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Articles 1 - 4 of 4
Full-Text Articles in Education
Ungrading, Supporting Our Students Through A Pedagogy Of Care, Shaun Ferns, Robert Hickey, Helen Williams
Ungrading, Supporting Our Students Through A Pedagogy Of Care, Shaun Ferns, Robert Hickey, Helen Williams
Articles
The awarding of grades or marks to student work is traditionally considered a fundamental feature of assessment. Grades became more widely established in the twentieth century becoming ubiquitous across most educational institutions. There is increasing evidence to suggest that grades are not effective tools for promoting or measuring learning. One alternative approach for promoting and measuring learning is "Ungrading," in which no letter grades or marks are given to students. Instead, they are replaced with formative feedback provided through strategies such as individual feedback, peer review and self-assessment. An Ungrading approach promises increased learner motivation, a reduction in stress, and …
Profiling Mathematical Procedural And Problem-Solving Skills Of Undergraduate Students Following A New Mathematics Curriculum, Fiona Faulkner, Mark Prendergast, Cormac Breen, Michael Carr
Profiling Mathematical Procedural And Problem-Solving Skills Of Undergraduate Students Following A New Mathematics Curriculum, Fiona Faulkner, Mark Prendergast, Cormac Breen, Michael Carr
Articles
In 2010 a mathematics curriculum was introduced in Irish second level schools entitled ‘Project Maths’ (PM). It aimed to refocus second level mathematics teaching and learning away from an over emphasis on procedural mathematics towards problem solving and real understanding [Department of Education and Skills (DES). (2010). Report of the Project Maths implementation support group. https://www.education.ie/en/Publications/Policy-Reports/Report-of-the-Project-Maths-Implementation-Group.pdf]. This paper aims to examine the performance of 1st year undergraduate students’ procedural and problem solving skills after the introduction of PM. A diagnostic test was developed to determine students’ skills in each area and findings demonstrated that students perform statistically significantly …
Professional Development For Out-Of-Field Post-Primary Teachers Of Mathematics: An Analysis Of The Impact Of Mathematics Specific Pedagogy Training, Niamh O'Meara, Fiona Faulkner
Professional Development For Out-Of-Field Post-Primary Teachers Of Mathematics: An Analysis Of The Impact Of Mathematics Specific Pedagogy Training, Niamh O'Meara, Fiona Faulkner
Articles
Research shows that teachers influence students’ attitudes towards; performance in; and perceptions of a subject. Hence, the need to improve the teaching and learning of many curricular subjects has been well documented for many years. This paper focusses on efforts made to develop competence among out-of-field teachers of mathematics and evaluates the impact of one component of a continuous professional development (CPD) programme on teachers’ selfefficacy and self-reported teaching styles. As part of this CPD programme, teachers engaged in a series of subject-specific pedagogy workshops and while classroom observations were not feasible they did complete pre- and postworkshop questionnaires to …
Communities Of Practice As A Solution For The Implementation Gap In Internationalisation Of The Curriculum., Deirdre Ryan, Fiona Faulkner, Robert Flood, Dominic Dillane
Communities Of Practice As A Solution For The Implementation Gap In Internationalisation Of The Curriculum., Deirdre Ryan, Fiona Faulkner, Robert Flood, Dominic Dillane
Articles
The educational benefits of internationalisation in higher education are of paramount importance for all students. Despite an increasing presence of best practice guides and internationalisation strategies, there appears to be a significant implementation gap in terms of lecturers’ engagement with internationalisation in their teaching practice. Through an Action Research-informed Community of Practice approach, this study aims to provide new insights into lecturers’ engagement with Internationalisation of the Curriculum by examining their own perspectives, an area which has been underdeveloped to date. The Community of Practice provided an effective way of raising lecturers’ awareness of Internationalisation of the Curriculum, while simultaneously …