Research impact: This is the final report from a 4-year multi-faceted, multi-dimensional study on the impact of the introduction of the Framework for Junior Cycle. Guided by the important principles of independence and robust scholarly inquiry, the study captured students’, teachers’, school principals’, parents’ and stakeholders’ perspectives using a variety of different research tools. The research did not aim to evaluate the work of teachers or schools. Instead, it explored how the curriculum was enacted and experienced. Working with schools (as opposed to conducting research on schools), the study enabled the participants to tell their stories of their engagement with this curriculum change. The study was also sensitive to the needs and individual circumstances of the participating schools, adjusting research plans and schedules to respond to schools’ unique circumstances, particularly in the context of COVID-19 restrictions, while maintaining the methodological integrity of the research.
McGarr, O., McCormack, O., O’Reilly, J., Lynch, R., Hennessy, J., Power, J., O’Meara, N., Lenihan, R., Calderón, A., Ó Gallchóir, C., Leahy, K., Neary, A., MacPhail, A., McMahon, J. & Goos, M.
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