UCD School of Education

School of Education - Research Publications 2023/2024

Below is the list of research publications for the School of Education in the academic year 2023/2024.



Book

Professor Alessandro Benati

Benati, A. (2024). Second language teacher education; A cognitive and evidence-based perspective.. London: Bloomsbury.

 
Assoc Professor Shane Bergin

Bergin, S. (2023). Science Book.

 
Dr Kate Carr-Fanning

Niolaki, G., Carr-Fanning, K., & Terzopoulos, A. (2023). Psychology and Educational Inclusion: Identifying and Supporting Learner with SEN. ,: McGraw Hill.

 
Dr Deirdre McGillicuddy

McGillicuddy, D. (2024). EDUCARING FROM THE HEART: How to Nurture Your Wellbeing and Rediscover Your Purpose in Education. doi:10.4324/9781032718194

- Available Online
 

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Book Review

Assoc Professor Áine Mahon

Mahon, Á. (2024). Review of 'Building the Post-Pandemic University: Imagining, Contesting and Materializing Higher Education Futures' by Mark A. Carrigan, Hannah Moscovitz, Michele Martini, and Susan L. Robertson, eds.. Oxford: Berghahn Journals.

 

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Chapter

Professor Alessandro Benati

Schwieter, J. W., & Benati, A. G. (2024). INPUT PROCESSING IN L1 ACQUISITION AND SIMULTANEOUS BILINGUALISM. In The Routledge Handbook of Second Language Acquisition and Input Processing (pp. 42-55). doi:10.4324/9781003041412-5

- Available Online
 
Assoc Professor Shane Bergin

Bergin, S., Kerin, M., & Flegg, N. (2023). Quavers to Quadratics – An Interdisciplinary Science & Music Programme for Children. In J. O'Hanlon, & D. Jordan (Eds.), Arts Education in Ireland: From Pedagogy to Practice. London: Intellect.

 
Professor Dympna Devine

Devine, D., Darmody, M., & Smyth, E. (2023). Perceptions of immigrant parental engagement in primary schools in Ireland. In Research Handbook on Migration and Education (pp. 114-129).

 

Pinson, H., Devine, D., & Bunar, N. (2023). Introduction: Education and migration as a field of research. In Research Handbook on Migration and Education (pp. 1-20).

 
Professor William Kinsella

Kinsella, W., Fenwick, A., Prendeville, P., & Kelly, M. (2023). Migration, special educational needs and inclusive education. In Research Handbook on Migration and Education (pp. 189-202).

 
Professor Kathleen Lynch

Lynch, K. (2024). Black Irish Women Carry a Double Burden. In E. Joseph (Ed.), Equity in the Workplace: Stories of Black Irish Women in Ireland (pp. 89-97). Drogheda, Co. Louth: Choice Publishing.

 
Dr Gabriela Martinez Sainz

Lundy, L., Templeton, M., & Sainz, G. M. (2023). Child human rights defenders and schools: When HRE and activism can, but should not collide. In Pushing the Boundaries of Human Rights Education: Concepts, Challenges and Contexts (pp. 83-97). doi:10.4324/9781003321644-8

- Available Online
 
Dr Deirdre McGillicuddy

McGillicuddy, D. (2024). A Framework for Educaring from the Heart. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 125-132). Routledge. doi:10.4324/9781032718194-16

- Available Online
 

McGillicuddy, D. (2024). Educaring. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 1-4). Routledge. doi:10.4324/9781032718194-1

- Available Online
 

McGillicuddy, D. (2024). The Power of Relational Pedagogy. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 86-90). Routledge. doi:10.4324/9781032718194-10

- Available Online
 

McGillicuddy, D. (2024). Empowering Voices. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 92-101). Routledge. doi:10.4324/9781032718194-11

- Available Online
 

McGillicuddy, D. (2024). Creativity for Wellbeing. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 115-119). Routledge. doi:10.4324/9781032718194-14

- Available Online
 

McGillicuddy, D. (2024). Our Why. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 32-42). Routledge. doi:10.4324/9781032718194-5

- Available Online
 

McGillicuddy, D. (2024). The Educator Backpack. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 9-22). Routledge. doi:10.4324/9781032718194-3

- Available Online
 

McGillicuddy, D. (2024). Our Values. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 24-27). Routledge. doi:10.4324/9781032718194-4

- Available Online
 

McGillicuddy, D. (2024). Our Wellbeing. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 45-60). Routledge. doi:10.4324/9781032718194-6

- Available Online
 

McGillicuddy, D. (2024). Nurturing the Individual. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 65-73). Routledge. doi:10.4324/9781032718194-8

- Available Online
 

McGillicuddy, D. (2024). Compassionate Education. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 76-83). Routledge. doi:10.4324/9781032718194-9

- Available Online
 

McGillicuddy, D. (2024). Cocreating Heart-full Education. In Educaring from the Heart: How to Nurture Your Wellbeing and Re-discover Your Purpose in Education (pp. 105-112). Routledge. doi:10.4324/9781032718194-13

- Available Online
 
Dr Jessica Surdey

Surdey, J., Byrne, D., & Surdey, D. J. (2024). Surdey, J. and Byrne, D. (2024). Wellbeing in the curriculum: Opportunities and challenges for higher education. In M. S. Edwards, A. J. Martin, N. M. Ashkanasy & L. E. Cox (Eds), Handbook of Academic Mental Health. Edward Elgar Publishing.. In Handbook of Academic Mental Health.. London: Edward Elgar Publishing..

 
Ms Tran Thanh Nguyen Thao

Nguyen, C. D., & Tran, T. N. T. (2024). Languages and Ethnic Minority Students’ Access to Education in Vietnam: Problems Turned into Opportunities from the Perspective of Translanguaging. In Global Vietnam: Across Time, Space and Community (pp. 159-180). Springer Nature Singapore. doi:10.1007/978-981-99-9093-1_8

- Available Online
 

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Conference Paper

Assoc Professor Shane Bergin

Mahon, Á., & Bergin, S. (2024). ‘Sharing’, Selfhood, and Community in an Age of Academic Twitter. In Journal of Interactive Media in Education Vol. 2024. doi:10.5334/jime.861

- Available Online
 
Dr Eileen Bowman

Bowman, E. (2023). Comment la technologie numérique transforme-t-elle l’apprentissage et les évaluations dans les salles de classe de français?. In FTA. Maynooth University.

 

Bowman, E. (2024). Supporting Teachers Who Support Student Transition - ESAI 2024. In ESAI (Educational Studies Association of Ireland). Maynooth University, Ireland.

 
Dr Aoife Crummy

Crummy, A., Devine, D., Martinez Sainz, G., Moore, B., Crean, M., Greaves, M., et al. (2024). Bridging inter-generational learning transitions? The ‘ageless’ role of grandparents as actors within inter-familial social investments. In Educational Studies Association of Ireland Annual Conference.

