Citations (144)
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Sigve Høgheim, Eirik S. Jenssen & Roger André Federici. (2023) Do lectures matter? Exploring students’ situational interest in two learning arenas in teacher education. Scandinavian Journal of Educational Research 67:7, pages 1027-1040.
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Geraldine Mooney Simmie. (2023) The gendered construction of teachers’ identities and practices: feminist critical discourse analysis of policy texts in Ireland. Gender and Education 35:3, pages 282-298.
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Kristen M. Klipfel, Jerry J. Sweet, Nathaniel W. Nelson & Paul J. Moberg. (2023) Gender and ethnic/racial diversity in clinical neuropsychology: Updates from the AACN, NAN, SCN 2020 practice and “salary survey”. The Clinical Neuropsychologist 37:2, pages 231-285.
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Lichen Zhen, Nathaniel Ming Curran & Hernan Galperin. (2023) Factors driving teacher selection on online language tutoring platforms: an experiment-based approach. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Nibal Khalil, Ahmad Aljanazrah, Ghadeer Hamed & Elaine M. Murtagh. (2023) Teacher educators’ perspectives on gender responsive pedagogy in higher education. Irish Educational Studies 0:0, pages 1-17.
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Aaron Leo, Elizabeth A. Holdsworth, Kristen C. Wilcox, Maria I. Khan, José Antonio Mola Ávila & Jessie Tobin. (2022) Gendered impacts of the COVID-19 pandemic: a mixed-method study of teacher stress and work-life balance. Community, Work & Family 25:5, pages 682-703.
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Sigve Høgheim & Roger André Federici. (2022) Interest in teacher education: exploring the relation between student teacher interest and ambitions in teacher education. European Journal of Teacher Education 45:5, pages 581-599.
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Yumin Zhang, Miao Chen & Xiaoyan Li. (2022) ‘Is it necessary to be male?’: A qualitative study of female kindergarten teachers’ views on physical activity for young children in China. Sport, Education and Society 0:0, pages 1-14.
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Sheena E. Martenies, Jennifer Schill, Matthew Klimm, Jennifer E. Cross, Shannon Oliver & Sheryl Magzamen. (2022) Relationships between social climate and indoor environmental quality and frequently reported health symptoms among teachers and staff in a suburban school district. Journal of Occupational and Environmental Hygiene 19:8, pages 478-488.
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Mario I. Suárez. (2022) My Autohistoria-Teoría (trans)formational experience: An autoethnographical case study of a transgender BIPOC teacher’s experience with racial healing. International Journal of Transgender Health 23:1-2, pages 243-254.
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Lucy Hearne, Petra Elftorp, Cathal de Paor & Karina Ryan. (2022) An exploration of adult guidance practitioners’ experiences of policy and practice in the reformed Further Education and Training (FET) sector in Ireland. British Journal of Guidance & Counselling 50:1, pages 128-140.
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Shosh Davidson & Ornat Turin. (2021) Preschool teachers’ experience of parents’ WhatsApp groups: technological ambivalence and professional de-skilling. Gender and Education 33:8, pages 983-998.
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Mindi Reich-Shapiro, Kirsten Cole & Jean Yves Plaisir. (2021) “I Am the Teacher”: how male educators conceptualize their impact on the early childhood classroom. Journal of Early Childhood Teacher Education 42:4, pages 381-403.
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Angela Kraemer-Holland. (2021) Skepticism, Gratitude, and the Neoliberal Narrative: TFA Teachers’ Conceptualization of Occupational Stature. Action in Teacher Education 43:4, pages 430-446.
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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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Jason Giersch. (2021) Motivations to enter teaching: an investigation with non-education university students. Journal of Education for Teaching 47:3, pages 426-438.
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Aron Laxdal & Rune Giske. (2020) Gender and the perceived learning environment in upper secondary school physical education. Sport, Education and Society 25:7, pages 779-787.
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Theano Koutsoupidou. (2020) Musical play in early years education: towards a model of autonomy through adult support. Music Education Research 22:1, pages 87-106.
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Jo Warin & Deborah Price. (2020) Transgender awareness in early years education (EYE): ‘we haven’t got any of those here’. Early Years 40:1, pages 140-154.
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Shaaista Moosa & Deevia Bhana. (2020) Masculinity as care: men can teach young children in the early years. Early Years 40:1, pages 52-66.
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Per-Olof Erixon & Inger Erixon Arreman. (2019) ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”. Scandinavian Journal of Educational Research 63:6, pages 968-983.
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Tal Meler. (2019) Underemployment Versus Relocation: Coping Mechanisms of Palestinian Women in Israel with Patriarchal and Spatial Impositions. Sociological Spectrum 39:5, pages 300-318.
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Colette Ankers de Salis, Avril Rowley, Kathy Stokell & Mark Brundrett. (2019) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13 47:4, pages 475-489.
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Jo Warin. (2019) Conceptualising the value of male practitioners in early childhood education and care: gender balance or gender flexibility. Gender and Education 31:3, pages 293-308.
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Jieun Lee, Dong-Eun Rhee & Robert Rudolf. (2019) Teacher Gender, Student Gender, and Primary School Achievement: Evidence from Ten Francophone African Countries. The Journal of Development Studies 55:4, pages 661-679.
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Yan Yang & Delores E. McNair. (2019) Male teachers in Shanghai public kindergartens: a phenomenological study. Gender and Education 31:2, pages 274-291.
