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Critical Studies in Education Volume 60, 2019 - Issue 1
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Articles

Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows

Geraldine Mooney SimmieFaculty of Education and Health Sciences, University of Limerick, Limerick, Republic of IrelandCorrespondence[email protected]
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Joanne MolesFaculty of Education and Health Sciences, University of Limerick, Limerick, Republic of IrelandView further author information
&
Emmanuel O’GradyFaculty of Education and Health Sciences, University of Limerick, Limerick, Republic of IrelandView further author information
Pages 55-72 | Received 22 Mar 2016, Accepted 30 Jul 2016, Published online: 17 Aug 2016

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Craig Skerritt, Martin Brown & Joe O’Hara. (2023) Student voice and classroom practice: how students are consulted in contexts without traditions of student voice. Pedagogy, Culture & Society 31:5, pages 955-974.
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Geraldine Mooney Simmie. (2023) Teacher professional learning: a holistic and cultural endeavour imbued with transformative possibility. Educational Review 75:5, pages 916-931.
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Emmanuel O’Grady & Geraldine Mooney-Simmie. (2023) Respect as a critical reflexive practice during induction: exploring mentor teachers’ conceptions of respect. Teachers and Teaching 0:0, pages 1-18.
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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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Judith Harford & Brian Fleming. (2023) Teacher supply in Ireland: anatomy of a crisis. Irish Educational Studies 0:0, pages 1-14.
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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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Ian M. Kinchin. (2022) Exploring dynamic processes within the ecological university: a focus on the adaptive cycle. Oxford Review of Education 48:5, pages 675-692.
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Craig Skerritt, Joe O’Hara, Martin Brown, Gerry McNamara & Shivaun O’Brien. (2022) Student voice and the school hierarchy: the disconnect between senior leaders and teachers. Oxford Review of Education 48:5, pages 606-621.
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Ciarán Ó Gallchóir & Oliver McGarr. (2022) An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’. Educational Philosophy and Theory 54:7, pages 983-991.
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Ian M. Kinchin. (2022) Care as a threshold concept for teaching in the salutogenic university. Teaching in Higher Education 27:2, pages 171-184.
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Ian M. Kinchin, Naomi E. Winstone & Emma Medland. (2021) Considering the concept of recipience in student learning from a modified Bernsteinian perspective. Studies in Higher Education 46:11, pages 2296-2308.
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Jessica Holloway. (2021) Teachers and teaching: (re)thinking professionalism, subjectivity and critical inquiry. Critical Studies in Education 62:4, pages 411-421.
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Juan David Parra, Elias Said-Hung & Juny Montoya-Vargas. (2021) (Re)introducing critical realism as a paradigm to inform qualitative content analysis in causal educational research. International Journal of Qualitative Studies in Education 34:2, pages 168-182.
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Izhak Berkovich & Pascale Benoliel. (2020) The educational aims of the OECD in its TALIS insight and lesson reports: exploring societal orientations. Critical Studies in Education 61:2, pages 166-179.
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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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Geraldine Mooney Simmie & Silvia Edling. (2019) Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden. Discourse: Studies in the Cultural Politics of Education 40:6, pages 832-846.
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Craig Skerritt. (2019) Irish migrant teachers’ experiences and perceptions of autonomy and accountability in the English education system. Research Papers in Education 34:5, pages 569-596.
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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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Geraldine Mooney Simmie & Manfred Lang. (2018) Deliberative teacher education beyond boundaries: discursive practices for eliciting gender awareness. Teachers and Teaching 24:2, pages 135-150.
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Martin Galvin & Geraldine Mooney Simmie. (2017) Theorising participation in urban regeneration partnerships: an adult education perspective. Journal of Education Policy 32:6, pages 809-831.
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Geraldine Mooney Simmie, Cathal de Paor, Jennifer Liston & John O’Shea. (2017) Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014. Asia-Pacific Journal of Teacher Education 45:5, pages 505-519.
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Articles from other publishers (13)

Desmond Carswell & Paul F. Conway. (2023) An ethico‐political analysis of a national teacher competence framework: Unravelling a ‘preferred’ teacher identity. British Educational Research Journal 49:6, pages 1210-1233.
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Geraldine Mooney Simmie. (2023) The fast globalizing gendered construction of teacher education: A critical feminist research policy analysis of the contemporary reform movement. Frontiers in Education 8.
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Simon N. Leonard, Lisa O’Keeffe, Bruce White, Melanie O’Leary & Karen Sloan. (2022) The STEM Crisis and Teacher Practice: Exploring Responses to the Competing Discursive Arrangements of Education in the Sciences in a Catholic School Setting. Education Sciences 12:10, pages 709.
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Victor Montalvão Moreno. (2020) The Ideal Teacher Different Images. Human Arenas 5:3, pages 550-576.
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Camille Kandiko Howson, Ian M. Kinchin & Karen Gravett. (2022) Belonging in Science: Democratic Pedagogies for Cross-Cultural PhD Supervision. Education Sciences 12:2, pages 121.
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Geraldine Mooney Simmie & Joanne Moles. (2019) Teachers’ Changing Subjectivities: Putting the Soul to Work for the Principle of the Market or for Facilitating Risk?. Studies in Philosophy and Education 39:4, pages 383-398.
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Ian M. Kinchin & Karen Gravett. (2020) Concept Mapping in the Age of Deleuze: Fresh Perspectives and New Challenges. Education Sciences 10:3, pages 82.
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Terry Hanley, Laura Anne Winter & Kimberley Burrell. (2019) Supporting emotional well‐being in schools in the context of austerity: An ecologically informed humanistic perspective. British Journal of Educational Psychology 90:1, pages 1-18.
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Geraldine Mooney Simmie. 2020. The Wiley International Handbook of Mentoring. The Wiley International Handbook of Mentoring 453 469 .
Kevin Wai-Ho Yung. (2020) Comparing the effectiveness of cram school tutors and schoolteachers: A critical analysis of students’ perceptions. International Journal of Educational Development 72, pages 102141.
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Ian M. Kinchin, Karen Gravett & Nadya Yakovchuk. 2020. Enhancing Student-Centred Teaching in Higher Education. Enhancing Student-Centred Teaching in Higher Education 363 375 .
Craig Skerritt. (2018) Discourse and teacher identity in business-like education. Policy Futures in Education 17:2, pages 153-171.
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Bernadette Ní Áingléis & Anne Looney. 2018. Innovation and Accountability in Teacher Education. Innovation and Accountability in Teacher Education 277 294 .

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