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| department of education ireland: Radical Reform in Irish Schools, 1900-1922 Teresa O'Doherty, Tom O'Donoghue, 2021-07-16 This book examines the radical reform that occurred during the final two decades of British rule in Ireland when William Starkie (1860–1920) presided as Resident Commissioner for the Board. Following the lead of industrialized nations, Irish members of parliament sought to encourage the establishment of a state-funded school system during the early nineteenth century. The year 1831 saw the creation of the Irish National School System. Central to its workings was the National Board of Education which had the responsibility for distributing government funds to aid in the building of schools, the payment of inspectors and teachers, the publication of textbooks, and the cost of teacher training. In the midst of radical political and cultural change within Ireland, visionaries and leaders like Starkie filled an indispensable role in Irish education. They oversaw the introduction of a radical child-centered primary school curriculum, often referred to as the ‘new education’. Filling a gap in Irish history, this book provides a much needed overview of the changes that occurred in primary education during the 22 years leading up to Ireland’s independence. |
| department of education ireland: Teacher Preparation in Ireland Thomas O'Donoghue, Judith Harford, Teresa O'Doherty, 2017-06-29 This study of teacher preparation policy and practice in Ireland from Independence in 1921 to the present, highlights, within an international context, the extent to which the focus of preparation moved from nation-building until 1967, when free second-level education was introduced, to one concerned with improving the country’s human capital. |
| department of education ireland: Guide to the Archives of the Office of Public Works Rena Lohan, 1994-01-01 Records of the Office of Public Works more than 30 years old have been transferred to the National Archives, Dublin. The types of public works records are described, then listed with call numbers. |
| department of education ireland: Report of the Department of Education Ireland. Department of Education, 1947 |
| department of education ireland: Irish Education John Coolahan, 1981 |
| department of education ireland: Access and Participation in Irish Higher Education Ted Fleming, Andrew Loxley, Fergal Finnegan, 2017-02-08 This book explores the access and participation issues present within Higher Education in Ireland. It examines policy, pedagogy and practices in relation to widening participation and documents the progress and challenges encountered in furthering the ‘access agenda’ over the past two decades. Access has become an integral part of how Higher Education understands itself and how it explains the value of what it does for society as a whole. Improving access to education strengthens social cohesion, lessens inequality, guarantees the future vitality of tertiary institutions and ensures economic competitiveness and flexibility in the era of the “Knowledge Based Economy”. Offering a coherent, critical account of recent developments in Irish Higher Education and the implications for Irish society as a whole, this book is essential for those involved both in researching the field and in Higher Education itself. |
| department of education ireland: Charting Our Education Future Ireland. Department of Education, Ireland. Dept. of Education, 1995 |
| department of education ireland: Implementing Education Policies Education in Ireland An OECD Assessment of the Senior Cycle Review OECD, 2020-12-15 Ireland is undertaking a review of their senior cycle (upper secondary education) led by the National Council for Curriculum and Assessment (NCCA). |
| department of education ireland: Values in Education Joan Stephenson, 1998 Based upon an empirical study involving training and practising teachers from seven countries, this book investigates the various attitudes and practices towards the teaching of values and their place in the curriculum. Countries covered include: Australia, Eire, Israel, Slovenia, Switzerland, UK and USA. The findings of each of the countries are compared and contrasted in the light of the diverse cultural conditions which are apparent. This book brings together various approaches currently taken in values education and also suggests a theoretical foundation for decision making. The book culminates in practical examples, drawn from the evidence of the research project, which teachers can adapt for use with their own pupils. This book provides a challenging and imaginative perspective on values in education and comes at a time when educators face a new era which demands dynamic, transformative and reflective approaches. |
| department of education ireland: OECD Reviews of Migrant Education: Ireland 2010 Taguma Miho, Kim Moonhee, Wurzburg Gregory, Kelly Frances, 2010-04-21 By international standards, immigrant students in Ireland, on average, perform as well as their native peers at age 15. However, non-English speaking immigrants face particular challenges and do less well. Ireland is undertaking measures with a ... |