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Suzanne O'Keeffe & Jim Deegan. (2018) Gendered positionality among Irish male primary teachers: the staff room as a site of performative masculinity. Irish Educational Studies 37:3, pages 373-389.
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Shaaista Moosa & Deevia Bhana. (2018) ‘They won't take you as a man, as a real man’ why men can't teach young children in foundation phase. International Journal of Inclusive Education 22:6, pages 577-593.
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Mairtin Mac an Ghaill & Chris Haywood. (2018) Performance and surveillance in an era of austerity: schooling the reflexive generation of Muslim young men. British Journal of Sociology of Education 39:2, pages 166-181.
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Hemal P. Shroff, Samindara Hardikar-Sawant & Anuradha D. Prabhudesai. (2017) Knowledge and Misperceptions about Attention Deficit Hyperactivity Disorder (ADHD) Among School Teachers in Mumbai, India. International Journal of Disability, Development and Education 64:5, pages 514-525.
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Marleen van Polanen, Cristina Colonnesi, Ruben G. Fukkink & Louis W. C. Tavecchio. (2017) Is Caregiver Gender Important for Boys and Girls? Gender-Specific Child–Caregiver Interactions and Attachment Relationships. Early Education and Development 28:5, pages 559-571.
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Mia Heikkilä & Anette Hellman. (2017) Male preschool teacher students negotiating masculinities: a qualitative study with men who are studying to become preschool teachers. Early Child Development and Care 187:7, pages 1208-1220.
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Shaaista Moosa & Deevia Bhana. (2017) Men managing, not teaching Foundation Phase: teachers, masculinity and the early years of primary schooling. Educational Review 69:3, pages 366-387.
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David Mc Keon. (2017) Emotional and behavioural difficulties: the effects of structures, ethos and understandings on provision in Irish post-primary schools. European Journal of Special Needs Education 32:2, pages 221-237.
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Sue Smedley & Kate Hoskins. (2017) Learning to be Froebelian: student teachers’ life histories 1952–1965. European Early Childhood Education Research Journal 25:1, pages 36-54.
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Yarrow Andrew. (2016) The unavoidable salience of gender: notes from Australian childcare work. Gender, Place & Culture 23:12, pages 1738-1749.
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Jennifer Mitton-Kükner. (2016) Time constraints experienced by female teacher researchers in Canada and Turkey: challenges to developing an autonomous professional learning mindset. Professional Development in Education 42:4, pages 628-646.
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Bernie Grummell & Michael J. Murray. (2015) A contested profession: employability, performativity and professionalism in Irish further education. Journal of Educational Administration and History 47:4, pages 432-450.
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Ansurie Pillay. (2015) Transformative and critical education praxis in a teacher education lecture room. Education as Change 19:3, pages 4-23.
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Efrat Kass. (2015) ‘I was always the good girl’: the twofold silencing of teachers as a force fostering a low sense of professional self-efficacy. Gender and Education 27:5, pages 487-504.
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Ramazan Sak, İkbal Tuba Şahin Sak & İbrahim Yerlikaya. (2015) Behavior management strategies: beliefs and practices of male and female early childhood teachers. European Early Childhood Education Research Journal 23:3, pages 328-339.
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Kalwant Bhopal. (2015) Race, Identity and Support in Initial Teacher Training. British Journal of Educational Studies 63:2, pages 197-211.
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Nontokozo Mashiya, Lyn Kok, Nosipho Luthuli, Smangele Xulu & Zanele Mtshali. (2015) Foregrounding the Gender Divides in Early Childhood Teacher Education: A Case of South Africa. Journal of Social Sciences 42:3, pages 259-265.
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Christine Bieri Buschor, Christa Kappler, Andrea Keck Frei & Simone Berweger. (2014) I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed, non-traditional areas of work. Gender and Education 26:7, pages 743-758.
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Sarah McGillicuddy & Grainne M. O'Donnell. (2014) Teaching students with autism spectrum disorder in mainstream post-primary schools in the Republic of Ireland. International Journal of Inclusive Education 18:4, pages 323-344.
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Jo Warin. (2014) The status of care: linking gender and ‘educare’. Journal of Gender Studies 23:1, pages 93-106.
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Kevin McGrath & Mark Sinclair. (2013) More male primary-school teachers? Social benefits for boys and girls
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Catherine Marshall & Michelle Young. (2013) Policy inroads undermining women in education. International Journal of Leadership in Education 16:2, pages 205-219.
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Eva Skåreus. (2012) Disrupting the picture: Reflections on choices, resistance and consequences in a pre-study. Education Inquiry 3:3, pages 437-450.
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Gerda Geerdink, Theo Bergen & Hetty Dekkers. (2011) Diversity in primary teacher education gender differences in student factors and curriculum perception. Teachers and Teaching 17:5, pages 575-596.
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AnitaK.W. Chan. (2011) Feminising and masculinising primary teaching: a critical examination of the interpretive frameworks of male primary school principals in Hong Kong. Gender and Education 23:6, pages 745-759.
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Christine Szwed. (2010) Gender balance in primary initial teacher education: some current perspectives. Journal of Education for Teaching 36:3, pages 303-317.
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Gavin Melles. (2010) Competing allegiances in ESL curriculum work. Ethnography and Education 5:1, pages 33-47.
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