Education | UCD Research.

Book

Dr Shane Bergin
Bergin, S., & Fahie, D. (2021). Peigí's Adventures in Science. Dublin: UCD. Retrieved from https://peigisadventures.com/
Professor Kathleen Lynch
Lynch, K. (2021). Care and Capitalism: Why Affective Equality Matters for Social Justice. Cambridge: Polity Press.
Professor Deirdre Raftery
Raftery, D. (2021). Teresa Ball and Loreto Education Convents and the Colonial World, 1794-1875.

Book Review

Dr Gabriela Martinez Sainz
Martinez Sainz, G. (2021). Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj. London: University College London Press. doi:10.14324/IJDEGL.13.2.08.

Chapter

Professor Dympna Devine
Devine, D. (2021). Social Habitus in Childhood. In H. Montgomery (Ed.), Oxford Bibliographies in Childhood Studies.. New York: Oxford University Press.
Dr Emma Farrell
Farrell, E. (2021). Darkness, Wellness and World Views: The University’s Role in Shaping Students’ Experiences of Mental Health and Distress. In Debating Higher Education: Philosophical Perspectives (pp. 133-143). Springer Nature Singapore. doi:10.1007/978-981-16-5277-6_11
Professor Kathleen Lynch
Lynch, K. (2022). Omsorg,kapitalisme og politikk. In Torgatta Blad No. 1 2022 (pp. 14-17). Norway: Torgatta Blad.
Lynch, K. (2022). Student Carers in Higher Education: Navigating, Resisting, and Re-inventing Academic Cultures. In G. Hook, M. -P. Moreau, & R. Brooks (Eds.), Student Carers in Higher Education (pp. 18 pages). UK: Routledge Research in Higher Education.
Lynch, K. (2022). Affective equality in higher education: Resisting the culture of carelessness. In Student Carers in Higher Education: Navigating, Resisting, and Re-inventing Academic Cultures (pp. 10-27). doi:10.4324/9781003177104-2
Dr Áine Mahon
Mahon, Á. (2022). The Gift of the Interval?: Revisiting the Promises of Higher Education. In Á. Mahon (Ed.), The Promise of the University: Reclaiming Humanity, Humility, and Hope. Dordrecht: Springer.
Dr Gabriela Martinez Sainz
Martinez Sainz, G. (2021). Countering Scepticism and Mistrust Towards Children’s Rights Within Education: Fulflling Article 29 in Mexico Through Teachers’ Training on Human Rights. In Children’s Rights from International Educational Perspectives. Wicked Problems for Children’s Education Rights (pp. 217-230). Switzerland: Springer.
Assoc Professor Jennifer Symonds
Jones, M. H., & Symonds, J. (2022). ARE PEER RELATIONSHIPS IN CLASSROOMS HELPFUL? HURTFUL? HOW?. In Peer Relationships in Classroom Management: Evidence and Interventions for Teaching (pp. 10-24). doi:10.4324/9781003189855-3