| department of education ireland: Perspectives on Student Behaviour in Schools Mere Berryman, Ted Glynn, Janice Wearmouth, 2007-05-07 The authors of this comprehensive text discuss the root causes of disruptive behaviour, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. Whilst theorising behaviour management from a range of perspectives: psychodynamic, behavioural and socio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention, and address a wide range of related issues, such as: policy in relation to behaviour in schools at local authority, national and international level cultural concerns, race, gender, school discipline and exclusion medical perspectives of topical interest such as ADHD, autism and diet assessment at district, community, classroom and individual level, and how these underpin theory. This book will appeal to anyone for whom behaviour in schools is a key concern, such as student teachers, teacher educators, senior school managers and practising teachers undertaking further study in the field. |
| department of education ireland: An Introduction to Early Childhood Tim Waller, 2009-02-18 'This is an interesting, comprehensive and up-to-date book, which will be useful not just for students, but for experienced practitioners who want to gain a broader, more strategic understanding of the development of early childhood services' - Early Years Update 'This is a stimulating, well-structured book with excellent references to further relevant research. I am confident students will find this a meaningful key text in their study of early childhood, early years leadership and every aspect of early years education and practice' - Denise Corfield, Edge Hill University Covering the major themes of early childhood education and care, this new edition of a popular book has been updated to cover recent developments in the early years field. Linking theory and practice, it covers Early Years Professional Status (EYPS), the National Professional Qualification for Integrated Centre Leadership (NPQICL) and the new Early Years Foundation Stage (EYFS). Where appropriate, account is taken of the regional differences between policy and practice in England, Scotland, Ireland and Wales. Chapters look at: children's rights; protecting and safeguarding children; inclusive practice for children with special educational needs; collaborative practice across education, health and social work; child health; appropriate ways to study and gain knowledge of children; theories of modern childhood; children's learning; and international perspectives. There are 5 entirely new chapters on: - working with families - children's well-being - outdoor play and learning - understanding diversity - workforce development and professionalism. With lots of helpful features such as chapter objectives, questions for reflection and discussion and recommended further reading, this new edition also includes: - extra case studies - useful websites - a glossary of key terms. Essential reading for students new to Early Childhood Studies, this book will be a useful source of references and further reading throughout any early years degree programme. |
| department of education ireland: Education Policy in Twentieth Century Ireland Séamas Ó Buachalla, 1988 |
| department of education ireland: The Development of Infant Education in Ireland, 1838-1948 Maura O'Connor, 2010 This is a historical analysis of the development of infant education in Ireland. It spans the the period from the opening of the Model Infant School in Marlborough Street, Dublin to the introduction of the child-centred curriculum for infant classes in 1948. |
| department of education ireland: Education Outlook , 1904 |
| department of education ireland: The Handbook of International School Psychology Shane R. Jimerson, Thomas D. Oakland, Peter T. Farrell, 2006-09-14 The Handbook of International School Psychology will be THE major resource on the profession and its various applications in different countries. It is a ′must read′ for school psychologists and professionals from related disciplines who wish to understand, monitor, and shape the field of school psychology. —Scott Huebner, NCSP, University of South Carolina This book is a very important contribution . . . The authors are all the most well known and respected in their countries, with many years of international experience within the field. The reader gets a firsthand impression of both the vast differences and the many common aspects within the school psychological domain. The broad range of countries . . . also shows how trends in school psychology—and special education—over years play an important role in cross-national implementation strategies. —Niels Egelund, Institute of Educational Psychology, The Danish University of Education. The Handbook of International School Psychology provides a description of the specialty of psychology devoted to the global provision of services to children and youth, their teachers, and parents. Editors Shane R. Jimerson, Thomas D. Oakland, and Peter T. Farrell have brought together prominent authors from 43 countries to provide valuable information and insights regarding the numerous facets of school psychology. Key Features: Offers a comprehensive overview of key areas: This Handbook addresses the context of school psychology; its origin, history, and current status; and the infrastructure of school psychology. In addition, contributors examine the preparation of school psychologists; their roles, functions, and responsibilities; and