Staff Centre Members
The Centre Director is Dr Paul Downes; the Administrator is Valerie McLoughlin.
The Centre has a number of Thematic Coordinators:
- Dr Susan Pike, Active Citizenship Education through Subject and Outdoor Learning for Inclusion Thematic Coordinator (including subject disciplines, citizenship, outdoor education and community participation)
In addition, members of the Centre include the following staff members of the Institute of Education:
Education and Human Development (Psychology)
Education and Human Development (Sociology)
Education (Geography and Citizenship)
Early Childhood (Psychology)
Language Literacy & Early Childhood Education
Policy and Practice
Further Education, and Vocational Education and Training (VET)
Minority Languages and Inclusion
Educational Needs of Children in Care
Community Engagement Themes - Joint Coordinators
Dr Paul Downes is Associate Professor of Education (Psychology) and Director of the Educational Disadvantage Centre, Dublin City University, Ireland. He has been involved in various expert advisory roles for the European Commission, including for its School Policy Working Groups and was a member of the Irish Senate and Parliament Expert Advisory Group on early school leaving. A Visiting Research Fellow at the University of British Columbia, Vancouver (2017) and University of Cambridge, Lauterpacht Centre (2011), he is currently a member of the Coordinating Committee of the European Commission’s Network of Experts on the Social Aspects of Education and Training (NESET II) and Chairperson of the Steering Committee for the Grangegorman Area-based Childhood (ABC) Programme, funded by Irish Department of Children and Youth Affairs (DCYA). With over 75 publications of books/research monographs, research articles in international peer reviewed ranked journals and book chapters in areas of education, psychology, philosophy, law, anthropology and social policy, Dr. Downes has given keynote lectures and invited presentations in over 25 countries. His contribution to international policy and practice includes invitations from 10 different countries’ official ministries (Austria, Belgium, Estonia, Ireland, Lithuania, Luxembourg, Portugal, Serbia, Slovakia, Sweden) to present his research on various aspects of wellbeing, mental health, poverty and social inclusion in education, as well as from the EU Parliament Working Group on Quality of Childhood, EU Parliament Intergroup on Children’s Rights, European Network of Education Councils (EUNEC), UNICEF, Cedefop, CNESCO (Conseil national d’évaluation du système scolaire) & CIEP Sorbonne Universities Paris, International School of Analytical Psychology, Zurich, Latvian Human Rights Committee and President’s Foundation of Malta. He is an invited member of the Standing Review Board (2015-19), Humanities and Social Sciences Panel of the Research Grants Council, University Grants Committee, Hong Kong, China, and has been an invited EU Commission FP7 Evaluator and Rapporteur to chair evaluation meetings for funding proposals for the EU Commission’s Horizon 2020 research programme. Designer of Familiscope, Ballyfermot child and family support service, he has led the establishment of two national research/policy networks on Quality Development of Out of School Services (QDOSS) and Hunger Prevention in School, as well as a 12 country comparative research study on access to education in Europe. He has been an advisor to the Irish Department of Education and Skills (DES) for its DEIS Action Plan 2017 on social inclusion, to the DCYA and DES for the National School Age Childcare Action Plan 2017 and is a member of the DCYA Working Group on Standards for School Age Childcare .
EXPERT ADVISORY ROLES
- Thematic Expert Advisor to EU URBACT initiative, PREVENT project, led by European Minds (Sweden) and Nantes municipality, France, a 10 city project on parental involvement in education and early school leaving prevention across cities in France, Belgium, Bulgaria, Sweden, Estonia, Spain, Netherlands, Germany, Italy and Czech Republic (2012-2015). The project includes policy development of local action plans for parental involvement and early school leaving prevention across each municipality.
- Invited Member of the European Commission, Directorate-General for Education and Culture (DG EAC), Network of Experts on Social Aspects of Education and Training (NESET) (2011-2014). This Network, composed of 55 individuals across Europe, provides guidance and advice to the European Commission through replies to Commission queries; analytical reports for policy-makers; professional development seminars for Commission staff; support for Commission symposia; mapping expertise and other support. The Network engages with the needs of policy-makers to translate complex research findings into concrete policy proposals at local, national and European levels.
- Expert Evaluator for the Programme Council for Fundamental Scientific Education Research (PROO), The Netherlands (2014)
-UNESCO Institute for Lifelong Learning, Hamburg: Invited Peer-Reviewer (2012)
- Invited Expert Evaluator for European Commission, Directorate-General for Research, Directorate B, European Research Area (2012) regarding 6 million euro fund for research on education.
- Advisor to University of Malta for the establishment of its access initiative for underrepresented groups in higher education, including for the establishment of its Cottonera community based outreach centre (2011-2013).
- Associated Expert, The European Institute of Education and Social Policy, Paris (2013-14)
-Invited participant, European Commission's Directorate-General for Education and Culture (EAC) and Directorate-General for Health and Consumers (SANCO) Expert Workshop on the role of mental health and social and emotional learning (SEL) in promoting educational attainment and preventing early school leaving, Luxembourg, October 2012.
- Member of the Irish Research Council for the Humanities and Social Sciences (IRCHSS) Post-Graduate Government of Ireland Scholarship Renewals Committee (2010-2012)
- Invited Member of Expert Advisory Group on Lifelong Learning in Europe (2010), European Commission, Directorate-General for Education and Culture, Place Madou 1, Brussels.
- Invited Member of Expert Advisory Group on Social Inequalities in Europe (January 2010), European Commission, Directorate-General for Research, Square De Meeus 8, Brussels.
- Member of Expert Advisory Group to Oireachtas (Irish Parliament and Senate) Joint Committee on Education and Science for their study (2009-2010), School and Out-Of-School Factors Protecting Against Early School Leaving.
- Advisor to National Economic and Social Forum for its report Child Literacy and Social Inclusion (2009)
- Member of Expert Advisory Group to Archways and Atlantic Philanthropies National Quantitative Evaluation of Incredible Years Programme (2007-2011)
- Member of Board of Directors of Tolka Local Area Partnership Ltd. (2009-2014): The College Representative for St. Patrick’s College, Drumcondra.
- International Member of Research and Policy Advisory Board to Nederlands Centrum Onderwijs en Jeugdzorg / NCOJ in Amsterdam, The Netherlands (Netherlands Centre on Education and Youth Care (2013-14)
- Member of the Board of the European Centre for Resilience and Socio-Emotional Health, University of Malta (2013-14)
- Member of Board of Directors of the Ana Liffey Drug Project, Dublin (2002-2014)
- Designer, Founding Member and Member of Board of Directors of Familiscope Community Psychological Early Intervention Service, Ballyfermot, Dublin (2006-2013)
- Chairperson of Quality Development of Out of Schools Service (QDOSS) network association (2007) and Founding Member (2006-2014)
International Peer-Reviewed Journals: Reviewer
Member of Editorial Board, Journal of School Violence
Member of Editorial Board, Interpersona: International Journal on Personal Relationships
Member of Editorial Board, International Journal of Emotional Education
Book Reviews Main Editor, International Journal of Emotional Education
Member of Editorial Board, Journal of Prison Education and Reentry
Downes, P. (2017) 'Reconceptualising foundational assumptions of resilience: A cross-cultural, spatial systems domain of relevance for agency and phenomenology in resilience'. International Journal of Emotional Education, 9 (1)
Early School Leaving
Cefai, C., Downes, P. & Cavioni, V. (2015, in press). Breaking the Cycle: A phenomenological approach to broadening access to post-secondary and tertiary education. European Journal of Psychology of Education
Kazmierczak-Murray, S. & Downes P. (2015). Classroom Sound Field Amplification Systems for Language Development During Early School Years In Contexts Of Socio-Economic Exclusion: The Neglected Role Of Classroom Contextual Dimensions International Journal of Early Childhood Special Education, 7, 24-50
Downes, P. (2015). Developing a framework of system change between diametric and concentric spaces for early school leaving prevention. Educational Philosophy and Theory
Downes, P. (2015). Developing Multidisciplinary Teams for Early School Leaving Prevention. Briefing paper for 10 European city municipalities for the EU Urbact, PREVENT project. Published by EU Urbact Secretariat Paris and Nantes Municipality.
