Citations (23)
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Ruth Bourke. (2023) Responding to complexity in disadvantaged school contexts: the role of school networks in building social capital. Irish Educational Studies 42:4, pages 1043-1064.
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Craig Skerritt, Joe O’Hara & Martin Brown. (2023) Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device. Irish Educational Studies 42:3, pages 297-314.
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Sinéad McNally, Paul Downes, Laura O’Halloran, Gráinne Kent & Sandra O’Neill. (2022) ‘The whole world was lifted off me’: the importance of relational supports and peer mentoring for under-represented students accessing university in Ireland. Journal of Further and Higher Education 46:10, pages 1319-1333.
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J. M. Mancini. (2022) ‘Children from these communities’: unequal school provision, segregation, and the Irish educational landscape. Irish Educational Studies 0:0, pages 1-19.
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Nigel Quirke-Bolt & Rebecca Purcell. (2021) An investigation into the profile of entrants to concurrent (post-primary) initial teacher education in Ireland, 2009–2020. Irish Educational Studies 40:3, pages 493-514.
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Helena Troiano, Dani Torrents & Lidia Daza. (2021) Compensation for poor performance through social background in tertiary education choices. Studies in Higher Education 46:6, pages 1225-1240.
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Aibhin Bray, Joanne Banks, Ann Devitt & Eilís Ní Chorcora. (2021) Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland. Irish Educational Studies 40:2, pages 431-441.
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Margaret Scanlon, Hilary Jenkinson, Pat Leahy, Fred Powell & Olive Byrne. (2019) ‘How are we going to do it?’ An exploration of the barriers to access to higher education amongst young people from disadvantaged communities. Irish Educational Studies 38:3, pages 343-357.
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Craig Skerritt. (2019) Privatization and ‘destatization’: school autonomy as the ‘Anglo neoliberalization’ of Irish education policy. Irish Educational Studies 38:2, pages 263-279.
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Sharon Walsh, Darragh Flannery & John Cullinan. (2018) Analysing the preferences of prospective students for higher education institution attributes. Education Economics 26:2, pages 161-178.
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Rebecca Maguire, Arlene Egan, Philip Hyland & Phil Maguire. (2017) Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education. Higher Education Research & Development 36:2, pages 343-357.
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D. Flannery & J. Cullinan. (2014) Where they go, what they do and why it matters: the importance of geographic accessibility and social class for decisions relating to higher education institution type, degree level and field of study. Applied Economics 46:24, pages 2952-2965.
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Gwen Moore. (2014) Mind the gap: privileging epistemic access to knowledge in the transition from Leaving Certificate music to higher education. Irish Educational Studies 33:3, pages 249-268.
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Articles from other publishers (10)
Carmen Kealy, Veronica McCauley & Paul Flynn. (2024) Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland: Factors Effecting Intent in the Transition to Upper Secondary School. Education Sciences 14:4, pages 341.
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Eamonn Carroll, Selina McCoy & Georgiana Mihut. (2022) Exploring cumulative disadvantage in early school leaving and planned post‐school pathways among those identified with special educational needs in Irish primary schools. British Educational Research Journal 48:6, pages 1065-1082.
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Sylvain Charlebois, Amy Hill, Janèle Vezeau, Lydia Hunsberger, Maddy Johnston & Janet Music. (2022) Assessing a Nation’s Competitiveness in Global Food Innovation: Creating a Global Food Innovation Index. World 3:1, pages 27-66.
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Margaret Scanlon, Fred Powell, Pat Leahy, Hilary Jenkinson & Olive Byrne. (2019) ‘No one in our family ever went to college’: Parents’ orientations towards their children’s post-secondary education and future occupations. International Journal of Educational Research 93, pages 13-22.
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Craig Skerritt. (2017) The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland. Irish Journal of Sociology 25:3, pages 274-296.
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