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About NUI Galway
About NUI Galway
Since 1845, NUI Galway has been sharing the highest quality teaching and research with Ireland and the world. Find out what makes our University so special – from our distinguished history to the latest news and campus developments.
Colleges & Schools
Colleges & Schools
NUI Galway has earned international recognition as a research-led university with a commitment to top quality teaching across a range of key areas of expertise.
- Business & Industry
- Alumni, Friends & Supporters
At NUI Galway, we believe that the best learning takes place when you apply what you learn in a real world context. That's why many of our courses include work placements or community projects.
Diversity and Inclusion Projects
Access to Post-primary Teaching (APT) Project
The APT project is funded by the Higher education Authority (HEA) under the Programme for Access to Higher Education (Strand 1: Equity of access to teacher education). The project aims to increase the representation of those from lower socio-economic groups in initial teacher education (ITE) and is a joint NUI Galway and St. Angela’s College, Sligo venture. The NUI Galway aspect of the project includes a number of research and student support aspects, including interviews with APT participants over their two-year PME programme, bursaries, and links to pupils from lower socio-economic groups at second-level through student teachers’ year two practitioner research projects.
PIs: Dr. Elaine Keane and Dr. Manuela Heinz
Post-doctoral Researcher: Dr. Andrea Lynch
Diversity in Initial Teacher Education (DITE)
DITE is a national research project (Principal Investigators: Dr. Elaine Keane and Dr. Manuela Heinz) funded by the Irish Research Council (€96,290, RPG2013-1 (Starter RPG), 2013-2015 and continuing post-funding). It is administered through the Moore Institute, examines the socio-demographic backgrounds, career motivations and diversity experiences of applicants and entrants to undergraduate and postgraduate, primary and post-primary, ITE programmes in Ireland.
Building Teachers’ Professional Knowledge through Collaboration
Andrea Higgins, doctoral research, University of Bath - Irish primary school teachers are facing a very different future, a defining feature of which is their ability to collaborate effectively with colleagues and thereby develop their professional knowledge. It is in the area of provision of education for children with special educational needs (SEN) that this shift to teacher collaboration is most obvious. Within the legislatively mandated context of inclusive education, SEN teachers are now required to collaborate with their classroom colleagues in order to provide the most effective and inclusive teaching possible for students with SEN. Recognizing the challenges that this change brings, this study seeks to answer the question ‘How does collaboration between SEN and other teachers in schools in Ireland build and sustain their professional knowledge? As the first in depth study of this kind in Ireland, the research seeks to provide original insights through the use of semi-structured interviews with 50 Irish primary school SEN teachers. The study investigates the nature of the collaboration taking place and its ability to develop professional knowledge using Little’s (1990) continuum of teacher collaboration as an interpretative lens, the influence of organizational and social workplace factors on collaboration and teachers’ views on how it can better be supported.
Undergraduate, Postgraduate and Employment Experiences of NUI Galway Access Students project (Principal Investigator: Dr. Elaine Keane), funded by Galway University Foundation, was a mixed-methods study and examined the university and employment experiences of students entering NUIG via an access programme since the inception of Access activities in 1997.
International Research on the Effectiveness of Widening Participation project, (Principal Investigator: Dr. Elaine Keane) funded by the Higher Education Funding Council for England (HEFCE) and Office for Fair Access (OFFA), involving six countries USA, Australia, UK, Netherlands, Norway, and Ireland, and for which EK wrote the Ireland report.
International Quality Evaluation Resource for Education Leaders (iQerel). Develop and evaluate an online resource to support school leaders in leading school internal evaluation to lead to better equality outcomes. (Principal Investigator: Professor Gerry Mac Ruairc, Erasmus) The project is operating as International Quality Evaluation Resource for Education Leaders(iQerel). There are a number of publications linked to this project including some empirical work on the efficacy of the online platform.
Room for School:
Examining the role of Early Focus in supporting school engagement. A Longitudinal study of the impact of an Early Focus project on student outcomes in a severely disadvantaged inner city community. (Co-Applicant: Professor Gerry Mac Ruairc, St. James, Basin Lane, 2015). The research is a collaborative venture with Prof Noreen Hayes TCD (formerly DIT).
Capacity Building in Teacher Education Reform in Iraq(contract no: teep.C55-II)
International collaborative project between UCD, the World Bank and The Ministry of Education in Iraq. (Co-Principal Investigator: Professor Gerry Mac Ruairc,). This funding was used to support capacity building in the field of teacher education in the context of post conflict Iraq. It has led to research on education systems in post conflict zones (World Bank report). Recent developments in Iraq have limited the implementation of the outcomes of this work.
Boys, Masculinities, Men Teachers, and Mentorship Project (Co-investigators Kevin Davison, NUI Galway, and Dr. Orla McCormack, University of Limerick, 2011). Arising out of recent scholarship about boys and academic underachievement, data was collected from pre-service teachers in Galway and Limerick to critically investigate the call for more role models for young men.
Citizenship and World Mindedness. International collaborative cross-disciplinary, research between: NUI Galway (K. Davison & E. Keane, School of Education and Su-ming Khoo, Department of Sociology); Victoria University, Wellington, New Zealand (L. Meyer); California State University, Monterey Bay, USA (C. Sleeter); University of Wisconsin-Madison, USA, (K. Zeichner); San Jose State University, USA, (Hyun-Sook Park); Wollongong University, Australia (G. Hoban); University of Nottingham, United Kingdom (P. Sorensen). This research involves surveying diverse undergraduate and postgraduate students to gauge their openness to be agents of social change. Data from the research is shared between the different research sites. Partial funding secured by Su-ming Khoo through NUI Galway Millennium Research Grant (2010-Present).
Bridging Understanding and Reaching Out: Digital Storytelling with Marginalized Young Men in Rural Ireland. (Principal Investigator, Kevin Davison, 2007) Funded by The National University of Ireland, Galway, Millennium Research Fund, €6504. This research examines substance abuse, suicide, and academic underachievement with young men in rural Ireland through digital storytelling.
Post-Colonial Masculinities and Schooling in the New Millennium. (Principal Investigator Professor Blye Frank, Dalhousie University, Halifax, Nova Scotia, Canada, Dr. Kevin Davison, Research Collaborator) (2002-2005) Funded by Social Sciences and Humanities Research Council of Canada (SSHRC) CDN$129,216. This project examined contemporary practices of masculinities in schools in relation to the colonial educational histories of Canada, Australia, and South Africa. There were three research sites: Halifax, Perth, and Durban.
Contradictions and Tensions in the Lives of Men: Exploring Masculinities in the Numerically Female Dominated Professions of Nursing and Elementary School Teaching. (Principal Investigator, Professor Joan Evans, Dalhousie University, Halifax, Nova Scotia, Canada, Research Collaborator, Dr. Kevin Davison) (2003-2006) Funded by Social Sciences and Humanities Research Council of Canada (SSHRC) CDN$133650. This project examined the experiences of men nurses and men elementary school teachers in Canada. There were research sites in three Canadian cities: Vancouver, Winnipeg, and Halifax.