Conference Paper

Dr Daniel Capistrano
Devine, D., Sugrue, C., Samonova, E., Capistrano, D., Sloan, S., & Symonds, J. (2021). The intersection between family, gender and schooling in the experiences of young children in rural Sierra Leone - a mixed methods analysis. In European Conference on Educational Research.
Professor Dympna Devine
Devine, D., Sugrue, C., Samonova, E., Capistrano, D., Sloan, S., & Symonds, J. (2021). The intersection between family, gender and schooling in the experiences of young children in rural Sierra Leone - a mixed methods analysis. In European Conference on Educational Research.
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2021). Exploring mothers' perspectives of family-school connectivity during the transition from preschool to primary school in Ireland. In European Conference on Educational Research.
Crummy, A., & Devine, D. (2022). I’m Treading Water Here for My Generation:’ gendered and generational perspectives on informal knowledge transmissions in Irish coastal communities. In Sustainability and Development.
Dr Mags Liddy
Raftery, D., Clarke, M., Ferris, R., Atwal, J., Sloan, S., & Liddy, M. (2022). ‘Passing the baton’: women, education leadership and convent schooling in Pakistan. In American Educational Research Association Vol. Paedagogica Historica. This conference, due to take place in San Francisco, was cancelled due to Covid 19; the article was published in 2022 in Paedagogica Historica.. doi:10.1080/00309230.2021.2004175
Dr Gabriela Martinez Sainz
Caballero, C. M., Martinez Sainz, G., Senior, J., & Arnaiz Sanchez, P. (2021). The right to active participation in the community: The Lived Experiences of Art.23 of the UNCRC for Children and Adolescents with SEN in Ireland. In ECER. Online.
Martinez Sainz, G. (2021). Children Defending Human Rights Online: Enacting their rights to be heard, organise and express their views. Trollhättan, Sweden: University West.
Dr Deirdre McGillicuddy
McGillicuddy, D. (2021). Primary Education Post-Pandemic: A Call to Empower Teacher Agency for Creativity and Innovation. In Irish National Teachers' Organisation Education Conference. Retrieved from https://vimeo.com/646404133
Frazer, K., Kroll, T., Kelleher, C., Fitzpatrick, P., McDonnell, T., McGillicuddy, D., et al. (2021). Patient and Public Involvement: Supporting smoke-free homes collaborations in Ireland – who needs to be at the table?. In Faculty Public Health Medicine, RCPI, Winter Scientific Meeting (pp. 54). Dublin: RCPI. Retrieved from https://rcpi-live-cdn.s3.amazonaws.com/
Professor Deirdre Raftery
Sloan, S., Liddy, M., Clarke, M., Ferris, R., & Raftery, D. (2021). 'Learning on the job': Women leading schools in developing contexts. In European Conference on Educational Research.
Raftery, D., Clarke, M., Ferris, R., Atwal, J., Sloan, S., & Liddy, M. (2022). ‘Passing the baton’: women, education leadership and convent schooling in Pakistan. In American Educational Research Association Vol. Paedagogica Historica. This conference, due to take place in San Francisco, was cancelled due to Covid 19; the article was published in 2022 in Paedagogica Historica.. doi:10.1080/00309230.2021.2004175
Raftery, D. (2022). Writing the life of mother M. Teresa Ball: Sources and Silences. In HWBRI Annual Conference. University College Dublin.
Elena Samonova
Devine, D., Sugrue, C., Samonova, E., Capistrano, D., Sloan, S., & Symonds, J. (2021). The intersection between family, gender and schooling in the experiences of young children in rural Sierra Leone - a mixed methods analysis. In European Conference on Educational Research.
Dr Joyce Senior
Caballero, C. M., Martinez Sainz, G., Senior, J., & Arnaiz Sanchez, P. (2021). The right to active participation in the community: The Lived Experiences of Art.23 of the UNCRC for Children and Adolescents with SEN in Ireland. In ECER. Online.
Dr Seaneen Sloan
Devine, D., Sugrue, C., Samonova, E., Capistrano, D., Sloan, S., & Symonds, J. (2021). The intersection between family, gender and schooling in the experiences of young children in rural Sierra Leone - a mixed methods analysis. In European Conference on Educational Research.
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2021). Exploring mothers' perspectives of family-school connectivity during the transition from preschool to primary school in Ireland. In European Conference on Educational Research.
Sloan, S., Liddy, M., Clarke, M., Ferris, R., & Raftery, D. (2021). 'Learning on the job': Women leading schools in developing contexts. In European Conference on Educational Research.
Professor Ciaran Sugrue
Devine, D., Sugrue, C., Samonova, E., Capistrano, D., Sloan, S., & Symonds, J. (2021). The intersection between family, gender and schooling in the experiences of young children in rural Sierra Leone - a mixed methods analysis. In European Conference on Educational Research.
Assoc Professor Jennifer Symonds
Devine, D., Sugrue, C., Samonova, E., Capistrano, D., Sloan, S., & Symonds, J. (2021). The intersection between family, gender and schooling in the experiences of young children in rural Sierra Leone - a mixed methods analysis. In European Conference on Educational Research.
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2021). Exploring mothers' perspectives of family-school connectivity during the transition from preschool to primary school in Ireland. In European Conference on Educational Research.