 
Professor Dympna Devine

Xie, H., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Bullying Victimisation among Primary School Children in Ireland: Findings from a National Sample. In Educational Studies Association of Ireland Annual Conference.

 

Synnott, L., Sloan, S., Symonds, J., Devine, D., & Martinez Sainz, G. (2024). A longitudinal investigation of the impact of adult involvement in homework/schoolwork on the academic self-concept of primary school age children in Ireland in the context of the COVID-19 pandemic. In Educational Studies Association of Ireland Annual Conference.

 

Stynes, H., Symonds, J., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Exploring the mediating role of academic self-concept in the relationship between externalising behaviours and emotional engagement in primary school, and the moderating effects of school socioeconomic composition. In Educational Studies Association of Ireland Annual Conference.

 

Smith, A., Devine, D., Sloan, S., Symonds, J., & Martinez Sainz, G. (2024). The socio-demographic profile of the teaching profession in Ireland: continuity or change?. In Educational Studies Association of Ireland Annual Conference.

 

Crummy, A., Devine, D., Martinez Sainz, G., Moore, B., Crean, M., Greaves, M., et al. (2024). Bridging inter-generational learning transitions? The ‘ageless’ role of grandparents as actors within inter-familial social investments. In Educational Studies Association of Ireland Annual Conference.

 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). “Teacher has a ‘c’ - and ‘c’ stands for care”: Using photovoice to explore children’s perspectives on critical nurturing in primary schools serving low-income communities. In Educational Studies Association of Ireland Annual Conference.

 
Dr Emma Farrell

Farrell, E. (2023). Publishing on the Lived Experience. In World Obesity Week. Dallas, Texas.

 
Dr Rachel Farrell

Daly, O., Fogarty, L., Furlong, E., del Aguila, E. V., Farrell, R., Morton, S., et al. (2024). Are You AI Ready? Investigating AI Tools in Higher Education via the Co-development of Interdisciplinary Student-Partnered AI Training Resources. In International Conference on Higher Education Advances (pp. 625-632). doi:10.4995/HEAd24.2024.17105

- Available Online
 
Professor Judith Harford

Mahon, Á., & Harford, J. (2024). Job prospects, useful knowledge, and the ‘rip-off’ University: returning to John Henry Newman in our post-pandemic moment. In Ethics and Education Vol. 19 (pp. 93-108). doi:10.1080/17449642.2024.2330306

- Available Online
 
Dr Olga Ioannidou

Xie, H., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Bullying Victimisation among Primary School Children in Ireland: Findings from a National Sample. In Educational Studies Association of Ireland Annual Conference.

 

Stynes, H., Symonds, J., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Exploring the mediating role of academic self-concept in the relationship between externalising behaviours and emotional engagement in primary school, and the moderating effects of school socioeconomic composition. In Educational Studies Association of Ireland Annual Conference.

 

Lima, A., Ioannidou, O., Sloan, S., & Martinez Sainz, G. (2024). Evaluating out-of-school educational initiatives targeting educational disadvantage. In Educational Studies Association of Ireland Annual Conference.

 

Crummy, A., Devine, D., Martinez Sainz, G., Moore, B., Crean, M., Greaves, M., et al. (2024). Bridging inter-generational learning transitions? The ‘ageless’ role of grandparents as actors within inter-familial social investments. In Educational Studies Association of Ireland Annual Conference.

 

Sloan, S., Devine, D., Ioannidou, O., Symonds, J., Martinez Sainz, G., & Davies, A. (2024). Longitudinal Relationships Between Ability Grouping, Subject Liking and Academic Self-concept: An Irish National Study of Primary Schooling. In European Conference on Educational Research.

 

Lima, A., Ioannidou, O., Sloan, S., & Martinez Sainz, G. (2024). Evaluating Equity in Education: A Collaborative Partnership from Ireland. In European Conference on Educational Research.

 
Assoc Professor Áine Mahon

Mahon, Á., & Darling, O. (2023). The Low-Value Arts Degree and the Neoliberal University. In Higher Education Research Network Seminar Series, Edge Hill University (UK). Edge Hill University, UK.

 

Mahon, Á., & Darling, O. (2023). The Low-Value Arts Degree and the Neoliberal University. In Ethics and Education Biennial Conference, University of Warsaw. University of Warsaw.

 

Mahon, Á., & Harford, J. (2024). Job prospects, useful knowledge, and the ‘rip-off’ University: returning to John Henry Newman in our post-pandemic moment. In Ethics and Education Vol. 19 (pp. 93-108). doi:10.1080/17449642.2024.2330306

- Available Online
 

Mahon, Á., & Bergin, S. (2024). ‘Sharing’, Selfhood, and Community in an Age of Academic Twitter. In Journal of Interactive Media in Education Vol. 2024. doi:10.5334/jime.861

- Available Online
 

Mahon, Á. (2024). From Misery to Meaning It: Intentional Writing and the Ph.D.. In Annual Conference of the PESGB (Philosophy of Education Society of Great Britain), Oxford University. Oxford University.

 

Mahon, Á. (2024). Doctoral Research: Creativity and the Intentional. In Annual Conference of PATHES (Philosophy and Theory of Higher Education Society). Norwegian University of Science and Technology (Trondheim).

 

Mahon, Á. (2024). Job Prospects, Useful Knowledge and the 'Rip-Off' University: Returning to John Henry Newman in our Post-Pandemic Moment. In Futuring the University? Translating and Transforming Value(s) of Higher Education and Valuation(s). Justus Liebig University, Giessen (Germany).

 
Dr Gabriela Martinez Sainz

Xie, H., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Bullying Victimisation among Primary School Children in Ireland: Findings from a National Sample. In Educational Studies Association of Ireland Annual Conference.

 

Synnott, L., Sloan, S., Symonds, J., Devine, D., & Martinez Sainz, G. (2024). A longitudinal investigation of the impact of adult involvement in homework/schoolwork on the academic self-concept of primary school age children in Ireland in the context of the COVID-19 pandemic. In Educational Studies Association of Ireland Annual Conference.

 

Stynes, H., Symonds, J., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Exploring the mediating role of academic self-concept in the relationship between externalising behaviours and emotional engagement in primary school, and the moderating effects of school socioeconomic composition. In Educational Studies Association of Ireland Annual Conference.

 

Smith, A., Devine, D., Sloan, S., Symonds, J., & Martinez Sainz, G. (2024). The socio-demographic profile of the teaching profession in Ireland: continuity or change?. In Educational Studies Association of Ireland Annual Conference.

 

Lima, A., Ioannidou, O., Sloan, S., & Martinez Sainz, G. (2024). Evaluating out-of-school educational initiatives targeting educational disadvantage. In Educational Studies Association of Ireland Annual Conference.

 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). “Teacher has a ‘c’ - and ‘c’ stands for care”: Using photovoice to explore children’s perspectives on critical nurturing in primary schools serving low-income communities. In Educational Studies Association of Ireland Annual Conference.

