Professor Carmel O'Sullivan
Professor In, Education
Dean of AHSS, Faculty Office : AHSS

Projects

• Title
  • Creative Youth A Systematic Review of Outcomes and Trends across the Creative Youth Plan 2017 - 2022 Insights and Implications:- Final Report
• Funding Agency
  • Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media
• Date From
  • December 2022
• Date To
  • Dec 2023

• Title
  • Arts Alive: A literature review to support curriculum specification development for the area of Arts Education in the reimagining of the primary school curriculum from 2025 onwards
• Summary
  • This research was commissioned by the National Council for Curriculum and Assessment (NCCA) to inform the ongoing development of Ireland"s curriculum for primary and special schools. The research involved a desk-based narrative enquiry to examine and interrogate the evidence for learning through arts education as art, as subject and as pedagogy. The review also included literature in relation to integration within this combination of subjects as well as other subjects. The research questions which guided the study were: 1. Through the lens of the vision and principles of the Draft Primary Curriculum Framework (2023), what is the philosophical basis and educational basis for the curriculum area/subjects of Arts Education? 2. What evidence is provided by the literature on children"s learning and development for the integrated curriculum area of Arts Education in stages 1 and 2 " junior infants to second class, and the subjects of Visual Art, Music, Drama (and other aspects, e.g., Dance, Film and Digital Media) in stages 3 and 4 " third to sixth class? 3. In response to curriculum overload, what are the desired curriculum processes and essential curriculum content (knowledge, skills, values and dispositions) for children"s learning and development in Arts Education and Visual Art, Music, Drama within the broad primary curriculum? 4. What aspects of the curriculum area (the knowledge, skills, values and dispositions) support integration in stages 1 and 2, and what aspects of the subjects support integration in stages 3 and 4?
• Funding Agency
  • National Council for Curriculum and Assessment (NCCA)
• Date From
  • November 2022
• Date To
  • Dec 2023

• Title
  • A Cross Disciplinary Exploration of Arts in Health in Populations of Young People and Children at Risk of Social Exclusion and Disadvantage
• Summary
  • In the last two decades, a growing evidence base around the benefits of arts in health demonstrates an increasing interest from health and arts professionals, researchers, and policymakers into how engagement with the arts can influence population health. Unfortunately, the sword of disadvantage is double edged, engagement in creative and cultural endeavours is in many instances socially and gender patterned whilst those of lower socio-economic positions are also generally at higher risk of poor health. In Ireland, a marked social gradient exists which reveals rates of disease and risk factors for ill health persistently higher amongst lower income groups and similarly shows people from poorer socio-economic backgrounds are less able to access the arts and other types of cultural activities. There is a gap in research in the area of arts in health amongst the Irish population, particularly children and young people in situations of risk. This research lies at the intersection between arts, humanities and health, advocates a cross disciplinary approach and responds to the research gap in Ireland through exploring the impact of a creative arts programme on health and wellbeing amongst children and young people from seldom heard communities. The research aims to identify appropriate content for creative interventions/projects/programmes for young people and children in seldom heard communities and how these could be used to facilitate the expansion and development of this practice in health and youth organisations around the country. The research will also provide a set of policy recommendations with particular emphasis on the development of indicators for the recently published Understanding Life in Ireland A Wellbeing Framework (2022).
• Funding Agency
  • Trinity College
• Date From
  • Sept 2023
• Date To
  • August 2027

• Title
  • Career LEAP (Local Employment Action Partnership) - Phase 5
• Summary
  • Career LEAP (https://careerleap.ie) is an evidence-based work-readiness programme, designed specifically to support young people who face additional and significant barriers to entering the workforce and/or further education. Working with young people in northeast inner city, over 80% are in full time employment or full time education after completing the programme up to 5 years later. Career LEAP works in tandem with local employment initiatives and referrals, including Swan Youth Service Street work team, East Wall Youth, Bradog Youth Service, Focus Ireland (PETE program), NYP1, The Hay Project, Intreo, ICRG, Roslyn Park College, Irish Refugee Council, LYCS CTC, NEIC Programme Office, Crinan Youth Project, Focus Ireland, family members and friends, and former graduates of the programme. Funded and certified mentor training is provided to local business partners on how to support young people who are not in employment, education or training to take up entry level employment opportunities in their companies in the north and south docklands area.
• Funding Agency
  • City of Dublin Education and Training Board; and North East Inner City Taoiseach's Taskforce (NEIC)
• Date From
  • Sept 2022
• Date To
  • Jan 2025

