https://orcid.org/0000-0003-2896-3020
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Aibhín Bray, Cliona Hannon & Brendan Tangney. (2024) Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach. Irish Educational Studies 43:1, pages 103-123.
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Sanja Milic & Vlado Simeunovic. (2023) Еxploring e-learning critical success factors in digitally underdeveloped countries during the first wave of the COVID-19. Interactive Learning Environments 31:8, pages 4994-5006.
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Connie O’Regan, Bernadine Brady & Cornelia Connolly. (2023) Building Back Better – Using an Ecological Lens to Argue for Strengthening Mesosystemic Connections for Young People in a Post Pandemic World. Child Care in Practice 29:4, pages 358-370.
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Ashley Bough. (2023) Project based learning in post-primary school in Ireland – a narrative literature review of the transition year programme to understand evolving digital spaces. Irish Educational Studies 42:4, pages 749-774.
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Gavin Murphy & Dympna Devine. (2023) Sensemaking in and for times of crisis and change: Irish primary school principals and the Covid-19 pandemic. School Leadership & Management 43:2, pages 125-144.
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Martin Brown, Craig Skerritt, Patrick Shevlin, Gerry McNamara & Joe O’Hara. (2022) Deconstructing the challenges and opportunities for blended learning in the post emergency learning era. Irish Educational Studies 41:1, pages 71-84.
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Regina Murphy, Francis Ward, Una McCabe, Michael Flannery, Andrea Cleary, Hsiao-Ping Hsu & Eileen Brennan. (2022) Recasting embodied and relational teaching in the arts: teacher educators reflect on the potential of digital learning. Irish Educational Studies 41:1, pages 213-224.
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Ann Marcus-Quinn & Tríona Hourigan. (2022) Digital inclusion and accessibility considerations in digital teaching and learning materials for the second-level classroom. Irish Educational Studies 41:1, pages 161-169.
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Keith Johnston & Oliver McGarr. (2022) Digital education futures in Irish educational policy: tempering commercial influence through an exploration of emerging ethical, environmental and educational realities. Irish Educational Studies 41:1, pages 135-149.
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Articles from other publishers (18)
Ethel Mae Arzu. (2024) Examining educational continuity in distance learning guidance documents: A content analysis of the Ministry of Education response to COVID-19 in Belize. Management in Education.
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S. Gleasure, D. Devine, G. Martinez Sainz, S. Sloan, M. Crean, B. Moore & J. Symonds. (2024) “This is Where the Care Can Step Up”: A Typology of Nurturing Pedagogies in Primary Schools Serving Low-Income Communities During COVID-19 Closures. Early Childhood Education Journal.
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Naska Goagoses, Tomi “bgt” Suovuo, Heike Winschiers-Theophilus, Calkin Suero Montero, Nicolas Pope, Erkki Rötkönen & Erkki Sutinen. (2023) A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school. Education and Information Technologies 29:2, pages 2009-2042.
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Daniella G. Varela, Kelly S. Hall, Ya Wen Melissa Liang, Angelica Cerda & Laura Rodriguez. (2024) The compulsory online experience: understanding EdD students' perspectives of program transition during COVID-19. Journal of Applied Research in Higher Education.
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Aibhin Bray, Ann Devitt, Joanne Banks, Sergio Sanchez Fuentes, Marta Sandoval, Katerina Riviou, Darren Byrne, Margaret Flood, Jean Reale & Silvia Terrenzio. (2023)
What next for Universal Design for Learning? A systematic literature review of technology in
UDL
implementations at second level
. British Journal of Educational Technology 55:1, pages 113-138.
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Matthew D. Marmet. (2023) Bridging the power gap: the impact of pedagogical strategies and relationship-building on student success. Journal of Research in Innovative Teaching & Learning 16:2, pages 192-209.
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Hamizah Haidi & Mahani Hamdan. (2022) Analysis of the home-based online teaching and learning policy during the COVID-19 second wave in Brunei: a joint parent/teacher perception. Asia Pacific Education Review 24:3, pages 487-502.
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Francis Ansah, Might Kojo Abreh, Wisdom Kwaku Agbevanu, Rosemary Seiwah Bosu, Amina Jangu Alhassan, Clara Araba Mills & Gloria Nyame. (2023) Households’ level considerations in the vulnerability to potential learning loss among school children in Ghana. Equity in Education & Society.
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Elaine Keane, Niamh Flynn & Carmen Kealy. (2023) Addressing the needs of marginalised young people through school-based catch-up interventions during COVID-19: A case study from Ireland. Equity in Education & Society 2:2, pages 138-156.
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Eilís Ní Chorcora, Aibhín Bray & Joanne Banks. (2023) A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools. Review of Education 11:2.
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Dong Yang, Huanhuan Wang, Ahmed Hosny Saleh Metwally & Ronghuai Huang. (2023) Student engagement during emergency remote teaching: A scoping review. Smart Learning Environments 10:1.
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Kate Darmody, Julie Booth, Josephine Bleach, Pramod Pathak & Paul Stynes. (2023) Work in Progress: A Virtual Educational Robotics Coding Club Framework to Improve K-6 Students Emotional Engagement in STEM. Work in Progress: A Virtual Educational Robotics Coding Club Framework to Improve K-6 Students Emotional Engagement in STEM.
Nadia Rousseau. (2023) Soutenir l’engagement scolaire après la COVID-19 : mise en relation de propositions émises par des élèves québécois avec les principes de flexibilité de la conception universelle de l’apprentissage. Éducation et francophonie 51:1.
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Nicolas Pope, Sebastian Hahta, Erkki Rötkönen, Naska Goagoses, Jason Mendes, Erkki Sutinen & Heike Winschiers-Theophilus. (2022) Remote Presence: Live Holograms for a Social Classroom. Remote Presence: Live Holograms for a Social Classroom.
Lidon Moliner & Francisco Alegre. (2022) COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain. Education Sciences 12:2, pages 105.
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Lena Dändliker, Isabel Brünecke, Paola Citterio, Fabienne Lochmatter, Marlis Buchmann & Jeanine Grütter. (2022) Educational Concerns, Health Concerns and Mental Health During Early COVID-19 School Closures: The Role of Perceived Support by Teachers, Family, and Friends. Frontiers in Psychology 12.
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Nataša Simić, Kristina Mojović-Zdravković & Natalija Ignjatović. (2022) Student engagement in online and face-to-face classes in times of pandemic. Nastava i vaspitanje 71:3, pages 347-362.
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Satoshi Takahashi, Masaki Kitazawa & Atsushi Yoshikawa. (2022) School Virus Infection Simulator for customizing school schedules during COVID-19. Informatics in Medicine Unlocked 33, pages 101084.
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