 

Crummy, A., Devine, D., Martinez Sainz, G., Moore, B., Crean, M., Greaves, M., et al. (2024). Bridging inter-generational learning transitions? The ‘ageless’ role of grandparents as actors within inter-familial social investments. In Educational Studies Association of Ireland Annual Conference.

 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). A Typology of Nurturing Pedagogies in Schools Serving Low-Income Communities. In European Conference on Educational Research.

 

Martinez Sainz, G., Devine, D., Sloan, S., & Symonds, J. (2024). Pedagogic Voice in the Classroom from a Children's Rights Perspective. In European Conference on Educational Research.

 

Lima, A., Ioannidou, O., Sloan, S., & Martinez Sainz, G. (2024). Evaluating Equity in Education: A Collaborative Partnership from Ireland. In European Conference on Educational Research.

 

Moore, B., Devine, D., Crean, M., Martinez Sainz, G., Symonds, J., & Sloan, S. (2024). Checking-in Checking-up: Educational Surveillance in a Time of Uncertainty, Teacher-Parent Interactions and Remote Schooling During the COVID19 Pandemic. In European Conference on Educational Research.

 

Sloan, S., Devine, D., Ioannidou, O., Symonds, J., Martinez Sainz, G., & Davies, A. (2024). Longitudinal Relationships Between Ability Grouping, Subject Liking and Academic Self-concept: An Irish National Study of Primary Schooling. In European Conference on Educational Research.

 
Dr Deirdre McGillicuddy

McGillicuddy, D. (2024). “Creativity may be a process of change and positive change for school” -Leading for creativity: Nurturing creative pedagogy and practices in education. In International Congress for School Effectiveness and Improvement. Trinity College Dublin, Ireland.

 

Frazer, K., BHARDWAJ, N., Bell, C., Lyons, A., Vickers, N., Geoghegan, L., et al. (2024). P56 Tobacco endgame-Patient and Public Involvement: Developing a Smoke-Free Homes Network. In https://pdfs-of-qr-codes.s3.amazonaws.com/f7fec4257123a035e11af438be713c0f.pdf. Dublin, Ireland: RCSI.

 

McGillicuddy, D. (2024). ‘I just think voice is not something to be afraid of’-
Creativity as a democratic approach to realizing child rights in/through/with pedagogy in the classroom. In Educational Studies of Ireland Conference.

 

Keogh, A. J. (2024). The Role of Primary Literacy Education in Post-Primary Educational Trajectories. In Educational Studies Association of Ireland.

 

McGillicuddy, D. (2024). “Creativity may be a process of change and positive change for school”-Leading for creativity: Nurturing creative pedagogy and practices in education. In International Congress for School Effectiveness and Improvement.

 

McGillicuddy, D. (2024). “We come to you with our stories because patient stories are important” – Co-creating safe
spaces for expression of voice(s) in obesity research in the IMI2 SOPHIA study. In European Congress on Obesity.

 
Dr Seaneen Sloan

Sloan, S., Symonds, J., & Taylor, L. (2024). The GUIDE pilot survey in Ireland: Cognitive testing and fieldwork processes. In International Workshop on Comparative Survey Design and Implementation.

 

Sloan, S., Symonds, J., Babarovic, T., & Pollock, G. (2024). An introduction to GUIDE and the GUIDE pilot surveys. In International Workshop on Comparative Survey Design and Implementation.

 

Xie, H., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Bullying Victimisation among Primary School Children in Ireland: Findings from a National Sample. In Educational Studies Association of Ireland Annual Conference.

 

Synnott, L., Sloan, S., Symonds, J., Devine, D., & Martinez Sainz, G. (2024). A longitudinal investigation of the impact of adult involvement in homework/schoolwork on the academic self-concept of primary school age children in Ireland in the context of the COVID-19 pandemic. In Educational Studies Association of Ireland Annual Conference.

 

Stynes, H., Symonds, J., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Exploring the mediating role of academic self-concept in the relationship between externalising behaviours and emotional engagement in primary school, and the moderating effects of school socioeconomic composition. In Educational Studies Association of Ireland Annual Conference.

 

Smith, A., Devine, D., Sloan, S., Symonds, J., & Martinez Sainz, G. (2024). The socio-demographic profile of the teaching profession in Ireland: continuity or change?. In Educational Studies Association of Ireland Annual Conference.

 

Crummy, A., Devine, D., Martinez Sainz, G., Moore, B., Crean, M., Greaves, M., et al. (2024). Bridging inter-generational learning transitions? The ‘ageless’ role of grandparents as actors within inter-familial social investments. In Educational Studies Association of Ireland Annual Conference.

 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). “Teacher has a ‘c’ - and ‘c’ stands for care”: Using photovoice to explore children’s perspectives on critical nurturing in primary schools serving low-income communities. In Educational Studies Association of Ireland Annual Conference.

 

Lima, A., Ioannidou, O., Sloan, S., & Martinez Sainz, G. (2024). Evaluating out-of-school educational initiatives targeting educational disadvantage. In Educational Studies Association of Ireland Annual Conference.

 

Sloan, S., Ponce, S., Symonds, J., & Gibbons, R. A. (2024). Traveller Engagement in Early Childhood Education and Care: A European Systematic Review. In European Conference on Educational Research.

 

Moore, B., Devine, D., Crean, M., Martinez Sainz, G., Symonds, J., & Sloan, S. (2024). Checking-in Checking-up: Educational Surveillance in a Time of Uncertainty, Teacher-Parent Interactions and Remote Schooling During the COVID19 Pandemic. In European Conference on Educational Research.

 

Lima, A., Ioannidou, O., Sloan, S., & Martinez Sainz, G. (2024). Evaluating Equity in Education: A Collaborative Partnership from Ireland. In European Conference on Educational Research.

 

Kerexeta-Brazal, I., Nuray, G., Sloan, S., & Gaintza, Z. (2024). Digital technology use and competence among special education teachers: A comparison of Türkiye, Ireland and Basque Country. In European Conference on Educational Research.

 

Martinez Sainz, G., Devine, D., Sloan, S., & Symonds, J. (2024). Pedagogic Voice in the Classroom from a Children's Rights Perspective. In European Conference on Educational Research.

 

Sloan, S., Devine, D., Ioannidou, O., Symonds, J., Martinez Sainz, G., & Davies, A. (2024). Longitudinal Relationships Between Ability Grouping, Subject Liking and Academic Self-concept: An Irish National Study of Primary Schooling. In European Conference on Educational Research.

 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). A Typology of Nurturing Pedagogies in Schools Serving Low-Income Communities. In European Conference on Educational Research.

 
Dr Jessica Surdey

Coyne, I., Surdey, J., & Sleath, B. (2024). Promoting adolescents’ question asking and engagement in clinic encounters: Results from a pilot RCT. In International Conference on Communication in Healthcare.

 
Dr Huichao Xie

Xie, H., Sloan, S., Ioannidou, O., Devine, D., & Martinez Sainz, G. (2024). Bullying Victimisation among Primary School Children in Ireland: Findings from a National Sample. In Educational Studies Association of Ireland Annual Conference.

