Addressing the concept and evidence of institutional racism in Irish education

This proceedings document tells a critical story of the event. Using a social and cultural perspective on racism, power and education, it provides a set of questions for ongoing public, policy-maker and research debate. The publication and dissemination of this document was planned as part of the ‘New Ideas’ proposal. Its intended audience includes education and social policy-makers, and education and community practitioners, including anti-racism activists

Addressing the Concept and Evidence of Institutional Racism in Education in Ireland:Proceedings from the Racism and Education Conference and Networking Event 2012

The Racism and Education Conference and Networking Event was held on Friday, 17th February2012 in University College Cork. The event was hosted by the UCC School of Education and theInstitute of Social Sciences in the 21st Century (ISS21). The event was organised with funding fromthe Irish Research Council for the Humanities and Social Sciences1 ‘New Ideas’ Scheme 2011-2012.This proceedings document tells a critical story of the event. Using a social and cultural perspec-tive on racism, power and education, it provides a set of questions for ongoing public, policy-mak-er and research debate. The publication and dissemination of this document was planned as partof the ‘New Ideas’ proposal. Its intended audience includes education and social policy-makers,and education and community practitioners, including anti-racism activists

Adolescent Literacy, Identity and School (ALIAS): positions, pedagogies and spaces for learning

The purpose of this paper is to excavate connections between adolescent literacy and identity in post-primary school settings. It will focus on the theoretical framework informing our study as well as a brief discussion of some key findings. The central research aims focusing this part of the Adolescent Literacy, Identity and School (ALIAS) study are to: (i) Investigate the impact of levels of literacy and learning on the identity constructions of first year students in post-primary school (ii) To develop guidelines for a cross-curricular literacy and learning intervention programme in collaboration with student participants

Views from the margins: teacher perspectives on alternative education provision in Ireland

Alternative education provision in Ireland is under-researched. This paper is a qualitative investigation of the perspectives of a purposive sample of ten teachers on curriculum, pedagogy and assessment in their respective alternative settings of a voluntary education centre, a Youthreach centre and a post-primary special school. ‘Funds of knowledge’ ideas contribute to the theoretical framework of the study [Moll, Luis C., Cathy Amanti, Deborah Neff, and Norma Gonzalez. 1992. ‘Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms.’ Theory Into Practice 31 (2): 132–141]. The findings in this paper focus on: (1) how curriculum is enacted and mediated in alternative education settings; (2) the pedagogical decisions of teachers as they strive to connect their students to learning and (3) the tensions in assessment practices as teachers and alternative settings attempt to provide authentic and yet certified evidence of learning through the formal state assessment processes. This article is timely as it offers a view of the under-researched area of alternative settings in Ireland

Promoter methylation analysis of O6-methylguanine-DNA methyltransferase in glioblastoma: detection by locked nucleic acid based quantitative PCR using an imprinted gene (SNURF) as a reference

<p>Abstract</p> <p>Background</p> <p>Epigenetic silencing of the <it>MGMT </it>gene by promoter methylation is associated with loss of <it>MGMT </it>expression, diminished DNA-repair activity and longer overall survival in patients with glioblastoma who, in addition to radiotherapy, received alkylating chemotherapy with carmustine or temozolomide. We describe and validate a rapid methylation sensitive quantitative PCR assay (MS-qLNAPCR) using Locked Nucleic Acid (LNA) modified primers and an imprinted gene as a reference.</p> <p>Methods</p> <p>An analysis was made of a database of 159 GBM patients followed between April 2004 and October 2008. After bisulfite treatment, methylated and unmethylated CpGs were recognized by LNA primers and molecular beacon probes. The <it>SNURF </it>promoter of an imprinted gene mapped on 15q12, was used as a reference. This approach was used because imprinted genes have a balanced copy number of methylated and unmethylated alleles, and this feature allows an easy and a precise normalization.</p> <p>Results</p> <p>Concordance between already described nested MS-PCR and MS-qLNAPCR was found in 158 of 159 samples (99.4%). The MS-qLNAPCR assay showed a PCR efficiency of 102% and a sensitivity of 0.01% for LNA modified primers, while unmodified primers revealed lower efficiency (69%) and lower sensitivity (0.1%). <it>MGMT </it>promoter was found to be methylated using MS-qLNAPCR in 70 patients (44.02%), and completely unmethylated in 89 samples (55.97%). Median overall survival was of 24 months, being 20 months and 36 months, in patients with <it>MGMT </it>unmethylated and methylated, respectively. Considering <it>MGMT </it>methylation data provided by MS-qLNAPCR as a binary variable, overall survival was different between patients with GBM samples harboring <it>MGMT </it>promoter unmethylated and other patients with any percentage of <it>MGMT </it>methylation (p = 0.003). This difference was retained using other cut off values for <it>MGMT </it>methylation rate (i.e. 10% and 20% of methylated allele), while the difference was lost when 50% of <it>MGMT </it>methylated allele was used as cut-off.</p> <p>Conclusions</p> <p>We report and clinically validate an accurate, robust, and cost effective MS-qLNAPCR protocol for the detection and quantification of methylated <it>MGMT </it>alleles in GBM samples. Using MS-qLNAPCR we demonstrate that even low levels of <it>MGMT </it>promoter methylation have to be taken into account to predict response to temozolomide-chemotherapy.</p

Research methods for pedagogy

Aspects of pedagogy are frequently researched, but the concept itself is poorly understood. More than just teaching and learning, pedagogy is about values, identities, relationships and interactions bounded by context. As such, researchers of pedagogy face the challenge of working out what constitutes pedagogical texts, data or evidence, and how these can be generated and understood.Research Methods for Pedagogy begins by exploring the different conceptualisations of pedagogy and their implications for how it is researched. The authors reflect on how their sociocultural stance on pedagogy influences the methods they choose to focus on in the book. Moving beyond just schools and formal pedagogies into informal and everyday pedagogies, the authors use a range of case studies across educational sectors and cultures to discuss methods for researching pedagogy. Common approaches such as ethnography and action research are included alongside some quantitative and quasi-experimental methods and often less familiar participatory, multimodal and reflective methods. The authors demonstrate the relationships between theoretical stance, pedagogical context and research approach. Finally, the book addresses the complexity of pedagogy research through discussion of particular ethical and relational aspects as it highlights innovations and developments in research methods for pedagogy.Boxed case studies, reflections on real research projects, a glossary of key terms and an annotated list of further reading all help to guide students and scholars through their research design and choice of methods in this area

Literacy in Ireland. Country Report. Children and adolescents

European Literacy Policy Network (ELINET