tandf: Irish Educational Studies: Table of Contents
Table of Contents for Irish Educational Studies. List of articles from both the latest and ahead of print issues.
Unsupported and unrealistic expectations? Misalignment between teachers’ required knowledge of the law in the Code of Professional Conduct for Teachers and Céim Standards for Initial Teacher Education
Author: Mia Treacy
Posted: July 1, 2022, 5:14 am
Traveller students being and relating to an/‘other’: identity, belonging, and inter-ethnic peer relationships in a highly diverse post-primary school
Author: Hannagh McGinley
Posted: July 1, 2022, 5:13 am
Early childhood education and care in Ireland: charting a century of developments (1921-2021)
Author: Deirdre Horgan
Posted: July 1, 2022, 5:13 am
Investigating design, implementation and evaluation process of the model eliciting activities: the perspective of model eliciting principles
Author: Zehra Taşpınar Şener
Posted: July 1, 2022, 5:11 am
Mathematics, mindsets, and what it means to be do-ers of math
Author: Carmen M. Latterell
Posted: June 27, 2022, 2:59 am
‘What's the magic word?’: mapping oral language interventions implemented in prevention and early intervention programmes
Author: Duana Quigley
Posted: June 27, 2022, 2:58 am
Student support teams: perceptions of the nature, scope and function in post-primary education
Author: Eileen O'Toole
Posted: June 27, 2022, 2:58 am
The challenges of teaching maths in Irish in Irish-medium education
Author: Alison MacKenzie
Posted: June 27, 2022, 2:58 am
Teaching vocation or religious vocation: examining the changing identity of Irish teaching sisters c.1940–1970, an oral history approach
Author: Deirdre Raftery
Posted: June 27, 2022, 2:56 am
Coping with the ‘new (ab)normal’ in school: an EMA study of youth coping with the return to in-person education during the COVID-19 pandemic
Author: Niamh Flynn
Posted: June 23, 2022, 4:59 am
Reflecting on 100 years of educational policy in Ireland: was equality ever a priority?
Author: Brian Fleming
Posted: June 23, 2022, 4:19 am
Mobilising the untapped in the present: a review and response to Karl Kitching
Author: Seán Henry
Posted: June 19, 2022, 5:24 am
Lessons from abroad: how can we achieve a socially just educational system?
Author: Diane Reay
Posted: June 19, 2022, 5:12 am
Making a difference in educational inequality: reflections from research and practice
Author: Kevin Cahill
Posted: June 19, 2022, 5:11 am
Addressing educational disadvantage in Northern Ireland 1921–2021: a history of squandered opportunities?
Author: Noel Purdy
Posted: June 13, 2022, 4:37 am
Multiple crises, multiple sticky plasters: repositioning regimes of truth in ECEC policy to affirmative ethics of interconnection
Author: Lynda Smyth
Posted: June 3, 2022, 7:08 am
A systematic literature review of home-school partnership for learners with English as an Additional Language (EAL): a way forward for the UK and Ireland
Author: Maria Stewart
Posted: May 30, 2022, 4:02 am
High Achievement in Mathematics and Science among Students in Ireland: An In-Depth Analysis of International Large-Scale Assessment Data Since 2000
Author: Vasiliki Pitsia
Posted: May 18, 2022, 4:17 am
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach
Author: Aibhín Bray
Posted: April 29, 2022, 12:37 pm
Teacher educators’ engagement with school-based assessments across Irish teacher education programmes
Author: Ann-Marie Young
Posted: April 26, 2022, 6:11 am
Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19
Author: Jason Power
Posted: April 18, 2022, 3:01 am
Bridging the gaps in information systems: a threshold concepts and troublesome knowledge perspective
Author: Trevor Clohessy
Posted: April 18, 2022, 3:00 am
Heads or tails: the relationship between curriculum and assessment in Irish post-primary education
Author: Jim Gleeson
Posted: April 18, 2022, 3:00 am
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model
Author: Ali Çağatay Kılınç
Posted: April 13, 2022, 8:30 am
‘I think it depends on who you have, I was lucky I had a teacher who felt comfortable telling all this stuff’. Teacher comfortability: key to high-quality sexuality education?
Author: Anne Lodge
Posted: April 13, 2022, 8:29 am
Ethno-cultural diversity in initial teacher education courses: the case of Ireland
Author: Alannah Hannigan
Posted: April 13, 2022, 8:27 am
Exploring trans-generational and trans-institutional learning: educational action research possibilities in a virtual environment
Author: Bernie Sullivan
Posted: March 6, 2022, 2:41 am
Competition within a multi-campus, merged university – a zero-sum game?
Author: Rosalind M. O. Pritchard
Posted: February 28, 2022, 4:11 am
Gendered expectations on the recognition of ADHD in young women and educational implications
Author: Andrea Lynch
Posted: February 9, 2022, 4:25 am
Peer observation of teaching in a post-primary context
Author: Deidre Walker
Posted: January 30, 2022, 1:12 am
Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study
Author: Cornelia Connolly
Posted: January 30, 2022, 1:02 am
Teaching for social justice and sustainable development across the primary curriculum
Author: Máire Nic an Bhaird
Posted: January 9, 2022, 5:24 am
Evidence based education policy in Ireland: insights from educational researchers
Author: John O'Connor
Posted: January 9, 2022, 5:22 am
Second level students’ experiences of creativity: an Irish case study
Author: Katie Martin
Posted: January 5, 2022, 3:54 am
Examinations and Irish history – Intermediate Certificate history and gauging the official historical narrative, 1926–1968
Author: Colm Mac Gearailt
Posted: November 16, 2021, 9:35 am
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland
Author: Merrilyn Goos
Posted: August 30, 2021, 5:11 am
The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?