 

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Edited Book

Professor Dympna Devine

Pinson, H., Devine, D., & Bunar, N. (2023). Research Handbook on Migration and Education. doi:10.4337/9781839106361

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Internet publication

Dr Orlaith Darling

Darling, O. (2023). Paul Lynch wins Booker Prize: why we’re in a “golden age” of Irish writing. The Conversation. Retrieved from https://theconversation.com/

 

Darling, O., & Mahon, Á. (2024). Problems of the PhD: Effectiveness, Forward Motion, and Impasse. Thinkful: Empowering Conversations in Philosophy, Education, and Mental Health. Retrieved from http://thinkful.ie/

 

Darling, O. (2024). Women’s Prize for Fiction 2024: Six Expert Reviews of the Shortlisted Books. The Conversation. Retrieved from https://theconversation.com/

 

Darling, O. (2024). Five Irish novelists to read while you wait for the new Sally Rooney novel, Intermezzo. The Conversation. Retrieved from https://theconversation.com/

 
Assoc Professor Áine Mahon

Darling, O., & Mahon, Á. (2024). Problems of the PhD: Effectiveness, Forward Motion, and Impasse. Thinkful: Empowering Conversations in Philosophy, Education, and Mental Health. Retrieved from http://thinkful.ie/

 

Mahon, Á., & Farrell, E. (2024). Two Years of Thinkful. Thinkful: Empowering Conversations in Philosophy, Education, and Mental Health. Retrieved from https://thinkful.ie/articles

 

Mahon, Á. (2024). An Tionscadal Muintearais / The Belonging Project. University Observer. Retrieved from https://universityobserver.ie/

 

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Journal article

Professor Alessandro Benati

Lee, J. F., & Benati, A. G. (2023). Processing instruction and structured input: A critical overview. Ampersand, 11. doi:10.1016/j.amper.2023.100136

- Available Online
 

Benati, A., & Lee, J. F. (2024). Special issue: The role of individual differences on the effects of processing instruction and structured input practice. Ampersand. doi:10.1016/j.amper.2024.100184

- Available Online
 

Benati, A., & Zhihui, Z. (2024). An investigation on the effects of structured input, referential and
affective activities on the acquisition of English causative forms. Languages, 9(1), 1-12. doi:10.3390/languages9020039

- Available Online
 

Zhong, Z., & Benati, A. G. (2024). An Investigation into the Effects of Structured Input, Referential Activities, and Affective Activities on the Acquisition of English Causative Forms. Languages, 9(2). doi:10.3390/languages9020039

- Available Online
 

Benati, A., & Nuzzo, E. (2024). Editorial. Instructed Second Language Acquisition, 8(1), 1-2. doi:10.1558/isla.29256

- Available Online
 

Benati, A. (2024). English Language Teaching Now and How It Could Be By Geoff Jordan and Mike Long (2022) Newcastle-upon-Tyne: Cambridge Scholars Publishing, 315 pp.. Instructed Second Language Acquisition, 8(1), 111-113. doi:10.1558/isla.27798

- Available Online
 

Benati, A. (2024). The intersection between some aspects of second language research and neurolinguistic: A learning and teaching perspective.. Instructed Second Language Acquisition, (8(2)), 1-16.

 
Assoc Professor Shane Bergin

Mahon, Á., & Bergin, S. (2024). ‘Sharing’, Selfhood, and Community in an Age of Academic Twitter. Journal of Interactive Media in Education, 2024(1). doi:10.5334/jime.861

- Available Online
 
Dr Kate Carr-Fanning

Carr-Fanning, K. (2024). 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, 24(1), 133-144. doi:10.1111/1471-3802.12617

- Available Online
 
Dr Orlaith Darling

Darling, O., & Mahon, Á. (2024). ‘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, 50(3), 384-398. doi:10.1080/03054985.2023.2229550

- Available Online
 

Darling, O. (2024). Literary / Capital : Dublin. Dublin Review of Books, (155).

 
Dr Catriona Delaney

Raftery, D., & Delaney, C. (2024). Teaching vocation or religious vocation: examining the changing identity of Irish teaching sisters c.1940–1970, an oral history approach. Irish Educational Studies, 43(2), 329-340. doi:10.1080/03323315.2022.2074074

- Available Online
 
Professor Dympna Devine

Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2023). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change, 24(3), 631-657. doi:10.1007/s10833-022-09461-7

- Available Online
 

O’Halloran, T., Symonds, J., Bhreathnach, L. L., Sloan, S., Devine, D., Martinez Sainz, G., & Davies, A. (2023). How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood. Education Sciences, 13(10). doi:10.3390/educsci13100994

- Available Online
 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., Crean, M., Moore, B., & Symonds, J. (2024). “This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures. Early Childhood Education Journal. doi:10.1007/s10643-024-01636-6

- Available Online
 

Smyth, E., Darmody, M., & Devine, D. (2024). The impact of the Covid-19 pandemic on the wellbeing of migrant young people in Ireland. Educational Review. doi:10.1080/00131911.2024.2341037

- Available Online
 

Martinez Sainz, G., Devine, D., Sloan, S., Symmonds, J., Moore, B., Barrow, N., et al. (2024). A rights-based exploration of children’s pedagogic voice in the classroom. Education 3-13, 52(6), 874-890. doi:10.1080/03004279.2024.2331953

- Available Online
 

Smith, A. J., Devine, D., Samonova, E., Capistrano, D., Sugrue, C., Sloan, S., et al. (2024). The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone. Cambridge Journal of Education, 54(2), 221-237. doi:10.1080/0305764X.2024.2336144

- Available Online
 

Crean, M., Moore, B., Devine, D., Symonds, J., Sloan, S., & Martínez Sainz, G. (2024). Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge. International Journal of Research and Method in Education. doi:10.1080/1743727X.2024.2341707

- Available Online
 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). Understanding Children’s Experiences of Care in Their School Lives Through Participatory Research Methods: A Comparative Analysis of Focus Group Discussions and Photovoice. International Journal of Qualitative Methods, 23. doi:10.1177/16094069241286849

- Available Online
 

Farrell, E., Symonds, J., Devine, D., Sloan, S., Crean, M., Cahoon, A., & Hogan, J. (2024). “What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling. Health Education, 124(1-2), 49-62. doi:10.1108/HE-03-2024-0023

- Available Online
 
Dr Giulio D'Urso

D’Urso, G., Fazzari, E., La Marca, L., & Simonelli, C. (2023). Teachers and Inclusive Practices Against Bullying: A Qualitative Study. Journal of Child and Family Studies, 32(9), 2858-2866. doi:10.1007/s10826-022-02393-z

- Available Online
 
Dr Declan Fahie

Reda, T. A., Fahie, D., & P. T, S. (2024). Who cares? The provision of early childhood care and education (ECCE) in Wolaita zone, southern Ethiopia. Education 3-13, 52(8), 1164-1177. doi:10.1080/03004279.2022.2139152