current issues impacting the field. Provides a balance of breadth and depth: Internationally renowned authors offer insight on the work of school psychologists around the world, such as assessing children who display cognitive, emotional, social, or behavioral difficulties; developing and implementing intervention programs; consulting with teachers, parents, and other relevant professionals; and conducting research. Reviews key trends in the field: Trends influencing school psychology′s international development are examined. The past, present, and future of the International School Psychology Association (ISPA) are discussed, as are findings from the International School Psychology Survey that examines the characteristics and responsibilities of school psychologists. Intended Audience: The Handbook of International School Psychology is the foremost international resource regarding school psychology. It is ideal for scholars, practitioners, and graduate students interested in acquiring an international view of school psychology. |
| department of education ireland: International Perspectives on Early Childhood Education and Care Jan Georgeson, Jane Payler, 2013-02-16 There is a growing interest in understanding how early years care and education is organised and experienced internationally. This book examines key influential approaches to early years care as well as some less well-known systems from around the world. In particular the book aims to: Inform those studying early years about perspectives in other countries Encourage critical thinking about issues, influences and the complexities of early years provision around the world Promote critical reflection on students’ own provision and the current context of that provision Each chapter provides an overview of early years provision and explores historical and current influences in context, as well as offering insights into daily life through short vignettes, longer case studies and commentary from practitioners. Whilst many approaches - such as Reggio Emilia, Te Whariki and Head Start - are widely admired, it is important for reflective practitioners to understand the motivation which gave rise to these influential approaches in their original context. Additionally, broadening understanding through information on less widely known systems, the book provides students with a good grounding in the international context of early years, the provenance of different early years approaches and principles, and the influences on their own countries’ provision. Written in a straightforward and accessible style, the book is designed to meet the needs of students studying modules related to international perspectives on a range of foundation, bachelor and master’s degrees in early years. Contributors: Verity Campbell-Barr, Federica Caruso, Carmen Dalli, Rebecca Carter Dillon, Annie Davy, Chandrika Devarakonda, Alena Drzalová, Hasina Banu Ebrahim, Susan Edwards, Dora Ho, Valerie Huggins, Anne Hunt, Kerstin Kööp, Éva Kovácsné Bakoski, Caroline Leeson, Beth Marshall, Nancy McDermott, Julia Morgan, Joce Nutall, Elin Eriksen Ødegaard, Philip Selbie, Paolo Sorzio, Manabu Sumida, Keang-ieng (Peggy) Vong, Karen Wickett “The book rightly challenges common assumptions about the value of Western perspectives of ECEC and skilfully enables the reader to recognize the various social, political and economic drivers and processes that have shaped early years pedagogy on a global level.” Dr Janet Rose, Early Years Education Award Leader, Bath Spa University, UK “Given the ever increasing interest and importance of global early childhood education and care, this critically informed book offers valuable and challenging internationalised comparative arguments for students and academics at all levels.” Dr Guy Roberts-Holmes, Senior Lecturer, Early Years and Primary Education Department, University of London, UK |
| department of education ireland: Early Childhood Education Cathy Nutbrown, 2023-02-04 This book provides an overview of current practice, policy, and research in early childhood education across the UK. It brings together chapters on all core aspects of early years education and spotlighting vital new areas - each written by established and emerging stars in the field. Each chapter features: • an overview of research in the field • critiques of relevant policy • examples from current practice • an agenda for the future • suggestions for further reading and resources. This text is an accessible and comprehensive read for students and practitioners in the early years sector alike. Cathy Nutbrown is Professor of Education at the University of Sheffield and President of Early Education |
| department of education ireland: Reviews of National Policies for Education: Higher Education in Ireland 2006 OECD, 2006-11-28 This review addresses the full range of higher education issues in Ireland and offers recommendations for action within the framework of the government’s ambitions for the sector. |