Author: Brian Fleming
Posted: August 30, 2021, 5:09 am
Teachers’ experience of inquiry into socioscientific issues in the Irish lower secondary science curriculum
Author: Ruth Chadwick
Posted: August 25, 2021, 3:24 am
Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device
Author: Craig Skerritt
Posted: August 23, 2021, 5:06 am
Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system?
Author: Catherine Merrigan
Posted: August 15, 2021, 3:45 am
School readiness of five-year-old children from socio-economically disadvantaged areas: evidence from the Preparing for Life evaluation
Author: Vasiliki Pitsia
Posted: August 15, 2021, 3:44 am
Working parents’ experiences of home-schooling during school closures in Northern Ireland: what lessons can be learnt?
Author: Barbara Skinner
Posted: August 15, 2021, 3:44 am
School partnerships in a post-conflict society: addressing challenges of collaboration and competition
Author: Stephen Roulston
Posted: August 15, 2021, 3:42 am
The effect of the use of computer-aided design (CAD) and a 3D printer on the child’s competence in mathematics
Author: James O'Reilly
Posted: August 15, 2021, 3:40 am
H2O Heroes: adding value to an environmental education outreach programme through intergenerational learning
Author: Caroline Gilleran Stephens
Posted: June 5, 2021, 3:52 am
A kitchen at the heart of a school – an investigation into school meals in the Republic of Ireland
Author: M. Darmody
Posted: May 27, 2021, 2:36 am
The potential of arts partnerships to support teachers: learning from the field
Author: Edel Fahy
Posted: May 27, 2021, 2:35 am
Exploring a pedagogical model to support teaching new literacy skills in English education – an Irish study
Author: Sharon Kearney
Posted: May 3, 2021, 2:48 am
School performance and undetected and untreated visual problems in schoolchildren in Ireland; a population-based cross-sectional study
Author: Siofra Harrington
Posted: April 23, 2021, 1:36 am
Actualising Content and Language Integrated Learning (CLIL) in Irish-medium education; why, how and why now?
Author: Breandán Mac Gearailt
Posted: April 19, 2021, 3:49 am
Teacher-artist partnership as teacher professional development
Author: Dorothy Morrissey
Posted: April 15, 2021, 4:14 am
Review of book, ‘transforming language teaching and learning.’
Author: Jane Jones
Posted: April 15, 2021, 4:11 am
Blended and Online Learning for Global Citizenship: New Technologies and Opportunities for Intercultural Education
Author: Leigh Graves Wolf
Posted: April 15, 2021, 4:08 am
Africa in Irish Primary Geography Textbooks: developing and applying a Framework to investigate the potential of Irish Primary Geography textbooks in supporting Critical Multicultural Education
Author: Joe Usher
Posted: April 8, 2021, 4:33 am
Evolution of Irish curriculum culture: understandings, policy, reform and change
Author: Jim Gleeson
Posted: April 8, 2021, 4:33 am
‘There seems to be some misunderstanding’: church-state relations and the establishment of Carraroe comprehensive, 1963–67
Author: Catriona Delaney
Posted: April 6, 2021, 4:32 am
Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content
Author: Máire Ní Ríordáin
Posted: April 5, 2021, 9:10 am
Towards an organic model of collaborative practice in a post-primary school setting – insights from a teaching and learning group (T&L Club)
Author: Bairbre Kennedy
Posted: April 2, 2021, 12:25 pm
Integrated STEM – a step too far in primary education contexts?
Author: M. Hourigan
Posted: April 2, 2021, 12:24 pm
Mental health literacy and help-giving responses of Irish primary school teachers
Author: Eilís Ní Chorcora
Posted: April 2, 2021, 12:23 pm
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Author: Rachel Farrell
Posted: March 30, 2021, 1:37 am
Developing a scale to assess post-primary educators’ attitudes with regard to the promotion of student wellbeing
Author: David Byrne
Posted: March 26, 2021, 3:07 am
Artificial boundaries? Shaping policy through empowering research
Author: Suzanne O'Keeffe
Posted: March 26, 2021, 3:05 am
Learning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practice
Author: Joseph Anthony Moynihan
Posted: March 17, 2021, 3:57 am
Implementing movement integration across the whole school: findings from the Moving to Learn Ireland programme
Author: Rosemarie Martin
Posted: March 17, 2021, 3:55 am
Professional development for out-of-field post-primary teachers of mathematics: an analysis of the impact of mathematics specific pedagogy training
Author: Niamh O'Meara
Posted: March 17, 2021, 3:52 am
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education
Author: Jeffrey Buckley
Posted: September 10, 2020, 12:20 pm
The battle of the colours: Irish Catholic identity, St Joseph’s Nudgee College, and rugby 1891–1914
Author: Martin Kerby
Posted: September 10, 2020, 12:19 pm
‘If I get a good job you could say that it was worthwhile’: students’ views on higher education as a risk investment
Author: Luciana Lolich
Posted: September 8, 2020, 10:05 am
Teacher experiences implementing the ‘Active School Flag’ initiative to support physically active school communities in Ireland
Author: Jamie McGann
Posted: July 23, 2020, 7:38 am