Downes, P. (2015). Targeting the needs of children and young people in a holistic way for early school leaving prevention. Briefing paper for 10 European city municipalities for the EU Urbact, PREVENT project. Published by EU Urbact Secretariat Paris and Nantes Municipality.
Downes, P. (2015). Building bridges for relational democratic school systems: Fostering dialogue between key stakeholders, students, teachers and parents. Briefing paper for 10 European city municipalities for the EU Urbact, PREVENT project. Published by EU Urbact Secretariat Paris and Nantes Municipality.
Downes, P. (2014). Towards a Differentiated, Holistic and Systemic Approach to Parental Involvement in Europe for Early School Leaving Prevention. Policy Recommendations Report for the EU Urbact, PREVENT project involving 10 European City Municipalities. European Union, European Regional Development Fund, Urbact Programme, Paris.
Downes, P. (2014). Prevention of early school leaving through teacher education: Some European perspectives. In P-M. Rabinsteiner & G. Rabinsteiner, Eds., Internationalization in Teacher Education (pp.17-31). Schneider Verlag: Hohengehren, Germany
PREVENT’s core structural indicators across different system levels – including municipality level and individual project level Dr. Paul Downes, Thematic expert. Ulf Hägglund, Lead expert
Downes, P. (2013). Developing a framework and agenda for students’ voices in the school system across Europe: From diametric to concentric relational spaces for early school leaving prevention. European Journal of Education , 48 (2), Special Edition on Early School Leavers and Social Disadvantage.
Edwards, A. & Downes, P. (2013). Alliances for Inclusion: Developing Cross-sector Synergies and Inter-Professional Collaboration in and around Education. Commissioned Research Report for EU Commission NESET (Network of Experts on Social Aspects of Education and Training). Foreword to report by Jan Truszczynski, Director-General of the European Commission’s Directorate General for Education and Culture.
Downes, P. (2011). Multi/Interdisciplinary teams for early school leaving prevention: Developing a European Strategy informed by international evidence and research. European Commission Network of Experts on the Social aspects of Education and Training (NESET) Cardiff University
Downes, P. (2011). The neglected shadow: European perspectives on emotional supports for early school leaving prevention, The International Journal of Emotional Education, Volume 3, Number 2, 3-36
Ivers, J. & Downes, P. A phenomenological reinterpretation of Horner's fear of success in terms of social class. European Journal of Psychology of Education. Volume 27, Number 3 (2012) 369-388
Downes, P. (2008) Educational Disadvantage: Next steps for new government? In Touch. Issue 91 January /February 2008 Pages 41-43
Downes. P & A-L Gilligan (Eds.) (2007). Beyond Educational Disadvantage Dublin: Institute of Public Administration.
Downes, P and A. L. Gilligan (2007) Some Conclusions in Beyond Educational Disadvantage (eds., Paul Downes and Ann Louise Gilligan) Dublin: IPA
Downes, T and Downes, P. (2007) Pedagogy of the Processed in Beyond Educational Disadvantage (eds. Paul Downes and Ann Louise Gilligan) Dublin: IPA
Downes, P. (2007) Why SMART Outcomes 'Aint Always so Smart... in Beyond Educational Disadvantage (eds. Paul Downes and Ann Louise Gilligan) Dublin : IPA
Downes, P., Maunsell, C. and Ivers, J. (2007) The Jolt Between Primary and Post-Primary in Beyond Educational Disadvantage (eds.) Paul Downes and Ann Louise Gilligan) Dublin : IPA
Downes, P & Maunsell, C. (2007). Count Us In. Tackling Early School Leaving in South West Inner City Dublin: An integrated response. Commissioned report for the South West Inner City Community Development Association (SICCDA) with the support of funding by the South Inner City Local Drugs Task Force.
Downes, P., Maunsell, C & Ivers, J.(2006). A holistic approach to early school leaving and school retention in Blanchardstown: Current issues and future steps for services and schools. Commissioned Research Report for Blanchardstown Area Partnership, Dublin.
Downes, P. (2004.) Voices from Children: St. Raphael's Primary School, Ballyfermot Commissioned Research Report for URBAN, Ballyfermot, in conjunction with the Educational Disadvantage Centre (2004) Download as pdf file
Downes, P. (2003). The Estonian and Latvian Integration Programmes: A Recipe for Significant Early School Dropping-out amongst their Russian-speaking Minorities. In Finlay, J. & Debicki, M. (Eds.) Delivering Public Services in CEE Countries: Trends and Developments. The Network of Institutes and Schools of Public Administration in Central and Eastern Europe (NISPAcee)
Key Emerging Features of a Mental Health Focus for Early School Leaving Prevention –
illustrations from Ireland, NESET Expert author Dr. Paul Downes
Downes, P (2012) The Primordial Dance: Diametric and Concentric Spaces in the Unconscious World (Oxford/Bern: Peter Lang 2012)
Downes, P (2009). Prevention of bullying at a systemic level in schools: Movement from cognitive and spatial narratives of diametric opposition to concentric relation. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds). The Handbook of Bullying in Schools: An International Perspective. New York: Routledge
Downes, P., Zule-Lapimaa, A., Ivanchenko, L. & Blumberg, S. (2008) Not One Victim More: Human Trafficking in the Baltic States. Living for Tomorrow NGO: Tallinn
Book Chapters in Not One Victim More: Human Trafficking in the Baltic States:
Downes, P. Introduction pp 8-14
Downes, P. The International right to the Highest Attainable Standard of Physical and Mental Health: A Key Legal Framework for Human Trafficking? pp 278-289
Downes, P., Ivanchenko, L., Zalcmane, S., Smelt, H, & Blumberg, S. Conclusion: Key Indicators Regarding Prevention, Protection and Prosecution in Relation to Human Trafficking in the Baltic States pp 290-298
Downes, P. (2008). Mental Health strategy for deprived children
missing from education plan. Action on Poverty Today. Summer 2008 issue
Ryan, C & Downes, P. (2007) Future Steps for NEPS? in Beyond Educational Disadvantage (eds.) Paul Downes and Ann Louise Gilligan) Dublin: IPA
Downes, P. (2004). Psychological support services for Ballyfermot: Present and future. Commissioned Research Report for European Union funded organisation, URBAN, Ballyfermot, in conjunction with Ballyfermot Drugs Task Force Download as pdf file
Downes, P. (2003). The New Curriculum of Social, Personal and Health Education in Irish Primary Schools: Self-Awareness, Introversion and the Role of the Teacher Kwartalnik Padagogiczny (Journal of Education, Poland), no. 4. Vol. 190
Downes. P. (2002). Interim evaluation report on 'Oasis Counselling Service Ballyfermot' for URBAN, Ballyfermot (2002)
Downes, P. (2014). Access to Education in Europe: A framework and agenda for system change. Dordrecht, SpringerVerlag. Foreword by Sue Waddington, President, European Adult Education Association (EAEA)
Downes, P. (2014). Access to Education in Europe: A framework and agenda for system change. Dordrecht, SpringerVerlag. Foreword by Sue Waddington, President, European Adult Education Association (EAEA) - chapter details
Maunsell, C., & Downes, P. (2013). Rising to the challenge of realising lifelong learning for one and all: The role of community adult education in widening participation for traditionally marginalised groups in Irish society and beyond. In Ellu Saar, Odd Bjørn Ure and John Holford (Eds.), Lifelong Learning in Europe: National Patterns and Challenges. Edward Elgar.
