Research

Research enables artists and teachers to contextualise their visual responses and interpretations of the world. In addition, theorising your practice in the classroom allows educators to become more aware and critical of their methodologies. Throughout the PME programme, academic writing was held in high regard, and research investigations were completed in sociology, history and philosophy, psychology, curriculum, and assessment and the change Lab experience. I recently completed a research project in the subject area of Discovery Learning. Below you can see a sample of this research.

"Going beyond the information given" - Jerome Bruner

Selection of Essays

This essay discusses the image of Enoch Burke, a teacher who was dismissed for refusing to use preferred pronouns for a transgender student due to his religious convictions. The image portrays a strict disciplinarian who is unapproachable and inflexible, embodying the conflict theory in the sociological literature on education. The author wants to become a more accepting, open-minded, and understanding teacher who actively combats discrimination and prejudice. The author also wants to ensure a culture of respect and inclusivity for all students, including LGBTQ+ individuals. The text highlights the role of Catholicism in Irish schools and the importance of not allowing personal religious beliefs to interfere with teaching and creating a positive learning environment.

History and Philosophy

This essay discusses recent changes to Ireland's special education needs (SEN) program and the significant discussions they have sparked. The essay focuses on the history of special education within an Irish context and investigates the changes brought about by various acts such as the Equal Status Act 2000-2015, the Education for persons with special education needs (EPSEN) Act 2004, the Disability Act 2005, and the UN Convention on the Rights of Persons with Disabilities. Special needs include cognitive, physical or sensory, emotional and behavioural, and speech and language difficulties. The essay highlights that each child has individual strengths, personalities, and experiences, and particular disabilities impact differently on individual children. The main paragraph discusses the changes in Ireland's special education program from the 1960s to the mid-1980s and how the integration of children with special needs into mainstream schools began to influence Irish educational policy. The essay concludes by stating that changes to the special education program have been made to ensure that children with disabilities are entitled to equal treatment in education.

Curriculum Studies

This essay discusses the concept of a hidden curriculum in society and education, including implicit messages, values, and behaviours reinforcing dominance and power. The hidden curriculum is harmful and can exclude students with special educational needs. The curriculum is a set of planned activities designed to implement a particular educational aim. The hidden curriculum is what the student takes from the learning situation in school, not necessarily what was intended. Teachers enforce the hidden curriculum and can harm students who cannot fit into the mold. The essay concludes by suggesting that we must name the hidden curriculum and advocate for change to address its harmful effects.

Reflective Practice

This text explores the tension between structured learning outcomes and fostering genuine creative development in art education. It draws on the theoretical frameworks of Bruner, Dewey, and Csikszentmihalyi and employs reflective practice as the primary methodology. The study aligns personal teaching philosophy with practical classroom applications and advocates for education that mirrors the creative process of art-making. The essay employs Csikszentmihalyi's concept of Flow to craft a classroom paradigm that promotes discovery learning, autonomy, and constructive feedback, fostering a space where students can immerse themselves in creative fulfilment. The goal is to nurture creativity within the constructs of educational structures, leading to a more engaged and dynamic learning experience.

Research Dissertation

This study explores the impact of discovery learning strategies on students' engagement, confidence, and creativity within a first-year art class. The research utilises a qualitative, action research methodology to gather observations and data, and the findings suggest that integrating discovery learning within the visual arts, specifically within the context of 3D sculpture, improves students' engagement and understanding. The research concludes that discovery learning can contribute to a meaningful and student-centred educational experience and suggests further study to establish the reliability of the findings and to extend the duration of unit of learning (UOL).

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Dissertation

Discovery Learning

The underpinning research explores how discovery learning influences first-year art students' engagement, confidence, and creativity. Utilising a constructivist approach advocated by educational theorists like Dewey and Piaget and observing through qualitative action research, the study gauges the impact of this pedagogy in an art curriculum focused on 3D sculpture. Data was collected using questionnaires and teacher diaries, revealing positive student attitudes and classroom dynamics shifts. The findings promote discovery learning to enrich art education and call for broader, more diverse investigations to validate these results.

Ciara Connolly Professional Portfolio

Research

"Going beyond the information given" - Jerome Bruner

Selection of Essays

Sociology

History and Philosophy

Curriculum Studies

Reflective Practice

Research Dissertation

Dissertation

Discovery Learning

Change Lab

Collaborative Action Research Project

Psychology of Education

Research

"Going beyond the information given" - Jerome Bruner

Selection of Essays

History and Philosophy

Research Dissertation

Dissertation

Change Lab

Collaborative Action Research Project

Psychology of Education

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