| Dr Daniel Capistrano |
De Oliveira De Castro, H. C., Capistrano, D., Ranincheski, S., & Bisong Tambe, E. (2020) Is Self-Expression Chic? Globalisation, Value Change and Convergence in Latin America. Revista Latinoamericana de Opinión Pública, 9(2), 29-48.  |
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| Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies. |
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| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
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| Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2021). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies. |
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| Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. |
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| Professor Marie Clarke |
| Clarke, M., Liddy, M., Raftery, D., Ferris, R., & Sloan, S. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education, 50(5), 579-595. |
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| Clarke, M., Barrett, T., Dignam, B. J., Galvin, Á., Hyland, S., & Jennings, D. (2021). Early-career STEM faculty members’ perceptions on their teaching praxis. International Journal for Academic Development. |
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| Clarke, M., & Hui Yang, L. (2021). Internationalization: Perspectives From University Faculty in the Republic of Ireland.. Journal of Studies in International Education, 25(2), 136-151. |
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| Clarke, M. (2021). Education for the country girls: vocational education in rural Ireland 1930–1960. History of Education, 1-16. |
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| Clarke, M., & Hui Yang, L. (2021). Internationalization: Perspectives From University Faculty in the Republic of Ireland. Journal of Studies in International Education, 25(2), 136-151. |
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| Clarke, M., Barrett, T., Dingam, B., Galvin, A., Hyland, S., & Jennings, D. (2021). Early-career STEM faculty members’ perceptions on their teaching praxis. International Journal for Academic Development, 1-14. |
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| Dr Margaret Crean |
| Crean, M. (2020). ‘Personal’ troubles and public spaces: The community as a site of care and social action. Community Development Journal, 55(4), 607-623. |
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| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
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| Lynch, K., Kalaitzake, M., & Crean, M. (2021). Care and affective relations: Social justice and sociology. Sociological Review, 69(1), 53-71. |
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| Dr Catriona Delaney |
| Delaney, C. (2021). ‘There seems to be some misunderstanding’: church-state relations and the establishment of Carraroe comprehensive, 1963–67. Irish Educational Studies. |
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| Professor Dympna Devine |
| Cockburn, T., & Devine, D. (2020). Recognising Children’s citizenship in the social care system. British Journal of Social Work, 50(7), 2135-2151. |
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| Bolotta, G., & Devine, D. (2021). Contested futures: The ‘humanitarian value’ of childhood in rural Sierra Leone. Current Sociology. |
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| Crummy, A., & Devine, D. (2021). Childhood(s) through time: an intergenerational lens on flexible narratives of childhood in Irish coastal communities. Children's Geographies. |
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| Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies. |
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| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
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| Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2021). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies. |
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| Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. |
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| Dr Giulio D'Urso |
| D’Urso, G., Symonds, J., & Pace, U. (2020). Emergent Forms of Psychopathology and Their Associations with Homophobic Bullying in Adolescents: An Exploratory Quantitative Study. Sexuality and Culture, 24(5), 1418-1431. |
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| D'Urso, G., Symonds, J., & Pace, U. (2020). The role of psychoticism in the relationship between attachment to parents and homophobic bullying: A study in adolescence. Sexologies, 29(4), e103-e110. |
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| Pace, U., Kusev, P., D’Urso, G., Ruggieri, S., & Passanisi, A. (2021). Gambling Disorders Among Young Women Regular Gamblers: The Unique and Common Contribution of Executive Thinking Style and Mindfulness. Journal of Gambling Studies. |
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| Pace, U., D’Urso, G., & Zappulla, C. (2021). Psychological Predictors of Homophobic Bullying Among Adolescents and Young Adults: The Role of Parental Psychological Control and Sensation Seeking. Journal of Child and Family Studies, 30(3), 603-610. |
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| D’Urso, G., Symonds, J., & Pace, U. (2021). Positive Youth Development and Being Bullied in Early Adolescence: A Sociocultural Analysis of National Cohort Data. Journal of Early Adolescence, 41(4), 577-606. |
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| Pace, U., D’Urso, G., Ruggieri, S., Schimmenti, A., & Passanisi, A. (2021). The Role of Narcissism, Hyper-competitiveness and Maladaptive Coping Strategies on Male Adolescent Regular Gamblers: Two Mediation Models. Journal of Gambling Studies, 37(2), 571-582. |
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| Pace, F., D’Urso, G., Zappulla, C., & Pace, U. (2021). The relation between workload and personal well-being among university professors. Current Psychology, 40(7), 3417-3424. |
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| Pace, U., D’Urso, G., & Zappulla, C. (2021). Hating among adolescents: Common contributions of cognitive distortions and maladaptive personality traits. Current Psychology, 40(7), 3326-3331. |
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| Dr Declan Fahie |
| Fahie, D. (2020). The lived experience of toxic leadership in Irish higher education. International Journal of Workplace Health Management, 13(3), 341-355. |