Downes, P. (2011). Community Based Lifelong Learning Centres: Developing a European Strategy Informed by International Evidence and Research. Research Paper for European Commission Network of Experts on the Social aspects of Education and Training (NESET) Cardiff University
Downes, P. (2011). A Systems Level Focus on Access to Education for Traditionally Marginalised Groups: Comparing Policy and Practice in Twelve European Countries. Comparative Report for the EU Commission on behalf of the Research Consortium for the EU Framework Six Project ‘Towards a lifelong learning society: The contribution of the education system’.
Carrigan, J & Downes, P. (with Byrne, I.), (2010). Is there more than what’s the score? Exploring needs and skills checking for literacy as part of a holistic initial assessment process in a lifelong learning society. Funded by Irish Department of Education and Skills. Dublin: Educational Disadvantage Centre, St. Patrick’s College, Drumcondra.
Maunsell, C., Downes, P & McLoughlin, V.(2008). National Report on Lifelong Learning in Ireland. LLL2010: Sub-project 1: Towards a Lifelong Learning Society in Europe - the Contribution of the Education System. Educational Disadvantage Centre. Dublin.
Downes, P., Maunsell, C., McLoughlin, V & Taljunaite,M. (2006). Lifelong learning in Ireland and Lithuania: Some examples of Irish policy and practice for Lithuania to consider? Filosofija.Sociologija (ed. Lithuanian Academy of Sciences), No.4 pp.29-36
Drug Prevention and Early School Leaving
Downes, P. (2007). Intravenous Drug Use and HIV in Estonia: Socio-Economic Indicators Regarding the Right to Health for Its Russian-Speaking Population Liverpool Law Review, Special Issue on Historical and Contemporary Legal. Issues on HIV/AIDS, Vol.2. pp. 271-317
Downes, P. (2005). Failures of social policy: Heroin, HIV and social marginalization among the Russian-speaking minorities in Estonia and Latvia (2005) Socialna Pedagogika (Slovenia), Vol. 9, No.3, 449-468.
Downes, P. (2003). Living with heroin: HIV, Identity and Social Exclusion among the Russian-speaking minorities in Estonia and Latvia. English version. Legal Information Centre for Human Rights, Tallinn, Estonia/Educational Disadvantage Centre, St. Patrick's College, Drumcondra, Dublin.
Website version (October 2003), European Monitoring Centre for Drugs and Drug Addiction (EMCDDA), Annual Report 2003, The state of the drugs problem in the acceding and candidate countries to the European Union: Country Profiles, Estonia and Latvia
Downes, P. (2003). Living with heroin. HIV, Identity and Social Exclusion among the Russian-speaking minorities in Estonia and Latvia. Estonian Translation. (Trans. by Kulliki Saaks) Legal Information Centre for Human Rights, Tallinn/AIDS Information and Support Centre, Tallinn, Estonia
Downes, P. (2003). Living with heroin. HIV, Identity and Social Exclusion among the Russian-speaking minorities in Estonia and Latvia. Russian Translation. (Trans. by Julia Kovalenko) Legal Information Centre for Human Rights, Tallinn/AIDS Information and Support Centre, Tallinn, Estonia
Downes, P. & Maunsell, C. (2003). EMCDDA Expert Survey on family-based prevention, community-based prevention and indicated prevention (early interventions). Survey Coordinator for Ireland for the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA)
Downes, P. & Murray, S. (2002). Evaluation of the The Ana Liffey Drug Project Children's Project. Commissioned Research Report. Dublin: Ana Liffey Drugs Project. Download as pdf file
Downes, P. (2011). Concentric and diametric structures in yin/yang and the mandala symbol: A new wave of Eastern frames for psychology. Psychology and Developing Societies, Vol. 23 (1) 121-153.
Downes, P. (2004) (Ed.) Submission of the Educational Disadvantage Centre, St. Patrick's College, Drumcondra to the Educational Disadvantage Committee to assist the development of a Traveller Education Strategy. Download as pdf file
Gender and Equality
Downes, P. (2004). School promoted beauty contests in Poland and Estonia: A risk factor for anorexia and bulimia nervosa, and contrary to the UN Convention on the Elimination of all forms of discrimination against Women (2004) Kwartalnik Pedagogiczny (Journal of Education, Poland), no. 3, Vol.193, 125-143
Out of School Services
Ivers, J., McLoughlin, V. and Downes, P. (2010). Current Steps and Future Horizons for CASPr: Review of CASPr North-East Inner City After Schools Project. North Inner City Dublin: Community After Schools Project (CASPR).
Downes, P. (2006). ‘A New Network: QDOSS (Quality Development of Out of School Services) QDOSS is calling for a national strategy on Out of School Services – a strategy that is sensitive to the needs of local contexts’. ChildLinks , Issue 3, ‘School Age Programmes’ pp.2-7. Dublin: Barnardos’ National Children’s Resource Centre.
'QDOSS' (Quality Development of Out of School Services): Agenda for development 2006' - Compiled by Dr. Paul Downes on behalf of the QDOSS Network.
MAIN INTERNATIONAL KEYNOTE PRESENTATIONS ON INTERNATIONAL EDUCATIONAL POLICY
-Keynote presentation, Developing inclusive systems across Education, Health and Social sectors for early school leaving prevention. Working Group on the Quality of Childhood at the European Parliament (QoC), 48th Session (Established 2006), September 9, 2014. Discussion in response to my presentation, Chaired by Michiel Matthes, Secretary-General of the Alliance for Childhood European Network Group.
- Keynote opening presentation, A holistic approach to early school leaving prevention in Europe: Key strategic priorities for system level development. European Network of Education Councils (EUNEC) conference on Early School Leaving, in conjunction with the European Commission and the Lithuanian Government (Ministry of Education and Science) in the context of its EU Presidency. Lithuanian Parliament (Seimas), Vilnius, November 18, 2013.
- Keynote presentation, Giving early school leavers fresh opportunities: Prevention and second chance measures, European Commission, European Social Fund (ESF) Conference,Tackling Youth Unemployment in Europe: Building a Better Future for Young People. The Conference was organised by the Ministry of Labour and Social Security of the Lithuanian Republic, in conjunction with the European Commission’s Directorate General, Employment, Social Affairs and Inclusion, in the context of its EU Presidency. Vilnius,November 14, 2013.
INVITED PRESENTATIONS ON INTERNATIONAL EDUCATION POLICY: INTERNATIONAL CONFERENCES/SEMINARS
-Keynote presentation, The neglected shadow: European perspectives on emotional support for early school leaving prevention. Symposium on Early School Leaving, Austrian Ministry for Education, Ene, mene, muh, und raus bist du …Pädagogische, soziale und strukturelle Dimensionen von Bildungsbenachteiligung und Schulabbruch, January 19, 2015, Pädagogische Hochschule Salzburg, Austria.
-Invited presentation, Access to Education In Europe: A framework and agenda for system change, EUCIS-LLL (European Civil Society Platform on Lifelong Learning)
Seminar – Launch of the flagship initiative on ‘Inclusive Education. Fighting inequalities in education and training’. 10th December, 2014, University Foundation, Rue d’Egmont 11, Brussels. Panel discussion in response to my presentation: MEP Brando Benifei, Gina Ebner, Secretary General of the European Association for the Education of Adults (EAEA), Thomas Huddleston, Programme Director Migration and Integration, Migration Policy Group, Giuseppina Tucci, Board member of OBESSU.
