Improving numeracy outcomes for children through community action research

Abstract

Virtue, according to Aristotle, is doing the right things at the right time with the right people for the right end and in the right way. This concept is central to the work of the Early Learning Initiative, an Irish community-based educational initiative. This paper describes how a community of parents, early childhood care and education practitioners and a third-level institution used action research to develop a three-year numeracy programme for children aged zero to six years. The Early Numeracy Project was one of 11 national projects that aimed to influence early years practice, provision and policy in Ireland. Remaining true to our local values and virtuous practice while implementing a national project was challenging, particularly when robust evidence of the impact of the programme on the children and parents in our community was required at national level. Approximately 860 children (zero to six years old) and their families took part in the Early Numeracy Programme each year, with national and local evaluations indicating that the outcomes for children in the programme had improved. The programme is an example of how a local community can use action research and virtuous practices to implement a national programme and improve outcomes for children.

Promoting resiliency, peer mediation and citizenship in schools: The outcomes of a three-fold research intervention

“…Regarding the second category, students seem to find school activities interesting and pleasant since these can lead to advanced reasoning, intelligence, socialization, and a future career. A similar action research study (Bleach, 2015) indicated students' interest for activities in the classroom through which they feel satisfied and willing to participate in.…”