Joseph Travers
Biographic Data
| ID | 4796307 |
|---|---|
| NAME | Joseph Travers |
| GIVEN NAMES | Joseph |
| FAMILY NAME | Travers |
| SIGNATURE | TRAVERS J |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0002-1932-2961 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Social justice leadership in Irish schools
Social justice leadership is gaining increased attention as issues of equity, inclusion, and diversity inform policies. This paper draws on research within the International School Leadership Development Network’s project studying social justice school leadership. It reports on a survey (N = 89) of Irish school leaders on their conceptualisation of social justice leadership, and their perception of support and barriers to its practice. Findings i…
Special Class Provision in Ireland
Ireland’s ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) raises questions about the future role of special schools and classes in the country. Internationally, Ireland has had a relatively low number of students in separate educational provision at just over 2% of the student population. However, there has been a large increase in special class provision in mainstream schools that warrants critiq…
A Survey of Assessment and Additional Teaching Support in Irish Immersion Education
This study investigates the assessment methods used in Irish immersion schools to identify students for additional teaching support. An overview is provided of the percentage of students receiving additional teaching support in this context and whether there is a higher rate of students accessing additional teaching support in Irish immersion schools than English-medium schools. The challenges of assessment through Irish as a second language are …
Supporting the enactment of inclusive pedagogy in a primary school
While inclusion has generally been accepted as orthodoxy, a knowledge – practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of…
Supporting the enactment of inclusive pedagogy in a primary school
While inclusion has generally been accepted as orthodoxy, a knowledge – practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of…
A Survey of Assessment and Additional Teaching Support in Irish Immersion Education
This study investigates the assessment methods used in Irish immersion schools to identify students for additional teaching support. An overview is provided of the percentage of students receiving additional teaching support in this context and whether there is a higher rate of students accessing additional teaching support in Irish immersion schools than English-medium schools. The challenges of assessment through Irish as a second language are …
Supporting the enactment of inclusive pedagogy in a primary school
While inclusion has generally been accepted as orthodoxy, a knowledge – practice gap remains which indicates a need to focus on inclusive pedagogy. This paper explores how teachers in the Republic of Ireland primary school were supported to develop inclusive pedagogy to meet the needs of learners with special educational needs (SEN). It is underpinned by a conceptual framework which combines an inclusive pedagogical approach and key principles of…
A Survey of Assessment and Additional Teaching Support in Irish Immersion Education
This study investigates the assessment methods used in Irish immersion schools to identify students for additional teaching support. An overview is provided of the percentage of students receiving additional teaching support in this context and whether there is a higher rate of students accessing additional teaching support in Irish immersion schools than English-medium schools. The challenges of assessment through Irish as a second language are …
Special Class Provision in Ireland
Ireland’s ratification of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) raises questions about the future role of special schools and classes in the country. Internationally, Ireland has had a relatively low number of students in separate educational provision at just over 2% of the student population. However, there has been a large increase in special class provision in mainstream schools that warrants critiq…
Social justice leadership in Irish schools
Social justice leadership is gaining increased attention as issues of equity, inclusion, and diversity inform policies. This paper draws on research within the International School Leadership Development Network’s project studying social justice school leadership. It reports on a survey (N = 89) of Irish school leaders on their conceptualisation of social justice leadership, and their perception of support and barriers to its practice. Findings i…
Pedagogy (4 works) · Sociology (3 works) · Education Systems and Policy (2 works) · Irish (2 works) · Law (2 works) · Political science (2 works) · Collaborative Teaching and Inclusion (1 work) · Community of practice (1 work) · Competency Development and Evaluation (1 work) · Convention (1 work)