-Invited presentation, Priority Issues for Early School Leaving Prevention for ET2020 Working Group on Schools Policy, European Commission Directorate General, Education and Culture, Experts’ Workshop on Early School Leaving, Rue Joseph 11, Brussels, 5thDecember 2014
-Invited presentation, Nine Challenges to Promoting Equity, Social Cohesion and Active Citizenship. Introductory overview for Workshop 5, Promoting equity, social cohesion and active citizenship, European Commission Directorate General, Education and Culture, European Education and Youth Forum for "Future Priorities of the ET2020 Strategic Framework for European Cooperation in Education and Training and Synergies with Youth Policy”, October 9-10, 2014 SQUARE, rue Mont des Arts, Brussels.
-Invited presentation, Structural indicators for good practice as part of a holistic and systemic approach for prevention of early leaving in VET (Vocational Education and Training) at the Cedefop (the European Centre for the Development of Vocational Training) Workshop, The Role of VET in Reducing Early Leaving from Education and Training,Session: Monitoring and evaluation of policies, at Cedefop, Thessaloniki, Greece, June 4, 2014. The other presenter at this session was Anna Rubin, OECD.
- Keynote presentation, Towards a differentiated, holistic and systemic approach to engaging socio-economically excluded groups at the Unga In (Youth Integration) National Conference at Fryshuset, Stockholm, May 27, 2014. The conference was organised byUnga In through the Swedish Employment Ministry. Other speakers included Elisabeth Svantesson, Swedish Minister for Employment, Erik Ullenhag, Swedish Minister for Integration, Clas Olsson, Deputy General Director, Swedish Public Employment Service and Milad Mohammadi, lawyer and political scientist.
- Keynote presentation, Towards a holistic, integrated approach to motivation in working with socio-economically excluded groups, Unga In (Youth Integration) Staff National Conference, Clarion Hotel Stockholm, May 26, 2014.
-Joint presentation with Professor Anne Edwards (Director of Research, Department of Education, University of Oxford) to over 30 European Commission officials from Directorate General, Education and Culture, Cross-sector policy synergies and inter-professional collaboration in and around schools: Examples and evidence. May 28, 2013, Brussels.
- Invited Presentation, Key issues regarding early school leaving prevention for the EU2020 headline target, Estonian Civic Forum, Tallinn National Library, March 6, 2013. Invitation funded by Tallinn Foreign Ministry, Estonia.
-Invited Presentation, Developing multi-agency and cross-sector synergies in and around education, 5th meeting of the European Commission, Directorate-General for Education and Culture (EAC), Thematic Working Group on Early School Leaving, Brussels, 28-29 January 2013
-Invited presentation, The prevention and reduction of social exclusion through public policies: Opportunities and obstacles for systemic change through incentivisation.European Commission Directorate-General, Education and Culture, Workshop: Lifelong learning and adult education: New needs for research and policy development. Place Madou, Brussels, September 27, 2012.
- Chair, Workshop 4, Working together for equity: Different policy fields, one objective.Measures to combat educational disadvantage: A European Consultation Symposium, December 8-9, 2011. European Commission, Directorate-General, Education and Culture, Brussels, Belgium.
- Invited expert speaker, European perspectives on systems change to promote access to education. Seminar, Promoting resilience in education: Increasing access to post-secondary and tertiary education in Malta. University of Malta, November 9, 2011
- Invited expert speaker to conduct seminar, Structural and process indicators for assessing national and regional authorities’ contribution to access to education for traditionally marginalised groups, May 17, 2011, European Commission, Place Madou, Brussels. My seminar was attended by Directorate-General, Education and Culture, Commission policy officers in a range of areas including school education and Comenius, higher education, social inequalities, lifelong learning, vocational education and training, and statistics.
- Invited expert speaker, Workshop, Inclusive, supportive and motivating learning environments for all and how to prevent Early School Leaving. European Commission Conference, Comenius Regio Partnerships – Creating European Networks of Regions. Bordeaux, May 11-12, 2011.
- Invited speaker, Social Exclusion, Ethnicity and HIV in Estonia: A Case for a Visit from the UN Special Rapporteur on the Right to Health ? at the University College London, Seminar, 'Health and welfare in the Nordic and Baltic States', 26th November 2010.
- Invited speaker,‘It’s the heart, stupid’. Emerging priority issues for prevention of early school leaving: A solution-focused approach. The Belgian EU Presidency Conference, Breaking the cycle of disadvantage – Social inclusion in and through education, September 28 and 29 2010, University of Ghent, Belgium. The other two speakers at the workshop on early school leaving were: Adam Pokorny, Head of the Unit on School Education and Comenius, European Commission, Directorate-General, Education and Culture, and Fred Voncken, Director for Early School Leaving in the Ministry of Education, Culture and Science, the Netherlands. The Workshop was chaired by Jean Gordon, Director of the European Institute of Education and Social Policy, Paris.
- Invited Presentation as Member of Expert Group on Social Inequalities in Europe (January 18, 2010), A Systems Level Focus on Overcoming Social Inequality through Education and Community Development: Early Intervention and Access. European Commission, Directorate General for Research, Square De Meeus 8, Brussels, Belgium.
INVITED PRESENTATIONS ON EDUCATION POLICY: NATIONAL CONFERENCES/SEMINARS
-Invited presentation, Seven ‘Lamps’: Key Problems and Proposed Solutions for Overcoming Inequality in the Irish Education System, Sinn Fein Women’s Group, Equality Conference, Letterkenny, Sept 27th 2013
- Invited speaker and panel participant, ‘A new voice for a new vision – IMPACT and the issues in Education’, IMPACT Trade Union Education Division Inaugural Conference, 3-5 April 2013, Kilkenny.
- Invited respondent, Ireland United States Alumni Association (IUSA) seminar, Towards an understanding of the dynamics underpinning education achievement/underachievement in the 21st Century. St. Patrick’s College, April 18, 2012.
- Invited speaker, Needs, policies and practice for system level intervention: Key issues forthe next era in moving beyond educational disadvantage. National Education Welfare Board seminar, Mapping the landscape, at the Hilton Hotel, Kilmainham, Dublin. March 23rd 2010.
- Invited speaker, System level reform at PostPrimary: Future steps, for 25th Annual Conference of the National Parents’ Association for Vocational Schools and Community Colleges, Free Education: At What Price ? March 12th/13th 2010, Sheraton Hotel, Athlone. With Mary O’Rourke TD, Former Minister for Education, Cearbhall O’Dalaigh, Former Deputy Chief Inspector of Irish Department of Education and Science, Rose Tully, National Parents Council Post-Primary Public Relations Officer and Jim Moore, President of National Parents’ Council Post-Primary.
- Invited speaker, Steps, Measures and Programmes for Equality, SIPTU (Services Industrial Professional and Technical Union)-ASTI (Association of Secondary Teachers, Ireland) Centenary Seminar on Equality in Education ‘Springboard or Trap Door ? Is Our Education System Making Our Children More or Less Equal ?’ Liberty Hall, 28th November 2009. The other invited speakers were Sheila Nunan, General Secretary of the INTO (Irish National Teachers Organisation) and Professor Tom Collins, Vice-President for External Affairs, University of Maynooth.
- Invited speaker, Business in the Community: A strategic focus on contexts of disadvantage, to address National Team of Business in the Community/School-Business Partnership, July 1, 2009.
- Invited speaker, Future Directions in Moving Beyond Educational Disadvantage, at Seminar for IMPACT, Equality and Disadvantage in Education, Helix Gallery, Dublin City University, January 29, 2009.