Edited Book

Professor Judith Harford
Harford, J., Fleming, B., & Hyland, A. (Eds.) (2022). Special Issue of Irish Educational Studies: Educational Disadvantage. London: Routledge.
Dr Áine Mahon
Mahon, Á. (Ed.) (2022). The Promise of the University: Reclaiming Humanity, Humility, and Hope. Dordrecht: Springer.

Internet publication

Professor Deirdre Raftery
Raftery, D., McHugh, A., & Gunning, D. (2022). Mother M. Michael Corcoran Photographic Collection. doi:10.7925/drs1.ucdlib_262000
Raftery, D., & Cosgrave, M. (2022). Carysfort College Registers 1883-1922: Who were the teachers?. doi:10.7925/drs1.ucdlib_271000

Journal article

Dr Shane Bergin
Prefontaine, B., Mullen, C., Güven, J. J., Rispler, C., Rethman, C., Bergin, S. D., et al. (2021). Informal physics programs as communities of practice: How can programs support university students' identities?. Physical Review Physics Education Research, 17(2). doi:10.1103/PhysRevPhysEducRes.17.020134
Pillion, K., & Bergin, S. D. (2022). The representation of women in Irish Leaving Certificate Physics textbooks. Physics Education, 57(2). doi:10.1088/1361-6552/ac4145
Dr Daniel Capistrano
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87. doi:10.1016/j.ijedudev.2021.102500
Castro, H. C. D. O. D., Capristano, D., & Castillo, S. I. V. (2022). Valores morais e de autoexpressa~o: po´s-materialismo em/na crise?. Revista USP, 1(131), 33-46. doi:10.11606/issn.2316-9036.i131p33-46
Capistrano, D., & Carvalho da Silva, C. (2022). National Reports and Global Education Policy Diffusion: The case of the Teaching and Learning International Survey. Revista Espanola de Educacion Comparada, (40), 112-126. doi:10.5944/reec.40.2022.31442
Creighton, M., Capistrano, D., Sorokowska, A., & Sorokowski, P. (2022). Physical Spacing and Social Interaction Before the Global Pandemic.. Spatial demography, 10(1), 107-116. doi:10.1007/s40980-021-00100-y
Creighton, M. J., Capistrano, D., & da Silva Pedroso, M. (2022). Educational Mobility and Attitudes Towards Migration from an International Comparative Perspective. Journal of International Migration and Integration. doi:10.1007/s12134-022-00977-8
Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2022). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change. doi:10.1007/s10833-022-09461-7
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. doi:10.1007/s10902-021-00456-4
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research, 14(3), 231-243. doi:10.1108/JACPR-09-2021-0633
Villacis, B., Thiel, A., Capistrano, D., & Carvalho da Silva, C. (2022). Statistical Innovation in the Global South. Comparative Sociology, 21(4), 419-446. doi:10.1163/15691330-bja10060
Professor Dympna Devine
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87. doi:10.1016/j.ijedudev.2021.102500
Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2022). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change. doi:10.1007/s10833-022-09461-7
Samonova, E., Devine, D., & Luttrell, W. (2022). Under the Mango Tree: Photovoice With Primary School Children in Rural Sierra Leone. International Journal of Qualitative Methods, 21. doi:10.1177/16094069211053106
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2022). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society. doi:10.1111/chso.12637
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2022). Family–school connectivity during transition to primary school. Educational Research, 64(3), 277-294. doi:10.1080/00131881.2022.2054451
D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, victims, and meanies: the role of child and classmate social and emotional competencies. Social Psychology of Education, 25(1), 293-312. doi:10.1007/s11218-021-09684-1
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. doi:10.1007/s10902-021-00456-4