• Title
  • EUFSTIAT: Empowering University Faculty with Student-Cantered Teaching and Innovative Assessment Techniques
• Summary
  • The overall objective of this Erasmus Plus project is to enhance the capacity of faculty members across all disciplines at the Royal University of Bhutan, in using future-oriented teaching, learning, and assessment practices that align with global trends and respond to learners" diverse needs. This objective will be achieved through a series of activities, including the development of five professional development modules by consortium members (Trinity College, Lund University in Sweden, and Bolu Abant Izzet Baysal Universitesi, Turkey). These modules will be made available on the Royal University of Bhutan's Moodle platform as MOOCs, and will be used in offering hybrid professional development to the two Colleges of Education and the faculty members from other colleges of the Royal University of Bhutan and teachers across Bhutanese schools. The project is expected to benefit over 720 faculty members, and over 200 school teachers through professional development. The project will also benefit over 300 pre-service student teachers annually. The project will result in enhancing the capacity of its beneficiaries in meeting the diverse needs of 21st century learners by implementing student-centred teaching strategies, innovative assessment practices, assessment data-based instructional activities, qualitative feedback models, and MOOCs. The project will also foster a culture of using student-centred teaching and innovative assessment practices in Bhutanese schools.
• Funding Agency
  • European Education and Culture Executive Agency
• Date From
  • November 2023
• Date To
  • October 2026

• Title
  • Focusing on what matters: Supporting Irish Traveller children through bridging the fields of occupational therapy and inclusive education
• Summary
  • According to the most recent Census, Irish Travellers make up 32,949 (1%) of the population with children under the age of 15 making up 36% of Irish Travellers. When it comes to education, only 13% of Traveller children complete their second-level education, with only 1% progressing to third-level education (AITHS, 2010). Research in the UK found Traveller groups to have the highest prevalence (54%) of special educational needs (SEN) of all ethnic minority groups in the UK. Overall, the Irish Travelling Community encounters many forms of social exclusions across a wide range of activities such as access to employment, health services, accommodation, and education thus restricting meaningful participation in occupations as well as occupational choices. This research is examining the potential role of a social model of occupational therapy applied in Irish primary school classrooms. The study is part is part of a larger project called Tobar, and is being conducted in collaboration with the Marino Institute of Education and colleagues in OT in Trinity.
• Funding Agency
  • HEA
• Date From
  • Sept 2023
• Date To
  • Aug 2026

• Title
  • Creative Youth Evaluation Guidelines
• Summary
  • Commissioned by Creative Ireland as a consequence of the findings from the Interim Review of Phase One of Creative Youth (2017-2022), this research was informed by a thorough literature review, a scoping of evaluation frameworks, numerous stakeholder consultations and input from the interdepartmental Creative Youth research subgroup. The research sought to develop user friendly guidelines for artists, teachers and researchers involved in Creative Youth and Creative Ireland funded projects. The evaluation guidelines include information on evaluating arts-based and other types of activity aimed at fostering creativity and wellbeing, using quantitative and qualitative methods. The research sought to explore the different purposes of evaluation, identifying challenges involved in evaluating creative practice and how practitioners and organisations may go about tackling these issues.The guidelines are being rolled out nationally for use by all Creative Youth funded projects during Phase Two of the Creative Ireland programme (2023-2027).
• Funding Agency
  • Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media (DTCAGSM)
• Date From
  • November 2022
• Date To
  • Dec 2023

• Title
  • Career LEAP (Local Employment Action Partnership) - Phase 4
• Summary
  • Funding a research fellow to support the implementation and evaluation of the Career LEAP Programme.
• Funding Agency
  • NEIC Taoiseach's Task Force for the North East Inner City
• Date From
  • Sept 2021
• Date To
  • August 2022

