Primary education dissertations

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  • Publication
    Irish Primary Teachers’ Perspectives into the Teaching of Physical Education: Exploring the Games Strand and the Factors that Influence the Teaching Methodologies and Approaches in Current Classrooms
    (2023) Brassil, Aoife
    The PE strand unit Games engages with the student’s instinct to play. Using a mixed methods approach and purpose sampling, Irish primary school teachers were surveyed (N=22) and interviewed (N=2) for the purpose of acquiring the primary data. Findings were analysed thematically and interpreted using PP. Perspectives of the primary school teachers of PE in the classroom; their knowledge of and application of the Games Strand and teaching approaches used were investigated. Findings identify the Games Strand as the dominant strand with CL and direct teaching used in approaches; effective implementation being under the influence of many factors i.e., self-confidence, misunderstandings, access to external facilitators and resources including CPD training.
  • Publication
    Teacher Perspectives on the Practice of Teacher Read Alouds in Senior Classes of Primary School, to form part of Students’ Literacy Learning Experiences
    (2023) Hannon, Yvonne
    The aim of this dissertation was to explore the extent to which the practice of the teacher reading aloud is evident in senior classes of primary schools in Ireland. It endeavoured to gain an insight into the motivations, benefits, and possible challenges of implementing this practice. A mixed-method data collection approach was applied with online questionnaires (n=27) and semi-structured interviews (n=2). Results indicate that all respondents read aloud to their students at varying levels. Modelling good reading, language development opportunities and fostering a love of reading were the primary benefits, with finding a suitable book as the most prevalent challenge to the practice.
  • Publication
    Teacher Perspectives on the Role of the Green Schools Programme in Supporting the Environmental Literacy of Primary School Pupils
    (2023) Carty, Brendan
    Despite its popularity, little evidence exists to support the impact of the Green Schools programme on pupils’ environmental literacy. This paper sought to discover how impactful the programme is. A mixed methodology was used, and research focused on the perspectives of teachers involved with the programme. Participants strongly agreed that the programme impacts pupils’ environmental literacy, that it provided pupils with opportunities to make significant environmental contributions and to influence the environmental decisions of others. This contrasted with findings in other studies. Overall, it was found that the Green Schools programme is an impactful programme, worthy of consideration.
  • Publication
    Use of cooperative learning methodology in the teaching and learning of mathematics in primary school – teachers’ perspectives
    (2023) Narostek, Joanna
    This study explored Irish teachers’ perspectives on the use of cooperative learning methodology in mathematics in primary school. Research questions addressed frequency and types of cooperative learning used by teachers, as well as its benefits and challenges. A mixed method approach, informed by pragmatist philosophical paradigm, was taken, with quantitative data gathered from 21 questionnaires, and qualitative data from two semi-structured interviews. Findings suggest that half of teachers use structured types of cooperative learning on a regular basis. According to participating teachers, the most significant benefits of CL are academic gains, improved social skills, and language development, while the most significant challenges are a range of academic ability among pupils, pupil relationships and behaviour management, and organisational issues.
  • Publication
    Teachers' Perspectives on teaching the Primary School Music Curriculum: Experiences and Methodologies
    (2023) Horgan, Mary
    The purpose of this study was to determine teachers’ previous experiences in musical education and its impact on their competence and confidence to provide valuable music experiences. Despite the limitations of this mixed methods study, the questionnaires (n=30) and semi-structured interviews (n=2) uncovered and explored teachers’ perceptions on both existing and potential methodologies for the teaching of music at primary level. Examination of the findings confirmed that while teachers valued the benefits of musical education, there was a strong correlation between their previous musical experience and their levels of confidence and self-efficacy in delivering the Primary School Music Curriculum, particularly in the teaching of a musical instrument.