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research, 14(3), 231-243. doi:10.1108/JACPR-09-2021-0633
Bolotta, G., & Devine, D. (2022). Contested futures: The ‘humanitarian value’ of childhood in rural Sierra Leone. Current Sociology, 70(4), 557-577. doi:10.1177/0011392120985867
Chzhen, Y., Symonds, J., Devine, D., Mikolai, J., Harkness, S., Sloan, S., & Martinez Sainz, G. (2022). Learning in a Pandemic: Primary School children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland. Child Indicators Research, 15(4), 1517-1538. doi:10.1007/s12187-022-09922-8
Dr Giulio D'Urso
Mangialavori, S., Russo, C., Jimeno, M. V., Ricarte, J. J., D’Urso, G., Barni, D., & Cacioppo, M. (2021). Insecure attachment styles and unbalanced family functioning as risk factors of problematic smartphone use in spanish young adults: A relative weight analysis. European Journal of Investigation in Health, Psychology and Education, 11(3), 1011-1021. doi:10.3390/ejihpe11030075
D’Urso, G., & Symonds, J. (2021). Teacher Attitudes Towards the Representation of Homosexuality in Film and Television: A New Self-report Questionnaire. Sexuality and Culture, 25(5), 1726-1741. doi:10.1007/s12119-021-09846-5
D'Urso, G., & Symonds, J. (2021). Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review. Educational Review. doi:10.1080/00131911.2021.1987391
D’Urso, G., Fazzari, E., La Marca, L., & Simonelli, C. (2022). Teachers and Inclusive Practices Against Bullying: A Qualitative Study. Journal of Child and Family Studies. doi:10.1007/s10826-022-02393-z
D’Urso, G., & Petruccelli, I. (2022). New and Old Forms of Prejudices Among Teachers: An Explorative Study. World Futures, 78(5), 291-301. doi:10.1080/02604027.2021.2012873
D’Urso, G., & Symonds, J. (2022). Developmental Cascades of Internalizing and Externalizing Problems from Infancy to Middle Childhood: Longitudinal Associations with Bullying and Victimization. Journal of School Violence, 21(3), 294-311. doi:10.1080/15388220.2022.2081856
Pace, U., D’Urso, G., Zappulla, C., Di Maggio, R., Aznar, M. A., Vilageliu, O. S., & Muscarà, M. (2022). Ethnic Prejudice, Resilience, and Perception of Inclusion of Immigrant Pupils among Italian and Catalan Teachers. Journal of Child and Family Studies, 31(1), 220-227. doi:10.1007/s10826-021-02098-9
D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, victims, and meanies: the role of child and classmate social and emotional competencies. Social Psychology of Education, 25(1), 293-312. doi:10.1007/s11218-021-09684-1
Petruccelli, I., D’Urso, G., Cataldi, S., De Risio, A., Grilli, S., Abrunhosa Gonçalves, R., et al. (2022). ADVERSE CHILDHOOD EXPERIENCES RELATED TO COGNITIVE AND EMOTIONAL STATES: A STUDY ON SEXUAL OFFENDERS IN ITALY AND PORTUGAL. Revista de Cercetare si Interventie Sociala, 76, 93-110. doi:10.33788/rcis.76.7
Dr Declan Fahie
Nee, C. M., & Fahie, D. (2022). Examining the Challenges Faced by Service Providers and Organisations Working with Children in the Direct Provision System in Ireland. Child Care in Practice. doi:10.1080/13575279.2022.2093329
Dr Emma Farrell
Farrell, E., Hollmann, E., le Roux, C. W., Bustillo, M., Nadglowski, J., & McGillicuddy, D. (2021). The lived experience of patients with obesity: A systematic review and qualitative synthesis. Obesity Reviews, 22(12). doi:10.1111/obr.13334
Farrell, E., Bustillo, M., le Roux, C. W., Nadglowski, J., Hollmann, E., & McGillicuddy, D. (2021). The lived experience of people with obesity: study protocol for a systematic review and synthesis of qualitative studies. Systematic Reviews, 10(1). doi:10.1186/s13643-021-01706-5
Farrell, E., & Mahon, Á. (2022). Well-being in the Irish secondary school: Reflections on a curricular approach. Journal of Philosophy of Education, 56(1), 51-54. doi:10.1111/1467-9752.12641
Ms Rachel Farrell
