Joanne Banks
Dados Biográficos
| ID | 3936800 |
|---|---|
| NOME | Joanne Banks |
| PRENOMES | Joanne |
| SOBRENOME | Banks |
| ASSINATURA | BANKS J |
| AFILIAÇÕES | Trinity College Dublin |
| ORCID | 0000-0003-2322-662X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 62 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 4 |
Measuring success
This paper investigates the impact of a widening participation outreach intervention on the future goals and aspirations of Irish second-level students attending schools in areas experiencing educational disadvantage. The paper uses data gathered in 2019 and 2022, from an Irish, large-scale, longitudinal study (N = 3697) of widening participation with second-level schools (N = 19) located within areas where progression to higher education is low.…
Assessing the outcomes of students with special educational needs in inclusive education
This article examines data collection and analysis on the outcomes of students with special educational needs (SEN), comparing Germany, Italy, and Ireland. Stemming from both academic research and accountability mechanisms, the paper provides an overview of the available data on students with SEN internationally and, more specifically, in the three national contexts. The findings highlight common barriers relating to data collection and analysis,…
Plans, Progression and Post-Compulsory Education
It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation inte…
Developing a scale to measure the diversity of motivations and practices of home-schooling
Internationally, there has been a dramatic evolution in the numbers of parents choosing to home-school their children for some, or all, of their schooling. Research to date has mainly focussed on the characteristics and motivations of parents who home-school. Little is known about the practice and implementation of home-schooling, especially for learners with disability or additional learning needs. Where research exists, it is generally qualitat…
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level
In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its im…
Inclusion Dialogue
Inclusion at a Crossroads
Ireland’s system of special education has undergone unprecedented change over the last three decades. Following major policy developments in the mid-2000s which emphasised inclusive education, there have been changes to special education school personnel and funding structures which seek to include greater numbers of students with disabilities in mainstream education. There is one anomaly however: Ireland continues to operate a parallel system of…
“We Respect Them, and They Respect Us”
Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student…
Universal Design for Learning
Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversi…
Connection before content
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. Th…
Air travel experiences of autistic children/young people
Despite the positive association between tourism and quality of life among the general population, a range of challenges has been found to prevent people with disabilities from participating in tourism. Participation in tourism is lower among families with a child diagnosed with Autism Spectrum Disorder than among comparable families. Although travelling by airplane has been identified as a particular challenge for these families, few studies inv…
Your whole life depends on it’
International research consistently shows that high-stakes exams are a significant source of stress and worry for students within secondary education. Existing research focuses on individual variation in exam-related stress levels among students with very little attention given to the influence of school context on student stress. Using data from the Irish Post-Primary Longitudinal Study, a mixed methods study of secondary students, this paper ex…
Achieving inclusion? Effective resourcing of students with special educational needs
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable …
Affective School Engagement and Self-Concept
There was never really any question of anything else
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very d…
Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education
Interventions to Promote Physical Activity and Dietary Lifestyle Changes for Cardiovascular Risk Factor Reduction in Adults
A pproximately 79 400 000 American adults, or 1 in 3, have cardiovascular disease (CVD). 1 CVD accounts for 36.3% or 1 of every 2.8 deaths in the United States and is the leading cause of death among both men and women in the United States, killing an average of 1 American every 37 seconds. 1 Older adults, some ethnic minority populations, and socioeconomically disadvantaged individuals have an increased prevalence of CVD and vascular/metabolic r…
Your whole life depends on it’
International research consistently shows that high-stakes exams are a significant source of stress and worry for students within secondary education. Existing research focuses on individual variation in exam-related stress levels among students with very little attention given to the influence of school context on student stress. Using data from the Irish Post-Primary Longitudinal Study, a mixed methods study of secondary students, this paper ex…
There was never really any question of anything else
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very d…
Achieving inclusion? Effective resourcing of students with special educational needs
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable …
Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education
Developing a scale to measure the diversity of motivations and practices of home-schooling
Internationally, there has been a dramatic evolution in the numbers of parents choosing to home-school their children for some, or all, of their schooling. Research to date has mainly focussed on the characteristics and motivations of parents who home-school. Little is known about the practice and implementation of home-schooling, especially for learners with disability or additional learning needs. Where research exists, it is generally qualitat…