- Available Online
 
Dr Emma Farrell

Hollmann, E., Farrell, E., Le Roux, C., Nadglowski, J., & McGillicuddy, D. (2024). “Treated as second class citizens” - the lived experience of obesity-related stigma: an IMI2 SOPHIA study. International Journal of Qualitative Studies on Health and Well-being, 19(1). doi:10.1080/17482631.2024.2344232

- Available Online
 

Farrell, E. (2024). The importance of diversity in Obesity articles. Obesity, 32(3), 443. doi:10.1002/oby.23981

- Available Online
 

Farrell, E., Symonds, J., Devine, D., Sloan, S., Crean, M., Cahoon, A., & Hogan, J. (2024). “What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling. Health Education, 124(1-2), 49-62. doi:10.1108/HE-03-2024-0023

- Available Online
 
Dr Rachel Farrell

Cowan, P., & Farrell, R. (2023). Using Virtual Reality to Support Retrieval Practice in Blended Learning: An Interdisciplinary Professional Development Collaboration between Novice and Expert Teachers. Digital, 3(3), 251-272. doi:10.3390/digital3030016

- Available Online
 

Molloy, C., & Farrell, R. (2024). Cultivating Positive Classroom Environments: Exploring the Efficacy of Immersive Technologies in Removing Barriers to Learning Among Primary School Students. Computers in the Schools, 41(2), 164-192. doi:10.1080/07380569.2024.2325441

- Available Online
 
Dr Ruth Ferris

Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2023). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica, 59(6), 1216-1233. doi:10.1080/00309230.2021.2004175

- Available Online
 
Dr Conor Galvin

Zavyalova, K., & Galvin, C. (2023). “New stage, new reality, new role”. ASCILITE Publications. doi:10.14742/apubs.2023.491

- Available Online
 
Dr Morten Greaves

Greaves, M. (2023). The reflexive self; adapting to academic life in a time of social turmoil. Teaching in Higher Education, 28(8), 2028-2043. doi:10.1080/13562517.2021.1947224

- Available Online
 
Professor Judith Harford

Harford, J. (2023). Tracing the Contours of the History of Higher Education for Women in Ireland: Competing Discourses and Dominant Themes. Encounters in Theory and History of Education, 24, 4-21. doi:10.24908/encounters.v24i0.16541

- Available Online
 

Attridge, M. (2023). Introduction to the Thematic Section. Encounters in Theory and History of Education, 24, 1-3. doi:10.24908/encounters.v24i0.17029

- Available Online
 

Harford, J. (2023). Tracing the Contours of the History of Higher Education for Women in Ireland: Competing Discourses and Dominant Themes. Encounters in Theory and History of Education, 24, 4-21.

 

Harford, J., Fleming, B., & Hyland, Á. (2024). 100 years of inequality?: Irish educational policy since the foundation of the state. Paedagogica Historica, 60(4), 726-741. doi:10.1080/00309230.2022.2155979

- Available Online
 

Harford, J., & Mahon, A. (2024). Job Prospects, Useful Knowledge, and the 'Rip-Off' University: Returning to John Henry Newman in our Post-Pandemic Moment. Ethics and Education.

 

Mahon, Á., & Harford, J. (2024). Job Prospects, Useful Knowledge, and the 'Rip-Off' University: Returning to John Henry Newman in our Post-Pandemic Moment. Ethics and Education, 19(1), 93-108. doi:10.1080/17449642.2024.2330306

- Available Online
 
Dr Olga Ioannidou

Martinez Sainz, G., Devine, D., Sloan, S., Symmonds, J., Moore, B., Barrow, N., et al. (2024). A rights-based exploration of children’s pedagogic voice in the classroom. Education 3-13, 52(6), 874-890. doi:10.1080/03004279.2024.2331953

- Available Online
 
Dr Ebru Isikli

Capistrano, D., Creighton, M., & Isikli, E. (2023). I Guess We are from Very Different Backgrounds: Attitudes Towards Social Justice and Intergenerational Educational Mobility in European Societies. Social Indicators Research. doi:10.1007/s11205-023-03249-9

- Available Online
 

Birelma, A., Isikli, E., & Sert, H. D. (2024). The stubborn persistence of working-class protest in Turkey in an age of authoritarian neoliberalism. Turkish Studies, 25(1), 64-91. doi:10.1080/14683849.2023.2285508

- Available Online
 

Capistrano, D., Creighton, M. J., & Isikli, E. (2024). I Guess We are from Very Different Backgrounds: Attitudes Towards Social Justice and Intergenerational Educational Mobility in European Societies. Social Indicators Research, 171(1), 277-294. doi:10.1007/s11205-023-03249-9

- Available Online
 
Professor William Kinsella

Prendeville, P., Bourke, M., & Kinsella, W. (2023). Using an Implementation Science Framework to Evaluate an Ethical Education Curriculum: A Narrative Scoping Review. SAGE Open, 13(4). doi:10.1177/21582440231192187

- Available Online
 
Dr Mags Liddy

Raftery, D., Atwal, J., Liddy, M., Ferris, R., Sloan, S., & Clarke, M. (2023). “Passing the baton”: legacy and leadership in convent schools in India and the Islamic Republic of Pakistan. Paedagogica Historica, 59(6), 1216-1233. doi:10.1080/00309230.2021.2004175

- Available Online
 
Professor Kathleen Lynch

Lynch, K., & Flores, R. (2023). 'But then there’s always fissures between the rocks; there’s always space for change’: an interview with Kathleen Lynch.. Revista Internacional Interdisciplinar INTERthesis, 20. doi:10.5007/1807-1384.2023.e95284

- Available Online
 

Lynch, K. (2023). Hate Crime Policy and Disability: From Vulnerability to Ableism.. British Journal of Criminology, XX, 1-3.

 
Assoc Professor Áine Mahon

Darling, O., & Mahon, Á. (2024). ‘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, 50(3), 384-398. doi:10.1080/03054985.2023.2229550

- Available Online
 

Fulford, A., & Mahon, Á. (2024). The university as sanctuary: home and unhomeliness. Journal of Philosophy of Education. doi:10.1093/jopedu/qhae037

- Available Online
 

Mahon, Á., & Harford, J. (2024). Job Prospects, Useful Knowledge, and the 'Rip-Off' University: Returning to John Henry Newman in our Post-Pandemic Moment. Ethics and Education, 19(1), 93-108. doi:10.1080/17449642.2024.2330306

- Available Online
 

Mahon, Á., & Bergin, S. (2024). ‘Sharing’, Selfhood, and Community in an Age of Academic Twitter. Journal of Interactive Media in Education, 2024(1). doi:10.5334/jime.861

- Available Online
 
Dr Gabriela Martinez Sainz

Bough, A., & Martinez Sainz, G. (2023). Digital learning experiences and spaces: Learning from the past to design better pedagogical and curricular futures. Curriculum Journal, 34(3), 375-393. doi:10.1002/curj.184

- Available Online
 

Sainz, G. M. (2023). CHILDREN’S ACTIVISM AND THE SUSTAINABLE DEVELOPMENT GOALS: EXPLORING DIGITAL POLITICAL ACTION AS PEDAGOGY IN DEVELOPMENT EDUCATION. Policy and Practice, 2023(37), 56-71.