Farrell, R., Cowan, P., Brown, M., Roulston, S., Taggart, S., Donlan, E., & Baldwin, M. (2022). Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders. Irish Educational Studies, 41(1), 245-256. doi:10.1080/03323315.2021.2021102
Ms Ruth Ferris
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica. doi:10.1080/00309230.2021.2004175
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica, 1-18. doi:10.1080/00309230.2021.2004175
Dr Conor Galvin
Zavyalova, K., & Galvin, C. (2022). Teachers as media creators and prosumers: exploring the reasons & values behind their YouTube pedagogical activity. Irish Educational Studies, 41(1), 187-200. doi:10.1080/03323315.2021.2022523
Professor Judith Harford
Fleming, B., Harford, J., & Hyland, Á. (2022). Reflecting on 100 years of educational policy in Ireland: was equality ever a priority?. Irish Educational Studies, 41(3), 441-455. doi:10.1080/03323315.2022.2085765
Fenwick, A., Kinsella, B., & Harford, J. (2022). Promoting academic resilience in DEIS schools. Irish Educational Studies, 41(3), 513-530. doi:10.1080/03323315.2022.2094107
Harford, J., Hyland, Á., & Fleming, B. (2022). Editorial. Irish Educational Studies, 41(3), 421-424. doi:10.1080/03323315.2022.2094650
O’Donoghue, T., & Harford, J. (2022). Investigating the potential of cultural-historical activity theory for studying specific transitions in the history of education. Paedagogica Historica, 58(2), 180-195. doi:10.1080/00309230.2020.1822886
Harford, J., & Murphy, K. J. (2022). Leading in the academy: women science professors at university college Dublin in the 1960s. Paedagogica Historica. doi:10.1080/00309230.2022.2028872
Harford, J. (2022). The gendering of diaspora: Irish American women teachers and political activism. Gender and Education, 34(1), 112-128. doi:10.1080/09540253.2020.1716954
Harford, J., & O' Donoghue, T. (2022). Power, Privilege and Sex Education in Irish Secondary Schools, 1922-67: An Overview. Encounters in Theory and History of Education.
Assoc Professor William Kinsella
Finlay, C., Kinsella, W., & Prendeville, P. (2022). The professional development needs of primary teachers in special classes for children with autism in the republic of Ireland. Professional Development in Education, 48(2), 233-253. doi:10.1080/19415257.2019.1696872
Fenwick, A., Kinsella, B., & Harford, J. (2022). Promoting academic resilience in DEIS schools. Irish Educational Studies, 41(3), 513-530. doi:10.1080/03323315.2022.2094107
Prendeville, P., & Kinsella, W. (2022). Ethics, values and Values Based Practice in educational psychology. Cambridge Journal of Education. doi:10.1080/0305764X.2022.2047893
Dr Mags Liddy
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica. doi:10.1080/00309230.2021.2004175
Ferris, R., Clarke, M., Raftery, D., Liddy, M., & Sloan, S. (2022). Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions. Asia Pacific Journal of Education, 42(sup1), 34-51. doi:10.1080/02188791.2022.2031871
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica, 1-18. doi:10.1080/00309230.2021.2004175
Dr Áine Mahon
Mahon, Á., & Henry, S. (2022). But who are all these journal articles for? Writing, reading and our unhandsome condition. Cambridge Journal of Education, 52(1), 23-35. doi:10.1080/0305764X.2021.1933903
Dr Gabriela Martinez Sainz
Bough, A., & Martinez Sainz, G. (2022). Digital learning experiences and spaces: Learning from the past to design better pedagogical and curricular futures. Curriculum Journal. doi:10.1002/curj.184
Sainz, G. M. (2022). Marieke J. Hopman, Looking at Law through Children’s Eyes. The International Journal of Children’s Rights, 30(1), 265-268. doi:10.1163/15718182-30010010
Chzhen, Y., Symonds, J., Devine, D., Mikolai, J., Harkness, S., Sloan, S., & Martinez Sainz, G. (2022). Learning in a Pandemic: Primary School children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland. Child Indicators Research, 15(4), 1517-1538. doi:10.1007/s12187-022-09922-8