• Title
  • Career LEAP (Local Employment Action Partnership) - Phase 3
• Summary
  • The research underpinning the Career LEAP integrated model of service delivery highlights key findings in the area of youth services and education (O'Sullivan, Symonds & Akkermans, 2018). Career LEAP has achieved over 90% success rate to date working with local young people (17-25 years old) in helping them secure sustained employment and/or access to formal education and apprenticeships. This phase of the research project will examine the impact of the Career LEAP model with those who are long term unemployed (26-50 year olds). This older age group is being investigated based on a desire to understand the cycle connected to the role of parents and family members in inclusive labour activation strategies.
• Funding Agency
  • City of Dublin Education and Training Board, North East Inner City Taoiseach's Taskforce (NEIC)
• Date From
  • Jan 2019
• Date To
  • August 2021

• Title
  • Level Up: Enhancing socially disadvantaged young people's career, college and work readiness through a school-based training programme
• Summary
  • Level Up is a school based psychosocial skills training programme for 16 - 18-year olds who are preparing for the school-to-work (STW) transition. The programme design is informed by the occupational and social developmental psychology of career and achievement motivation, identity development, work-readiness and resilience. On the programme, young people enhance their competencies through social cognitive learning, active learning, drama and stress inoculation. Level Up is the senior school companion to the training programme Career Leap for young adults.
• Funding Agency
  • University College Dublin
• Date From
  • April 2017
• Date To
  • Sept 2019

• Title
  • A Systematic Review of the Impact of Phase One of Creative Youth (Pillar One of the Creative Ireland Programme): Interim Report
• Summary
  • Creative Ireland was established in 2017 to support the development of creativity in Ireland and works in partnership with local and national authorities, youth services, community, cultural, enterprise, arts and heritage organisations, creative industries, and schools to nurture and enable creative potential across the full spectrum of Irish society. Creative Ireland has committed to conducting research that investigates creative practices, identified factors that foster and support such practices, and explores their impact on the wellbeing of citizens, and on innovation in creative industries, communities, schools, and nation state. With over 30 initiatives from Creative Youth reporting project specific outcomes from Phase One (2017-2022), the Expert Advisory Group (EAG) will conduct a rigorous systematic review and meta-analysis across the diverse projects to establish the current situation in terms of creative practice with a view to informing future policy in this area. Synthesising the key findings and learning will allow for easier identification of the bigger picture outcomes from Phase One of Creative Youth and support the EAG in advising and guiding national policy in relation to the broader objectives of the Creative Youth programme during Phase Two (2023-2027).
• Funding Agency
  • Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media
• Date From
  • Nov 2021
• Date To
  • Oct 2022

• Title
  • Mapping of Whole Child Development Pedagogies and Models in Western Europe and North America
• Summary
  • This study involves a mapping of pedagogical and assessment initiatives, actors, and change in support of whole child development in 8 Western European countries and in North America. A whole child development (WCD) approach aims to promote multiple interconnected aspects of human growth including cognitive, social, emotional, physical, and talent development. This study covers middle childhood, adolescence, and emerging adulthood, and aims to identify the nature and the scope of current efforts to achieve WCD in schools and other settings, such as youth clubs, service learning community-based projects, outdoor education, and internships for young people. The domains of WCD include physical and emotional health and safety; resilience; artistic and creative development; spiritual development; positive youth development; engagement and connectedness; academic challenge and learning; career and college readiness. This study is being led by the American Institutes for Research (AIR).
• Funding Agency
  • The Porticus Foundation
• Date From
  • February 2017
• Date To
  • August 2017

• Title
  • 'All Heads Together': Working through the visual arts to protect our environment
• Summary
  • This research and development project, commissioned by ReCreate and funded by the EPA, will respond to the data from an earlier study ('Heads UP') by developing and evaluating a set of best practice guidelines and a detailed practice manual, concentrating on artistic processes not templates in visual arts education. 
In addition, a series of specialist CPD training modules for artists, teachers, early years educators, and special needs assistants working in inclusive educational settings with reuse materials will be developed, trialed and evaluated. ReCreate is a social enterprise which makes art materials and educational supplies available to all sectors of society for creative reuse, through salvaging clean reuseable materials from business which would otherwise be sent to landfill.
• Funding Agency
  • Environmental Protection Agency (EPA)
• Date From
  • Jan 2017
• Date To
  • June 2018