 

O’Halloran, T., Symonds, J., Bhreathnach, L. L., Sloan, S., Devine, D., Martinez Sainz, G., & Davies, A. (2023). How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood. Education Sciences, 13(10). doi:10.3390/educsci13100994

- Available Online
 

Crean, M., Moore, B., Devine, D., Symonds, J., Sloan, S., & Martínez Sainz, G. (2024). Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge. International Journal of Research and Method in Education. doi:10.1080/1743727X.2024.2341707

- Available Online
 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). Understanding Children’s Experiences of Care in Their School Lives Through Participatory Research Methods: A Comparative Analysis of Focus Group Discussions and Photovoice. International Journal of Qualitative Methods, 23. doi:10.1177/16094069241286849

- Available Online
 

Martinez Sainz, G., Devine, D., Sloan, S., Symmonds, J., Moore, B., Barrow, N., et al. (2024). A rights-based exploration of children’s pedagogic voice in the classroom. Education 3-13, 52(6), 874-890. doi:10.1080/03004279.2024.2331953

- Available Online
 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., Crean, M., Moore, B., & Symonds, J. (2024). “This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures. Early Childhood Education Journal. doi:10.1007/s10643-024-01636-6

- Available Online
 
Dr Deirdre McGillicuddy

MacMaoilir, E., & McGillicuddy, D. (2023). “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, 55(9), 1047-1069. doi:10.1177/00131245221106725

- Available Online
 

Hollmann, E., Farrell, E., Le Roux, C., Nadglowski, J., & McGillicuddy, D. (2024). “Treated as second class citizens” - the lived experience of obesity-related stigma: an IMI2 SOPHIA study. International Journal of Qualitative Studies on Health and Well-being, 19(1). doi:10.1080/17482631.2024.2344232

- Available Online
 

McGillicuddy, D. (2024). Teaching as creative endeavour- An approach to foster positive wellbeing in education?. Ireland's Education Yearbook 2023. Retrieved from https://educationmatters.ie/

 

Farrell, E., le Roux, C. W., Hollmann, E., Nadglowski, J., & McGillicuddy, D. (2024). Patient perspectives on personalised medicine for obesity: An IMI2 SOPHIA Study. Obesity Research and Clinical Practice, 18(3), 216-221. doi:10.1016/j.orcp.2024.06.004

- Available Online
 

McGillicuddy, D. (2024). Ability grouping: The invisible hand shaping relational dynamics and wellbeing in education?. Assessment and Development Matters. Retrieved from https://explore.bps.org.uk/content/bpsadm/16/2/7

 

Farrell, E., Nadglowski, J., Hollmann, E., le Roux, C. W., & McGillicuddy, D. (2024). Patient perceptions of success in obesity treatment: An IMI2 SOPHIA study. Obesity Science and Practice, 10(4). doi:10.1002/osp4.70001

- Available Online
Dr Barbara Moore

Crean, M., Moore, B., Devine, D., Symonds, J., Sloan, S., & Martínez Sainz, G. (2024). Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge. International Journal of Research and Method in Education. doi:10.1080/1743727X.2024.2341707

- Available Online
Professor Deirdre Raftery

Regan, E., & Raftery, D. (2023). 'It was in the very air we breathed': The impact of faith-based education in Ireland on the growth in missionary vocations and volunteer aspirations, from 1950. International Journal of Educational Development, 101. doi:10.1016/j.ijedudev.2023.102817

- Available Online

Raftery, D., & Delaney, C. (2024). Teaching vocation or religious vocation: examining the changing identity of Irish teaching sisters c.1940–1970, an oral history approach. Irish Educational Studies, 43(2), 329-340. doi:10.1080/03323315.2022.2074074

- Available Online
Dr Joyce Senior

Haire, L., Symonds, J., Senior, J., & D’Urso, G. (2024). Methods of studying pathological demand avoidance in children and adolescents: a scoping review. Frontiers in Education, 9. doi:10.3389/feduc.2024.1230011

- Available Online
Dr Seaneen Sloan

Hanratty, J., Miller, S., Rodriguez, L., Connolly, P., Roberts, J., Sloan, S., et al. (2023). UPDATED PROTOCOL: Universal school-based programmes for improving social and emotional outcomes in children aged 3–11 years: An evidence and gap map. Campbell Systematic Reviews, 19(3). doi:10.1002/cl2.1346

- Available Online

Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2023). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change, 24(3), 631-657. doi:10.1007/s10833-022-09461-7

- Available Online

O’Halloran, T., Symonds, J., Bhreathnach, L. L., Sloan, S., Devine, D., Martinez Sainz, G., & Davies, A. (2023). How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood. Education Sciences, 13(10). doi:10.3390/educsci13100994

- Available Online

Martin, C., Walsh, G., Sloan, S., Orr, K., Gibson, K., & Dunn, J. (2023). Comparing Approaches to Home-School Links on the Island of Ireland: The BUDDIES Study. Irish Journal of Education, 47(10), 147-157.

 

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). Understanding Children’s Experiences of Care in Their School Lives Through Participatory Research Methods: A Comparative Analysis of Focus Group Discussions and Photovoice. International Journal of Qualitative Methods, 23. doi:10.1177/16094069241286849

- Available Online

Crean, M., Moore, B., Devine, D., Symonds, J., Sloan, S., & Martínez Sainz, G. (2024). Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge. International Journal of Research and Method in Education. doi:10.1080/1743727X.2024.2341707

- Available Online

Smith, A. J., Devine, D., Samonova, E., Capistrano, D., Sugrue, C., Sloan, S., et al. (2024). The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone. Cambridge Journal of Education, 54(2), 221-237. doi:10.1080/0305764X.2024.2336144

- Available Online

Martinez Sainz, G., Devine, D., Sloan, S., Symmonds, J., Moore, B., Barrow, N., et al. (2024). A rights-based exploration of children’s pedagogic voice in the classroom. Education 3-13, 52(6), 874-890. doi:10.1080/03004279.2024.2331953

- Available Online

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., Crean, M., Moore, B., & Symonds, J. (2024). “This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures. Early Childhood Education Journal. doi:10.1007/s10643-024-01636-6

- Available Online

Dempsey, C., Devine, R., Symonds, J., Sloan, S., & Hughes, C. (2024). Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland. Journal of Applied Developmental Psychology, 92, 101653. doi:10.1016/j.appdev.2024.101653

- Available Online

Moran, E., Sloan, S., Walsh, E., & Taylor, L. (2024). Exploring restorative practices: Teachers' experiences with early adolescents. International Journal of Educational Research Open, 6. doi:10.1016/j.ijedro.2024.100323

