Below is the list of research publications for the School of Education in the academic year 2022/23.
Dr Emma Farrell | |
Farrell, E. (2022). Making Sense of Mental Health A Practical Approach Through Lived Experience. |
Professor Alessandro Benati | |
Benati, A. (2023). Processing Instruction and SLA: An Interview with Alessandro Benati. In K. Sadeghi (Ed.), Second Language Acquisition (pp. 233-248). London: Palgrave. |
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Dr Shane Bergin | |
Harford, J., & O' Donoghue, T. (2022). The History of Education. In D. Fahie, & S. Bergin (Eds.), Doing Research in Education: A Beginner’s Guide. Dublin: UCD Press. |
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Professor Dympna Devine | |
Madarcos, K. G., Owoade, F. M., Olugbemi, P. W., Kjørholt, A. T., Crummy, A., Devine, D., et al. (2023). The people of the seas and the seas of the people. In Oceans and Human Health: Opportunities and Impacts (pp. 499-530). doi:10.1016/B978-0-323-95227-9.00007-5 |
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Maharja, C., Praptiwi, R. A., Richter, I., Crummy, A., Devine, D., Gajardo, L. J. A., et al. (2023). The people of the seas and the seas of the people. In Oceans and Human Health (pp. 499-530). Elsevier. doi:10.1016/b978-0-323-95227-9.00007-5 |
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Kjørholt, A. T., Bessell, S., Devine, D., Gaini, F., & Spyrou, S. (2022). Exploring Coastal Societies and Knowledge in Transition Across Generations. In Valuing the Past, Sustaining the Future? (pp. 1-22). Springer International Publishing. doi:10.1007/978-3-031-11716-9_1 |
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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 Valuing the Past, Sustaining the Future? (pp. 61-79). Springer International Publishing. doi:10.1007/978-3-031-11716-9_4 |
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Dr Conor Galvin | |
Galvin, C., Madalinska-Michalak, J., Kampylis, P., Nic Craith, D., & Purdy, N. (2023). Mobilising Policy to Reframe Teaching and Teacher Education in Europe The European Commission’s Emerging Role within the Teacher Quality Agenda. In J. Madalinska-Michalak (Ed.), Quality in Teaching and Teacher Education (pp. 304-328). Leiden: Brill. |
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Galvin, C., Purdy, N., Khanolainen, D., & Hall, K. (2023). Teacher Quality Driven by Equity and Social Justice: Arguments for an Alternative Values-Centred Vision of Teacher Education. In Quality in Teaching and Teacher Education International Perspectives from a Changing World (pp. 15-71). Leiden: BRILL. |
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Menter, I. (Ed.) (2023). The Palgrave Handbook of Teacher Education Research. In . Springer International Publishing. doi:10.1007/978-3-031-16193-3 |
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Galvin, C., & Martyn, D. (2023). Melding Assemblage Theory and Critical Realism to Research Comparative and International Education: Toward an Interrogative Framework. In F. D. Salajan, & T. D. jules (Eds.), Martyn, David, and Conor Galvin. "Melding Assemblage Theory and Critical Realism to Research Comparative and International Education: Toward an Interrogative Framework." Comparative and International Education (Re) Assembled: Examining a Scholarly Field Through an Assemblage Theory Lens (pp. 75-92). London: Bloomsbury Academic. |
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Professor Judith Harford | |
Harford, J., & O' Donoghue, T. (2022). The History of Education. In D. Fahie, & S. Bergin (Eds.), Doing Research in Education: A Beginner’s Guide. Dublin: UCD Press. |
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Assoc Professor William Kinsella | |
Finlay, C., Kinsella, W., & Prendeville, P. (2023). The professional development needs of primary teachers in special classes for children with autism in the Republic of Ireland. In Leading Socially Just Schools (pp. 197-217). Routledge. doi:10.4324/9781003357667-18 |
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Dr Áine Mahon | |
Mahon, Á. (2022). Perfectionism and the Ethics of Failure. In C. Hayes-Brady (Ed.), David Foster Wallace in Context. Cambridge: Cambridge University Press. |
Dr Shane Bergin | |
Mahon, Á., & Bergin, S. (2022). Sharing, Selfhood and Community in an Age of Academic Twitter. In CEPA (Centre for Education and Policy Analysis), Liverpool Hope University, Invited Speaker Series.. |