| department of education ireland: Learning Primary Geography Susan Pike, 2015-12-22 Learning Primary Geography: Ideas and inspiration from classrooms celebrates children’s learning in primary geography. It is a book for all student and practising teachers who would like children to learn about their world in an enjoyable and stimulating way. Every page presents inspiring examples of children’s learning, and explains how and why creative approaches such as enquiry learning, learning outside the classroom, and using imaginative resources work so well in primary geography. Using illustrated case studies from a range of schools and classrooms, each chapter showcases the fantastic work all children can do in primary geography. The book explores a wide variety of geographical learning, with chapters focusing on key aspects of the subject, including: primary geography through the school grounds topical geography through issues and events learning about places in primary geography children’s agency and action through primary geography Throughout the chapters, the role of primary geography in helping children develop all types of literacies, including spatial, critical and digital literacies, is explored. Written by a highly experienced teacher and lecturer in education, Learning Primary Geography is underpinned and illustrated by examples from a wide range of primary classrooms. It will be a source of support, guidance and inspiration for all those teaching geography in the primary school. |
| department of education ireland: An Introduction to the Study of Education David Matheson, 2014-01-14 What is education? This core textbook will help students in pursuit of this question by providing a comprehensive, gentle and reflective introduction to the initial study of education. Updated in line with the latest policies, reforms and issues within education, this third edition includes: full exploration of the historical, sociological, philosophical and psychological roots of education a focus on all levels of education – pre-school, primary, secondary, post-16 and lifelong learning the latest controversies and debates within education new material on compulsory education, special educational needs and post-16 developments clear insights into the role and background of research within education. |
| department of education ireland: Education for All? Judith Harford, 2018 This book, commissioned to mark the fiftieth anniversary of the introduction of free post-primary education in Ireland, examines the origins, legacy and impact of this crucial development. The contributors are internationally recognised for their expertise in history of education, sociology of education, education policy and curriculum. |
| department of education ireland: Catalogue of the Public Documents of the ... Congress and of All Departments of the Government of the United States for the Period from ... to ... , 1919 |
| department of education ireland: Children's Social and Emotional Wellbeing in Schools Watson, Debbie, Emery, Carl, 2012-01-18 This book challenges the concept of wellbeing as applied to children, particularly in a school-based context. Taking a post-structural approach, it suggests that wellbeing should be understood, and experiences revealed, at the level of the subjective child. This runs counter to contemporary accounts that reduce children's wellbeing to objective lists of things that are needed in order to live well. This book will be useful for academics and practitioners working directly with children, and anyone interested in children's wellbeing. |
| department of education ireland: Improving Induction Maxine Bailey, Sara Bubb, Ruth Heilbronn, Cath Jones, Michael Totterdell, 2003-08-27 Induction - the first year of a teacher's career - is a crucial, and potentially difficult, period. This book is the work of a well-known and highly respected team of experts on the subject and is based on a comprehensive nationwide research project into the implementation and effectiveness of the latest statutory regulations covering induction in England. It includes not only findings from this research, but also numerous ideas from, and examples of, best practice. Including case studies from primary and secondary schools, in the state and private sectors, this book raises awareness of the complexities entailed in inducting new teachers, addresses the issues, dilemmas and problems of induction and celebrates the achievements of the national induction policy. Its insights provide an invaluable guide to the effective implementation of induction in schools. |
| department of education ireland: Essays in the History of Irish Education Brendan Walsh, 2016-09-29 This book provides a complete overview of the development of education in Ireland including the complex issue of how religion can coexist with education and how a national identity can be aided through Irish language teaching. It also offers a comprehensive exploration of the development, issues, challenges and future of education in Ireland within the context of historical studies. |
| department of education ireland: The Governance of Schooling Margaret A. Arnott, Charles D. Raab, 2002-11-01 Recent reforms in the governance of schooling have affected roles, relationships and decision-making within schools and between them and the wider community. Using empirical and theoretical approaches this book describes, analyses and compares the effects of devolved management on secondary schools in a number of countries. It casts a critical light upon policy assumptions and aims, challenging assumptions about the way policy works in practice. Through a comparative international perspective, which looks at countries including the UK and the US, the conflicting options for school governance are addressed. These include: *parental participation and school management policy *professional, managerial and market principles in education *school-based decision-making and the implications of overarching government policies *devolution and centralisation. This is a timely study for practitioners in education, policy-makers in local and central government, academics and students of education policy and management. |
