Citations (9)
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Read on this site (5)
Amalia Fenwick, Billy Kinsella & Judith Harford. (2022) Promoting academic resilience in DEIS schools. Irish Educational Studies 41:3, pages 513-530.
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Craig Skerritt & Maija Salokangas. (2020) Patterns and paths towards privatisation in Ireland. Journal of Educational Administration and History 52:1, pages 84-99.
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Miriam Hamilton. (2019) Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study. The New Educator 15:3, pages 187-207.
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Thomas Delahunty. The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification. Educational Review 0:0, pages 1-23.
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Selina McCoy & Delma Byrne. Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context. British Journal of Educational Studies 0:0, pages 1-27.
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Articles from other publishers (4)
Thomas Delahunty, Mark Prendergast & Máire Ní Ríordáin. (2021) Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?. Frontiers in Education 6.
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Claire Connolly. (2021) Recognising misrecognition: challenging the reproduction of inequality and subverting doxastic thinking in Initial Teacher Education. International Journal of Educational Research 109, pages 101834.
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David Mc Keon. (2020) ‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland. Improving Schools 23:2, pages 159-174.
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Craig Skerritt. (2019) ‘I think Irish schools need to keep doing what they’re doing’: Irish teachers’ views on school autonomy after working in English academies. Improving Schools 22:3, pages 267-287.
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