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| Fahie, D., & Dunne, G. (2021). Standing by or standing up?—how philosophy can (in)form our understanding of bystander behaviours in workplace bullying dynamics. Societies, 11(2). |
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| Dr Emma Farrell |
| Farrell, E. (2020). On Encountering the Difficulty of Reality: Philosophical Perspectives on Why We Respond and Why We Turn Away. Studies in Arts and Humanities, 6(1), 30-34. |
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| Farrell, E., & Mahon, Á. (2021). Understanding student mental health: difficulty, deflection and darkness. Ethics and Education, 16(1), 36-50. |
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| Ms Rachel Farrell |
| Farrell, R. (2020). Co-Operating Teachers: The Untapped Nucleus of Democratic Pedagogical Partnerships in Initial Teacher Education in Ireland. Educational Research and Perspectives, 47(1), 131-156. |
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| Farrell, R. (2021). Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in Ireland. Irish Educational Studies, 40(2), 161-167. |
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| Farrell, R. (2021). The School–University Nexus and Degrees of Partnership in Initial Teacher Education. Irish Educational Studies. |
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| Ms Ruth Ferris |
| Clarke, M., Liddy, M., Raftery, D., Ferris, R., & Sloan, S. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education, 50(5), 579-595. |
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| Professor Judith Harford |
| Harford, J. (2020). All Changed: Changed Utterly: Covid 19 and Education. International Journal for the Historiography of Education. |
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| Fleming, B., & Harford, J. (2021). The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?. Irish Educational Studies. |
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| Fitzgerald, T., & Harford, J. (2021). Life threads: reading the professional lives of Mary Hayden (1862–1942) and Virginia Crocheron Gildersleeve (1877–1965). History of Education, 50(4), 485-500. |
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| Harford, J., & Redmond, J. (2021). ‘I am amazed at how easily we accepted it’: the marriage ban, teaching and ideologies of womanhood in post-Independence Ireland. Gender and Education, 33(2), 186-201. |
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| Fitzgerald, T., & Harford, J. (2021). Life Threads: Reading the professional lives of Mary Hayden (1862-1942) and Virginia Crocheron Gildersleeve (1877-1965). History of Education. |
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| Assoc Professor William Kinsella |
| Kinsella, W. (2020). Organising inclusive schools. International Journal of Inclusive Education, 24(12), 1340-1356. |
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| Stack, K., Symonds, J. E., & Kinsella, W. (2020). Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder. Frontiers in Education, 5. |
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| Stack, K., Symonds, J. E., & Kinsella, W. (2021). The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review. Research in Autism Spectrum Disorders, 84. |
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| Professor Kathleen Lynch |
| Lynch, K., Kalaitzake, M., & Crean, M. (2021). Care and affective relations: Social justice and sociology. Sociological Review, 69(1), 53-71. |
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| Dr Áine Mahon |
| Farrell, E., & Mahon, Á. (2021). Understanding student mental health: difficulty, deflection and darkness. Ethics and Education, 16(1), 36-50. |
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| Mahon, Á., & Henry, S. (2021). But who are all these journal articles for? Writing, reading and our unhandsome condition. Cambridge Journal of Education. |
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| Mahon, Á. (2021). Towards a higher education: Contemplation, compassion, and the ethics of slowing down. Educational Philosophy and Theory, 53(5), 448-458. |
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| Mahon, Á. (2021). From joyce to mckeon: The university, the humanities, and the becoming teacher. Philosophy and Literature, 45(1), 255-267. |
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| Dr Gabriela Martinez Sainz |
| Murphy, C., Mallon, B., Smith, G., Kelly, O., Pitsia, V., & Martinez Sainz, G. (2021). The influence of a teachers’ professional development programme on primary school pupils’ understanding of and attitudes towards sustainability. Environmental Education Research, 27(7), 1011-1036. |
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| Martinez Sainz, G. (2021). Children’s agency, children’s rights and the digital environment. IINFancia. Inter-American Children's Institute of the Organization of American States (OAS), 11, 13-21. Retrieved from https://issuu.com/institutointeramericanodelninolanin/docs/boletiin_11_ingl_s |
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| Mallon, B., & Martinez-Sainz, G. (2021). Education for children's rights in Ireland before, during and after the pandemic. Irish Educational Studies, 40(2), 285-294. |
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| Dr Deirdre McGillicuddy |
| Grannell, A., le Roux, C. W., & McGillicuddy, D. (2020). "I am terrified of something happening to me" The lived experience of people with obesity during the COVID-19 pandemic.. Clinical obesity, 10(6), e12406. |
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| Grannell, A., le Roux, C. W., & McGillicuddy, D. (2021). “You Are Always at War With Yourself” The Perceptions and Beliefs of People With Obesity Regarding Obesity as a Disease. Qualitative Health Research. |
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| McGillicuddy, D. (2021). Edu-Parenting during Covid-19 - Reflections of a primary-school parent. Ireland's Education Yearbook 2020. Retrieved from https://irelandseducationyearbook.ie/ |
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| McGillicuddy, D., & Machowska-Kosciak, M. (2021). Children’s right to belong?—the psychosocial impact of pedagogy and peer interaction on minority ethnic children’s negotiation of academic and social identities in school. Education Sciences, 11(8). |
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| Professor Deirdre Raftery |
