MA in Training and Education

Permanent URI for this collectionhttps://dspace.griffith.ie/handle/123456789/343

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Browsing MA in Training and Education by Author "Butler Orla"

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    An Investigation into Teaching and Learning Strategies that Promote Confidence in Students with Learning Disabilities.
    (Griffith College, 2018) Fynes, Orna
    This thesis investigates the use of specific teaching and learning strategies used by teachers in Further Education (FE) to promote the confidence of students with learning disabilities. Students with Learning disabilities are more likely to suffer from issues relating to confidence than their peers without learning disabilities. Confidence is linked to academic achievement and there are specific teaching and learning strategies that can be used to promote confidence. Within this research, the situational context of learning disability within further education is established in relation to demographics and policy. Confidence is discussed and how it relates to learning disability. Teaching and learning strategies that are proven to promote confidence in students with learning disabilities are ascertained based on the findings of the research. All the above is discussed throughout this research is based on an in-depth review of the literature and the analysis of interviews held with experienced teachers in further education. This research finds that there is inconsistency and incoherence in how policy is put into practice within further education in Ireland. The research findings may be used as a resource to contribute to raising awareness among teachers, that specific teaching and learning strategies can be used to have a positive impact on the confidence levels of students with learning disabilities, resulting in positive outcomes such as equity, equality and inclusion. Recommendations, based on the research undertaken, that would benefit students with learning disabilities have been put forward. Areas for further research are identified and outlined in chapter five.
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    Learning in Later Life: A Study of the Experience of Older Adults Engaged in Non-Formal Learning within the Community.
    (Griffith College, 2020) McGuirk, Miriam
    As the world experiences a growing older population this research study explores the participation of older adults in lifelong learning within their community, their motivation for engaging with education, the challenges they face while learning as they age and the benefits derived from learning in a local environment, both at a personal and societal level. Using a qualitative research methodology, a group of older learners was interviewed to establish their views on these issues and to ascertain what is important to them in the learning environment. The study found older learners to be active and engaged citizens who do not regard age as a barrier to learning and view this life stage as one of growth and opportunity; learners want an informal, social learning environment - their relationship with both the tutor and their peers is of key importance; early school experience can have a profound effect on learners and must be considered by adult educators. A key finding was the lack of visibility of this age group, who are no longer in the workforce, in educational policy and planning, with an absence of hard data both at national and European level.