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Mahon, Á., & Bergin, S. (2022). Sharing, Selfhood and Community in an Age of Academic Twitter. In Philosophy in the Public Space. Conference at Trinity College Dublin. |
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Mahon, Á., Bergin, S., Farrell, E., & Henry, S. (2023). Social Media and Higher Education: Four Philosophical Views. In Philosophy of Education Society of Great Britain, Annual Conference. Oxford University. |
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Dr Emma Farrell | |
Farrell, E. (2022). What works and for whom? The role of worldviews in shaping experiences of distress and recovery.. In Critical Voices Network of Ireland (CVNI) annual conference. Brookfield Health Sciences Complex, University College Cork. |
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Farrell, E. (2022). Belonging and the post-pandemic university. In University of Colorado Boulder Department of Psychology and Vice Provost’s Office of Undergraduate Education guest lecture. |
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Mahon, Á., Bergin, S., Farrell, E., & Henry, S. (2023). Social Media and Higher Education: Four Philosophical Views. In Philosophy of Education Society of Great Britain, Annual Conference. Oxford University. |
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Dr Rachel Farrell | |
Turkan, S., Sloan, S., Kerr, K., Maye, K., & Farrell, R. (2022). Use of Simulated Teacher Learning Environments for Educating Future Science Teachers to Teach English as an Additional Language Students in North-South Ireland. In British Educational Research Association. University of Liverpool, UK. |
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Dr Áine Mahon | |
Mahon, Á. (2022). Violence and Voice in Contemporary Irish Women’s Writing. In Women, Violence, and Voice’. Conference at University College London. University College London. |
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Mahon, Á., & Bergin, S. (2022). Sharing, Selfhood and Community in an Age of Academic Twitter. In CEPA (Centre for Education and Policy Analysis), Liverpool Hope University, Invited Speaker Series.. |
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Mahon, Á., & Bergin, S. (2022). Sharing, Selfhood and Community in an Age of Academic Twitter. In Philosophy in the Public Space. Conference at Trinity College Dublin. |
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Mahon, Á., & Henry, S. (2022). ‘Sometimes I was so tired and so sad’: Darkness and Academia from John Henry Newman to Emilie Pine.. In On Newman’s Idea of a University. Workshop at University College Dublin.. University College Dublin. |
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Mahon, Á. (2022). Belonging and Alienation in the Contemporary University. In Mental Health, Education, and the Humanities. Workshop at University College London. University College London. |
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Mahon, Á. (2022). Reconsidering Rorty on Higher Education. In Reconsidering Rorty on Politics, Language and Aesthetics. Workshop at the École Normale Supérieure. École Normale Supérieure, Paris. |
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Mahon, Á., & Fulford, A. (2023). The University as Sanctuary: Home and Unhomeliness. In Philosophy of Education Society of Great Britain, Annual Conference. Oxford University. |
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Mahon, Á., Bergin, S., Farrell, E., & Henry, S. (2023). Social Media and Higher Education: Four Philosophical Views. In Philosophy of Education Society of Great Britain, Annual Conference. Oxford University. |
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Mahon, Á., & Earner-Grote, H. (2023). Loneliness and Belonging in the Irish University. In Philosophy with Children and Belonging. Conference at University College Dublin. University College Dublin. |
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Dr Deirdre McGillicuddy | |
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. In ECER - European Conference of Educational Research. |
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McGillicuddy, D. (2022). A Call to Empower Educator Agency for Creativity, Innovation and School Improvement. In ECER - European Conference on Educational Research. |
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Dr Seaneen Sloan | |