• Title
  • Career LEAP (Local Employment Action Partnership) - Phase 2
• Summary
  • Following the successful completion of a pilot study (2015-2016) which highlighted key findings in the area of youth services and education, and resulted in the development of comprehensive training manuals for participants and trainers in the area of work readiness, in this main study we aim to take the learning from the pilot project and evaluate the impact of the Career LEAP programme on young adult (18-24 year-old) unemployed job seekers, their parents/partners/friends, and mentors in local businesses, and assess the impact of a substantial 'train the trainers' education component.
• Funding Agency
  • CDETB (City of Dublin Education and Training Board)
• Date From
  • May 2017
• Date To
  • April 2018

• Title
  • Exploring the generalisability of the 'Social Drama' model
• Summary
  • This study aims to address a key criticism in the literature on disability and autism studies which report that while many social skills interventions for children and young adults have been created and implemented, there are concerns surrounding the generalisability of these skills to other environments. Research has shown that it is difficult for people with ASD to generalise skills from one environment to another and that for positive life outcomes and employability, generalisability of social skills is crucial. Data from phases 1-3 of the longitudinal drama and autism social skills study suggest a positive correlation between attending the programme and participants' social skills development. Using a quasi-ethnographic research approach, this study aims to examine the generalisability of the social skills developed in O'Sullivan's Social Drama model to environments outside of the drama classroom.
• Funding Agency
  • Dormant Accounts Fund (Measure 7 - support for young people with disabilities)
• Date From
  • 2016
• Date To
  • 2018

• Title
  • 'Heads Up': Achieving creative and social inclusion through reuse materials
• Summary
  • 'Heads-Up' is designed to facilitate new avenues of communication, inclusion and collaboration through the arts using surplus materials from manufacturing industries. It aims to encourage a deeper understanding of social and educational inclusion where children and young people with different learning abilities are working creatively side by side to demonstrate that there is no 'right' way to work artistically. Using an 'artist in residence' model, 18 schools and community based inclusive educational settings throughout Ireland will explore the potential of introducing teachers, facilitators, participants and their parents to reuse materials. The workshops will be facilitated by artists using clean, high quality materials from ReCreate that have been salvaged from business. As part of their mission to create a greener environment, ReCreate have commissioned this study to explore the impact of creative reuse of materials in socially inclusive settings.
• Funding Agency
  • Environmental Protection Agency
• Date From
  • 2016
• Date To
  • 2017

• Title
  • 'The Drummer and the Goalkeeper'
• Summary
  • Consultant to a feature length movie written and directed by Nick Kelly. 'The Drummer and the Goalkeeper' is the story of an unlikely friendship between a 25-year-old rock'n'roll party loving young man with bipolar disorder who revels in rejecting society's rules, and a 17-year-old goalkeeper who suffers from Asperger Syndrome and yearns to fit in.
• Funding Agency
  • The Irish Film Board (Catalyst Scheme)
• Date From
  • 2016
• Date To
  • 2016

• Title
  • Career LEAP (Local Employment Action Partnership)
• Summary
  • This pilot study is a collaborative partnership between community youth organisations, over 20 members of the Business in the Community (BITC) business network operating in the docklands area, and research partners. Adapting the DIEAC framework, it aims to design, implement and evaluate a unique 'work readiness' programme to reduce barriers to training and employment for hard to reach 18-24 year olds in the north inner city. Using a collaborative approach, this study will draw from research, participants' individual needs, and the expertise of large businesses to create and evaluate an innovative model of 'work readiness'.
• Funding Agency
  • CDETB; Dept of Children and Youth Affairs; participating businesses
• Date From
  • Dec 2015
• Date To
  • Feb 2017