- Available Online

Farrell, E., Symonds, J., Devine, D., Sloan, S., Crean, M., Cahoon, A., & Hogan, J. (2024). “What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling. Health Education, 124(1-2), 49-62. doi:10.1108/HE-03-2024-0023

- Available Online
Dr Aimee Smith

Hanratty, J., Miller, S., Rodriguez, L., Connolly, P., Roberts, J., Sloan, S., et al. (2023). UPDATED PROTOCOL: Universal school-based programmes for improving social and emotional outcomes in children aged 3–11 years: An evidence and gap map. Campbell Systematic Reviews, 19(3). doi:10.1002/cl2.1346

- Available Online

Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2023). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change, 24(3), 631-657. doi:10.1007/s10833-022-09461-7

- Available Online
Dr Jessica Surdey

Surdey, J., Byrne, D., & Fox, T. (2024). Developing Irelands first National Student Mental Health and Suicide Prevention Framework for Higher Education.. Irish journal of psychological medicine, 41(2), 254-258. doi:10.1017/ipm.2022.10

- Available Online
Assoc Professor Jennifer Symonds

Sugrue, C., Samonova, E., Capistrano, D., Devine, D., Sloan, S., Symonds, J., & Smith, A. (2023). Anatomy of an educational change: The safe learning model, Sierra Leone. Journal of Educational Change, 24(3), 631-657. doi:10.1007/s10833-022-09461-7

- Available Online

O’Halloran, T., Symonds, J., Bhreathnach, L. L., Sloan, S., Devine, D., Martinez Sainz, G., & Davies, A. (2023). How School-Based Wellbeing Interventions, Socioeconomic Status, and Gender Impact Anxiety Development in Middle Childhood. Education Sciences, 13(10). doi:10.3390/educsci13100994

- Available Online

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., & Symonds, J. (2024). Understanding Children’s Experiences of Care in Their School Lives Through Participatory Research Methods: A Comparative Analysis of Focus Group Discussions and Photovoice. International Journal of Qualitative Methods, 23. doi:10.1177/16094069241286849

- Available Online

Crean, M., Moore, B., Devine, D., Symonds, J., Sloan, S., & Martínez Sainz, G. (2024). Qualitative research during the COVID19 pandemic: the impact of remote research on the collaborative production of methodological knowledge. International Journal of Research and Method in Education. doi:10.1080/1743727X.2024.2341707

- Available Online

Toni, B., Krpanec, E., Blažev, M., Devic, I., Downey, S., Huttunen, I., et al. (2024). Children’s understanding of well-being related questions: results of cognitive interviews in four European countries. International Journal of Social Research Methodology. doi:10.1080/13645579.2024.2312621

- Available Online

Smith, A. J., Devine, D., Samonova, E., Capistrano, D., Sugrue, C., Sloan, S., et al. (2024). The COVID-19 pandemic and children’s engagement with learning in rural Sierra Leone. Cambridge Journal of Education, 54(2), 221-237. doi:10.1080/0305764X.2024.2336144

- Available Online

Symonds, J. E., Kaplan, A., Upadyaya, K., Aro, K. S., Torsney, B. M., Skinner, E., & Eccles, J. S. (2024). Momentary Student Engagement as a Dynamic Developmental System. Journal of Theoretical and Philosophical Psychology. doi:10.1037/teo0000288

- Available Online

Haire, L., Symonds, J., Senior, J., & D’Urso, G. (2024). Methods of studying pathological demand avoidance in children and adolescents: a scoping review. Frontiers in Education, 9. doi:10.3389/feduc.2024.1230011

- Available Online

D’Urso, G., Caravita, S. C., & Symonds, J. (2024). Bullying Victimization as an Adverse Experience for Psychosocial Adjustment among Irish Adolescents. International Journal of Bullying Prevention. doi:10.1007/s42380-024-00250-9

- Available Online

Gleasure, S., Devine, D., Martinez Sainz, G., Sloan, S., Crean, M., Moore, B., & Symonds, J. (2024). “This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures. Early Childhood Education Journal. doi:10.1007/s10643-024-01636-6

- Available Online

Hanley, A., Symonds, J. E., & Horan, J. (2024). COVID-19 School closures and children’s social and emotional functioning: the protective influence of parent, sibling, and peer relationships. Education 3-13, 52(8), 1452-1463. doi:10.1080/03004279.2022.2154615

- Available Online

Dempsey, C., Devine, R., Symonds, J., Sloan, S., & Hughes, C. (2024). Interacting adult-child relationships and school adjustment: Findings from growing up in Ireland. Journal of Applied Developmental Psychology, 92. doi:10.1016/j.appdev.2024.101653

- Available Online

Schoon, I., Symonds, J., & Beyers, W. (2024). Adolescents' digital lives: Introduction to the special issue. Journal of Adolescence, 96(4), 681-683. doi:10.1002/jad.12327

- Available Online

Farrell, E., Symonds, J., Devine, D., Sloan, S., Crean, M., Cahoon, A., & Hogan, J. (2024). “What does well-being mean to me?” Conceptualisations of well-being in Irish primary schooling. Health Education, 124(1-2), 49-62. doi:10.1108/HE-03-2024-0023

- Available Online

Katsantonis, I., Gibbons, R. A., Symonds, J. E., & Costello, N. (2024). To persist or not? Examining the relations between parental education, self-regulation, school engagement and persistence in post-compulsory education. British Educational Research Journal, 50(4), 2020-2042. doi:10.1002/berj.4012

- Available Online
Dr Elaine Walsh

Moran, E., Sloan, S., Walsh, E., & Taylor, L. (2024). Exploring restorative practices: Teachers' experiences with early adolescents. International Journal of Educational Research Open, 6. doi:10.1016/j.ijedro.2024.100323

- Available Online
Dr Huichao Xie

Xie, H., Waschl, N., & Zeng, S. (2023). Measuring family outcomes for young autistic children receiving interventions in China: The structure of the Family Outcomes Survey and predicting variables. Autism, 27(7), 2048-2062. doi:10.1177/13623613231152563

- Available Online

Su, X., Peng, X., Liang, L., Li, Y., & Xie, H. (2023). A survey study on early detection of young children with disabilities in urban and rural areas of China. Child: Care, Health and Development, 49(6), 1019-1031. doi:10.1111/cch.13112

- Available Online

Layne, H., Jesuvadian, M., Xie, H., Lim, R., & Bairavee. (2024). Ecology of the classroom support program in early childhood education for children with lower income family backgrounds–case Singapore. Pedagogies. doi:10.1080/1554480X.2023.2299800

- Available Online

Agarwal, P. K., Xie, H., Sathyapalan Rema, A. S., Meaney, M. J., Godfrey, K. M., Rajadurai, V. S., & Daniel, L. M. (2024). Concurrent validity of the ages and stages questionnaires with Bayley Scales of Infant Development-III at 2 years – Singapore cohort study. Pediatrics and Neonatology, 65(1), 48-54. doi:10.1016/j.pedneo.2023.03.013

