Mark Prendergast
Datos Biográficos
| ID | 9509204 |
|---|---|
| NOMBRE | Mark Prendergast |
| NOMBRES | Mark |
| APELLIDO | Prendergast |
| FIRMA | PRENDERGAST M |
| AFILIACIONES | University College Cork |
| ORCID | 0000-0002-1766-7421 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 0 |
| OBRAS COMO AUTOR | 14 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Teachers’ perspectives on Junior Cycle mathematics reform in Ireland
Between 2014 and 2022 lower secondary education in Ireland was completely overhauled with the introduction of the Junior Cycle Framework. As part of this reform movement, a revised mathematics curriculum was introduced in 2018. To effectively evaluate educational reform efforts such as this, it is critical to ascertain teachers’ perspectives on the changes introduced. As such, this paper seeks to evaluate the reformed Junior Cycle mathematics spe…
Lifting the lid on mathematics grinds at secondary level in Ireland
In Ireland, ‘grinds’ is the term used for private supplementary tutoring (PT) outside of school, where a tutor teaches a particular subject in exchange for a financial gain. This practice has seen a global and national increase in recent years, mirroring trends in East Asia, particularly in the subject of mathematics. From an Irish perspective, despite its growing popularity, there is little evidence from the voice of the student and their experi…
Teachers’ perspectives on curriculum changes at lower secondary-level mathematics
Assessment, as part of the tested curriculum, plays an important role internationally in certifying student achievement in secondary education. Following global trends, a recent reform of Junior Cycle curricula (lower secondary level) in Ireland introduced school-based assessments (SBAs) alongside traditional state examinations. Known locally as Classroom-Based Assessments (CBAs), they are part of a ‘dual assessment’ system, combining centralized…
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…
A qualitative examination of barriers to disseminating and accessing research in Irish schools
A significant body of basic and applied research has been conducted to inform Irish school processes to foster positive student outcomes. Numerous professional organisations and national initiatives support the implementation and translation of research in schools. Despite these efforts, barriers may exist to disseminating, accessing, and using research evidence. We conducted semi-structured interviews in Autumn 2023 with seven education research…
Numeracy-Meets
Despite the clear and obvious need for adults to be proficient in numeracy, international studies suggest that many continue to struggle in this area. In Ireland, one of the main challenges continues to be the availability of effective adult numeracy education. This is a diverse sector, and little is known about the varied provision of adult numeracy courses and of those who teach on them. Recent research has highlighted an unmet demand for the p…
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…
The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics
Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16–18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to en…
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…
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 …
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…
Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
The transition from primary to secondary education tends to have deleterious effects on student achievement and motivation in mathematics, and these effects have been significantly linked to lack of curricular and pedagogical continuity at transition. Curricular and pedagogical practices in each phase of schooling are influenced by a number of factors including, for example, teachers’ mathematical knowledge for teaching, and a range of other scho…
Mathematics as a gendered subject
This study examines gender differences in students’ attitudes to mathematics in Irish post-primary schools. Large-scale international assessments have shown the achievement gap between boys and girls to be narrowing in recent years, particularly in lower post-primary education. However, women and girls remain significantly under-represented in advanced level mathematics courses and STEM careers. The current research aims to contextualise this sta…
Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
A growing body of international research has highlighted the importance of students studying mathematics at an advanced level. In Ireland, the subject has been assigned a special status with the introduction of an education policy called the Bonus Points Initiative (BPI) in 2012. Students are now awarded an extra 25 points in their final State examination results if they achieve ≥40% in advanced/Higher Level (HL) mathematics. This incentive has h…
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Is there a point? Teachers’ perceptions of a policy incentivizing the study of advanced mathematics
A growing body of international research has highlighted the importance of students studying mathematics at an advanced level. In Ireland, the subject has been assigned a special status with the introduction of an education policy called the Bonus Points Initiative (BPI) in 2012. Students are now awarded an extra 25 points in their final State examination results if they achieve ≥40% in advanced/Higher Level (HL) mathematics. This incentive has h…
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…
Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics
The transition from primary to secondary education tends to have deleterious effects on student achievement and motivation in mathematics, and these effects have been significantly linked to lack of curricular and pedagogical continuity at transition. Curricular and pedagogical practices in each phase of schooling are influenced by a number of factors including, for example, teachers’ mathematical knowledge for teaching, and a range of other scho…
Mathematics as a gendered subject
This study examines gender differences in students’ attitudes to mathematics in Irish post-primary schools. Large-scale international assessments have shown the achievement gap between boys and girls to be narrowing in recent years, particularly in lower post-primary education. However, women and girls remain significantly under-represented in advanced level mathematics courses and STEM careers. The current research aims to contextualise this sta…
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…
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 …
The role of expectancy-value theory in upper-secondary level students’ decisions to avoid the study of advanced mathematics
Widening and increasing participation in advanced mathematics studies at upper-secondary level (age 16–18) is a significant challenge for most education systems. Policy makers in Ireland have attempted to address this challenge over the past decade by introducing an incentive to encourage students to study advanced mathematics. This study examines the reasons why students, who would appear to have sufficient prior achievement to enable them to en…
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…
A qualitative examination of barriers to disseminating and accessing research in Irish schools
A significant body of basic and applied research has been conducted to inform Irish school processes to foster positive student outcomes. Numerous professional organisations and national initiatives support the implementation and translation of research in schools. Despite these efforts, barriers may exist to disseminating, accessing, and using research evidence. We conducted semi-structured interviews in Autumn 2023 with seven education research…
Numeracy-Meets
Despite the clear and obvious need for adults to be proficient in numeracy, international studies suggest that many continue to struggle in this area. In Ireland, one of the main challenges continues to be the availability of effective adult numeracy education. This is a diverse sector, and little is known about the varied provision of adult numeracy courses and of those who teach on them. Recent research has highlighted an unmet demand for the p…
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…
Teachers’ perspectives on Junior Cycle mathematics reform in Ireland
Between 2014 and 2022 lower secondary education in Ireland was completely overhauled with the introduction of the Junior Cycle Framework. As part of this reform movement, a revised mathematics curriculum was introduced in 2018. To effectively evaluate educational reform efforts such as this, it is critical to ascertain teachers’ perspectives on the changes introduced. As such, this paper seeks to evaluate the reformed Junior Cycle mathematics spe…
Lifting the lid on mathematics grinds at secondary level in Ireland
In Ireland, ‘grinds’ is the term used for private supplementary tutoring (PT) outside of school, where a tutor teaches a particular subject in exchange for a financial gain. This practice has seen a global and national increase in recent years, mirroring trends in East Asia, particularly in the subject of mathematics. From an Irish perspective, despite its growing popularity, there is little evidence from the voice of the student and their experi…
Teachers’ perspectives on curriculum changes at lower secondary-level mathematics
Assessment, as part of the tested curriculum, plays an important role internationally in certifying student achievement in secondary education. Following global trends, a recent reform of Junior Cycle curricula (lower secondary level) in Ireland introduced school-based assessments (SBAs) alongside traditional state examinations. Known locally as Classroom-Based Assessments (CBAs), they are part of a ‘dual assessment’ system, combining centralized…
Mathematics education (11 obras) · Psychology (10 obras) · Pedagogy (9 obras) · Mathematics Education and Programs (8 obras) · Irish (6 obras) · Mathematics Education and Teaching Techniques (5 obras) · Sociology (5 obras) · Connected Mathematics (4 obras) · Education, Achievement, and Giftedness (4 obras) · Higher Education Learning Practices (4 obras)