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You searched for +publisher:"Dublin City University" +contributor:("Travers, Joe"). Showing records 1 – 2 of 2 total matches.

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Dublin City University

1. Farrell, Mark. Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home.

Degree: School of Education Studies, 2017, Dublin City University

An important rationale of special education, from an adult perspective, is to support people with intellectual disability to live independently. The Government’s central policy objective for people with disabilities is contained in ‘Towards 2016’ and states that they should be supported to lead full and independent lives. This presents many challenges for adult educators in building the skill set for individuals to reach this goal, especially for people with learning difficulties and literacy problems. This study developed the culinary skills of adults with a moderate intellectual disability which enabled them to live more independently. The possession of cooking skills has been linked to improved diet and healthier life style. The project was a collaborative qualitative investigation which was initiated by participants themselves. Research had previously demonstrated the effectiveness of training for adults through the use of video-modelling using another person as overt auditory prompting model. This study used a new self -empowered method of training using an eclectic mix of learning strategies with the latest evidenced based research in digital video technology. This study taught cooking skills in a group setting and then enabled adult students to transfer their new skills to their home living environment. Recipes were devised based on the food preferences of participants. A video template recording of their cooking was edited by the researcher for their use as a learning tool which included participant’s self-generated overt auditory prompting. The intervention was carried out over a period of six months in that time the participants learnt to cook at home. After one additional month they had retained their skills and after twelve months they were cooking for themselves in their home and said they enjoyed the experience. Advisors/Committee Members: Travers, Joe, Logan, Anna.

Subjects/Keywords: Education; Teaching; Adult education; Educational technology; DVD recordings; healthy food choices; food safety training; cooking assignments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Farrell, M. (2017). Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/21963/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Farrell, Mark. “Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home.” 2017. Thesis, Dublin City University. Accessed June 16, 2019. http://doras.dcu.ie/21963/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Farrell, Mark. “Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home.” 2017. Web. 16 Jun 2019.

Vancouver:

Farrell M. Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home. [Internet] [Thesis]. Dublin City University; 2017. [cited 2019 Jun 16]. Available from: http://doras.dcu.ie/21963/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farrell M. Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home. [Thesis]. Dublin City University; 2017. Available from: http://doras.dcu.ie/21963/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Dublin City University

2. Brennan, Aoife. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.

Degree: School of Education Studies, 2017, Dublin City University

In the Irish context, inclusive education has experienced transformative policy development in recent years, stemming from the international inclusion focus. The commitment to inclusive education is espoused in the Education for Persons with Special Educational Needs Act (EPSEN) (2004) and the plethora of legislation and policy that followed. However, at the coalface, the implementation of inclusive practice continues to be met with myriad challenges. Professional development (PD) is necessary to move inclusive education forward, yet PD has been inconsistent in this area. This inconsistency has resulted in a lack of teacher confidence and competence in enacting inclusive practice. Furthermore, transmissive models of PD are prevalent in the Irish context, despite demonstrating little impact on teacher learning. Transformative models of PD such as professional learning communities (PLCs) hold promise for whole-school reform. However, this form of PD remains under-utilised for developing inclusive practice. This study addresses the research gap relating to PLCs for inclusive practice. It is underpinned by a theoretical framework which combines an inclusive pedagogical approach (Florian, 2014) and key principles of effective PD arising from the literature, which informed the development of a PLC for inclusive practice in a primary school. Furthermore, impact of engagement in the PLC on teachers’ professional practice was explored using an evidence-based evaluation framework. This research adopted a predominantly qualitative case-study design which employed interviews, observation of practice, a researcher reflexive journal and pre-and post-study scales. A multi-layered approach to data analysis revealed key research findings relating to teacher professional learning for inclusive practice. The findings evidence that a PLC, underpinned by an inclusive pedagogical approach, positively impacted teacher attitudes and beliefs, and teacher efficacy, towards inclusive practice. In addition, the PLC had a positive impact on teachers’ individual and collaborative practice. The findings suggest that inclusive practice can be effectively developed through an on-site PLC that is characterised by critical dialogue and public sharing of work. Recommendations proffer design principles to underpin the development of PLCs for inclusive practice. These include systemic factors which were evidenced as key to supporting the PD initiative, namely: leadership for inclusion, cultivation of a safe and supportive space, external/internal support, and teacher agency. Such factors are important considerations at the macro and micro levels of the education system in the conceptualisation of PD to support teacher professional learning for inclusive practice. Advisors/Committee Members: Travers, Joe, King, Fiona.

Subjects/Keywords: Education; Inclusive and Special Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Brennan, A. (2017). Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/21956/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brennan, Aoife. “Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.” 2017. Thesis, Dublin City University. Accessed June 16, 2019. http://doras.dcu.ie/21956/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brennan, Aoife. “Exploring the impact of a professional learning community on teacher professional learning for inclusive practice.” 2017. Web. 16 Jun 2019.

Vancouver:

Brennan A. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. [Internet] [Thesis]. Dublin City University; 2017. [cited 2019 Jun 16]. Available from: http://doras.dcu.ie/21956/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brennan A. Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. [Thesis]. Dublin City University; 2017. Available from: http://doras.dcu.ie/21956/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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