- Invited Speaker, No mental health strategy for contexts of educational disadvantage: A key barrier to progress at Combat Poverty Agency Conference, Overcoming Barriers to Educational Disadvantage, Croke Park Dublin Conference Centre, June 25, 2008. The other invited speakers were Professor Hugh Mehan, Department of Sociology, University College San Diego and Professor Kathleen Lynch, Equality Studies Centre, University College Dublin.
- Invited speaker on Beyond Educational Disadvantage, at PLANET National Network of Local Area Partnerships’ Conference, Mullingar Park Arms Hotel (6th March, 2008).
- Invited conference speaker at presentation of report 'Quality Development of Out of School Services: An agenda for development' at QDOSS conference Out of School Services – their role in influencing and enabling educational outcomes for children and young people. Dublin Castle (14th December 2006).
INVITED PRESENTATIONS ON EDUCATION POLICY: REGIONAL/LOCAL COMMUNITY CONFERENCES/SEMINARS
- Invited presentation, EU Research Funding Applications - Some Key Issues to Consider,Centre for Research in the Social Professions, Sligo Institute of Technology, February 14, 2014
-Invited speaker, Connecting strengths of school, family and community and implementation of recommendations of the evaluation report of the Ballymun school attendance initiative. Seminar, Miss School, Miss Out 2012. Ballymun Whitehall Area Partnership, March 26 2012.
- Invited speaker, Edu-Care in DEIS (Disadvantaged) Schools: Integrating Mental Health and Education through a Positive School Climate and External Supports. West Limerick Resources Ltd., Social Inclusion Seminar, February 24, 2011
- Invited speaker, A Community Based Multidisciplinary Psychological Support Service for the Northside Partnership Area: Building on the Familiscope, Ballyfermot Model of Early Intervention and Prevention at the Regional Education Network Wider Network Meeting, the Northside Local Area Partnership Ltd., Ayrfield, Dublin, November 12 2010.
- Invited speaker on the Dundalk Incredible Years Programme of Early Intervention with Parents and with Teachers, at the Dundalk Institute of Technology, 26th May 2010.
- Invited speaker, Conference, Ballymun Whitehall Area Partnership, Miss School, MissOut, Missed Opportunities. Axis Theatre, Ballymun, November 30, 2009. With Dr Aisling Gillen, National Specialist Children's Services, Health Services Executive; Nuala Doherty, Director of Educational Welfare Services, National Educational Welfare Board; Eleanor McClorey, Chief Executive, Young Ballymun
- Invited speaker, Reconceptualising transition: The jolt in climate between primary andpost-primary, at seminar for Ballymun Whitehall Area Partnership to develop and implement a local framework to support successful transitions from home to pre-school to primary to postprimary school. AXIS Arts and Community Resource Centre Theatre, Ballymun, May 11, 2009.
- Invited Speaker at Ballymun Area Partnership and Penn Literacy Network/Irish Preschool Partnership Association, Language and Literacy Awards Evening, 4th April 2008.
- Invited speaker at conference Guinness Hopstore (June 28, 2007) to launch report Count us in: Tackling early school leaving in South West Inner City Dublin, An integrated response (P.Downes & C. Maunsell 2007). Report launched by Minister for Education and Science, Mary Hanafin, together with Pat Carey, Minister of State at the Department of Community, Rural and Gaeltacht Affairs, with special responsibility for Drugs Strategy and Community Affairs.
- Invited speaker with Professor Tom Collins (then Head of Education, University of Maynooth) at a forum on education in Blanchardstown, organised by Member of Irish Parliament, Joan Burton, 27 March 2007.
- Invited presentation to Finglas Area Partnership, Dublin on Poverty and Early School Leaving (February 2005), Seminar, Marino Institute of Education
- Invited presentation on Early School Leaving at launch of report on early school leaving ‘Listen B 4 I Leave’, for Canal Communities Partnership (March 2004)
Dr Catherine Maunsell is Associate Professor of Psychology and Human Development at the School of Human Development within the Institute of Education, Dublin City University, St. Patrick’s Campus, Drumcondra. Catherine lectures primarily in the area of developmental and educational psychology and since 2010 is the Subject Co-ordinator of Developmental and Educational Psychology on the BSc Psychology programme offered through the School of Nursing and Human Sciences at DCU. From 2013 to 2016 Catherine was the St. Patrick’s College, Director of Quality Promotion and Assurance and following Incorporation is now a designated representative of the Institute of Education to the DCU Quality Promotion Committee. She is also a founding member of the Steering Committee of the Centre for Human Rights and Citizenship Education based on St. Patrick’s Campus. Catherine maintains an active research profile in the broad fields of developmental psychology, education, social justice and human rights. She has been engaged as Irish Co-ordinator on a range of large-scale EU research projects, in the broad areas of education, lifelong learning and social justice. In this body of research she has examined themes, inter alia, the impact of early school leaving on the person, the role of the education system in social inclusion and broad issues pertaining to the right to education and teachers’ role as enablers of human rights in the education system. Most recently, she has been pursing particular research interests in the rights of children and young people and those most marginalised, and their rights to relationships and sexuality education from a developmental perspective. Dr. Maunsell is an active member of national and international organisations devoted to research on child and adolescent development such as BASPCAN – Ireland Association for the Study and Prevention of Child Abuse and Neglect and EARA – European Association for Research on Adolescence.
Maunsell, C., & Downes, P. (2013). Rising to the challenge of realising lifelong learning for one and all: The role of community adult education in widening participation for traditionally marginalised groups in Irish society and beyond. In Ellu Saar, Odd Bjørn Ure and John Holford (Eds.), Lifelong Learning in Europe: National Patterns and Challenges. Edward Elgar.
Maunsell, C., & Downes, P. et al. (2013). Lifelong Learning for All: Policies and Practices in an Irish Context. In Ellu Saar, Odd Bjørn Ure and John Holford (Eds), Lifelong Learning in Europe: National Patterns and Challenges. Edward Elgar.
Maunsell, C. (2011) Lifelong learning and associated policy objectives (European, national and international) in Recognition of Prior Learning (RPL) in the University Sector: Policies, case studies and issues arising. The University Sector Framework Implementation Network FIN
Dooley, C., Downes, P., Maunsell, C., McLoughlin, V & Byrne, I. (2010). Sub-Project 2 Irish National Report: A Cross-generational, Gender and Employment focus on increasing Educational Attainment in Ireland as part of the 'Lifelong Learning 2010 research project (LLL2010) Towards a Lifelong Learning Society in Europe: the contribution of the Education System. Dublin: Educational Disadvantage Centre, St. Patrick's College
Maunsell, C., Downes, P & McLoughlin, V. (2008). National Report on Lifelong Learning in Ireland. LLL2010: Sub-project 1: Towards a Lifelong Learning Society in Europe - the Contribution of the Education System. Educational Disadvantage Centre. Dublin
Downes, P., Maunsell, C., McLoughlin, V & Taljunaite, M.(2006). Lifelong learning in Ireland and Lithuania: Some examples of Irish policy and practice for Lithuania to consider? Filosofija.Sociologija (ed. Lithuanian Academy of Sciences), No.4 pp.29-36
Maunsell, C. (2006). Making Lifelong Learning a Reality for All: Examining the Republic of Ireland's Policy on Adult Education. Paper Presented at the Forum for Access and Continuing Education (FACE) Conference, July 2005, University College Cork.
Maunsell, C., McLoughlin L., Carrigan, J & McLoughlin, V. (2013). RiSE: Reintegration into Society through Education and Learning. Dublin: Leargas and Educational Disadvantage Centre, St Patrick’s College
P. Downes and C. Maunsell (2007) Count Us In. Tackling Early School Leaving in South West Inner City Dublin: An integrated response. Commissioned report for the South West Inner City Community Development Association (SICCDA) with the support of funding by the South Inner City Local Drugs Task Force.
