Theses - Business LYIT
https://research.thea.ie/handle/20.500.12065/197
2024-03-28T17:17:13ZA Study into Teachers’ Perception of Leadership Practice in Large Co-Educational Primary Schools in County Donegal, Through the Lens of Distributed Leadership
https://research.thea.ie/handle/20.500.12065/3890
A Study into Teachers’ Perception of Leadership Practice in Large Co-Educational Primary Schools in County Donegal, Through the Lens of Distributed Leadership
Daly, Rosemary
Leadership practice in Irish primary education is undergoing unprecedented change reflected by a major shift in educational policy with regard to in-school leadership and management. Through policy enactment there has been a move away from the historical, monocratic system of leadership towards a more collaborative, dispersed, democratic view that is flexible and robust enough to sustain the pressures and demands of our current education system. Motivated by the recent policy change towards a more distributed leadership approach, this Masters thesis examines teachers’ perception of leadership practice in large co-educational primary schools in County Donegal, through the lens of distributed leadership.
Three schools with a student population of between 400-600 participated in this study. A qualitative methodology was employed and sixty-one teachers completed an extensive questionnaire, three of which agreed to a consecutive interview to ascertain a clearer understanding of the data collected across the schools. Findings reveal that an effective leadership model (agreed by 84 per cent of teachers) encompassing a distributed leadership approach is being enacted across the schools and the key themes that arose in the data were Collaborative practice, Dispersing leadership, Pupil voice, participation and leadership and Renumeration. Further research is warranted in this area to encapsulate a nationally representative voice, and to support policy decision making.
2020-07-01T00:00:00ZAn exploratory case study into the role of using Student audio recordings/Podcasts as an aide to develop understanding and enhance Student self-learning.
https://research.thea.ie/handle/20.500.12065/3633
An exploratory case study into the role of using Student audio recordings/Podcasts as an aide to develop understanding and enhance Student self-learning.
Law, Susie
For third level students’, the way of learning and lifestyle, especially in the Covid 19 Epidemic year of 2020 has propelled into online and blended learning. The use of technology in learning and teaching is even more necessary to ensure the interaction between student and lecturer. The chosen technology used within the study was for students to produce Podcasts as an alternative assignment technique and as a reflective revision tool.
This study was conducted on final degree Veterinary Nursing students using a Podcast application platform to record two individual podcasts of Nursing Care Bundles (total of 64) and self-reflections post lectures for personal revision purposes. Due to the epidemic and change in final examinations, self-reflection revision podcasts were unable to be measured, but student opinion towards these were recorded and were favourable.
Nursing care bundles involve a step-by-step approach to any procedure to be done, for example – the placing of a support limb dressing. Each step needs to be researched for evidence based best practice. Students had the option of presenting the ‘care bundle’ to the class or producing the work as a Podcast – all students (32) elected to produce a Podcast. A few students also involved themselves in producing personal reflective podcasts for their own personal use for revision purposes prior to their final examination.
A survey filled out by all 32 students revealed that the majority enjoyed producing the podcast better than presenting to the class. Student comments included that they could ensure all information could be verbalized without the anxiety of standing in front of the class. However, students are aware of the important skills gained in presenting to a live audience, therefore a combination of Podcast and student class presentations adds value and fairness to all learner types.
The results also showed that Podcasting could allow the students to express themselves in a relaxed manner; therefore enjoying the process, which results in a memorable experience; this increases the likelihood of information to be recollected. The student also has a recording of the work presented for future use, unlike a live presentation, which is a one off performance. It also gives different user personas confidence in moving towards using technology, which has positive benefits to their future career.
This study has shown that incorporating other uses of technology such as Podcasts to the class gives confidence, student positivity and a modern day dimension to learning and teaching.
2020-07-01T00:00:00ZAn investigation looking at how formative assessment feedback strategies from students to their teacher can enhance the student learning experience through increased engagement and participation
https://research.thea.ie/handle/20.500.12065/3632
An investigation looking at how formative assessment feedback strategies from students to their teacher can enhance the student learning experience through increased engagement and participation
Mc Gill, Lauren
An action research investigation looking at how formative assessment feedback strategies from the student to the teacher can enhance student engagement and participation. The research study was carried out in a mixed Post Primary School in Donegal with 27 second year students. The purpose of the study is to look at how feedback from the students to the teacher can boost student engagement, participation and promote student voice in the classroom. The study focuses on two methods of formative feedback, these include written methods and interactive methods through the use of ‘Information Communication Technology’. In addition the research involves teacher observation and reflection and identifying the areas in teaching and learning that can be improved.
The literature critiqued provides a broad range of information. The main areas examined in the literature include student voice, formative assessment and learning, student engagement and participation and the use of technology in the classroom. The research was carried out by implementing the feedback strategies in the class and surveying the students on two occasions, pre-feedback methods and post-feedback methods. The surveys assessed the students’ responses to their learning and if they changed over the duration of the study.
Following the inclusion of the feedback methods the results illustrated a positive development in student engagement and participation in class. Likewise student voice positively improved where students exemplified an eagerness to participate in class. The study also highlights the significance of educational reform and the importance of teacher professional development and reflection in education to improve the learning experience for all students.
2020-07-01T00:00:00ZExploring Primary School Principals’ Attitudes and Experiences of School Self-Evaluation
https://research.thea.ie/handle/20.500.12065/3631
Exploring Primary School Principals’ Attitudes and Experiences of School Self-Evaluation
Reynolds, Rory
School Self-Evaluation (SSE) is a relatively new initiative in Irish primary schools and it is still very much at an early evolving phase since its implementation. A lack of research that includes the voice of primary school principals pertaining to SSE and also as a means of professional development for the author led to the development of this study research. The purpose of this study is to explore primary school principals’ attitudes and experiences of SSE.
The literature critiqued encompasses the purpose of SSE, SSE in the international context, how SSE is perceived in relation to external evaluation, and furthermore addresses current attitudes towards SSE and leadership styles associated with its implementation. A qualitative and inductive approach has been designed in response to the study’s research questions. Six participants volunteered to engage in semi-structured interviews for data collection. The data was subsequently analysed thematically.
Emergent themes from the data collated indicate that reflection, collaboration and autonomy are positives that emanate from implementing SSE. While aspects of SSE are criticised, there is general acceptance that SSE is a positive process for bringing about school improvement. The findings demonstrated that the participants utilise a distributive leadership style when implementing SSE. Recommendations that emanate from the study are firstly, that schools must be given the appropriate allocated time to further enhance their skills in reflection and collaboration. Secondly, a more simplified approach to the SSE process would alleviate a number of the difficulties associated with it. Finally, the Inspectorate should continue to support schools to ensure that schools maintain autonomy over the SSE process. The study further suggests that a longitudinal study concerning the attitudes and experiences of primary school principals towards SSE may be beneficial.
2020-07-01T00:00:00Z