Let’s Talk Research
Let’s talk research is a monthly research podcast hosted by Dr Peter Tiernan from the School of STEM Education, Innovation and Global Studies at the DCU Institute of Education. Each month Dr Tiernan speaks with a member of academic staff from the Institute of Education about a recent research publication or project. The purpose of the podcast is to provide a platform for staff to discuss their research publications and research projects, provide an additional avenue for colleagues to disseminate their research, to build an archive of research activity for the faculty, and to promote national and international connections with like-minded researchers.
In this month's episode, Dr Tara Concannon-Gibney discusses her recently completed SCoTENS project titled 'An Exploration of the Use of Children’s Literature in the Teaching of Early Reading (EuCLER).' The study was completed with Dr Geraldine Magennis from St Mary's University College Belfast.
You can connect with Dr Concannon-Gibney on Twitter (@DrTaraConGibney), by email: firstname.lastname@example.org, or through her profile: https://www.dcu.ie/languageliteracyandearlychildhoodeducation/people/tara-concannon-gibney
You can connect with Dr Magennis on Twitter (@GeraldineMagen2) or through her profile: https://www.stmarys-belfast.ac.uk/general/staff.asp?nq=1&mode=detail&StaffID=155
More information about SCoTENS can be found on their website: https://scotens.org
In this month's episode, Amalee Meehan discusses school ethos and how this influences the integration of newly arrived migrant students.
You can connect with Dr Meehan by email email@example.com
Dr Meehan's recent publication on this subject is available (open access) here: https://www.sciencedirect.com/science/article/pii/S2666374022000863
The DCU Anti-Bullying Centre website is here: https://antibullyingcentre.ie/
In this month's episode, Dr Geraldine French discusses Early Childhood and the importance of slow relational pedagogy.
Dr French's publication on slow relational pedagogy is available here: https://drive.google.com/file/d/1V6no4KmbEDvunEWM3f6R4ECEMRWlm428/view
In this month's episode podcast, Audrey Bryan discusses a pedagogical framework - the Social Ecology of Responsibility Framework (SERF) - which she developed as a tool for climate change educators to promote deeper understanding of the complex relationship between individual actions or “ordinary harms” and wider social forces which are responsible for the global climate crisis (Bryan 2021). With reference to her recently published article “Pedagogy of the Implicated”, she discusses the rationale for the SERF as well as the theories, thinkers and concepts that inspired it, as well as some of the ways that it might be applied in classroom contexts.
Pedagogy of the Implicated, published in Pedagogy, Culture & Society, is available here: https://doi.org/10.1080/14681366.2021.1977979
In this episode, I speak with Professor Mathias Urban, Desmond Chair of Early Childhood Education and Director of the Early Childhood Research Centre at the Institute of Education, Dublin City University. Mathias provides a wonderful insight into Early Childhood Education and the role his centre is playing in shaping research, policy and practice in the field.
You can find out more about Mathias here
You can find out more about the Early Childhood Research Centre here and follow the centre on Twitter @dcu_ecrc
In this episode, I speak with Professor Michael O'Leary about the Centre for Assessment Research, Policy and Practice in Education (CARPE). Michael speaks to me about the origins and development of the centre, highlights some recent research completed by the centre, and discusses what's next for CARPE.
In this episode, I speak with Dr Ger Scanlon about the PASTE project. This investigated supported transition for school leavers with intellectual disabilities.
The Progressing Accessible Supported Transitions to Employment (PASTE) project investigated the concept of supported transition for school leavers with intellectual disabilities, as a means of accessing mainstream opportunities in further / higher education, training, and employment (FETE). The study was undertaken by two researchers from Dublin City University, Ireland, across 2017 and 2018. This study investigated outcomes for school leavers with Intellectual Disabilities, who engaged with the WALK PEER supported transition model during their final two years in school. The research process focused on: a) capturing the viewpoints of students attending two special schools, their parents and carers, recent school leavers, and education professionals, and b) measuring employer viewpoints and engagement with the WALK PEER model between August 2015 and February 2018. This research project was funded by the Irish Research Council.
In this episode, I speak with Dr Susan Pike about a recent SCoTENS project, titled 'ENABLE'. This project looks at enquiry in teacher education.
The ENABLE project involved lecturers in Geography, History and Science Education across Ireland. Collaborators Dr Susan Pike (DCU), Dr Sandra Austin (MIE), Dr Karin Bacon (MIE) and Dr Richard Greenwood (Stranmillis University College) were all fascinated by enquiry and wanted to know more about how our students experience enquiry at different levels in their education programmes. All the students who took part were studying to be primary teachers, so were inquiring about aspects of their new profession as well as learning how to implement enquiry with children in schools. The project helped all involved to think about the multiplicities of enquiry we ask our students to engage with.
Further information can be found in the collaborators' recent publication: Greenwood, R., Austin, S., Bacon, K. and Pike, S. (2021) 'Enquiry-Based Learning in the Primary Classroom: student teachers’ perceptions'. Education 3-13, 49 (1) and on the SCoTENS website.
You can connect with Dr Pike on Twitter @SusanJPike