Smith, A., Devine, D., Samonova, E., Capistrano, D., Sugrue, C., Sloan, S., & Symonds, J. (2022). Family literacy practices in rural Sierra Leone. In British Educational Research Association. University of Liverpool, UK. |
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Turkan, S., Sloan, S., Kerr, K., Maye, K., & Farrell, R. (2022). Use of Simulated Teacher Learning Environments for Educating Future Science Teachers to Teach English as an Additional Language Students in North-South Ireland. In British Educational Research Association. University of Liverpool, UK. |
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Senior, J., Sloan, S., & O'Kane, L. (2023). Teachers’ experiences of supporting the psychological and learning needs of children in care. In International School Psychology Association. |
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Pollock, G., Symonds, J., & Sloan, S. (2023). The analytic potential of a comparative longitudinal survey of children: How GUIDE will contribute to better science and policy making. In European Survey Research Association 2023. |
Dr Shane Bergin | |
Fahie, D., & Bergin, S. D. (Eds.) (2022). Doing Research In Education: A Beginner's Guide. Dublin: UCD Press. |
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Dr Declan Fahie | |
Fahie, D., & Bergin, S. D. (Eds.) (2022). Doing Research In Education: A Beginner's Guide. Dublin: UCD Press. |
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Professor Deirdre Raftery | |
Raftery, D. (Ed.) (2023). New Turns in the History of Education in Ireland: From Policy to Practice, from Theory to Lived Reality. UK: Routledge. |
Professor Alessandro Benati | |
Benati, A. (2022). Structured input and structured output on the acquisition of English passive constructions: A self-paced reading study measuring accuracy, response and reading time. System, 110. doi:10.1016/j.system.2022.102882 |
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Benati, A., & Chan, M. (2023). Motivational factors and structured input effects on the acquisition of English causative passive forms. Ampersand, 10. doi:10.1016/j.amper.2023.100111 |
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Benati, A. G. (2023). The effects of structured input and working memory on the acquisition of English causative forms. Ampersand, 10. doi:10.1016/j.amper.2023.100113 |
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Benati, A. (2023). Reconnecting to Second Language Acquisition for Innovative Language Pedagogy. Iranian Journal of Language Teaching Research, 11(2), 1-13. doi:10.30466/ijltr.2023.121326 |
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Benati, A., & Nuzzo, E. (2023). Editorial. Instructed Second Language Acquisition, 7(1), 1-2. doi:10.1558/isla.26308 |
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Benati, A. (2023). The Nature, Role, and Effects of Structured Input Activities. Languages, 8(2). doi:10.3390/languages8020135 |
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Benati, A., & Huang, Z. (2023). The Relative Effects of Motivation and Structured Input on the Acquisition of |
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Dr Shane Bergin | |
Pillon, K., & Bergin, S. D. (2022). Reply to Comment on 'The representation of women in Irish Leaving Certificate Physics textbooks'. Physics Education, 57(5). doi:10.1088/1361-6552/ac7b5f |
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Bergin, S. (2022). Preparing for the Citizens’ Assembly on the Future of Education. Ireland’s Education Yearbook 2022. Retrieved from https://irelandseducationyearbook.ie/ |
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Dr Kate Carr-Fanning | |
Carr-Fanning, K., & McGuckin, C. (2022). “I Find It Really Difficult to Control Myself Too”: A Qualitative Study of the Effects on the Family Dynamic When Parent and Child Have ADHD. Education Sciences, 12(11). doi:10.3390/educsci12110758 |
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Carr-Fanning, K. (2023). Meaning-making within inclusion: Exploring parents, teachers and students lay theories of ADHD and their implications for inclusive practice. Journal of Research in Special Educational Needs. doi:10.1111/1471-3802.12617 |
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Dr Margaret Crean | |
Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2023). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare, 53(1), 19-36. doi:10.1080/03057925.2020.1868976 |
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Dr Aoife Crummy | |
