http://hdl.handle.net/2428/5946 Sat, 25 May 2013 18:48:26 GMT 2013-05-25T18:48:26Z http://hdl.handle.net/2428/13863 Title: Using Specialist Software for Qualitative Data Analysis Authors: Odena, Oscar Abstract: This paper is divided in four parts. The first part provides some background information on the analysis of non-numerical data, specifically the content analysis of text, including approaches such as ‘grounded theory’ and ‘recursive comparative analysis’. In the second section, the use of computers for qualitative data analysis is discussed, with particular reference to its general advantages and misconceptions. The third section outlines the possibilities of some specialist software programmes for qualitative data analysis (NVivo and MAXqda). Finally, an example of the use of specialist software in a recently completed research project is examined. Thu, 01 Mar 2007 00:00:00 GMT http://hdl.handle.net/2428/13863 2007-03-01T00:00:00Z http://hdl.handle.net/2428/8138 Title: To reach out in the dark and ask the question "How was it for you?" (Reflections on a decade of learning from a personal perspective) Authors: Moore, Patricia-Anne Abstract: The paper provides the author's own personal experience in the context of a new beginning involving relocation and re-engagement in learning. The main topic will be adult learning as a tool for personal, professional and political development. The learning context will be personal change, involving an actual physical journey, and a journey of the heart. This personal journey took place during a time of economic and social transformation. Sun, 01 Jul 2001 00:00:00 GMT http://hdl.handle.net/2428/8138 2001-07-01T00:00:00Z http://hdl.handle.net/2428/7880 Title: Mathematics subject knowledge of Irish primary pre-service teachers Authors: Corcoran, Dolores Abstract: The purpose of this study was to establish what mathematics Irish primary school student teachers bring to initial teacher education. The research was premised on the belief that a certain kind of mathematics subject knowledge is needed for teaching and the possibility that such mathematics subject knowledge can be assessed. Three recently published curriculum implantation studies express concern that not all is well with the teaching of mathematics in Irish primary schools (Government of Ireland, 2005a, b; National Council for Curriculum and Assessment, 2005) These provide a background in praxis for the study into mathematics subject knowledge of primary pre-service teachers described here. Thu, 01 Sep 2005 00:00:00 GMT http://hdl.handle.net/2428/7880 2005-09-01T00:00:00Z http://hdl.handle.net/2428/7873 Title: Adapting science performance tasks developed in different countries for use in Irish primary schools Authors: Kilfeather, Paula; O'Leary, Michael; Varley, Janet Abstract: This paper describes a four-year project undertaken to develop a set of performance tasks that could be used for assessing hands-on science in Irish primary schools. The project has evolved over five phases. In phase one, science assessments used in a variety of educational systems in Australia, Canada, New Zealand, the UK and the US were located and catalogued. In phase two, approximately 170 performance tasks were selected and adapted by the project team to suit the requirements of the Irish primary science curriculum. In phase three, a purposive convenience sample of 183 teachers evaluated the extent to which the tasks (a subset of sixty-seven) were suitable for use at different grade levels. The teachers' feedback was used to amend tasks. In phase four, the researchers observed eleven different tasks being implemented in classrooms. The eleven teachers involved were interviewed about their experiences immediately afterwards. Again, based on the outcomes of this study, changes were made to the tasks. The fifth phase of the project, due to be completed in 2005, will involve dissemination of 124 of the tasks to teachers via the Web and book/CD-ROM. Planning with respect to other elements of the project such as professional development courses and exemplars of performance has yet to be finalised. Thu, 01 Sep 2005 00:00:00 GMT http://hdl.handle.net/2428/7873 2005-09-01T00:00:00Z