Author: erc

https://doi.org/ Sean Manley and Margaret Farren A national review of Ireland’s Youthreach education programme for early school leavers found staff retention to be a future challenge for the programme (Smyth et al., 2019). With no previous research into staff retention in Youthreach, this study explores the unique characteristics of the programme to identify variables influencingRead more…

https://doi.org/10.54825/123457 Yvonne O’Byrne, Joan Dinneen, & Tara Coppinger Project Spraoi (PS) is a school-based health-promotion intervention aimed at increasing physical activity (PA) and improving nutritional knowledge among primary-school children in Ireland. The study explored the fidelity of the intervention, namely, whether PS was delivered as intended, and examined the processes through which PS and eachRead more…

https://doi.org/10.54825/123458 Gillian Murphy & Ciara M. Greene The replication crisis has had a profound effect on how we conduct research in psychology and relatedly, on how we train university students in research methods. In our teaching of psychological research methods, we may highlight to students that we, as a field, are striving to improve reproducibilityRead more…

https://doi.org/10.54825/123459 Michelle Darmody This article offers a critical reflection on a scoping consultation held in 2019 to examine the opinions of key stakeholders in relation to the place of food education in the Irish primary-school curriculum. The 46 attendees included representatives from four government departments and several health- and food-related organisations. The event marked theRead more…

Peer Mentoring and Interaction Among Mature Students: A Qualitative Study Cheyenne Downey, Caitriona Cunningham, and Conor Buggy Publication date: 06/06/2024   “Food is not a Subject, it is Every Subject”: A Critical Reflection on a Scoping Consultation With Key Stakeholders on Developing Food Education in Irish Primary Schools Michelle Darmody Publication date: 03/03/2024   ConductingRead more…

https://doi.org/10.54825/123456 Cheyenne Downey, Caitriona Cunningham, and Conor Buggy Using original qualitative data obtained through a series of online focus groups, and informed by a review of literature, this article examines peer mentoring and peer interaction amongst mature university students. A combination of students and recent alumni (n = 20), and student advisers (n = 10),Read more…

Peer Mentoring and Interaction Among Mature Students: A Qualitative Study Abstract Cheyenne Downey, Caitriona Cunningham, and Conor Buggy Using original qualitative data obtained through a series of online focus groups, and informed by a review of literature, this article examines peer mentoring and peer interaction amongst mature university students. A combination of students and recentRead more…

FREQUENTLY ASKED QUESTIONS 1. Why are the DTEL and the DTEN being redeveloped? The ERC’s existing screening and diagnostic tests of early literacy (DTEL) and early numeracy (DTEN) are now about 15 years old. Tests tend to become easier the longer that they are in use, as the content becomes more familiar. We also knowRead more…

CEISTEANNA COITIANTA 1. Cén fáth a bhfuil an DTEL agus an DTEN á n-athfhorbairt? Tá trialacha scagthástála agus diagnóiseacha luathlitearthachta (DTEL) agus luathuimhearthachta (DTEN) an FTO thart ar 15 bliana d’aois anois. De ghnáth éiríonn trialacha níos éasca dá fhad a bhíonn siad in úsáid, de réir mar a théann daoine i dtaithí ar anRead more…