This paper reports on a research project undertaken with a group (n = 19) of Irish preservice student teachers (PSTs) during the third year of a five-year undergraduate education course. A series of workshops were carried out on the classification and design of mathematics tasks. The research is presented as a case study using mixed methods to gather data at three points, before the workshops, after the workshops, and two years later, when PSTs were in their final year. We argue that task classification and design are curriculum-making activities for mathematics teachers. Through critically classifying and designing mathematics tasks, PSTs developed skills of evaluating the cognitive demand of tasks and showed evidence of using these skills in curriculum making. Through using frameworks to classify tasks, the PSTs demonstrated a capacity to take a more critical role in curriculum making. Our data show that the development of skills in these areas has lasting effects on PSTs' practices and willingness to engage meaningfully with the curriculum in mathematics. The research highlights the need for PSTs to work on evaluating and designing tasks. How frameworks can support and enhance PSTs' capacity to make curricular decisions is evidenced.

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The COVID-19 outbreak resulted in higher anxiety levels, in which cyberchondria played a significant role. However, little is known about the factors that helped individuals maintain their wellbeing amid the pandemic. The current chapter presents selected results from three surveys carried out with school leaders in Ireland in relation to their source of stress, and factors that helped them cope with the COVID-19 crisis. The first survey took place a week after the COVID-19-related school closure (study 1, N = 2,864). The second survey took place two months after the school closure (study 2, N = 939). The third survey took place three months after the school re-opening (study 3, N = 861). Participants were asked about their source of stress and the actions they took to maintain wellbeing. Similarities and differences were identified across all three samples using thematic analysis. Unique factors associated with specific stages of the pandemic were identified. This chapter discusses implications in relation to the policy and practice of school leaders during the school closure.

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