• Title
  • Artful Dodgers (Phase 3): Working in partnership with parents
• Summary
  • This study aims to explore the impact of a mentoring programme with parents of the young children who participated in earlier phases of the Artful Dodger's research programme. It involves working with parents to introduce them to new and creative forms of engagement in arts practices. It aims to examine the efficacy of an artistic model of continuous professional development in enhancing parents' knowledge of the arts, and increase their active participation and engagement through the arts with their early years children in their home settings.
• Funding Agency
  • Arts Office, Fingal County Council and Arts Education Research Group (AERG), TCD
• Date From
  • 2015
• Date To
  • 2017

• Title
  • 'Social Drama©'
• Summary
  • To disseminate the results from a longitudinal research study examining the impact of a new drama based approach to developing social skills called 'Social Drama©', developed in the School of Education in association with Aspire.
• Funding Agency
  • ASPIRE (Asperger Syndrome Association of Ireland) and Arts Education Research Group (TCD)
• Date From
  • 2015
• Date To
  • 2017

• Title
  • Youth Theatre: Context, Research and Practice
• Summary
  • The Arts Education Research Group (AERG) in the School of Education, Trinity College, and the National Association for Youth Drama (NAYD) have established a research partnership to explore youth theatre practice in Ireland. NAYD supports the development of youth theatre in Ireland and works in partnership with local authorities, youth services, theatres, arts centres, organisations and individuals. NAYD is committed to conducting research that investigates youth theatre practice and explores its impact on the artistic, social and personal development of the young person. In order to develop youth theatre research in an academically rigorous manner, the aim of this study is to conduct an exhaustive literature review to establish the current situation in terms of youth theatre practice and research. There appears to be an absence of peer reviewed published research specific to this sector. In phase 1 of the study, the School of Education and NAYD aim to examine the existing, relevant literature in this field and lay the groundwork for future research.
• Funding Agency
  • Irish Research Council
• Date From
  • May 2015
• Date To
  • May 2017

• Title
  • Sub-types in Autism Spectrum Disorder
• Summary
  • The data from an ongoing large-scale longitudinal research project involving the use of educational drama in the social skills education and development of children and young people with an ASD, support compelling evidence for the existence of 12 sub-types across the high functioning end of the autism spectrum. This study aims to examine the implications of this data in terms of extending existing knowledge on how to communicate, interact with and support children and young people who represent different sub-types on the autism spectrum. The development and exploration of these new sub-types holds considerable potential for changes in policy, practice and future research in the field.
• Funding Agency
  • ASPIRE (Asperger Syndrome Association of Ireland); National Lottery
• Date From
  • 2013
• Date To
  • 2017

• Title
  • Artful Dodgers (Phase 2): A co-mentoring programme for early years educators working in partnership with two artists
• Summary
  • Project Aims: . To deliver a co-mentoring programme between the early years educators in two community crèches and two artists, where the focus is on 'artistic practice'. . To examine whether Artful Dodgers as a model that includes 'the experiential' in Phase One and 'co-mentoring' in Phase Two, can sustain arts practices in early years settings. . To examine the efficacy of an artistic model of continuous professional development in enhancing early years educators' knowledge of the arts, and in their abilities to initiate a change in their practice and increase engagement with the arts in their childcare settings.
• Funding Agency
  • Arts Office Fingal County Council and the Arts Education Research Group (TCD)
• Date From
  • 2014
• Date To
  • 2015

• Title
  • Artful Dodgers (Phase 1): an early years music and visual arts programme for children aged 3-5 years
• Summary
  • . To explore the impact of an artist in residence model that works through two arts forms with the children and Early Years Educators in two community childcare services. 'An artist in residence model' will be adopted where two artists will be located in early childhood care services, delivering integrated music and visual arts workshops to children aged between 3-5 years. The study aims to examine the impact of the arts on the development of early literacy and numeracy practices. Through observing the artists in residence, it is intended that the Early Years Educators will develop a strong foundation in music and the visual arts and be equipped with the skills to embed these arts practices in their services once the arts programme is finished.
• Funding Agency
  • Arts Office Fingal County Council and Fingal County Childcare Committee
• Date From
  • 2013
• Date To
  • 2014