P.Downes, C.Maunsell & J. Ivers (2006) A holistic approach to early school leaving and school retention in Blanchardstown: Current issues and future steps for services and schools. Commissioned Research Report for Blanchardstown Area Partnership, Dublin.
Downes, P., Maunsell, C and Ivers, J. (2007) The Jolt Between Primary and Post-Primary in Beyond Educational Disadvantage (eds. Paul Downes and Ann Louise Gilligan) Dublin: IPA
Maunsell, C., Barrett, V and Candon, M. (2007) Primary to Post- Primary:Perceptions of Pupils with Special Educational Needs in Beyond Educational Disadvantage (eds. Paul Downes and Ann Louise Gilligan) Dublin: IPA
Maunsell, C., McLoughlin, L. Gogan, S., Greene, S. & Buckley, N. (2001). Report on the Feasibility of a National Helpline for Victims of Violence. Commissioned by the Department of Justice, Equality and Law Reform and the National Steering Committee on Violence Against Women.
Maunsell, C., McLoughlin, L. Gogan, S., Greene, S. & Buckley, N. (2000). A National Directory of Services for Women and their Children who have Experienced Violence or the Threat of Violence. Government Stationery Office.
Bacik, I., Maunsell, C. & Gogan, S. (1998). The Legal Process and Victims of Rape and Sexual Abuse: A comparative analysis of the laws and legal procedures relating to rape and their impact upon victims of rape in the fifteen member states of the European Union. Dublin: Dublin Rape Crisis Centre & E.U. Commission (Grotius Programme).
Downes, P. & Maunsell, C. (2003). Expert Survey on family-based prevention, community-based prevention and indicated prevention (early interventions) in Ireland: Compiled for the European Monitoring Centre for Drugs and Drug Addiction. Click here to access this report
Maunsell, C., Smith H.V. & Stevenson, C. (2000). What happens in court? The development of understanding of the legal system in a sample of Irish children and adults. Irish Journal of Psychology, 21, No. 3-4, 215-226.
McLoughlin, L., Maunsell, C., & O'Connell, M. (1999). Children in the Irish Juvenile System. A Report Presented to Department of Justice, Equality and Law Reform Working Group on Juvenile Justice. Available through the Government Stationery Office.
O’Donnell, M., Mansfield,C., Beltman, S., & Morgan, M. (in press). Teacher resilience: A conceptual and empirical overview. In M.Wosnitza et al (Eds). Resilience in Education. New York: Springer.
Collins, B., Keating, S., & Morgan, M. (2016) All Together Now! Pilot Project on Homophobic and Transphobic Bullying In Primary Schools. Dublin: Belong To.
Morgan, M., Thornton, M., & McCrory, C. (2016) Growing Up in Ireland: Review of Literature for second wave of data collection with the Child Cohort: Development at age thirteen. National Longitudinal Study.
Morgan, M. (2016). Well-being of Irish children: The current picture based on the findings of ‘Growing up in Ireland’. In B. Collins et al (Eds.). Understanding well-being in changing times. Dublin: SPHE Network
Morgan, M., & O’Donnell, M. (2015). Evaluation of PAX Good Behaviour Game. Dublin: Northside Partnership.
Morgan, M., & Nic Craith, D. (2015). Workload, stress and resilience of primary teachers: Report of a survey of INTO members. Irish Teachers’ Journal, 3, 9-20.
Morgan, M. (2015). Review of ‘Educating Ireland: Schooling and Social Change, 1700-2000. Irish Literary Supplement. 34, 2, 4-5.
Fitzpatrick, S., Twohig, M. & Morgan, M. (2014). Priorities for primary education: From subjects to life-skills and social and emotional development. Irish Educational Studies, 33, 269-286.
O’Sullivan, C., & Morgan, M. (2014). Learning together: A report on the progress of the Incredible Years project in Limerick city. Limerick: Paul Partnership.
Morgan, M. (2014). Social-emotional and personal influences: The role of self-regulation in school achievement. In C. O’Sullivan et al. (Ed.)The future of SPHE: Problems and possibilities. Dublin: SPHE Network/DICE.
Morgan, M. (2014). Stages in educational and cognitive development: Current status and implications. Dublin: NCCA.
Morgan, M. (2013). Adverse events in childhood: Protective and aggravating factors. In Tony Hall (Ed.). Education Matters, Yearbook 2013. Galway: NUI.
Morgan, M., & Espey, K. (2012). The Incredible Years programme: An Action Research Study of Whole School Implementation. Dublin: Youngballymun.
Morgan, M., & Kett, M (2003). The prison adult literacy survey. Dublin: Department of Justice and Law Reform.
McGill, P., & Morgan, M. (2001). Ireland's learning poor: Adult educational disadvantage and cross-border co-operation. Armagh: Centre for Cross Border Studies.
Morgan, M. (2000). Levels of literacy in Ireland: the educational system and the general population. In D. Bates (Ed.). Words Alone (pp. 169-181). Dublin: University College Dublin Press.
Morgan, M., Hickey, B., & Kellaghan, T. (1997). International adult literacy survey: Results for Ireland (A report to the Minister for Education). Dublin: Government Stationery Office.
Literacy / Early School Leaving
Morgan, M. (1998). Early school leaving and literacy: Implications of the International Adult Literacy Survey. Learn: Journal of the Irish Learning Support Association, 20 108-116.
Morgan, M. (1998). Early school leaving interventions: International comparisons. In Educational Disadvantage and early school-leaving (pp 78-97). Dublin: Combat Poverty Agency.
Morgan, M. (2000). School and part-time work in Dublin: Survey, analysis and recommendations. Dublin Employment Pact Policy paper, 4, 1- 40.
Morgan, M., & Kellaghan, T. (1998). External examinations in the Irish educational system. In CORI (Ed.). Inequality and Education: the role of assessment and certification. Dublin: CORI.
Morgan, M. (2001). Drug use prevention: An overview of research for the National Advisory Committee on Drugs. Dublin: Government
Hibell, B., Andersson, B., Ahlstrom, S., Balakireva, O., Bjarnasson, T., Kokkevi, A., & Morgan, M. (2000). The 1999 ESPAD Report: The European school survey project on alcohol and other drugs. Stockholm: Modin Tryck AB
Morgan, M., Ludlow, L., Kitching, K., O'Leary, M. & Clarke, A. (2010). What makes teachers tick? Affective incidents in the lives of teachers. British Educational Research Journal , 36, 191-208
Morgan, M (2009). Resilience and reading: Implications of learning to cope with adversity. In Culligan, B.(Ed). The changing landscapes of literacy: Building best practice. Dublin: Reading Association of Ireland.
Morgan, M., & Slowey, M. (2009). Higher education in the broader educational landscape – widening the perspective on equity and access in Ireland. Journal of Adult and Continuing Education, 15, 204-218.
Morgan, M., & Sugrue, C. (2008). The seven challenges and four rewards of being a school Principal. OIDEAS (Journal of the Dept of Education), 53, 8-27.
Morgan, M, & Kitching, K (2007). Teaching in disadvantaged schools: Job satisfaction of beginning teachers. In Gilligan, A.L., & Downes, P. (Eds). Educational Disadvantage in Ireland. (pp 367-378). Dublin: Institute of Public Administration.
Mayock, P., Kitching, K., & Morgan, M. (2007). Relationships and sexuality education in post-primary schools: Challenges to full implementation. Dublin: Crisis Pregnancy Agency/Department of Education.
