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.
Mixed methods or mixed up: a critical exposition on interpretive research undertaken within mixed methods’ studies
Author: Tom O’Donoghue
Posted: November 30, 2022, 10:27 am
Leadership in teacher design teams for professional development: research synthesis and applications for coaches
Author: Floor Binkhorst
Posted: November 30, 2022, 10:27 am
A pedagogical grey crayon: Dewey’s habit, assumption analysis, and thoughtful practice
Author: JuliAnna Ávila
Posted: November 28, 2022, 2:56 am
Teacher education for critical and reflexive interculturality
Author: Na Liu
Posted: November 28, 2022, 2:53 am
International perspectives on teacher well-being and diversity: portals into innovative classroom practice
Author: Renzhong Peng
Posted: November 8, 2022, 3:36 am
School self-evaluation and empowering leadership in DEIS schools: an exploration of success
Author: Ger Barry
Posted: November 8, 2022, 3:36 am
The role of emotion in higher education: exploring global citizenship education
Author: Veronica O’Toole
Posted: November 8, 2022, 1:22 am
Teacher stress and work-family conflict: examining a moderation model of psychological capital
Author: Mustafa Toprak
Posted: November 8, 2022, 1:02 am
Teacher leadership in school self-evaluation: an approach to professional development
Author: Shivaun O’Brien
Posted: October 31, 2022, 3:18 am
Subjective wellbeing of Cork primary school children
Author: Tara Coppinger
Posted: October 26, 2022, 10:04 am
ECCE teachers’ attitudes in Ireland towards including children with special educational needs
Author: Helen Hanley
Posted: October 23, 2022, 4:16 am
James Joyce and Education: Schooling and the Social Imaginary in the Modernist Novel
Author: Kevin Williams
Posted: October 23, 2022, 1:30 am
Wellbeing and Schooling: Cross Cultural and Cross Disciplinary Perspectives
Author: Mira Dobutowitsch
Posted: October 19, 2022, 3:25 am
‘Children from these communities’: unequal school provision, segregation, and the Irish educational landscape
Author: J. M. Mancini
Posted: September 20, 2022, 3:11 am
Expanding global horizons through technology enhanced language learning
Author: Renzhong Peng
Posted: July 26, 2022, 3:30 am
Codes and control: explicating pedagogic communication in classroom practice
Author: Ursula Nolan
Posted: July 19, 2022, 5:00 am
Exploring children’s knowledge of Irish and European symbols: a comparison of Irish-medium and English-medium primary school children
Author: Louise Lennon Malbasha
Posted: July 14, 2022, 2:58 am
Same route, different destinations: a cluster analysis of student-teacher types among Palestinian student-teachers living in Israel
Author: Sami Mahajna
Posted: July 14, 2022, 2:57 am
Instrumental music education in Ireland: how subsidiarity and choice can perpetuate structural inequalities
Author: Dorothy Conaghan
Posted: July 9, 2022, 3:30 am
The social contexts of educational disadvantage: focus on the neighbourhood
Author: Laura P. McAvinue
Posted: July 9, 2022, 3:28 am
Outdoor education, interaction and reflection: a study of Irish outdoor ECEC
Author: Karina Abbott
Posted: July 9, 2022, 3:26 am
Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people’s post-school pathways at 20
Author: Eamonn Carroll
Posted: July 6, 2022, 4:29 am
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: Michelle 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
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