• Title
  • The Wonder Project - An early years arts education programme for Traveller mothers and their children
• Summary
  • Fingal County Council Arts Office, Fingal Traveller Organisation, community artists and the School of Education Arts Education Research Group, aim to pilot a unique Early Years Arts programme for Traveller children and their mothers living in North County Dublin. The programme will introduce young children (5 months to 3.5 years) and their mothers to a quality arts experience, primarily through the media of Music and Visual Arts. Strand One will be developed as an 'Artist Residency Model for Arts Development and Parental Involvement', and will involve the use of the DIEAC Framework in its design, implementation and evaluation. The study aims to examines the role of the arts in engaging mothers with their young children, and encourages them to practice the arts in their home, so that their children become regularly exposed to arts experiences.
• Funding Agency
  • Fingal County Council Childcare Committee
• Date From
  • 2012
• Date To
  • 2013

• Title
  • The DIEAC Framework (Design, Implement and Evaluate Arts in Context)
• Summary
  • In response to the diversity and significance of collaborative arts practices in a range of social and community contexts, the School of Education in partnership with Create (National Development Agency for Collaborative Arts in Social and Community Contexts) and the Arts Council, propose to research and develop the DIEAC framework (conceived by Carmel O'Sullivan and Sarah Tuck). This framework is proposed on the basis of providing an adaptive and flexible tool for designing, implementing and evaluating arts in context (DIEAC). Existing guidelines and models mainly cater either for project planning or retrospective evaluation. This forward-looking framework is predicated on the basis of providing a holistic approach to artists working in social and community contexts. The DIEAC framework will utilise the Arts Council's Artist in the Community Scheme, managed by Create, as the source material for the research enquiry.
• Funding Agency
  • Create, The Arts Council and the Arts Education Research Group (TCD)
• Date From
  • 2012
• Date To
  • 2015

• Title
  • Social skills education through drama for children and young people on the autism spectrum
• Summary
  • Asperger Syndrome (AS) is a pervasive developmental disorder, which most researchers feel falls at the higher-functioning end of the Autistic Spectrum. Individuals with AS can experience significant difficulties with social interaction and communication, flexible thinking, and imaginative play. People with the syndrome are often characterised by an impairment in social interaction as well as stereotyped patterns of behaviour, interests, and activities. There is no known treatment that has any effect on the basic impairments underlying Asperger Syndrome, but challenges can be diminished by appropriate management and education. The prime motivation for this research project came from the realisation that although it is widely recognised that young people with Asperger Syndrome lack the ability to empathise with other people, there is little research on how to help them develop this ability, as most literature in the field focuses on the outcome rather than the process: on methods to enable children achieve social skills by imitating the 'correct' (acceptable) behaviours, rather than helping them decode the images they see and understand the meanings below the surface. This project aims to investigate whether the sustained use of an integrated creative arts approach with specific focus on the use of drama in education will lead to a more successful social, personal, emotional and cognitive education of young people with AS. It aims to bring about a greater understanding of what it means to live with AS and the implications on one's life.
• Funding Agency
  • ASPIRE (Asperger Syndrome Association of Ireland); National Lottery funding
• Date From
  • 2009
• Date To
  • 2012

• Title
  • Integrated Executive Function (IEF) Training
• Summary
  • This study is investigating the effects of a novel form of brain training with children and young people with Autism Spectrum Disorder (ASD). It is a collaborative study between researchers in Trinity College, DCU and ASPIRE, and is the first of its kind to take place in Ireland.
• Funding Agency
  • ASPIRE (Asperger Syndrome Association of Ireland)
• Date From
  • 2009
• Date To
  • 2012

• Title
  • 'Corduroy' - a short film based on a young adult with high functioning autism
• Summary
  • Consultant to a short film based on the life of a young adult with high functioning autism (written and directed by Hugh O'Connor). 'Corduroy' was selected for competition at the 60th Berlin Film Festival (2010) and at the Dublin Film Festival (2010).
• Funding Agency
  • Irish Film Board
• Date From
  • 2009
• Date To
  • 2010