Dr Deirdre McGillicuddy
Sudlow, A. C., Pournaras, D. J., Heneghan, H., Bodnar, Z., le Roux, C. W., & McGillicuddy, D. (2021). An Exploration of the Patient Lived Experience of Remission and Relapse of Type 2 Diabetes Following Bariatric Surgery. Obesity Surgery, 31(9), 3919-3925. doi:10.1007/s11695-021-05514-7
McGillicuddy, D. (2021). “They would make you feel stupid” - Ability grouping, Children's friendships and psychosocial Wellbeing in Irish primary school. Learning and Instruction, 75. doi:10.1016/j.learninstruc.2021.101492
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, 31(13), 2470-2485. doi:10.1177/10497323211040767
Farrell, E., Hollmann, E., le Roux, C. W., Bustillo, M., Nadglowski, J., & McGillicuddy, D. (2021). The lived experience of patients with obesity: A systematic review and qualitative synthesis. Obesity Reviews, 22(12). doi:10.1111/obr.13334
Farrell, E., Bustillo, M., le Roux, C. W., Nadglowski, J., Hollmann, E., & McGillicuddy, D. (2021). The lived experience of people with obesity: study protocol for a systematic review and synthesis of qualitative studies. Systematic Reviews, 10(1). doi:10.1186/s13643-021-01706-5
McGillicuddy, D. (2021). Reflecting upon primary schooling post-Covid-19 pandemic – A call for increased agency to empower a dynamic and responsive contemporary education system.. Irish Teachers' Journal, 9(1). Retrieved from https://www.into.ie/app/uploads/2019/07/ITJ2021_Final_Web.pdf
MacMaoilir, E., & McGillicuddy, D. (2022). “I’m Actually a Female Empowerer”: Student Perspectives on a Critical Pedagogical Approach to Re/Engage At-Risk Females in School. Education and Urban Society. doi:10.1177/00131245221106725
Dr Gráinne Ní Dhomhnaill
Doyle, C. B., & O’Donnell, G. M. (2022). The theory of emerging adulthood: parents’ experience of their child’s transition to college. Higher Education Research and Development, 41(2), 330-345. doi:10.1080/07294360.2020.1857342
Hannon, L., & O’Donnell, G. M. (2022). Teachers, parents, and family-school partnerships: emotions, experiences, and advocacy. Journal of Education for Teaching, 48(2), 241-255. doi:10.1080/02607476.2021.1989981
Professor Deirdre Raftery
Raftery, D., & Delaney, C. (2022). Teaching vocation or religious vocation: examining the changing identity of Irish teaching sisters c.1940–1970, an oral history approach. Irish Educational Studies. doi:10.1080/03323315.2022.2074074
Ferris, R., Clarke, M., Raftery, D., Liddy, M., & Sloan, S. (2022). Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions. Asia Pacific Journal of Education, 42(sup1), 34-51. doi:10.1080/02188791.2022.2031871
Raftery, D. (2022). New turns in the history of education in Ireland: from policy to practice, from theory to lived reality. History of Education, 51(3), 319-325. doi:10.1080/0046760X.2022.2060331
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica. doi:10.1080/00309230.2021.2004175
Raftery, D. (2022). Developing an agenda for the history of women religious in Ireland, historiography and potentiality. Irish Historical Studies.
Raftery, D., & Delaney, C. (2022). Irish Nuns and Education in the Anglophone World, 1800–1900. Feminist Theology, 30(3), 245-261. doi:10.1177/09667350221085167
Elena Samonova
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87. doi:10.1016/j.ijedudev.2021.102500
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2022). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society. doi:10.1111/chso.12637
Samonova, E., Devine, D., & Luttrell, W. (2022). Under the Mango Tree: Photovoice With Primary School Children in Rural Sierra Leone. International Journal of Qualitative Methods, 21. doi:10.1177/16094069211053106
Samonova, E. (2022). Human Rights Through the Eyes of Bonded Labourers in India. Journal of Modern Slavery, 7(2).
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. doi:10.1007/s10902-021-00456-4
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research, 14(3), 231-243. doi:10.1108/JACPR-09-2021-0633
Dr Seaneen Sloan
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87. doi:10.1016/j.ijedudev.2021.102500
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2022). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society. doi:10.1111/chso.12637
Ferris, R., Clarke, M., Raftery, D., Liddy, M., & Sloan, S. (2022). Digital poverty in a country that is digitally powerful: some insights into leadership of girls’ schooling in India under Covid-19 restrictions. Asia Pacific Journal of Education, 42(sup1), 34-51. doi:10.1080/02188791.2022.2031871
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2022). Family–school connectivity during transition to primary school. Educational Research, 64(3), 277-294. doi:10.1080/00131881.2022.2054451
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica. doi:10.1080/00309230.2021.2004175
Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2022). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change. doi:10.1007/s10833-022-09461-7
Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2022). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica, 1-18. doi:10.1080/00309230.2021.2004175