Morgan, M. (2005). Reading to learn: A major social and educational issue. In Kennedy, E., & Hickey, T.(Eds). Learning to read and reading to learn. Dublin: Reading Association of Ireland (ISBN 0-9526511-6-5)
Morgan, M., & Sugrue, C. (2005) Leadership Development for schools: Evaluation of the MISNEACH Programme. Dublin: Department of Education and Science
Morgan, M., & Slattery, T. et al (2005). New Horizons for smaller schools and Teaching Principalships in Ireland. Cork: Irish Primary Principals Network.
Hayes, C, ., & Morgan, M (2005). Evaluation of a psycho-educational program to help adolescents cope Journal of Youth and Adolescence. 34, 111-121.
Gash, H. (2016). Zen and constructivist thinking. In G.E. Lasker & K. Hiwaki. (Eds.) Personal and Spiritual Development in the World of Cultural Diversity. Vol XIII. pp.23-27. International Institute for Advanced Studies: Ontario. Available at http://cepa.info/26921.
Nescolarde-Selva, J.A., Usó-Doménech J.L. and Gash, H. (2015) Guest Editors: Belief Systems in Science and Engineering. Cybernetics and Systems.
Gash, H. (2015) Knowledge construction: A paradigm shift. In G.J. van Schalkwyk & R.C. D’Amato (Eds.) Facilitative Collaborative Knowledge Co-Construction: New Directions for Teaching and Learning, Number 143. Jossey Bass.
Gash, H. (2014) Constructing constructivism. In special issue of Constructivist Foundations, 9, 3, 302-327. on "Forty Years of Radical Constructivism in Educational Research” Editors A. Riegler and L. Steffe. Available at: http://cepa.info/1077 International Institute for Advanced Studies: Windsor, Ontario.
Gash, H. (2006) Beginning primary teachers and children with mild learning difficulties. Irish Educational Studies, 25, 275-287.
Gash, H., & Murphy-Lejeune, E. (2004) Children's perceptions of other cultures. In (Eds) Jim Deegan, Dympna Devine, & Anne Lodge. Primary voices: Equality Diversity and Childhood in Irish Primary Schools. pp205-221. IPA: Dublin.
Patricia Noonan Walsh, & Hugh Gash. (Eds.) (2004) Lives and Times: Policy, Practice and People with Disability. Rathdown (Wordwell): Dublinwww.wordwellbooks.com/book.php?id=394
Gash, H., Illán Romeu, N., & López Pina, J-A. (2004) Spanish and Irish images of special needs: Perceptions of inclusion. In Patricia Noonan.Walsh, & Hugh Gash. (Eds.) Lives and Times: Policy, Practice and People with Disability. pp 180-223. Rathdown: Dublin
Gash, H., Molina Garcia, S.& Rault, C. (2001). Causes of school failure and remedies advocated by teachers: Comparative analysis of the studies carried out in Spain, France and Ireland. pp 255-296. In Rault, C., Molina Garcia, S., Gash, H. Shine Thompson, M.; & Whelan, A. (2001). School failure and learning support in Ireland: evidence, perceptions and practice. pp. 209-254.
Gash, H. (2001). (Eds.) Difficultés d'apprentissage quels types d'aides, dans la classe et hors de la classe. L'Harmattan: Paris
Gash, H., & Shine Thompson, M. (2001). Constructivist teaching: Overcoming prejudice in classrooms. In G.E. Lasker & B.A. Day (Eds.) Advances in Education. Vol IV. pp. 11-16.
C., Molina Garcia, S., & Gash, H. (2001). (Eds.) Difficultés d'apprentissage quels types d'aides, dans la classe et hors de la classe. L'Harmattan: Paris
Rault, C., Molina Garcia, S., & Gash, H. (2001). (Eds.) Difficultés d'apprentissage quels types d'aides, dans la classe et hors de la classe. L'Harmattan: Paris
Gash, H. Attitudes of Irish primary school children to European and Third World children. In M. Hackett (Ed.), Intercultural Education - Celebrating Diversity (pp. 44-65). Drumcondra Education Centre, Dublin. (1995)
Maeve worked as a primary school teacher in areas of disadvantage for a number of years before continuing her studies in Educational Psychology. Since qualifying as an Educational Psychologist, she has worked for NEPS panel of psychologists and on a variety of research projects in St Patrick’s College. She worked as a lecturer in the Special Education department for three years before commencing her position as lecturer in Psychology in the Education department.
Dr Maeve O'Brien BEd, MEd (Boston), MA in Ed (UCD), PhD (Equality Studies UCD) is Associate Professor in Sociology and Head of the School of Human Development at the Institute of Education, St Patrick's Campus, DCU. With many years’ experience as a teacher and Home/School/Liaison Coordinator in Dublin's Inner City Maeve moved to full time research and then to teacher education and Human Development. She coordinated the HD programme on the BA for several years. She teaches at undergraduate level on the BA in Human Development and the BEd programmes. Her post graduate teaching has spanned the MA, BEd and Ed D programmes focusing primarily on inequalities of class and gender in education and their impact on care and relationships. She will make a contribution to the MA chaplaincy programme on care theory in 2018. She has published on issues of educational transitions and social class, gender and schooling support work, caring relationality and professional praxis, and the significance of care and wellbeing in educational contexts today. Her recent report developing a Human Development Conceptual Framework for the 2nd level wellbeing curriculum (NCCA) with Dr Andrew O’Shea. Maeve is co-editor of the international education journal Irish Educational Studies.
O'Shea. A., & O'Brien, M. (Eds.) (2011) Pedagogy Oppression and Transformation in a Post Critical Climate. London: Continuum.
O'Brien, M. (2004) Making the Move: Students' Teachers' and Parents' Perspectives on. Dublin: Marino Institute of Education.
Furlong C and O'Brien M (2017) 'An Exploration of Teacher Educator Identities within an Irish Context of Reform' In: International research, policy and practice in teacher education: insider perspectives. London: Springer.
O'Brien, M. (2012) 'Care Relationality and a Humanising Education: The Significance of the Affective Context in Initial Teacher Education' In: Re -Imagining Initial Teacher Education: Perspectives on Transformation. Dublin: Liffey Press.
O'Brien, M. (2011) 'Professional responsibility and an ethic of care: Teachers' care as moral praxis' In: C. Sugrue & T. Dyrdal Solbreke (Eds.) (eds). Professional Responsibility: New Horizons of Praxis. London: Routledge.
O'Brien, M. (2011) 'Towards a pedagogy of care and well-being: Restoring the vocation of Becoming Human through care and relationality' In: A. O’Shea & M. O’Brien (Eds.) (eds). Pedagogy, Oppression and Transformation in a 'Post-Critical' Climate. London: Continuum.
O’Brien, M. (2009) 'The impact of economic, social, cultural and emotional capital on mothers' love and care work in education' In: K. Lynch, J. Baker, & M. Lyons (Eds.) (eds). Affective Equality: Love, Care and Injustice. London: Palgrave and Macmillan.
O'Brien, M., & Flynn, M. (2007) 'Emotions, inequalities and care in education' In: P. Downes & A.L. Gilligan (Eds.) (eds). Beyond educational Disadvantage. Dublin: IPA.