Crummy, A., & Devine, D. (2023). Childhood(s) through time: an intergenerational lens on flexible narratives of childhood in Irish coastal communities. Children's Geographies, 21(1), 52-67. doi:10.1080/14733285.2021.1986619 |
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Dr Catriona Delaney | |
Delaney, C. (2023). ‘There seems to be some misunderstanding’: church-state relations and the establishment of Carraroe comprehensive, 1963–67. Irish Educational Studies, 42(1), 79-97. doi:10.1080/03323315.2021.1910973 |
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Professor Dympna Devine | |
Murphy, G., & Devine, D. (2023). Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic. School Leadership and Management, 43(2), 125-144. doi:10.1080/13632434.2022.2164267 |
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Crean, M., Devine, D., Moore, B., Martínez Sainz, G., Symonds, J., Sloan, S., & Farrell, E. (2023). Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education, 44(3), 452-466. doi:10.1080/01425692.2023.2174077 |
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Crummy, A., & Devine, D. (2023). Childhood(s) through time: an intergenerational lens on flexible narratives of childhood in Irish coastal communities. Children's Geographies, 21(1), 52-67. doi:10.1080/14733285.2021.1986619 |
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Jones, M. H., Symonds, J. E., Downey, S., Sloan, S., Devine, D., & Kinsella, W. (2023). The social acceptance of neurodiverse children in Irish primary schools. International Journal of Inclusive Education. doi:10.1080/13603116.2023.2195861 |
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Tobin, E., Symonds, J. E., Sloan, S., Devine, D., Torsney, B. M., & D’Urso, G. (2023). Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school. Irish Educational Studies. doi:10.1080/03323315.2023.2220704 |
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Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2023). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare, 53(1), 19-36. doi:10.1080/03057925.2020.1868976 |
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Donegan, A., Devine, D., Martinez-Sainz, G., Symonds, J., & Sloan, S. (2023). Children as co-researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID-19 lockdown. Children and Society, 37(1), 235-253. doi:10.1111/chso.12665 |
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Kjørholt, A. T., Devine, D., Spyrou, S., Bessell, S., & Gaini, F. (2023). Changing childhoods in coastal communities. Children's Geographies, 21(1), 1-12. doi:10.1080/14733285.2022.2155506 |
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Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2023). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society, 37(3), 906-924. doi:10.1111/chso.12637 |
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Dr Giulio D'Urso | |
Pace, U., Kusev, P., D’Urso, G., Ruggieri, S., & Passanisi, A. (2022). Gambling Disorders Among Young Women Regular Gamblers: The Unique and Common Contribution of Executive Thinking Style and Mindfulness. Journal of Gambling Studies, 38(3), 833-841. doi:10.1007/s10899-021-10062-x |
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Dr Emma Farrell | |
Farrell, E., Hollmann, E., Roux, C. L., Nadglowski, J., & McGillicuddy, D. (2022). At home and at risk: The experiences of Irish adults living with obesity during the COVID-19 pandemic. eClinicalMedicine, 51. doi:10.1016/j.eclinm.2022.101568 |
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Crean, M., Devine, D., Moore, B., Martínez Sainz, G., Symonds, J., Sloan, S., & Farrell, E. (2023). Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education, 44(3), 452-466. doi:10.1080/01425692.2023.2174077 |
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Luli, M., Yeo, G., Farrell, E., Ogden, J., Parretti, H., Frew, E., et al. (2023). The implications of defining obesity as a disease: a report from the Association for the Study of Obesity 2021 annual conference. eClinicalMedicine, 58. doi:10.1016/j.eclinm.2023.101962 |
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Dr Rachel Farrell | |
Cowan, P., & Farrell, R. (2023). Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland. Education Sciences, 13(3). doi:10.3390/educsci13030228 |
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Ms Ruth Ferris | |
Clarke, M., Atwal, J., Raftery, D., Liddy, M., Ferris, R., Sloan, S., et al. (2023). Female teacher identity and educational reform: perspectives from India. Teacher Development, 27(4), 415-430. doi:10.1080/13664530.2023.2219645 |
