Academic staff from the Science and Mathematics Education area at Mary Immaculate College, Limerick, Ireland are involved in the strategic and operational planning of the Mallow Schools Project with the Mallow Development Partnership Group. The aims of the Mallow Schools Project are to: Improve the achievement levels of mathematics and science in Primary, Junior Cycle and Senior Cycle. Increase the uptake of the sciences and mathematics at all levels. Establish Mallow as the flagship location for innovations in teaching and learning in mathematics and science as made available nationally by EPI-STEM. Evaluation of the first phase of the project was carried out in 2014 by gathering data through questionnaires (N= 27) and interviews (N= 16) from teachers and principals in 16 primary schools that participated in the programme of CPD in Science & Mathematics. The Majority of the teachers felt the active engagement, sharing of resources and ideas and collaboration were effective or very effective. The majority reported improvements in their pedagogy, planning and understanding, gaining confidence in their ability to teach Science and Mathematics.

1. THE MALLOW SCHOOLS PROJECT: DEVELOPING THE “KNOWLEDGE ECONOMY” THROUGH
STEM EDUCATION.
Mary Immaculate College
INTRODUCTION: RESEARCH INTO PRACTICE
SUMMARY OF RESULTS
ABSTRACT
Websites: www.mic.ul.ie
Academic staff from the Science and
Mathematics Education area at Mary
Immaculate College are involved in the
strategic and operational planning of the
Mallow Schools Project with the Mallow
Development Partnership Group.
The aims of the Mallow Schools Project
are to:
• Improve the achievement levels of
mathematics and science in Primary,
Junior Cycle and Senior Cycle.
• Increase the uptake of the sciences
and mathematics at all levels.
• Establish Mallow as the flagship
location for innovations in teaching
and learning in mathematics and
science as made available nationally
by EPI-STEM.
Evaluation of the first phase of the
project was carried out in 2014 by
gathering data through questionnaires
(N= 27) and interviews (N= 16) from
teachers and principals in 16 primary
schools that participated in the
programme of CPD in Science &
Mathematics. The Majority of the
teachers felt the active engagement,
sharing of resources and ideas and
collaboration were effective or very
effective. The majority reported
improvements in their pedagogy,
planning and understanding, gaining
confidence in their ability to teach
Science and Mathematics.
The Mallow Development Partnership involves all
business, community and statutory agencies in and
around the Mallow area sharing a vision to attract
and increase the level of industry in the area.
This project is developing a self-help community-
based model for enhanced science and
mathematics teaching and learning sustainability in
the Mallow district schools through the following
areas:
• building the mathematics and science teachers’
content and pedagogy knowledge through the
provision of quality professional training
developed from evidence-based research,
• developing a community (virtual and real) of
mathematics and science teachers who will
share good practices, develop resources for the
classroom, and continue their own professional
development,
• developing community-led programmes such as
the Mallow Festival of Science and the Smart
Careers Poster Competition to influence attitudes
and perceptions positively towards mathematics
and science and to support the enhancement of
mathematics and science teaching and learning
outcomes in the community,
• implementing appropriate evaluation.
METHODOLOGIES
Phase 1: CPD Programme 2010 – 2014
An extensive sustained programme of CPD in
Science & Mathematics was implemented
successfully throughout each of the 4 years of the
programme in 16 primary schools in the Mallow
district. Figure 1. Provides details of the inputs and
outcomes to date of the project.
Phase 2: Evaluation Process 2014
This involved gathering data through
questionnaires (N= 27) and interviews (N=16) from
teachers and principals in the participating primary
schools.
Teacher Feedback
Mallow Schools Project:
Majority felt the project was relevant to their
needs – 84%.
88% of participating teachers were satisfied
overall.
50% thought the promotion of teacher networks
were effective, 29% average and 21% ineffective.
Most of the teachers were happy with the
content covered in the mathematics (75%,
further 20% neutral) and science (89%) in-
service.
78% and 75% of teachers said they had gained
confidence and updated their knowledge in
the teaching science and maths respectively.
The % of teachers that noted improvements in
the following aspects of their teaching were as
follows:
Teacher Feedback: Before Mallow Project:
• Majority of teachers attended in-service in Maths and
Science irregularly – 81%.
• 69% found that there were insufficient levels of support
and CPD prior to the project.
• 89% and 70% of teachers attended the in-service to boost
confidence and update their knowledge of science and
maths respectively.
Science
(%)
Maths
(%)
Knowledge of the
Syllabus
100 65
Knowledge of the
Concepts
89 65
Ability to carry out
Hands-On Lessons
100 85
Knowledge of a Variety
of Teaching Approaches
100 83
Teachers Commendations of the Mallow
Project:
• The hand-on approach to the CPD made the
concepts easy to understand.
• Lessons presented at the CPD workshops
were easily transferred into classroom.