and particular policy decisions, but, despite increasing uptake, it has lacked a strong theoretical grounding. This has contributed to a measure of public ambivalence and vulnerability to political vicissitudes. This paper reviews the extant literature on Transition Year, situates Transition Year in the context of selected aspects of the psychological literature on socioemotional development, highlights avenues for future research and discusses its relevance to social and emotional learning in global education beyond Ireland.

Clerkin, A. (2018). Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland. Review of Education, 6, 146-179. https://doi.org/10.1002/rev3.3112

 

The following guide accompanies this article: https://doi.org/10.1002/rev3.3113. It provides additional context and implications for policy and practice.

Pre-school numeracy play as a predictor of ‎children’s ‎attitudes towards ‎mathematics at ‎age 10‎.

Published in: Journal of Early Childhood ‎Research

Abstract:

Numeracy activities in early childhood have been linked to children’s mathematical performance in subsequent years. However, few studies have examined associations between early numeracy play and children’s subsequent attitudes towards mathematics. This study draws on the Trends in International Mathematics and Science Study (TIMSS) 2011 assessment to provide a retrospective snapshot of pre-school numeracy play reported by the parents of 10-year-old children (N = 4560). Most children were found to have engaged frequently in some form of early numeracy activity. However, children from lower socioeconomic backgrounds had less regular engagement with numeracy play, while spatial play (e.g. building blocks) was less common among girls. The extent to which children engaged in pre-school numeracy play was significantly associated with greater confidence and (for children from higher socioeconomic backgrounds) liking of mathematics at age 10, controlling for other factors. The results highlight socioeconomic and gendered differences in children’s early activities about which policy-makers, educators and parents should be aware. They also suggest the potential role of numeracy play in fostering positive attitudes towards mathematics, which should be considered amid efforts to increase participation in science, technology, engineering and maths domains.

Clerkin, A. & Gilligan, K. (2018). Pre-school numeracy play as a predictor of ‎children’s ‎attitudes towards ‎mathematics at ‎age 10‎. Journal of Early Childhood ‎Research, 16 (3), 319-334. ‎DOI: http://journals.sagepub.com/doi/full/10.1177/1476718X18762238

The ERC publishes a periodic newsletter, eolas ón ERC, to keep stakeholders updated on research publications, ongoing projects in schools and standardised testing.