| department of education ireland: Civil Service Year Book Stationery Office, The, 1999 |
| department of education ireland: Piety and Privilege Tom O'Donoghue, Judith Harford, 2022-01-13 For centuries, the Catholic Church around the world insisted it had a right to provide and organize its own schools. It decreed also that while nation states could lay down standards for secular curricula, pedagogy, and accommodation, Catholic parents should send their children to Catholic schools and be able to do so without suffering undue financial disadvantage. Thus, from the Pope down, the Church expressed deep opposition to increasing state intervention in schooling, especially during the nineteenth century. By the end of the 1920s however, it was satisfied with the school system in only a small number of countries. Ireland was one of those. There, the majority of primary and secondary schools were Catholic schools. The State left their management in the hands of clerics while simultaneously accepting financial responsibility for maintenance and teachers' salaries. During the period 1922-1967, the Church, unhindered by the State, promoted within the schools' practices aimed at 'the salvation of souls' and at the reproduction of a loyal middle class and clerics. The State supported that arrangement with the Church also acting on its behalf in aiming to produce a literate and numerate citizenry, in pursuing nation building, and in ensuring the preparation of an adequate number of secondary school graduates to address the needs of the public service and the professions. All of that took place at a financial cost much lower than the provision of a totally State-funded system of schooling would have entailed. Piety and Privilege seeks to understand the dynamic between Church and State through the lens of the twentieth century Irish education system. |
| department of education ireland: Almanack for the Year of Our Lord ... , 1995 |
| department of education ireland: Differing Visions of a Learning Society Vol 2 Coffield, Frank, 2000-11-06 This volume provides an examination of what is meant by the learning society and how it can contribute to the development of knowledge and skills for employment and other areas of adult life. |
| department of education ireland: Report of Her Majesty's Civil Service Commissioners Great Britain. Civil Service Commission, 1867 |
| department of education ireland: Secondary School Education in Ireland Tom O'Donoghue, Judith Harford, 2015-10-12 Adopting a life story approach, this book explores the memories of those who attended Irish secondary schools prior to 1967. It serves to initiate and enhance the practice of remembering secondary school education amongst those who attended secondary schools not just in Ireland, but around the world. |
| department of education ireland: Sessional Papers Great Britain. Parliament. House of Commons, 1894 The Sessional Papers are also known generally as the Parliamentary Papers. Until 1969, the Sessional Papers were grouped and published as Bills (legislative drafts), Reports of Committees/Reports of Commissions, and Accounts and Papers (statistics, census data, etc.). Since 1969 the Sessional Papers have been published under Bills, House Papers, and Command Papers. The Sessional Papers will include census data, statistical information and abstracts, and correspondence from officials. |
| department of education ireland: List of Publications of the Office of Education United States. Office of Education, 1937 |
| department of education ireland: Trends in Education , 1980 |
| department of education ireland: Resources in Education , 1984 |
| department of education ireland: Food Futures in Education and Society Gurpinder Singh Lalli, Angela Turner, Marion Rutland, 2023-07-11 This book brings together a unique collection of chapters to facilitate a broad discussion on food education that will stimulate readers to think about key policies, recent research, curriculum positions and how to engage with key stakeholders about the future of food. Food education has gained much attention because the challenges that influence food availability and eating in schools also extend beyond the school gate. Accordingly, this book establishes evidence-based arguments that recognise the many facets of food education, and reveal how learning through a future's lens and joined-up thinking is critical for shaping intergenerational fairness concerning food futures in education and society. This book is distinctive through its multidisciplinary collection of chapters on food education with a particular focus on the Global North, with case studies from England, Australia, the Republic of Ireland, the United States of America, Canada and Germany. With a focus on three key themes and a rigorous food futures framework, the book is structured into three sections: (i) food education, pedagogy and curriculum, (ii) knowledge and skill diversity associated with food and health learning and (iii) food education inclusivity, culture and agency. Overall, this volume extends and challenges current research and theory in the area of food education and food pedagogy and offers insight and tangible benefits for the future development of food education policies and curricula. This book will be of great interest to students, scholars, policymakers and education leaders working on food education and pedagogy, food policy, health and diet and the sociology of food. |
