• "I Know When I Did It, I Got Frustrated": The Influence of 'Living' a curriculum for preservice teachers 

  Dillon, Michelle; Tannehill, Deborah; O'Sullivan, Mary (Human Kinetics, 2017)

  In addressing the theory-practice divide, this research provides valuable insight into preservice teachers' (PSTs) learning through an experiential learning (EL) framework during teacher education. Utilizing an interpretivist ...
• "Biting one's lip" and "distancing": exploring pre-service teachers' strategies in dysfunctional professional relationships 

  O'Grady, Emmanuel; Guilfoyle, Liam; McGarr, Oliver (Taylor and Francis, 2018)

  Pre-service teachers (PSTs) are often placed in a vulnerable position during their school placement. Recognising the presence of power dynamics between PSTs, university-based tutors, and cooperating teachers as well as ...
• Power and empowerment in schools 

  Flaherty, Aishling (IntechOpen, 2018)

  This chapter sets out to discuss the tenants of power and empowerment as features of teachers' professional knowledge. At the root of empowerment is power and this power works to shape the experiences of every individual ...
• The impact of development education and education for sustainable development interventions: a synthesis of the research 

  O'Flaherty, Joanne; Liddy, Mags (Taylor and Francis, 2018)

  The Sustainable Development Goals set out by the United Nations advocate that all learners will have the knowledge and skills needed to promote sustainable development. Development education, education for sustainable ...
• An examination of the influence of task difficulty on engagement, performance and self-efficacy formation within a computerised maze navigation task 

  Power, Jason (University of Limerick, 2017)

  Currently there exists a dearth in the research regarding the link between task difficulty and self-efficacy formation. Within this project, desirable outcomes often linked to self-efficacy, including engagement and ...
• Commentary on: predatory publishing;pressures, promotions and perils 

  Houghton, Frank; Houghton, Sharon (SAGE Publications, 2018)

  no abstract available
• How does supervisor power influence clinical supervision from the perspective of the supervisor? An interpretative phenomenological analysis 

  McGuire, Michael John (Shane) (University of Limerick, 2018)

  This thesis explores the role that power plays in clinical supervision from the perspective of the supervisor. It focuses on the level of awareness supervisors have of power, its impact on them, and how they view its impact ...
• The visual arts practice PhD in Ireland: an interpretative phenomenological analysis 

  Halvey, Susan (University of Limerick, 2018)

  The Visual Arts Practice PhD (VAP PhD) has emerged during the last few decades in part due to the assimilation of autonomous art schools into the fabric of the bigger Higher Education Institutions (HEIs) (Baker, 2009; ...
• Challenging performativity in higher education: promoting a healthier learning culture 

  Deasy, Christine; Mannic McNamara, Patricia (Intech, 2017)

  The nature and context of education have changed dramatically in recent decades. The increased prioritisation of standardisation, performance indicators and metrics often means that holistic, affective and wellbeing ...
• Teachers’ perceptions of whole-school guidance counselling in second-level why teachers’ perceptions matter 

  Hearne, Lucy; Geary, Tom; King, Paul (Education Matters, 2017)

  This article will report on findings from a recent explanatory case study (Hearne et al., 2016) carried out against a background of policy, practice, and research on a whole-school approach to guidance counselling in ...
• The professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland 

  Czerniawski, Gerry; Gray, Donal; MacPhail, Ann; Bain, Yvonne; Conway, Paul; Guberman, Ainat (Taylor and Francis, 2018)

  Against a rapidly changing policy landscape for teacher education, exacerbated by Brexit' in the UK, findings are presented from an electronic survey of 272 higher-education based teacher educators in England, the Republic ...
• Exploring gender identity and gender norms in primary schools: the perspectives of educators and parents of transgender and gender variant children 

  Neary, Aoife; Cross, Catherine (University of Limerick, 2018)

  What is this Report About? Funded by the Irish Research Council, this study is the result of a collaborative partnership between the School of Education at the University of Limerick and the Transgender Equality Network ...
• Reflection-on-action in qualitative research: a critical self-appraisal rubric for deconstructing research 

  Stynes, Martin; Murphy, Timothy; McNamara, Gerry; O'Hara, Joe (Western Australian Institutes for Educational Research, 2018)

  In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work ...
• National newspaper-reporting on state examinations: an historical exposition of the exceptional case of the Irish Leaving Certificate 

  O'Donoghue, Tom; Gleeson, Jim; McCormack, Orla (Queens University, Canada, 2017)

  During a post-independence phase (1922-mid-sixties), Irish secondary schooling was characterised by low participation rates, elitism, and careerist perceptions of students. Phase two (1967-mid 1980s) saw participation rates ...
• The impact of a community of practice on physical education teachers' practices, understandings and beliefs 

  Clonan, Marie Therese (University of Limerick, 2017)

  Research on teacher continuing professional development focuses on how it can contribute to teacher and pupil learning (Teaching Council 2016). Teachers are envisioned as reflective practitioners and members of school based ...
• A study of the guidance counselling needs of adults with dyslexia within the Irish adult educational guidance service 

  Elftorp, Petra Emilia (University of Limerick, 2017)

  Guidance counselling is identified in policy discourse as an important supporting structure for adults who experience social injustice and barriers in their education and career progression (OECD 2004; SOLAS 2014). To date, ...
• Case study research on a whole school approach to guidance counselling in the voluntary school sector 

  Hearne, Lucy; King, Paul; Geary, Tom; Kenny, Neil (National Centre for Guidance in Education, 2017)

  This article will provide a synopsis of the key findings of a case study research project carried out by the University of Limerick and Dublin City University. The project was funded by the Irish Research Council ...
• Longitudinal tracking of academic progress during teacher preparation 

  Corcoran, Roisin P.; O'Flaherty, Joanne (John Wiley & Sons Ltd on behalf of British Psychological Society, 2017)

  Background. Given that the ultimate academic goal of many education systems in the developed world is for students to graduate from college, grades have a considerable bearing on how effective colleges are in meeting ...
• Developing a recovery college: a preliminary exercise in establishing regional readiness and community needs 

  Kelly, Joy; Gallagher, Stephen; McMahon, Jennifer (Taylor and Francis, 2016)

  Background: Recovery orientated intervention has experienced a paradigm shift towards stakeholder training and education within recovery colleges. Such colleges are typicallyunderpinned by a culture of emancipatory education ...
• Agendas, influences, and capability: perspectives on practice in design and technology education 

  Doyle, Andrew; Seery, Niall; Canty, Donal; Buckley, Jeffrey (Springer, 2017)

  A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously ...

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