Máire Ní Ríordáin
Datos Biográficos
| ID | 5398841 |
|---|---|
| NOMBRE | Máire Ní Ríordáin |
| NOMBRES | Máire Ní |
| APELLIDO | Ríordáin |
| FIRMA | RÍORDÁIN M N |
| AFILIACIONES | University College Cork |
| ORCID | 0000-0002-6434-9899 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 1 |
| OBRAS COMO AUTOR | 10 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Does collaborative learning challenge neoliberal ideologies in our next generation of post-primary teachers or conform around it? A discussion
Perspectives of graduates and principals on master’s level initial teacher education in Ireland
This study examines the impact of the transition from a one-year Postgraduate Diploma in Education (PDE) to a two-year Professional Master of Education (PME) programme in Ireland on student teacher development. It examines the PME programme in one Irish university as a case study. The research explores the experiences and perceptions of PME graduates and school principals to understand the benefits, opportunities, and challenges of the extended t…
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators
The underrepresentation of women in STEM is a pervasive issue. Despite evidence casting doubt on common-sense notions that males have superior ability in these domains, gender stereotype beliefs persist, and are highlighted as a barrier limiting female opportunities. Gender stereotype and ability beliefs emerge in early childhood and research has highlighted this as a promising period for the cultivation of positive STEM attitudes. This study inv…
Language-responsive mathematics teaching and AEN learners in a CLIL context
Introduction This study explores the experiences of students with additional educational needs (AEN) in Irish-medium education (IME) mathematics classrooms within a Content and Language Integrated Learning (CLIL) context. The research investigates how language-responsive mathematics teaching and adapted summative assessments impact AEN students’ learning outcomes, addressing a critical gap in understanding the interplay between language proficien…
Navigating a male dominated domain
It is well established that female participation in STEM diminishes at all stages of the education pipeline.National policy in Ireland is focussed on initiatives to address the STEM gender gap from early years to the end of secondary school (age 18/19) education.However, strategy in higher education is limited, with gender equality policy primarily aimed at staff and the broader institution.This qualitative research study, involving in-depth inte…
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland
Out-of-field teaching refers to the practice of assigning teachers to teach subjects that do not match their training or education. This paper reports on a study evaluating the impact of a national professional development programme for out-of-field teachers of post-primary school mathematics in Ireland – the Professional Diploma in Mathematics for Teaching. Evidence of impact was collected from three surveys. Two surveys evaluated changes in the…
Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content
This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely …
Eliminating the Fear of Getting ‘Caught Out’
Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland
Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary set…
An examination of the professional development needs of out-of-field mathematics teachers
An examination of the professional development needs of out-of-field mathematics teachers
Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland
Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary set…
Eliminating the Fear of Getting ‘Caught Out’
Navigating a male dominated domain
It is well established that female participation in STEM diminishes at all stages of the education pipeline.National policy in Ireland is focussed on initiatives to address the STEM gender gap from early years to the end of secondary school (age 18/19) education.However, strategy in higher education is limited, with gender equality policy primarily aimed at staff and the broader institution.This qualitative research study, involving in-depth inte…
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland
Out-of-field teaching refers to the practice of assigning teachers to teach subjects that do not match their training or education. This paper reports on a study evaluating the impact of a national professional development programme for out-of-field teachers of post-primary school mathematics in Ireland – the Professional Diploma in Mathematics for Teaching. Evidence of impact was collected from three surveys. Two surveys evaluated changes in the…
Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content
This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service teachers enter their ITE programme from a variety of undergraduate degree backgrounds and it is largely …
Language-responsive mathematics teaching and AEN learners in a CLIL context
Introduction This study explores the experiences of students with additional educational needs (AEN) in Irish-medium education (IME) mathematics classrooms within a Content and Language Integrated Learning (CLIL) context. The research investigates how language-responsive mathematics teaching and adapted summative assessments impact AEN students’ learning outcomes, addressing a critical gap in understanding the interplay between language proficien…
Perspectives of graduates and principals on master’s level initial teacher education in Ireland
This study examines the impact of the transition from a one-year Postgraduate Diploma in Education (PDE) to a two-year Professional Master of Education (PME) programme in Ireland on student teacher development. It examines the PME programme in one Irish university as a case study. The research explores the experiences and perceptions of PME graduates and school principals to understand the benefits, opportunities, and challenges of the extended t…
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators
The underrepresentation of women in STEM is a pervasive issue. Despite evidence casting doubt on common-sense notions that males have superior ability in these domains, gender stereotype beliefs persist, and are highlighted as a barrier limiting female opportunities. Gender stereotype and ability beliefs emerge in early childhood and research has highlighted this as a promising period for the cultivation of positive STEM attitudes. This study inv…
Does collaborative learning challenge neoliberal ideologies in our next generation of post-primary teachers or conform around it? A discussion
Mathematics education (9 obras) · Pedagogy (9 obras) · Psychology (9 obras) · Curriculum (4 obras) · Irish (4 obras) · Mathematics Education and Teaching Techniques (4 obras) · Professional development (4 obras) · Teacher Education and Leadership Studies (4 obras) · Mathematics (3 obras) · Mathematics Education and Programs (3 obras)