D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, victims, and meanies: the role of child and classmate social and emotional competencies. Social Psychology of Education, 25(1), 293-312. doi:10.1007/s11218-021-09684-1
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. doi:10.1007/s10902-021-00456-4
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research, 14(3), 231-243. doi:10.1108/JACPR-09-2021-0633
Chzhen, Y., Symonds, J., Devine, D., Mikolai, J., Harkness, S., Sloan, S., & Martinez Sainz, G. (2022). Learning in a Pandemic: Primary School children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland. Child Indicators Research, 15(4), 1517-1538. doi:10.1007/s12187-022-09922-8
Dr Aimee Smith
Winter, K., Neeson, L., Sweet, D., Smith, A., Millen, S., & Connolly, P. (2021). Social Innovation and Social Work: A Case Study of the Early Intervention Support Service. The British Journal of Social Work, 51(8), 2872-2891. doi:10.1093/bjsw/bcaa125
Professor Ciaran Sugrue
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87. doi:10.1016/j.ijedudev.2021.102500
Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2022). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change. doi:10.1007/s10833-022-09461-7
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2022). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society. doi:10.1111/chso.12637
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. doi:10.1007/s10902-021-00456-4
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research, 14(3), 231-243. doi:10.1108/JACPR-09-2021-0633
Assoc Professor Jennifer Symonds
D’Urso, G., & Symonds, J. (2021). Teacher Attitudes Towards the Representation of Homosexuality in Film and Television: A New Self-report Questionnaire. Sexuality and Culture, 25(5), 1726-1741. doi:10.1007/s12119-021-09846-5
D'Urso, G., & Symonds, J. (2021). Risk factors for child and adolescent bullying and victimisation in Ireland: a systematic literature review. Educational Review. doi:10.1080/00131911.2021.1987391
Samonova, E., Devine, D., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2021). ‘An empty bag cannot stand upright’: The nature of schooling costs in Sierra Leone. International Journal of Educational Development, 87. doi:10.1016/j.ijedudev.2021.102500
Symonds, J. E. (2021). Do smaller class sizes in school matter? Experts say yes. Educational Review, 73(6), 802-804. doi:10.1080/00131911.2021.1917102
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, 58(12), 2293-2312. doi:10.1002/pits.22592
Hayes, D., Symonds, J. E., & Harwell, T. A. (2022). Preventing pollution: A scoping review of immersive learning environments and gamified systems for children and young people. Journal of Research on Technology in Education. doi:10.1080/15391523.2022.2107589
Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2022). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change. doi:10.1007/s10833-022-09461-7
Jones, M. H., Cooke, T. J., & Symonds, J. (2022). Not Getting What You Want: Aggression, Prosocial Behaviors, and Popularity. Social Psychology, 53(1), 46-50. doi:10.1027/1864-9335/a000471
Symonds, J. E., D’Urso, G., & Schoon, I. (2022). The Long-Term Benefits of Adolescent School Engagement for Adult Educational and Employment Outcomes. Developmental Psychology. doi:10.1037/dev0001458
Tobin, E., Sloan, S., Symonds, J., & Devine, D. (2022). Family–school connectivity during transition to primary school. Educational Research, 64(3), 277-294. doi:10.1080/00131881.2022.2054451
D’Urso, G., & Symonds, J. (2022). Developmental Cascades of Internalizing and Externalizing Problems from Infancy to Middle Childhood: Longitudinal Associations with Bullying and Victimization. Journal of School Violence, 21(3), 294-311. doi:10.1080/15388220.2022.2081856
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2022). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society. doi:10.1111/chso.12637
Flanagan, R. M., & Symonds, J. E. (2022). Children's self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educational Research Review, 35. doi:10.1016/j.edurev.2022.100432
D’Urso, G., Symonds, J., Sloan, S., & Devine, D. (2022). Bullies, victims, and meanies: the role of child and classmate social and emotional competencies. Social Psychology of Education, 25(1), 293-312. doi:10.1007/s11218-021-09684-1
Symonds, J. E., Sloan, S., Kearns, M., Devine, D., Sugrue, C., Suryanaryan, S., et al. (2022). Developing a Social Evolutionary Measure of Child and Adolescent Hedonic and Eudaimonic Wellbeing in Rural Sierra Leone. Journal of Happiness Studies, 23(4), 1433-1467. doi:10.1007/s10902-021-00456-4
Capistrano, D., Sloan, S., Symonds, J., Samonova, E., Sugrue, C., & Devine, D. (2022). Assessing experiences with violence and peace in primary schools in Sierra Leone. Journal of Aggression, Conflict and Peace Research, 14(3), 231-243. doi:10.1108/JACPR-09-2021-0633
Chzhen, Y., Symonds, J., Devine, D., Mikolai, J., Harkness, S., Sloan, S., & Martinez Sainz, G. (2022). Learning in a Pandemic: Primary School children’s Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland. Child Indicators Research, 15(4), 1517-1538. doi:10.1007/s12187-022-09922-8