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Dr Morten Greaves | |
Greaves, M., & Bahous, R. (2023). A history of violence; exploring Lebanese university faculty mental health and professional lived experiences following the 4th of August 2020 port blast. Teaching and Teacher Education, 125, 104048. doi:10.1016/j.tate.2023.104048 |
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Professor Judith Harford | |
O'Donoghue, T., & Harford, J. (n.d.). Power, Privilege And Sex Education in Irish Schools, 1922-67: An Overview. Encounters in Theory and History of Education, 23, 127-145. doi:10.24908/encounters.v23i0.15636 |
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Harford, J., & Fleming, B. (2023). Teacher supply in Ireland: anatomy of a crisis. Irish Educational Studies. doi:10.1080/03323315.2023.2222709 |
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Harford, J., & Hyland, Á. (2023). Becoming women teachers: gender and primary teacher training in Ireland, 1922–1974. History of Education. doi:10.1080/0046760X.2023.2218315 |
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Fleming, B., & Harford, J. (2023). The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?. Irish Educational Studies, 42(3), 381-399. doi:10.1080/03323315.2021.1964568 |
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Dr Olga Ioannidou | |
Schofield, L., Takriti, R., Rabbani, L., AlAmirah, I., Ioannidou, O., Alhosani, N., et al. (2023). Early years education teachers’ perceptions of nature of science. International Journal of Science Education, 45(8), 613-635. doi:10.1080/09500693.2023.2168139 |
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El Masri, Y. H., Erduran, S., & Ioannidou, O. (2023). Designing practical science assessments in England: students’ engagement and perceptions. Research in Science and Technological Education, 41(1), 190-210. doi:10.1080/02635143.2021.1872519 |
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Assoc Professor William Kinsella | |
Jones, M. H., Symonds, J. E., Downey, S., Sloan, S., Devine, D., & Kinsella, W. (2023). The social acceptance of neurodiverse children in Irish primary schools. International Journal of Inclusive Education. doi:10.1080/13603116.2023.2195861 |
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Dr Mags Liddy | |
Clarke, M., Atwal, J., Raftery, D., Liddy, M., Ferris, R., Sloan, S., et al. (2023). Female teacher identity and educational reform: perspectives from India. Teacher Development, 27(4), 415-430. doi:10.1080/13664530.2023.2219645 |
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Liddy, M., & Tormey, R. (2023). Immersive professional activities as learning: Irish teachers learning from overseas volunteering in India. Professional Development in Education, 49(1), 184-194. doi:10.1080/19415257.2020.1770840 |
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Dr Áine Mahon | |
Darling, O., & Mahon, Á. (2023). ‘Go to Oxbridge, get an education, start a career. Do all the right things’: the ‘low value’ arts degree and the neoliberal university. Oxford Review of Education. doi:10.1080/03054985.2023.2229550 |
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Dr Gabriela Martinez Sainz | |
Donegan, A., Devine, D., Martinez-Sainz, G., Symonds, J., & Sloan, S. (2023). Children as co-researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID-19 lockdown. Children and Society, 37(1), 235-253. doi:10.1111/chso.12665 |
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Crean, M., Devine, D., Moore, B., Martínez Sainz, G., Symonds, J., Sloan, S., & Farrell, E. (2023). Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education, 44(3), 452-466. doi:10.1080/01425692.2023.2174077 |
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Martinez Sainz, G., & Hanna, A. (n.d.). Youth digital activism, social media and human rights education: the Fridays for Future movement. Human Rights Education Review. doi:10.7577/hrer.4958 |
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Dr Deirdre McGillicuddy | |
Farrell, E., Hollmann, E., Roux, C. L., Nadglowski, J., & McGillicuddy, D. (2022). At home and at risk: The experiences of Irish adults living with obesity during the COVID-19 pandemic. eClinicalMedicine, 51. doi:10.1016/j.eclinm.2022.101568 |
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Dr Barbara Moore | |
