• Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement 

  Atit, Kinnari; Power, Jason Richard; Veurink, Norma; Utta, David H.; Sorby, Sheryl; Panther, Grace; Msall, Camille; Fiorella, Logan; Carr, Martha (SpringerOpen, 2020)

  Spatial skills and mathematical ability have been repeatedly identified as critical for achievement in Science, Technology, Engineering, and Mathematics (STEM). Previous studies have identified correlations between ...
• The prevalence of ill-treatment and bullying at work in Ireland 

  Hogan, Victoria; Hodgins, Margaret; Lewis, Duncan; Maccurtain, Sarah; Mannix McNamara, Patricia; Pursell, Lisa (Emerald Publishing Ltd, 2020)

  Purpose The purpose of this paper is to examine the prevalence of ill-treatment and bullying experienced by Irish workers and to explore individual and organisational predictors. The most recent national figures available ...
• Enhancing the efficacy of health promotion interventions: a focus on the context 

  Darlington, Emily; Mannix McNamara, Patricia; Jourdan, Didier (Elsevier, 2020)

  Highlights • Health promotion programmes in various settings are effective means to improve the health of the population. • Despite substantial research, results from programme implementation remain unclear and ...
• Spatial development program for middle school: teacher perceptions of effectiveness 

  Power, Jason Richard; Sorby, Sheryl A. (Springer, 2020)

  International comparisons suggest that middle school American students compare poorly to their international peers in tasks that require spatial skills. This deficiency in spatial skills is more prominent in females and ...
• The importance of supporting technological knowledge in post-primary education: a cohort study 

  Buckley, Jeffrey; Seery, Niall; Power, Jason Richard; Phelan, Joseph (Taylor and Francis (Routledge), 2019)

  Background: Substantial research highlights the differences between scientific and technological knowledge. Considering that learning is heavily focused on the acquisition of knowledge, it is important to examine the ...
• Reflecting to conform? Exploring Irish student teachers' discourses in reflective practice 

  McGarr, Oliver; McCormack, Orla (Taylor and Francis, 2014)

  A new model of reflective practice for student teachers on school placement was implemented into a teacher education program. The model aimed to encourage critical reflection that challenged hegemonic assumptions and power ...
• Exploring students’ justifications for studying a master’s degree in business through problem-based learning 

  O'Brien, Ronan F.; McGarr, Oliver; Lynch, Raymond (Taylor and Francis, 2020)

  Many studies have espoused the pedagogical benefits of Problem-Based Learning (PBL) across multiple disciplines. With the increasing use of PBL within higher education there exists a need to consider its position not just ...
• An investigation of university students and professionals’ professional STEM identity status 

  Kelly, Regina; McGarr, Oliver; Leahy, Keelin; Goos, Merrilyn (Springer, 2020)

  Set amidst the backdrop of concerns related to the entry of students to Science, Technology, Engineering, and Mathematics (STEM) careers, this study seeks to understand the Professional STEM Identity status of STEM ...
• The role of analogies and anchors in addressing students’ misconceptions with algebraic equation 

  Tooher, Helen; Johnson, Patrick (Western Australian Institutes for Educational Research, 2020)

  This pilot study explores the effectiveness of a strategy for overcoming post-primary students’ misconceptions within the topic of algebra. Although central to the study of mathematics, algebra can be an area of difficulty ...
• 'Moving away from the caring': exploring the views of in-service and pre-service male teachers about the concept of the male teacher as role model at an early entry childhood and post-primary level 

  McCormack, Orla; Brownhill, Simon (Academic Research Journals, 2014)

  International calls have frequently been made by policy makers and professional/public discourse for more male teachers to enter the education profession under the assumption that they will act as role models for boys. The ...
• The influence of task difficulty on engagement, performance and self-efficacy 

  Power, Jason Richard (Springer, 2018)

  My research examined the impact of a person’s belief about their own capabilities and how this influences their performance. In order to examine this I needed a task that was both relatively enjoyable, so that participants ...
• Using autobiographical comics to explore life stories and school experiences of pre-service early childhood educators 

  McGarr, Oliver; Gavaldon, Guillermina; Saez de Adana, Francisco (Wiley and Sons Ltd, 2020)

  Exploring one’s life-history in order to unearth how one’s past influences current conceptions of teaching is commonly employed in teacher education. Recognising the constructed and situated nature of autobiographical ...
• Developing CDIO practitioners: A systematic approach to standard 10 

  Power, Jason Richard; Tanner, David A.; Ryan, Alan; Devitt, Brian (Elsevier, 2019)

  CDIO (Conceive, Design, Implement, Operate) is a widely used framework designed to educate the next generation of engineers. CDIO adoption is supported and assessed by 12 standards. CDIO Standard 10: Enhancement of Faculty ...
• An analysis of national newspaper coverage relating to the Leaving Certificate programme in two newspapers in the Republic of Ireland 

  McCormack, Orla; Gleeson, Jim; O'Donoghue, Tom (Taylor and Francis, 2020)

  The Leaving Certificate programme in Ireland is a two year programme for upper second-level students and culminates in them sitting externally-set high stakes State examinations. Students’ experiences of the programme are ...
• Difficulty and self-efficacy: an exploratory study 

  Power, Jason Richard; Lynch, Raymond; McGarr, Oliver (Taylor and Francis, 2020)

  Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self‐regulated learning activities. However, the majority of research examining the ...
• Students' perceptions of lecturer power and authority in a higher education PBL business programme 

  O'Brien, Ronan F.; McGarr, Oliver; Lynch, Raymond (Taylor and Francis, 2020)

  Although often suffering from a lack of conceptual clarity and definition, the use of problem-based learning (PBL) as a pedagogical approach has become almost ubiquitous across many disciplines in higher education in recent ...
• Examining supervising field instructors' reporting and assessment of technology use by pre-service teachers on school placement 

  McGarr, Oliver; Ó Gallchóir, Ciarán (Elsevier, 2020)

  This study examines supervising field instructors’ reporting and assessment of technology use on School Placement. The research examined a sample of reports by supervising field instructors containing their assessment ...
• Curricular responses to computer science provision in schools: current provision and alternative possibilities 

  McGarr, Oliver; Johnston, Keith T. (Wiley and Sons Ltd, 2020)

  This paper explores the rationales underpinning the introduction of Computer Science (CS) into school curricula and examines the ways in which educational systems have responded to these growing calls. In outlining the ...
• The use of virtual simulations in teacher education to develop pre-service teachers' behaviour and classroom management skills: implications for reflective practice 

  McGarr, Oliver (Taylor and Francis, 2020)

  Dealing with the often-overwhelming nature of the school placement experience, and the associated demands of classroom management, can be a significant challenge for many pre-service teachers. These challenges point to the ...
• Adolescent suicide ideation, depression and self-esteem:relationships to a new measure of gender role conflict 

  O’Beaglaoich, Cormac; McCutcheon, Jessica; Conway, Paul F.; Hanafin, Joan; Morrison, Todd G. (Frontiers Media, 2020)

  Among 15–24 year olds in Ireland, completed suicide was responsible for 4.1 times more male deaths than female deaths in 2014 (World Health Organization [WHO], 2017). Few international research studies have investigated ...

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