• Title
  • Raising student and public awareness of Ireland's roles and responsibilities towards developing countries
• Summary
  • Collaboration between the Schools of Economics and Education
• Funding Agency
  • Dept. of Foreign Affairs/Irish Aid joint funded project
• Date From
  • 2008
• Date To
  • 2011

• Title
  • Global Development through Education: Enhancing Teacher Education and Educational Research through International Co-operation
• Summary
  • 13 collaborating HE institutions in Ireland, Northern Ireland, Uganda and Lesotho
• Funding Agency
  • The Programme of Strategic Cooperation between Irish Aid and Higher Education Institutions
• Date From
  • 2007
• Date To
  • 2011

• Title
  • Asperger Syndrome: A Practical Guide for Parents, Young People, Teachers and Other Professionals
• Summary
  • This project was set up to research and create an educational DVD which has been distributed to every school in Ireland, and also to parents, professionals and other carers of young people with an Autism Spectrum Disorder (ASD) nationally and internationally. It features interviews with key personnel working in multidisciplinary teams to support children and young people with an ASD. Special features include video footage of the Drama in Education social skills education programme.
• Funding Agency
  • Department of Education and Science, ASPIRE, School of Education (TCD) and AVMS (TCD)
• Date From
  • 2007
• Date To
  • 2009

• Title
  • 'Good Buzz - Bad Buzz'
• Summary
  • This theatre in education performance was researched and devised to launch the Task Force Report on Joyriding and raise awareness of the potential role of drama and theatre in education as a creative and educational tool to stimulate debate and discussion about issues of youth joyriding nationally.
• Funding Agency
  • Blue Drum: The Government Arts Specialist Support Agency
• Date From
  • 2006
• Date To
  • 2006

• Title
  • The role of drama in language development and social disadvantage
• Funding Agency
  • National Children's Strategy (Office for the Minister of Children)
• Date From
  • 2004
• Date To
  • 2008

• Title
  • The use of Drama in Education in the holistic education of young people with Asperger Syndrome
• Funding Agency
  • Dormant Accounts Fund, The Ireland Fund, Dublin Bus and the Asperger Syndrome Association
• Date From
  • 2004
• Date To
  • 2009

• Title
  • Schoolscape@future (lead partner)
• Summary
  • This EU Minerva Project investigated a vision for the 21st Century School in which ICT is integrated into ICT practice in schools. Through working with successful schools and industrial experts, the project identified examples of innovative practice in the three member countries (Ireland, UK, and Portugal). A database of best practice was prepared using "networked knowledge" between teachers, researchers and industry in order to create teacher briefing packs which contain new models of practice for school teachers as well as a series of case studies which benefit teachers, researchers, teacher trainers and learners across Europe.
• Funding Agency
  • EU Minerva Open and Distance Learning Initiative
• Date From
  • 2001
• Date To
  • 2004

• Title
  • Development of a Research Framework and Evaluation Guidelines for the Creative Youth Plan (2023-2027)
• Summary
  • The systematic analysis provided the Creative Youth Working Group and the Ministers with an overview of outcomes and trends on the delivery of creative opportunities for children and young people in Ireland, achieved during Phase One of the Creative Youth Plan. Arising from those findings, the development of easy to use, robust evaluation and reporting tools was commissioned to facilitate timely and standardised collection of data and evidence on a systematic basis during the Creative Youth Plan 2023-2027.
• Funding Agency
  • Dept. of Tourism, Culture, Arts, Gaeltacht, Sport and Media
• Date From
  • 1st November 2022
• Date To
  • 31st August 2023

• Title
  • Evaluation Framework and Guidelines for the Creative Youth Plan (2023-2027)
• Summary
  • The systematic analysis provided the Creative Youth Working Group and the Ministers with an overview of outcomes and trends on the delivery of creative opportunities for children and young people in Ireland, achieved during Phase One of the Creative Youth Plan. The recommendations called for the development of easy to use, robust evaluation and reporting tools will facilitate timely and standardised collection of data and evidence on a systematic basis during the Creative Youth Plan 2023-2027.
• Funding Agency
  • Dept of Tourism, Culture, Arts, Gaeltacht, Sport and Media
• Date From
  • Nov 1st 2023
• Date To
  • August 31st 2023