Crean, M., Devine, D., Moore, B., Martínez Sainz, G., Symonds, J., Sloan, S., & Farrell, E. (2023). Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education, 44(3), 452-466. doi:10.1080/01425692.2023.2174077 |
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Mr Ryan Alberto Ó Giobúin | |
Gibbons, R. A., Sprong, S., & Chzhen, Y. (2023). Growing Up in the Great Recession: The Effects of Three Dimensions of Economic Well-being on Child Behavioral Difficulties from Ages 3 to 17.. Journal of youth and adolescence, 52(5), 1024-1038. doi:10.1007/s10964-022-01721-2 |
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Professor Deirdre Raftery | |
Raftery, D. (2022). Developing an agenda for the history of women religious in Ireland: historiography and potentiality. Irish Historical Studies, 46(170), 319-337. doi:10.1017/ihs.2022.46 |
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Clarke, M., Atwal, J., Raftery, D., Liddy, M., Ferris, R., Sloan, S., et al. (2023). Female teacher identity and educational reform: perspectives from India. Teacher Development, 27(4), 415-430. doi:10.1080/13664530.2023.2219645 |
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Elena Samonova | |
Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2023). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare, 53(1), 19-36. doi:10.1080/03057925.2020.1868976 |
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Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2023). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society, 37(3), 906-924. doi:10.1111/chso.12637 |
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Dr Joyce Senior | |
Merrigan, C., & Senior, J. (2023). Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system?. Irish Educational Studies, 42(2), 275-291. doi:10.1080/03323315.2021.1964563 |
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Dr Seaneen Sloan | |
Donegan, A., Devine, D., Martinez-Sainz, G., Symonds, J., & Sloan, S. (2023). Children as co-researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID-19 lockdown. Children and Society, 37(1), 235-253. doi:10.1111/chso.12665 |
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Clarke, M., Atwal, J., Raftery, D., Liddy, M., Ferris, R., Sloan, S., et al. (2023). Female teacher identity and educational reform: perspectives from India. Teacher Development, 27(4), 415-430. doi:10.1080/13664530.2023.2219645 |
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Jones, M. H., Symonds, J. E., Downey, S., Sloan, S., Devine, D., & Kinsella, W. (2023). The social acceptance of neurodiverse children in Irish primary schools. International Journal of Inclusive Education. doi:10.1080/13603116.2023.2195861 |
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Tobin, E., Symonds, J. E., Sloan, S., Devine, D., Torsney, B. M., & D’Urso, G. (2023). Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school. Irish Educational Studies. doi:10.1080/03323315.2023.2220704 |
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Crean, M., Devine, D., Moore, B., Martínez Sainz, G., Symonds, J., Sloan, S., & Farrell, E. (2023). Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education, 44(3), 452-466. doi:10.1080/01425692.2023.2174077 |
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Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2023). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare, 53(1), 19-36. doi:10.1080/03057925.2020.1868976 |
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Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2023). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society, 37(3), 906-924. doi:10.1111/chso.12637 |
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Aquino, K. C., Tobin, E., & Sloan, S. (2023). Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students. Online Learning Journal, 27(2), 208-222. doi:10.24059/olj.v27i2.3380 |
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Martin, C., Walsh, G., Sloan, S., Orr, K., Gibson, K., & Dunn, J. (2023). Addressing Educational Disadvantage through Home-School Links on the Island of Ireland: The BUDDIES Study.. Irish Journal of Education. |
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Dr Aimee Smith | |
Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2023). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society, 37(3), 906-924. doi:10.1111/chso.12637 |
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Assoc Professor Jennifer Symonds | |