- Available Online

Xie, H., Layne, H., Abu Bakar, M. B., Jesuvadian, M., Lynn, N. E., Phoon, C. P., et al. (2024). A mixed-methods evaluation of an ecological systems approach for supporting young children from low-income backgrounds in Singapore. Asia Pacific Journal of Education, 44(3), 659-680. doi:10.1080/02188791.2024.2390656

- Available Online

Agarwal, P. K., Xie, H., Sathyapalan Rema, A. S., Tay, E. G. H., Meaney, M. J., Godfrey, K. M., et al. (2024). Exploring the validity of the ASQ-SE for socio-emotional competency screening of a low-risk Asian cohort at 2 years of age. Early Human Development, 190. doi:10.1016/j.earlhumdev.2024.105951

- Available Online

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Media

Dr Eileen Bowman

Bowman, E. (2023). Website compiling conference outputs & resources related to language teaching and learning.. Retrieved from https://sites.google.com/view/www-drebowman-com?usp=sharing

 
Dr Deirdre McGillicuddy

McGillicuddy, D., & McGrane, A. (2023). Settling into school: pupils do best when they feel safe, connected and that they belong. Retrieved from https://www.irishtimes.com/

 

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Preprint

Dr Ebru Isikli

Capistrano, D., Creighton, M., & Isikli, E. (2023). I Guess We are from Very Different Backgrounds: Attitudes Towards Social Justice and Intergenerational Educational Mobility in European Societies. doi:10.31235/osf.io/9j7d4

- Available Online
 
Dr Deirdre McGillicuddy

Farrell, E., Nadglowski, J., Hollmann, E., Roux, C. L., & McGillicuddy, D. (2024). The nature of the relationship between obesity and mental health: An IMI2 SOPHIA qualitative study. doi:10.21203/rs.3.rs-4248258/v1

- Available Online
 
Dr Seaneen Sloan

Dempsey, C., Devine, R. T., Symonds, J. E., Sloan, S., & Hughes, C. (2023). Compensatory and Cumulative: Mother, Father and Teacher-Child Relationships Interact to Predict School Adjustment and Achievement. doi:10.31219/osf.io/6zw2y

- Available Online
 
Assoc Professor Jennifer Symonds

Dempsey, C., Devine, R. T., Symonds, J. E., Sloan, S., & Hughes, C. (2023). Compensatory and Cumulative: Mother, Father and Teacher-Child Relationships Interact to Predict School Adjustment and Achievement. doi:10.31219/osf.io/6zw2y

- Available Online
 

Maynard, A., & Symonds, J. E. (2023). The Impact of Social Innovation Education on Teacher Work Engagement. doi:10.31219/osf.io/3wbqk

- Available Online
 

Symonds, J. E., & Tang, X. (2024). Quality Appraisal Checklist for Quantitative, Qualitative, and Mixed Methods Studies. doi:10.31234/osf.io/djmcq

- Available Online
 

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Presentation

Assoc Professor Áine Mahon

Mahon, Á. (2024). From Misery to Meaning It: Intentional Writing and the PhD, Maynooth University. Maynooth University.

 

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Report

Professor Dympna Devine

Martinez Sainz, G., Devine, D., Sloan, S., Symonds, J., Ioannidou, O., Moore, B., et al. (2023). Curriculum and Assessment in Children's School Lives: Experiences from Primary Schools in Ireland 2019–2023. Dublin: University College Dublin.

 
Dr Emma Farrell

Martinez Sainz, G., Devine, D., Sloan, S., Symonds, J., Ioannidou, O., Moore, B., et al. (2023). Curriculum and Assessment in Children's School Lives: Experiences from Primary Schools in Ireland 2019–2023. Dublin: University College Dublin.

 
Dr Olga Ioannidou

Martinez Sainz, G., Devine, D., Sloan, S., Symonds, J., Ioannidou, O., Moore, B., et al. (2023). Curriculum and Assessment in Children's School Lives: Experiences from Primary Schools in Ireland 2019–2023. Dublin: University College Dublin.

 

Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Ioannidou, O., Moore, B., et al. (2024). Children's School Lives: Children's Wellbeing in Irish Primary Schools (2019 TO 2023). Dublin: University College Dublin.

 
Dr Gabriela Martinez Sainz

Martinez Sainz, G., Devine, D., Sloan, S., Symonds, J., Ioannidou, O., Moore, B., et al. (2023). Curriculum and Assessment in Children's School Lives: Experiences from Primary Schools in Ireland 2019–2023. Dublin: University College Dublin.

 

Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Ioannidou, O., Moore, B., et al. (2024). Children's School Lives: Children's Wellbeing in Irish Primary Schools (2019 TO 2023). Dublin: University College Dublin.

 

Kinsella, W., Senior, J., Symonds, J., O’Donnell, G., Sloan, S., Martinez Sainz, G., & Devine, D. (2024). The Impact of COVID -19 Pandemic on the Education of Children with Special Educational Needs. Dublin: University College Dublin.

 
Dr Deirdre McGillicuddy

McGinley, H. (2024). "Hand the Shame Back" - A Qualitative Study of Traveller Experiences Across the Education Continuum - Enabling a University for All. University College Dublin: UCD ALL.

 
Dr Barbara Moore

Martinez Sainz, G., Devine, D., Sloan, S., Symonds, J., Ioannidou, O., Moore, B., et al. (2023). Curriculum and Assessment in Children's School Lives: Experiences from Primary Schools in Ireland 2019–2023. Dublin: University College Dublin.

 
Dr Joyce Senior

Kinsella, W., Senior, J., Symonds, J., O’Donnell, G., Sloan, S., Martinez Sainz, G., & Devine, D. (2024). The Impact of COVID -19 Pandemic on the Education of Children with Special Educational Needs. Dublin: University College Dublin.

 

Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Ioannidou, O., Moore, B., et al. (2024). Children's School Lives: Children's Wellbeing in Irish Primary Schools (2019 TO 2023). Dublin: University College Dublin.

 
Dr Seaneen Sloan

Martinez Sainz, G., Devine, D., Sloan, S., Symonds, J., Ioannidou, O., Moore, B., et al. (2023). Curriculum and Assessment in Children's School Lives: Experiences from Primary Schools in Ireland 2019–2023. Dublin: University College Dublin.

 

Kinsella, W., Senior, J., Symonds, J., O’Donnell, G., Sloan, S., Martinez Sainz, G., & Devine, D. (2024). The Impact of COVID -19 Pandemic on the Education of Children with Special Educational Needs. Dublin: University College Dublin.

 

Sloan, S., Martinez Sainz, G., Devine, D., Symonds, J., Ioannidou, O., Moore, B., et al. (2024). Children's School Lives: Children's Wellbeing in Irish Primary Schools (2019 TO 2023). Dublin: University College Dublin.

 

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