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"Darmody, Merike"
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Policy and practice in language support for newly arrived migrant children in Ireland and Spain
Over the last decades, migration across Europe has continued to increase. Consequently, offering educational support for migrant students in the schools of host countries has been an extensively debated issue across Europe and further afield, especially in countries with a history of immigration. However, less is known about how education systems in the 'new' immigration countries have responded to the needs of recently arrived migrants. This article focuses on language support measures set up for migrant students in state-funded schools in the Republic of Ireland and Spain - both multilingual countries with more than one official language and with a heterogeneous migrant population. In reviewing educational policy and practice in these jurisdictions in the areas of language support for migrants, this article seeks to contribute to the debate on challenges involved in supporting language acquisition by migrant students in formal educational settings.
Journal Article
Primary school principals ' job satisfaction and occupational stress
Purpose
– The purpose of this paper is to explore the factors associated with occupational stress and job satisfaction among Irish primary school principals. A principal’s job has become increasingly demanding and complex in recent decades. However, there is little current research into their levels of stress and job satisfaction, particularly based on nationally representative data. In order to understand how principals perceive their job and how best to support them, new insights into factors contributing to job satisfaction and stress of school principals are warranted.
Design/methodology/approach
– The paper draws on an analysis of Growing up in Ireland data, a national representative study of nine-year-old children in Ireland. In order to explore the simultaneous impact of individual and school factors on stress and job satisfaction of principals in Irish primary schools, multivariate analysis was used. Analyses in this paper are based on responses from principals in 898 schools.
Findings
– The results of the study indicate that a significant number of primary school principals in Ireland are not very satisfied and feel stressed about their job. Regression analysis revealed that job satisfaction and occupational stress were related to a complex set of personal characteristics, working conditions, school context and teacher climate.
Research limitations/implications
– The data are limited to primary school principals. However, this is in itself an advantage since it allows for greater insights into variation across principals in job satisfaction and stress, holding the effect of school level constant.
Originality/value
– This is the first study of its kind in the Irish context that explores the simultaneous effect of a number of factors on school principals’ stress and job satisfaction.
Journal Article
Out-of-School Social Activities among Immigrant-Origin Children Living in Ireland
In recent years, the children of immigrants have become an integral part of the Irish national tapestry. This article sheds light on their social engagement outside the formal education system by exploring sports and cultural participation among the children of immigrants. Participating in sport, fitness and cultural pursuits provides children and young people with opportunities for enjoyment and social interaction and may ultimately strengthen community cohesion. In addition, cultural participation outside school has been found to enhance engagement and academic progress within school. The findings show that, at nine years of age, immigrant-origin children are less likely to take part in organised sports or structured cultural activities (such as music or dance classes) than their Irish peers. The participation gap is greater for those from non-English-speaking backgrounds and those whose families are from Eastern Europe, Africa or Asia. The gap between immigrant and Irish children's leisure participation reduces over time, although involvement at nine has a notable influence on participation at 13 and involvement among Asian young people remains lower than among other groups. Lower self-reported popularity levels among immigrant-origin 13-year-olds are largely explained by lower levels of involvement in organised sports. The findings therefore have implications for ensuring the inclusion of immigrant children in out-of-school activities and for their integration more generally.
Journal Article
(No) time to engage: an exploratory mixed-method study into factors predicting the engagement of postgraduate research students in Ireland
Worldwide, HEIs strive to provide the best possible training for their PGRs, the next generation of researchers. PGRs engagement is crucial for a successful completion of their training, however, research on the experiences of PGRs is limited. Moreover, the number of international PGRs has increased steadily over the last decade, which poses the question whether international PGRs have different engagement levels compared to local PGRs. Therefore, thus study is aimed at filling this research gap by investigating the mechanisms that influence the engagement of these groups of students. The paper focuses on the dimensions of (1) students’ engagement with the supervisor, (2) their engagement within the department, and (3) their cognitive engagement, by taking a mixed-method approach that draws on the Irish PGR StudentSurvey.ie 2019 data and 14 semi-structured interviews conducted with PGRs at Trinity College Dublin (TCD) in 2021. The findings indicate that differences in engagement between Irish and international students are mainly influenced by perceived financial security and familiarity with institutional structures and environments, are mediated by their relationship with the supervisor, and ultimately influence the time available for engagement. Therefore, the findings will be relevant to policymakers and HEIs as they offer insights into how challenges for PGR students can be mitigated through supervisor support to encourage higher levels of engagement.
