UCD School of Education

School of Education - Research Publications 2022/23

Below is the list of research publications for the School of Education in the academic year 2022/23.



Book

Dr Emma Farrell

Farrell, E. (2022). Making Sense of Mental Health A Practical Approach Through Lived Experience.

 

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Chapter

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.

 
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.

 
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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 
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.

 

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.

 

Menter, I. (Ed.) (2023). The Palgrave Handbook of Teacher Education Research. In . Springer International Publishing. doi:10.1007/978-3-031-16193-3

Available Online
 

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.

 
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.

 
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

Available Online
 
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.

 

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Conference Paper

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..

 

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.

 

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.

 
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.

 

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.

 

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.

 
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.

 
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.

 

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..

 

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.

 

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.

 

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.

 

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.

 

Mahon, Á., & Fulford, A. (2023). The University as Sanctuary: Home and Unhomeliness. In Philosophy of Education Society of Great Britain, Annual Conference. Oxford University.

 

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.

 

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.

 
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.

 

McGillicuddy, D. (2022). A Call to Empower Educator Agency for Creativity, Innovation and School Improvement. In ECER - European Conference on Educational Research.

 
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.

 

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.

 

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.

 

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.

 

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Edited Book

Dr Shane Bergin

Fahie, D., & Bergin, S. D. (Eds.) (2022). Doing Research In Education: A Beginner's Guide. Dublin: UCD Press.

 
Dr Declan Fahie

Fahie, D., & Bergin, S. D. (Eds.) (2022). Doing Research In Education: A Beginner's Guide. Dublin: UCD Press.

 
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.

 

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Journal article

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

Benati, A., & Nuzzo, E. (2023). Editorial. Instructed Second Language Acquisition, 7(1), 1-2. doi:10.1558/isla.26308

Available Online
 

Benati, A. (2023). The Nature, Role, and Effects of Structured Input Activities. Languages, 8(2). doi:10.3390/languages8020135

Available Online
 

Benati, A., & Huang, Z. (2023). The Relative Effects of Motivation and Structured Input on the Acquisition of
English Past Tense Regular Forms. Applied Language Journal, 33(1), 41-57.

 
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

Available Online
 

Bergin, S. (2022). Preparing for the Citizens’ Assembly on the Future of Education. Ireland’s Education Yearbook 2022. Retrieved from https://irelandseducationyearbook.ie/

 
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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 
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

Available Online
 
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

Available Online
 

Harford, J., & Fleming, B. (2023). Teacher supply in Ireland: anatomy of a crisis. Irish Educational Studies. doi:10.1080/03323315.2023.2222709

Available Online
 

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

Available Online
 

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

Available Online
 
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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 
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

Available Online
 

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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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.

 
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

Available Online
 
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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 
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

Available Online
 

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

Available Online
 

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Media

Professor Judith Harford

Harford, J., & Fleming, B. (2022). Shortage of Teachers: Many Factors.

 

Harford, J., & Fleming, B. (2022). Too many young people are being taught by unqualified personnel.

 

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Other

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/

 

Bergin, S. (2023). Ensuring public trust a top priority for science. In The Irish Times. Retrieved from https://www.irishtimes.com/

 

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Preprint

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

Available Online
 
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

Available Online
 
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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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

Available Online
 

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Presentation

Dr Áine Mahon

Mahon, Á. (2022). Exploring Education through Philosophy, Fiction, and Film. University College Dublin.

 

Mahon, Á. (2023). On Alison Brady's 'Being a Teacher: In Conversation with Jean-Paul Sartre'. Institute of Education, University College London.

 

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Report

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.

 
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.

 
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.

 
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.

 

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.

 
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.

 

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.

 
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.

 

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.

 

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.

 
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.

 

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