Exploring the emerging unexpected consequences of a differentiated curriculum in Irish at lower post-primary level.

Sarah O'Grady, Aisling Ní Dhiorbháin

Dublin City University, Ireland

EKARA Project: Enhancing Equity and Awareness in Initial Teacher Education through Reasonable Accommodations/Adjustments for Students with Disabilities in Ireland

Donna Hazzard¹, Camelia Bran², Craig Neville³, Joe Hughes⁴, Gemma Campion⁵, Claire Connolly⁶

1: St Mary's University College; 2: University College Cork; 3: University College Cork; 4: St Mary's University College; 5: University College Cork; 6: St Mary's University College

How the Education Doctorate Forms and Informs Future Scholarly Practitioners in Ireland and the United States

Aoife Brennan¹, Alan Gorman¹, Jill Perry², Elizabeth Reilly³, Kathleen Wallace⁴

1: Dublin City University; 2: University of Pittsburgh; 3: North Dakota State University, USA.; 4: Sacred Heart University

Methodologies for Participatory Practice with Children Aged Birth to 5 Years in Early Childhood Education settings

Deirdre Horgan

UCC, Ireland

The National Síolta Aistear Initiative -Supporting Curriculum Enactment and Quality in Early Childhood

Sandra O'Neill¹, Lorraine Farrell²

1: Pobal, Ireland; 2: National Council for Curriculum and Assessment, Ireland

Turning Up the Volume: Amplifying Educators’ Voices on Quality in Early Childhood Education Across Ireland

Glenda Walsh¹, Nóirín Hayes², Leah O'Toole³

1: Stranmillis University College, United Kingdom; 2: Trinity College, Dublin; 3: Maynooth University

Research in Practice: Teachers and Early-Years Educators as Researchers

Marie McLoughlin¹, Suzanne O'Keefe¹, John Meegan¹, Caitriona McDonagh², Máirín Glenn²

1: Froebel Department of Primary and Early Childhood Education, Maynooth University; 2: Network for Educational Action Research Ireland (NEARI)

Reflections and Learnings from Three Years of Teachers Leading Mentoring: Strengthening School–University Partnerships Through Collaborative Mentor Teacher Development

Karen Maye

UCD, Ireland

The STEM Preparation Paradox: Building Primary Generalist Efficacy in a Crowded ITE Curriculum

Melanie Nash

RMIT University, Australia