In Ireland as elsewhere, the value of putting evidence and scientific advice at the centre of public policy-making, has rarely been more evident. The prominence of the science-policy interface has renewed interest in the prospects for evidence based policy (EBP) in education. Notwithstanding the political rhetoric around EBP in education, little…

In Ireland, as elsewhere, there has been growing recognition around the importance of using research evidence to inform educational policy and practice at both a national government and individual school level. Despite such importance, there is currently a dearth of empirical, peer-reviewed studies regarding the use of research evidence in the…

This paper presents findings from a review of 19 national curriculum policy frameworks (NCPFs) across the globe and discusses dominant and culturally specific discourses that shape early childhood education (ECE). We combine two frameworks of developmental universality and specificity and culturally contextualised pedagogy to explore whether and…

Student behaviour is a perennial concern for educators, parents, and policy-makers alike. The present study involved an ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in primary school classrooms in the Republic of Ireland. Online survey data from 1035 primary school teachers revealed that the most…

Evidence-based practices (EBPs) are recognised as essential elements of learning and teaching programmes for autistic students in Irish primary school classrooms. Through these practices, teachers can feel confident that they are supporting autistic students using recognised and validated research. This paper reports on Irish teachers' familiarity…

The professionalisation of social care practice in Ireland, after a period of dormancy, has experienced rapid advancement toward statutory regulation and reform. Yet, the limited literature available in Ireland on the subject matter, almost exclusively predates these changes. This paper presents a theoretically informed commentary on the…

Released in 2012, The Review of Philanthropy in UK Higher Education (The Pearce Report) looked back over the territory UK Higher Education had covered in philanthropy, surveyed the surrounding landscape, and looked ahead to expected progress in the decade to follow. The Council for Advancement and Support of Education (CASE) and More Partnership…

Autism evidence-based practices (EBPs) are those with demonstrated improved outcomes for students with autism across a range of skill areas, yet issues persist in adopting these in classroom settings- particularly in general education (GE) settings. This research aimed to identify teacher training, years of experience, access to allied…

Teachers are responsible for providing effective education for children with autism, and a range of evidence-based practices (EBPs) have been linked to better outcomes. Teacher perspectives on the implementation of EBPs are essential in understanding why a research-to-practice gap in the field of autism education persists. This study examines…

Peer Assisted Leaning (PAL) programmes have been shown to enhance learner confidence and have an overall positive effect on learner comprehension, particularly in subjects traditionally perceived as difficult. This research describes the findings of a three-cycle Action Research study into the perceived benefits of implementing such a programme…

This article presents the novel Child Attachment Relationship (CAR) Guide for social workers in child protection and fostering. The Guide was created to promote social workers' understandings of children's attachment relationship and to identify the means through which those understandings might be enhanced towards their practice. The research and…

This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of learning development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate…

Technology is omnipresent in our rapidly changing digital world. Capitalising on these technologies is paramount for education systems to support a modern workforce. This study presents a review of 10 countries, highlighting how different public education systems have integrated digital technologies for teaching and learning. These education…

Comprehensive School Physical Activity Programs (CSPAP) coordinate physical activity opportunities for school-age children through physical education, programs offered before/after school and during the school day, and those facilitated through staff involvement and community engagement. An active school is considered to implement quality physical…

Utilising a case study of evidence-based policy (EBP) commissioned by government we explore how academic outputs can serve several purposes, depending on the political milieu and the values and ideologies of any given party. Our commissioned research was being carried out in the context of significant policy change for lone parents in Ireland…