Media

Professor Judith Harford
Harford, J. (2021). Covid catch-up fund for school pupils is completely inadequate.
Harford, J. (2021). Our teacher supply problem isn’t new – It’s been growing for nearly a decade, Irish Times.
Harford, J. (2022). Education in Ireland is still shaped by social class despite decades of investment, Irish Times.
Dr Gabriela Martinez Sainz
Martinez Sainz, G. (2021). Addressing online hate speech: how to promote responsible digital citizenship through education? OREALC UNESCO. Retrieved from https://youtu.be/gLTfaTAw3o0
Dr Deirdre McGillicuddy
McGillicuddy, D. (2021). Is teacher creativity the key to transforming Irish education?. Retrieved from https://www.irishtimes.com/

Other

Professor Deirdre Raftery
Raftery, D. (2022). History of Education 51(3). In D. Raftery (Ed.), History of Education (Vol. 51, Iss. 3). Taylor & Francis. doi:10.1080/0046760X.2022.2060331

Preprint

Assoc Professor Jennifer Symonds
Maynard, A., & Symonds, J. E. (2022). The Impact of Social Innovation Education on Wellbeing: Qualitative Case Study Findings. doi:10.31219/osf.io/udt3a

Presentation

Dr Deirdre McGillicuddy
McGillicuddy, D. (2022). Empowering & Transforming Young People’s Lives through the Relational: 20 Years of the School Completion Programme. Royal College of Physicians, Dublin. Retrieved from https://youtu.be/Asn6PP85hiQ

Report

Professor Dympna Devine
Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Crean, M., Moore, B., et al. (2021). Children's School Lives in Junior Infants. Report 3. Ireland: National Council for Curriculum and Assessment.
Dr Emma Farrell
Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Crean, M., Moore, B., et al. (2021). Children's School Lives in Junior Infants. Report 3. Ireland: National Council for Curriculum and Assessment.
Dr Gabriela Martinez Sainz
Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Crean, M., Moore, B., et al. (2021). Children's School Lives in Junior Infants. Report 3. Ireland: National Council for Curriculum and Assessment.
Martinez Sainz, G., & Daminelli, J. (2022). Voice, Rights, Action! Children’s Knowledge about their Rights & Rights Education to Access Justice. Dublin: Children's Rights Alliance.

UCD School of Education

School of Education - Research Publications 2021/2022

UCD School of Education

School of Education - Research Publications 2021/2022

Address

Research

UCD Home

Contact UCD

Useful Links