Air travel experiences of autistic children/young people
Despite the positive association between tourism and quality of life among the general population, a range of challenges has been found to prevent people with disabilities from participating in tourism. Participation in tourism is lower among families with a child diagnosed with Autism Spectrum Disorder than among comparable families. Although travelling by airplane has been identified as a particular challenge for these families, few studies inv…
Affective School Engagement and Self-Concept
Interventions to Promote Physical Activity and Dietary Lifestyle Changes for Cardiovascular Risk Factor Reduction in Adults
A pproximately 79 400 000 American adults, or 1 in 3, have cardiovascular disease (CVD). 1 CVD accounts for 36.3% or 1 of every 2.8 deaths in the United States and is the leading cause of death among both men and women in the United States, killing an average of 1 American every 37 seconds. 1 Older adults, some ethnic minority populations, and socioeconomically disadvantaged individuals have an increased prevalence of CVD and vascular/metabolic r…
Too Much of a Good Thing? Gender, ‘Concerted Cultivation’ and Unequal Achievement in Primary Education
There was never really any question of anything else
International research into educational decision-making has been extensive, focusing on the way in which young people and their families assess the different options open to them. However, to what extent can we assume that different groups of young people have equal access to the information needed to make such an assessment? And what role, if any, do schools play in this process? Using in-depth qualitative interviews from two schools with very d…
Affective School Engagement and Self-Concept
Your whole life depends on it’
International research consistently shows that high-stakes exams are a significant source of stress and worry for students within secondary education. Existing research focuses on individual variation in exam-related stress levels among students with very little attention given to the influence of school context on student stress. Using data from the Irish Post-Primary Longitudinal Study, a mixed methods study of secondary students, this paper ex…
Achieving inclusion? Effective resourcing of students with special educational needs
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable …
Inclusion at a Crossroads
Ireland’s system of special education has undergone unprecedented change over the last three decades. Following major policy developments in the mid-2000s which emphasised inclusive education, there have been changes to special education school personnel and funding structures which seek to include greater numbers of students with disabilities in mainstream education. There is one anomaly however: Ireland continues to operate a parallel system of…
“We Respect Them, and They Respect Us”
Attempts to understand the patterns behind student disengagement and early school leaving have traditionally focussed on early school leavers’ individual characteristics. More recently, however, studies have begun to focus on the extent to which early school leaving is shaped by school-level factors, and in particular the central role of teachers and pedagogy, in (dis)engaging students. Studies have consistently shown how negative teacher–student…
Universal Design for Learning
Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversi…
Connection before content
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. Th…
Air travel experiences of autistic children/young people
Despite the positive association between tourism and quality of life among the general population, a range of challenges has been found to prevent people with disabilities from participating in tourism. Participation in tourism is lower among families with a child diagnosed with Autism Spectrum Disorder than among comparable families. Although travelling by airplane has been identified as a particular challenge for these families, few studies inv…
Inclusion Dialogue
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level
In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its im…
Measuring success
This paper investigates the impact of a widening participation outreach intervention on the future goals and aspirations of Irish second-level students attending schools in areas experiencing educational disadvantage. The paper uses data gathered in 2019 and 2022, from an Irish, large-scale, longitudinal study (N = 3697) of widening participation with second-level schools (N = 19) located within areas where progression to higher education is low.…
Assessing the outcomes of students with special educational needs in inclusive education
This article examines data collection and analysis on the outcomes of students with special educational needs (SEN), comparing Germany, Italy, and Ireland. Stemming from both academic research and accountability mechanisms, the paper provides an overview of the available data on students with SEN internationally and, more specifically, in the three national contexts. The findings highlight common barriers relating to data collection and analysis,…
Plans, Progression and Post-Compulsory Education
It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation inte…
Developing a scale to measure the diversity of motivations and practices of home-schooling
Internationally, there has been a dramatic evolution in the numbers of parents choosing to home-school their children for some, or all, of their schooling. Research to date has mainly focussed on the characteristics and motivations of parents who home-school. Little is known about the practice and implementation of home-schooling, especially for learners with disability or additional learning needs. Where research exists, it is generally qualitat…
Pedagogy (12 obras) · Psychology (11 obras) · Sociology (11 obras) · Political science (10 obras) · Early Childhood Education and Development (6 obras) · Higher education (6 obras) · Mathematics education (6 obras) · Social science (6 obras) · Education Systems and Policy (5 obras) · Disability Education and Employment (4 obras)