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, 59(3), 503-514. doi:10.1037/dev0001458 |
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Crean, M., Devine, D., Moore, B., Martínez Sainz, G., Symonds, J., Sloan, S., & Farrell, E. (2023). Social class, COVID-19 and care: Schools on the front line in Ireland during the COVID-19 pandemic. British Journal of Sociology of Education, 44(3), 452-466. doi:10.1080/01425692.2023.2174077 |
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Torsney, B. M., Symonds, J. E., Lombardi, D., Burke, K. M., Torsney, C. B., & James, S. A. (2023). Emergence of college students’ John Henryism during schoolwork: an exploratory study. Educational Psychology, 43(6), 698-716. doi:10.1080/01443410.2023.2240985 |
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Devine, D., Samonova, E., Bolotta, G., Sugrue, C., Sloan, S., Symonds, J., et al. (2023). Gendering childhood(s) and engagement with schooling in rural Sierra Leone. Compare, 53(1), 19-36. doi:10.1080/03057925.2020.1868976 |
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Donegan, A., Devine, D., Martinez-Sainz, G., Symonds, J., & Sloan, S. (2023). Children as co-researchers in pandemic times: Power and participation in the use of digital dialogues with children during the COVID-19 lockdown. Children and Society, 37(1), 235-253. doi:10.1111/chso.12665 |
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Tobin, E., Symonds, J. E., Sloan, S., Devine, D., Torsney, B. M., & D’Urso, G. (2023). Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school. Irish Educational Studies. doi:10.1080/03323315.2023.2220704 |
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Katsantonis, I., & Symonds, J. E. (2023). Population heterogeneity in developmental trajectories of internalising and externalising mental health symptoms in childhood: differential effects of parenting styles. Epidemiology and Psychiatric Sciences, 32. doi:10.1017/S2045796023000094 |
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Samonova, E., Devine, D., Smith, A., Sugrue, C., Capistrano, D., Sloan, S., & Symonds, J. (2023). Picturing safety and danger: Children's perspectives in rural Sierra Leone. Children and Society, 37(3), 906-924. doi:10.1111/chso.12637 |
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Dr Huichao Xie | |
Agarwal, P. K., Xie, H., Sathyapalan Rema, A. S., Meaney, M. J., Godfrey, K. M., Rajadurai, V. S., & Daniel, L. M. (2023). Concurrent validity of the ages and stages questionnaires with Bayley Scales of Infant Development-III at 2 years – Singapore cohort study. Pediatrics and Neonatology. doi:10.1016/j.pedneo.2023.03.013 |
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Waschl, N., Poon, K. K., Chen, M., & Xie, H. (2023). Assessing Family Outcomes Over Time: Longitudinal Measurement Invariance of the Family Outcomes Survey–Revised. Topics in Early Childhood Special Education, 43(1), 60-70. doi:10.1177/0271121421990838 |
Professor Judith Harford | |
Harford, J., & Fleming, B. (2022). Shortage of Teachers: Many Factors. |
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Harford, J., & Fleming, B. (2022). Too many young people are being taught by unqualified personnel. |
Dr Shane Bergin | |
Bergin, S., & McGuire, P. (2023). Big ideas for the future of education. In The Irish Times. Retrieved from https://www.irishtimes.com/ |
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Bergin, S. (2023). Ensuring public trust a top priority for science. In The Irish Times. Retrieved from https://www.irishtimes.com/ |
Professor Dympna Devine | |
Symonds, J. E., Sloan, S., Devine, D., & Sugrue, C. (2023). The Child and Adolescent Social and Personal Assessment of Wellbeing (CAPSAW) User Manual. doi:10.31234/osf.io/f5zme |
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Dr Seaneen Sloan | |
Symonds, J. E., Sloan, S., Devine, D., & Sugrue, C. (2023). The Child and Adolescent Social and Personal Assessment of Wellbeing (CAPSAW) User Manual. doi:10.31234/osf.io/f5zme |
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Assoc Professor Jennifer Symonds | |
Symonds, J. E., Sloan, S., Devine, D., & Sugrue, C. (2023). The Child and Adolescent Social and Personal Assessment of Wellbeing (CAPSAW) User Manual. doi:10.31234/osf.io/f5zme |
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Carr, H., & Symonds, J. E. (2023). Relationships between externalising behaviour, teachers’ academic expectations and student achievement: a systematic review protocol. doi:10.31234/osf.io/f8zya |
