Brendan Tangney
Biographic Data
| ID | 6509552 |
|---|---|
| NAME | Brendan Tangney |
| GIVEN NAMES | Brendan |
| FAMILY NAME | Tangney |
| SIGNATURE | TANGNEY B |
| AFFILIATIONS | Trinity College Dublin |
| ORCID | 0000-0001-5586-9289 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Overcoming barriers to teaching 21C skills
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these …
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach
Trinity Access (TA) is a post-primary initiative, in the authors’ university, that offers programmes for students, teachers and schools in areas of socio-economic disadvantage. The aims of the programme include helping students develop the knowledge, networks and skills needed to make informed decisions about future educational opportunities, and supporting teachers and schools to foster collaborative and reflective learning environments, which h…
Exploring a pedagogical model to support teaching new literacy skills in English education – an Irish study
As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching prac…
Extending experiential learning in teacher professional development
This paper introduces the use of experiential learning during the early stages of teacher professional development. Teachers observe student outcomes from the very beginning of the process and experience new pedagogical approaches as learners themselves before adapting and implementing them in their own classrooms. This research explores the implementation of this approach with teachers in Irish second level schools who are being asked to make si…
Pedagogy and Processes for a Computer Programming Outreach Workshop—The Bridge to College Model
This paper describes a model for computer programming outreach workshops aimed at second-level students (ages 15-16). Participants engage in a series of programming activities based on the Scratch visual programming language, and a very strong group-based pedagogy is followed. Participants are not required to have any prior programming experience. An empirical evaluation was undertaken to evaluate to what extent the model was successful in: (1) g…
Extending experiential learning in teacher professional development
This paper introduces the use of experiential learning during the early stages of teacher professional development. Teachers observe student outcomes from the very beginning of the process and experience new pedagogical approaches as learners themselves before adapting and implementing them in their own classrooms. This research explores the implementation of this approach with teachers in Irish second level schools who are being asked to make si…
Pedagogy and Processes for a Computer Programming Outreach Workshop—The Bridge to College Model
This paper describes a model for computer programming outreach workshops aimed at second-level students (ages 15-16). Participants engage in a series of programming activities based on the Scratch visual programming language, and a very strong group-based pedagogy is followed. Participants are not required to have any prior programming experience. An empirical evaluation was undertaken to evaluate to what extent the model was successful in: (1) g…
Extending experiential learning in teacher professional development
This paper introduces the use of experiential learning during the early stages of teacher professional development. Teachers observe student outcomes from the very beginning of the process and experience new pedagogical approaches as learners themselves before adapting and implementing them in their own classrooms. This research explores the implementation of this approach with teachers in Irish second level schools who are being asked to make si…
Exploring a pedagogical model to support teaching new literacy skills in English education – an Irish study
As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching prac…
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach
Trinity Access (TA) is a post-primary initiative, in the authors’ university, that offers programmes for students, teachers and schools in areas of socio-economic disadvantage. The aims of the programme include helping students develop the knowledge, networks and skills needed to make informed decisions about future educational opportunities, and supporting teachers and schools to foster collaborative and reflective learning environments, which h…
Overcoming barriers to teaching 21C skills
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these …
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (4 works) · Computer Science (3 works) · Irish (3 works) · Professional development (3 works) · Sociology (3 works) · Curriculum (2 works) · Political science (2 works) · Teacher Education and Leadership Studies (2 works)