| department of education ireland: Teaching for Social Justice and Sustainable Development Across the Primary Curriculum Anne Marie Kavanagh, Fionnuala Waldron, Benjamin Mallon, 2021-03-21 This volume supports educators in integrating meaningful education for social justice and sustainability across a wide range of curricular subjects by drawing on educational theory, innovative pedagogical approaches and creative ideas for teaching and learning. Both practical and theoretical in its approach, it addresses subject areas ranging from mathematics to visual arts to language teaching. Chapters provide subject entry points for teachers seeking to embed social justice and sustainability principles and pedagogies into their work. Transferable across various areas of learning, a range of pedagogical approaches are exemplified, ranging from inquiry approaches to ethical dilemmas to critical relational pedagogies. Ready-to-use teaching exemplars, activities and resources address issues which are of interest and relevance to children’s lives, including gender stereotyping, racism, heterosexism, climate change and species extinction. Practical guidance is provided on how to engage children in dialogue and reflection on these complex issues in a safe and ethical way. This accessible and unique volume is essential reading for student teachers, teachers, educational leaders, teacher educators and anyone interested in inspiring children to work towards creating a more socially just and sustainable world. |
| department of education ireland: The Civil service year book and official calendar , 1884 |
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The mission of the Department of Planning and Development is to promote livable communities which enhance the quality of life for the present and the future. Our purpose is to provide …
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The following Federal Agencies are headquartered in Northern Virginia. Agencies with approximately 10,000+ employees, or a $10 billion+ budget are in bold.
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Fairfax County, VA – The Fairfax County Police Department actively engages with the community by participating in and hosting a variety of events. These include police district station events, …
DEPARTMENT Definition & Meaning | Dictionary.com
Department definition: a distinct part of anything arranged in divisions; a division of a complex whole or organized system.. See examples of DEPARTMENT used in a sentence.
Department of Planning and Development - Fairfax County
The mission of the Department of Planning and Development is to promote livable communities which enhance the quality of life for the present and the future. Our purpose is to provide …
Find Your Local Department - Virginia Department of Social …
Many questions or issues can only be resolved through your local department of social services agency. To find your local department of social services, please either use the search bar …
Reston District Police Station | Police - Fairfax County
The motto for Reston Station is "Engaging our Community to Enhance a Solid Foundation of Trust". The Reston area continues to be one of the safest communities in Fairfax County, and …
Herndon-Reston District Office | Health - Fairfax County
To provide residents with convenient, accessible care, the Fairfax County Health Department is offering walk-in hours for immunizations, pregnancy testing, maternity intake services, …
Health Department - Fairfax County
Fairfax County Health Department provides services at locations throughout the county, Monday to Friday, 8 a.m. to 4:30 p.m. The Health Department’s main information line is 703-246-2411. …
Office Locations | Family Services - Fairfax County
We support families and county residents of all ages and stages of life. Join our online community and engage with us through social media. #FairfaxCountyFamilyServices.
U.S. Department of State – Home
6 days ago · Leading America’s foreign policy to advance the interests and security of the American people. The American Revolution gave birth to a nation and helped define its …
List of federal agencies in Northern Virginia - Wikipedia
The following Federal Agencies are headquartered in Northern Virginia. Agencies with approximately 10,000+ employees, or a $10 billion+ budget are in bold.
Official News and Information from the Fairfax County Police Department
Fairfax County, VA – The Fairfax County Police Department actively engages with the community by participating in and hosting a variety of events. These include police district station events, …
DEPARTMENT Definition & Meaning | Dictionary.com
Department definition: a distinct part of anything arranged in divisions; a division of a complex whole or organized system.. See examples of DEPARTMENT used in a sentence.
