This report provides new insights into teaching and learning in primary classrooms. Drawing on the Growing Up in Ireland study, the findings highlight how children’s experiences vary quite dramatically depending on the school they attend and the teacher they have.
There is large variation across schools, and within schools, in the time allocated to particular subject areas. This may mean that some students have over 18 full days less instruction than others in subjects such as Mathematics.
Speaking about the report, author Dr. Selina McCoy stated:
“The report highlights significant variation in the types of teaching and learning experiences primary school children have. While this reflects schools and teachers adapting timetabling and teaching approaches to the perceived needs of different students, the report points to the need to balance this flexibility at the school level with ensuring that all children have exposure to varied subjects and methods”.
For further information please contact:
Dr Selina McCoy (Senior Research Officer, ESRI), 01 8632059, firstname.lastname@example.org;
Dr Emer Smyth (Research Professor, ESRI), 01 8632058, email@example.com;
Dr Sarah Fitzpatrick (NCCA), 087 9675170, email: Sarah.Fitzpatrick@ncca.ie
Note to Editors:
1. The Primary Classroom: Insights From the ‘Growing Up In Ireland’ Study, by Selina McCoy, Emer Smyth and Joanne Banks (ESRI), published jointly by the ESRI and NCCA, will be published online on the ESRI website and the NCCA website at 1 pm Wednesday 18th January. The embargo is until 1 pm Wednesday 18th January.
2. A media briefing will be held at 10 am on Wednesday 18th January.
3. Growing Up in Ireland is a Government-funded study of children being carried out jointly by the ESRI and Trinity College Dublin.
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