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Reynolds, R., Symonds, J. E., & Nugent, M. (2023). Exploring the Effectiveness of Emotion Coaching in Classrooms: A Systematic Literature Review Protocol. doi:10.31234/osf.io/hp7k5 |
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Reynolds, R., Symonds, J. E., & Nugent, M. (2023). Exploring the Effectiveness of Emotion Coaching in Classrooms: A Systematic Literature Review Protocol. doi:10.31234/osf.io/tv9ar |
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Costello, N., Symonds, J. E., & Santos, F. H. (2023). An Investigation into the Relationship between Cognitive Processing Speed and White Matter Integrity across the Life Course Systematic Review Protocol. doi:10.31219/osf.io/y7rxj |
Dr Áine Mahon | |
Mahon, Á. (2022). Exploring Education through Philosophy, Fiction, and Film. University College Dublin. |
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Mahon, Á. (2023). On Alison Brady's 'Being a Teacher: In Conversation with Jean-Paul Sartre'. Institute of Education, University College London. |
Professor Dympna Devine | |
Sloan, S., Devine, D., Martinez Sainz, G., Symonds, J., Crean, M., Moore, B., et al. (2022). Children's School Lives: Preschool to Primary School Transition (4). Dublin: National Council for Curriculum and Assessment. |
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Dr Emma Farrell | |
Sloan, S., Devine, D., Martinez Sainz, G., Symonds, J., Crean, M., Moore, B., et al. (2022). Children's School Lives: Preschool to Primary School Transition (4). Dublin: National Council for Curriculum and Assessment. |
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Dr Rachel Farrell | |
Farrell, R. (2022). Developing a Junior Cycle Short Course on Cyber Security: Phase 1 Report. https://www.ncsc.gov.ie/pdfs/JC_ShortCourseCyberSecurity_Phase1.pdf: NCSC. |
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Dr Gabriela Martinez Sainz | |
Sloan, S., Devine, D., Martinez Sainz, G., Symonds, J., Crean, M., Moore, B., et al. (2022). Children's School Lives: Preschool to Primary School Transition (4). Dublin: National Council for Curriculum and Assessment. |
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Devine, D., Martinez Sainz, G., Symonds, J., Sloan, S., Moore, B., Crean, M., et al. (2023). Primary Pedagogies: Children and Teachers’ Experiences of Pedagogical Practices in Primary Schools in Ireland 2019-2022. Dublin: National Council for Curriculum and Assessment NCCA. |
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Dr Barbara Moore | |
Sloan, S., Devine, D., Martinez Sainz, G., Symonds, J., Crean, M., Moore, B., et al. (2022). Children's School Lives: Preschool to Primary School Transition (4). Dublin: National Council for Curriculum and Assessment. |
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Devine, D., Martinez Sainz, G., Symonds, J., Sloan, S., Moore, B., Crean, M., et al. (2023). Primary Pedagogies: Children and Teachers’ Experiences of Pedagogical Practices in Primary Schools in Ireland 2019-2022. Dublin: National Council for Curriculum and Assessment NCCA. |
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Dr Seaneen Sloan | |
Sloan, S., Devine, D., Martinez Sainz, G., Symonds, J., Crean, M., Moore, B., et al. (2022). Children's School Lives: Preschool to Primary School Transition (4). Dublin: National Council for Curriculum and Assessment. |
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Walsh, G., Martin, C., Sloan, S., Dunn, J., Gibson, K., Orr, K., & Winter, F. (2022). Building Bridges, Diminishing Educational Disadvantage: Examining the Role of the Home-School Community Liaison (HSCL) across the island of Ireland. https://scotens.org/site/wp-content/uploads/BUDDIES-Report.pdf: Standing Conference on Teacher Education, North and South. |
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Devine, D., Martinez Sainz, G., Symonds, J., Sloan, S., Moore, B., Crean, M., et al. (2023). Primary Pedagogies: Children and Teachers’ Experiences of Pedagogical Practices in Primary Schools in Ireland 2019-2022. Dublin: National Council for Curriculum and Assessment NCCA. |
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Assoc Professor Jennifer Symonds | |
Sloan, S., Devine, D., Martinez Sainz, G., Symonds, J., Crean, M., Moore, B., et al. (2022). Children's School Lives: Preschool to Primary School Transition (4). Dublin: National Council for Curriculum and Assessment. |