Recent Research Publications
The Opening of University Education to Women in Ireland, Judith Harford.
This new publication by Judith Harford (UCD) appeared in December 2007, and is published by Irish Academic Press. The book examines the opening of university education to women in Ireland, locating the discussion within the wider social, political and cultural context of nineteenth-century Irish society and within international developments in the reform of higher education for women.
The first complete study of the history of female education in Ireland was published in 2007. Female Education in Ireland, 1700-1900, by Deirdre Raftery (UCD) and Susan M, Parkes (TCD) was launched in April 2007.
Flexible Childhood? Exploring Children's Welfare in Time and Space'(University Press of Southern Denmark).
This book co-edited by Dr Dympna Devine
with Helga Zeiher (Berlin), Anne Trine Kjorholt (NTNU Trondheim) and
Harriet Strandell (University of Helsinki) documents changes in
children's time and space in Europe and the impact on children's
welfare.
Tensions between demands from the market economy, dynamics
of rationalisation and technology and visions of a 'good' childhood'
are discussed, raising questions about the impact of the childhood
project of modernity on the 'best interest of the child.
Educational, Medical and Advisory Provision for Children with Epilepsy in Ireland
To date, no research on the incidence of epilepsy among school going
children has been carried out in Ireland. This book, Educational, Medical and Advisory Provision for Children with Epilepsy in Ireland by Dr Joyce Senior,
of the School of Education, University College Dublin, gives an
invaluable insight into the experiences of parents of children with
epilepsy. The research provides a detailed aetiogical account of the
condition, which includes familial incidence of epilepsy, associated
pregnancy and birth circumstances, early developmental history and the
specific symptomatology of the condition. An insight into the social
context of epilepsy and the effects which a diagnosis of epilepsy has
on family adjustment, is also given. Educational difficulties
experienced by children with epilepsy and the effect the condition has
on school progress and behaviour are described in detail.
Men and the Classroom: Gender imbalances in teaching, London and New York: RoutledgeFalmer, 2005
Sheelagh Drudy, Maeve Martin, Máiríde Woods, John O'Flynn
The teaching of young children has long been dominated by women. This global phenomenon is firmly rooted in issues relating to economic development, urbanization, the position of women in society, cultural definitions of masculinity and the value of children and childcare. Yet, despite media scare stories and moral panics about the underachievement of boys, there are surprisingly few empirically supported answers to vital questions such as:
- Is the feminization of teaching really a problem?
- How is the relationship of gender and teaching considered within a framework of feminist theory?
- What are the perceptions of students of teaching, in comparison to other professions?
- Why are so few men attracted to teaching?
- Can more men be attracted into the classroom?
This groundbreaking book has undertaken one of the largest, most in-depth studies ever carried out on this topic, in order to assess both teachers and students' views of teaching as a career. Radical and social change are inevitably called upon in order to increase the proportion of men entering the primary teaching profession, but many short-term and more achievable strategies are also suggested here that could be implemented by policy makers and senior managers quickly and effectively. Academics, students, and researchers will also find a long overdue expose of one of the most critical issues facing the teaching profession today.
Sheelagh Drudy (Co-authored with Expert Group, 2001), Educational Provision and Support for Persons with Autistic Spectrum Disorders: the Report of the Task Force on Autism, Dublin: The Stationery Office
This landmark study, undertaken by an Expert Group, chaired by
Professor Sheelagh Drudy, has had a substantial impact on state policy
in relation to the education of children with autistic spectrum
disorders. The Task Force reviewed the range of educational provision
and the support services available to children with autistic spectrum
disorders in Ireland. It assessed the adequacy of educational provision
and support services. It reviewed the range of special needs which
arise as a result of ASDs and the need to address such needs either in
integrated settings or by way of special dedicated provision. It made
recommendations appropriate for the development and adjustment of
existing policy approaches, educational provision and support services,
in order to bring about the delivery of an appropriate, effective and
efficient educational service to children with autistic spectrum
disorders.
The full report and recommendations may be viewed at: http://iier.isciii.es/autismo/pdf/aut_sped.pdf