| Clarke, M., Liddy, M., Raftery, D., Ferris, R., & Sloan, S. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education, 50(5), 579-595. |
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| Raftery, D. (2020). Convents as transnational education spaces in the long nineteenth century. Espacio, Tiempo y Educacion, 7(2), 193-205. |
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| Delaney, C., & Raftery, D. (2021). Becoming ‘everything rolled into one’: understanding how sister-teachers experienced the immediate impact of the free education scheme, c. 1958–1968, an oral history approach. Journal of Educational Administration and History, 53(1), 35-49. |
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| Regan, E., & Raftery, D. (2021). Out of Africa: oral histories of overseas volunteering in education, c. 1950–2010. History of Education, 50(4), 517-535. |
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| Elena Samonova |
| Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2021). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies. |
|
| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
|
| Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies. |
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| Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. |
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| Dr Joyce Senior |
| Merrigan, C., & Senior, J. (2021). Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system?. Irish Educational Studies. |
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| Dr Seaneen Sloan |
| Clarke, M., Liddy, M., Raftery, D., Ferris, R., & Sloan, S. (2020). Professional learning and development needs of women teachers in the Republic of Pakistan: a social realist perspective. Cambridge Journal of Education, 50(5), 579-595. |
|
| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
|
| Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2021). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies. |
|
| Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies. |
|
| Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. |
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| Dr Aimee Smith |
| Faas, D., Foster, N., & Smith, A. (2020). Accommodating religious diversity in denominational and multi-belief settings: a cross-sectoral study of the role of ethos and leadership in Irish primary schools. Educational Review, 72(5), 601-616. |
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| Winter, K., Neeson, L., Sweet, D., Smith, A., Millen, S., & Connolly, P. (2020) Social Innovation and Social Work: A Case Study of the Early Intervention Support Service. The British Journal of Social Work. |
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| Professor Ciaran Sugrue |
| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
|
| Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies. |
|
| Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2021). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies. |
|
| Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. |
|
| Assoc Professor Jennifer Symonds |
| D’Urso, G., Symonds, J., & Pace, U. (2020). Emergent Forms of Psychopathology and Their Associations with Homophobic Bullying in Adolescents: An Exploratory Quantitative Study. Sexuality and Culture, 24(5), 1418-1431. |
|
| D'Urso, G., Symonds, J., & Pace, U. (2020). The role of psychoticism in the relationship between attachment to parents and homophobic bullying: A study in adolescence. Sexologies, 29(4), e103-e110. |
|
| Stack, K., Symonds, J. E., & Kinsella, W. (2020). Student and Parent Perspectives of the Transition From Primary to Secondary School for Students With Autism Spectrum Disorder. Frontiers in Education, 5. |
|
| D’Urso, G., & Symonds, J. (2021). Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review. Educational Review. |
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| Torsney, B. M., Korstange, R., & Symonds, J. E. (2021). Changing misconceptions of abilities: The impact of a brief mindset refutation text intervention. Psychology in the Schools. |
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| Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2021). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies. |
|
| Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2021). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare. |
|
| Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., Symonds, J., & Smith, A. (2021). Power, agency and children’s time use in rural Sierra Leone. Children's Geographies. |
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| Jindal-Snape, D., Symonds, J. E., Hannah, E. F. S., & Barlow, W. (2021). Conceptualising Primary-Secondary School Transitions: A Systematic Mapping Review of Worldviews, Theories and Frameworks. Frontiers in Education, 6. |
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| D’Urso, G., Symonds, J., & Pace, U. (2021). Positive Youth Development and Being Bullied in Early Adolescence: A Sociocultural Analysis of National Cohort Data. Journal of Early Adolescence, 41(4), 577-606. |
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| Symonds, J. E. (2021). Do smaller class sizes in school matter? Experts say yes. Educational Review, 73(6), 802-804. |
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| Devine, D., Bolotta, G., Samonova, E., Sugrue, C., Sloan, S., Symonds, J., & Capistrano, D. (2021). Becoming ‘brilliant’: Generationing education and development in rural Sierra Leone. Childhood, 28(2), 262-278. |
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| Salmela-Aro, K., Tang, X., Symonds, J., & Upadyaya, K. (2021). Student Engagement in Adolescence: A Scoping Review of Longitudinal Studies 2010–2020. Journal of Research on Adolescence, 31(2), 256-272. |
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| Stack, K., Symonds, J. E., & Kinsella, W. (2021). The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review. Research in Autism Spectrum Disorders, 84. |
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| Flanagan, R. M., & Symonds, J. E. (2021). Self-talk in middle childhood: A mechanism for motivational resilience during learning. Psychology in the Schools, 58(6), 1007-1025. |
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| Symonds, J. E., Schreiber, J. B., & Torsney, B. M. (2021) Silver linings and storm clouds: Divergent profiles of student momentary engagement emerge in response to the same task.. Journal of Educational Psychology, 113(6), 1192-1207. |
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