Journal Article
Engagement of International Students at Irish Higher Education Institutions
Existing research paints a mixed picture of how international students fare academically following a transition to a host higher education institution. Most studies that have examined differences between domestic and international students' engagement have treated international students as a homogenous group. Less evidence is available on the experiences of international students from different regional groups. Drawing on Irish Student Engagement Survey data, this article explores the extent to which international students' engagement differs from that of their Irish peers, and whether there are differences across regions of origin. The findings indicate that while international students are highly engaged compared with their Irish counterparts, regional differences persist when the data were disaggregated. The article is of potential interest to policymakers and higher education institutions, offering insights into how the provision of services and supports to international students could be better targeted.
Journal Article
Post-school transitions in Ireland: a case study of Russian-speaking students
This article examines the post-school pathways of Russian-speaking students in Ireland after completing secondary education; the importance of personal and institutional factors in shaping their transition process, and the role of parents and schools in achieving the post-school goals. The article draws on the qualitative exploratory study of 14 Russian-speaking migrant-origin students, to see how this group progresses beyond secondary schooling in the Irish education system. The study found that all participants had high educational aspirations. Most students achieved their desired first-choice post-school pathway, despite coming from a different linguistic and cultural background. The article points to a range of factors, which affect the post-school transition of migrant young people. The findings are discussed in light of Ireland's liberal welfare state model with neo-liberal tendencies where those in positions of power can buy into the advantages of the more neo-liberal side of the regime.
Journal Article
'Everybody is Available to Them': Support Measures for Migrant Students in Irish Secondary Schools
Migration to Ireland is continuing, albeit at a much slower pace, and migrant children continue to have a strong presence in Irish schools. How well these students integrate into the Irish education system depends, at least partially, on the support measures the schools have put in place for them. This article draws on the results of a large-scale empirical study on academic and social support measures available in Irish secondary schools, and contributes to the debate on challenges, in terms of inclusivity, posed by immigration into Ireland. The article discusses approaches taken at government and school level in addressing the needs of new arrivals, offering a comparative perspective of various support models in the EU. While there is a growing body of research on the experiences of migrant children and young people in schools, few previous studies have drawn on a nationally representative data set and focused specifically on the support measures migrant students can have access to.
Journal Article
Engagement of International Students at Irish Higher Education Institutions
Existing research paints a mixed picture of how international students fare academically following a transition to a host higher education institution. Most studies that have examined differences between domestic and international students’ engagement treated international students as a homogenous group. Less evidence is available on the experiences of international students from different regional groups. Drawing on Irish Student Engagement Survey data, this article explores the extent to which international students’ engagement differs from that of their Irish peers, and whether there are differences across regions of origin. The findings indicate that while international students are highly engaged compared to their Irish counterparts, regional differences persist when the data were disaggregated. The paper is of potential interest to policymakers and higher education institutions, offering insights into how the provision of services and supports to international students could be better targeted.
Journal Article
Engagement of International Students at Irish Higher Education Institutions
Existing research paints a mixed picture of how international students fare academically following a transition to a host higher education institution. Most studies that have examined differences between domestic and international students' engagement have treated international students as a homogenous group. Less evidence is available on the experiences of international students from different regional groups. Drawing on Irish Student Engagement Survey data, this article explores the extent to which international students' engagement differs from that of their Irish peers, and whether there are differences across regions of origin. The findings indicate that while international students are highly engaged compared with their Irish counterparts, regional differences persist when the data were disaggregated. The article is of potential interest to policymakers and higher education institutions, offering insights into how the provision of services and supports to international students could be better targeted.
Journal Article