Yarrow, A., Corr, L., Lent, C., O'Brien, M. Osgood, J. and Boyd, M. (2016) 'Worthwhile work? Childcare, feminist ethics and cooperative research practices'. Gender and Education, ([10.1080/09540253.20)
OBrien M and Furlong F (2015) 'Continuities and discontinuities in the life histories of teacher educators in changing times'. Irish Educational Studies, 34 (4):379-394
O'Brien, M. (2008) 'Gendered capital: Emotional capital and mothers' care work in education'. Sociology of Education, 29 (2):137-7-149
O'Brien, M. (2007) 'Mothers’ emotional care work in education and its moral imperative'. Gender and Education, 19 (2):159-9-178
O'Brien, M. (2005) 'Girls and transition to second-level schooling in Ireland: Moving in and moving out'. Irish Educational Studies, 15 (3):249-9-267
O'Brien, M. (2005) 'Mothers as educational workers: Mothers’ emotional work at their children’s transfer to second-level schooling'. Irish Educational Studies, 24 (2-3):223-3-243
O'Brien M and O'Shea A (2018) A Deeper Well: Reclaiming Wellbeing for Teachers of SPHE . In: Nohilly M , Collins, B., Kavanagh, A M., Keating, S., O'Mahony, F., O'Sullivan C eds. Citizenship Education 100 years on 3rd SPHE Network Conference , pp.7-14
O'Brien, M. (2015) Initial Teacher Education (ITE) in Careless Times: Caring as Professional Ethical Praxis and Identity . In: Car Mészáros, György, and Franciska Körtvélyesi, eds eds. Social Justice and Diversity in Teacher Education Budapest
O’Brien, M. and O'Shea A (2017) A Human Development (PSP) Framework for Orienting Education and Schools in the Space of Wellbeing. NCCA, Dublin.
O’Brien, M. (2008) Well-Being and Post PrimarySchooling: A Review of the Literature and Research. NCCA, Dublin.
Dr Marie Flynn is a lecturer in sociology in the DCU Institute of Education. She is a member of the School of Human Development, and is involved in a range of programmes at undergraduate and postgraduate levels. Marie’s main teaching responsibilities are in the areas of families and education, intelligences and inequalities in schooling, children’s rights and privacy, and the sociology of childhood. Her research interests and publications are mainly in diversity and schooling, children’s privacy, traveller education, families and schooling, and school placement.
Marie Flynn (1998). Intelligence and inequality, the need to even the score. In Á. Hyland (Ed.), Innovations in assessment in Irish education. Cork: MI Project, UCC.
Marie Flynn (2000). A Multiple Intelligences Approach to Teaching and Learning: Report on initial stages of an action research project. In Á. Hyland (Ed.), Multiple Intelligences, Curriculum and Assessment Project (Final Report). Cork: Education Department, NUIC.
Joan Hanafin, Michael Shevlin, Marie Flynn (2002). Responding to student diversity: Lessons from the margins. Pedagogy, Culture and Society, 10(3), 409-423. doi:10.1080/14681360200200151
Maeve O'Brien & Marie Flynn (2007). Emotions, inequalities and care in Education. In P. Downes & A.L. Gilligan (Eds.), Beyond educational disadvantage (pp. 216-228). Dublin: IPA.
Joan Hanafin, Tom O' Donoghue, Marie Flynn, and Michael Shevlin (2010). The primary school's invasion of the privacy of the child: unmasking the potential of some current practices. Educational Studies, 36(2), 143-152. doi:10.1080/03055690903148720
Marie Flynn (1998). A study of gender differentiation in primary school playgrounds. Irish Educational Studies, 17(1), 148-160.
Anne Lodge & Marie Flynn. (2001). Gender in the primary school playground. In A. Cleary, M. Nic Giolla Phádraig, & S. Quinn (Eds.), Children in Irish Society. Dublin: IPA
Dr Audrey Bryan is an Assistant Professor in the School of Human Development, DCU, where she teach courses in Sociology across the range of programme offerings on the Humanities (Human Development) and Education programmes. Her academic background spans the fields of Comparative and International Education, Sociology, Applied Social Research and Psychology.
Audrey’s main teaching areas are in the Sociology of Childhood and Childhood Studies and the Sociology of Education. In addition to DCU, she has taught at Teachers College, Columbia University, University College Dublin, and SciencesPo University, Paris as a visiting Professor.
Her research interests lie in an exploration of the subjective experiences of those who are ‘othered’ or marginalised by inequitable and discriminatory educational structures, relations, and practices, and with the broad pedagogical and ethical question of what it means to educate for social and global justice. Much of her work to date has been concerned with disrupting comfortable assumptions about the role that education plays in resolving conflict, in fostering tolerance, or in promoting development. She has published nationally and internationally on issues relating to racism and anti-racism, gender and sexuality, climate change and citizenship education. Some of her most recent publications include an exploration of global citizenship education as a public pedagogy, the challenges of teaching ‘difficult’ or emotionally complex knowledge and the complexity of suicidality discourses among sexually minority youth. She serves on the editorial board of the journal Policy and Practice: A Development Education Review and is also on the steering committees of the Centre for Human Rights and Citizenship Education and the UBUNTU Network for Sustainable Development.
Bryan, A. 'You've got to teach people that racism is wrong and then they won't be racist': Curricular representations and young people's understandings of race and racism. (2012, Forthcoming) in Journal of Curriculum Studies.
Bryan, A. (2011). Another cog in the anti-politics machine? The 'de-clawing' of development education' in Policy & Practice: A Development Education Review, 12(1), 1-14.
Bryan, A., & Bracken, M. (2011). 'They think the book is right and I am wrong': Intercultural education and the positioning of ethnic minority students in the formal and informal curriculum. In M. Darmody, N. Tyrrell, & S. Song (Eds.), The Changing Faces of Ireland: Exploring Immigrant and Ethnic Minority Children's Experiences. Sense.
Bryan, A. (2011, forthcoming). Band-Aid pedagogy, celebrity humanitarianism and cosmopolitan provincialism: a critical analysis of global citizenship education in the Republic of Ireland. In S. Malleck & S. Wankel (Eds.), Globalisation and ethics. Information Age.
Bryan, A. (with M. Bracken). (2010). The reflective practitioner model as a means of evaluating development education practice. Policy and Practice: A Development Education Review, 10(2), 22-41.
Bryan, A. (2010). Corporate multiculturalism, diversity management and positive interculturalism in Irish schools and society. Irish Educational Studies, 29(3), 253-269.
Bryan, A. (2010, March). 'Migration Nation': Intercultural education and anti-racism as symbolic violence in Celtic Tiger Ireland. Paper presented at the Annual Meeting of the Comparative and International Education Society, Chicago, IL.
Bryan, A. (2008, March). 'Every day you are helping the world's poorest people': The articulation of International Development among donor agencies: A case study of the Irish Development and Development Education spaces.. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.
Bryan, A. (2007, April). The intersectionality of nationalism and multiculturalism in the formal and informal curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
Bryan, A. (2007, August). Multicultural education as symbolic violence: The (Mis)representation of 'race,' racism and racialized minorities in multicultural educational curricula and practices in the Republic of Ireland. Paper presented at the Annual Meeting of the American Sociological Association, New York, NY.
Bryan, A. (2007, July). The representation of national identity and multiculturalism in the Irish curriculum. Educating for democratic citizenship?. Paper presented at the Education for Democratic Citizenship Conference, Institute of Education and Birkbeck College, University of London.
Bryan, A. (2007, May). The representation of development, diversity and intercultural issues in the Irish curriculum: Challenges for mainstreaming a global ethical perspective in education. Paper presented at th Annual Meeting of the International Association for Citizenship, Social and Economics Education, Tartu, Estonia.
Bryan, A. (2005, April). Nationals, Supranationals and 'Non-Nationals': An ethnographic case study of the role of schooling in Ireland in contesting and/or reproducing racism through national, European and multicultural curricula. Invited paper presented to the Committee for Community and Diversity, Teachers College, Columbia University.
Bryan, A. (2002, March). Globalisation and marginalization in the Republic of Ireland: An analysis of representations of asylum seekers in the Irish media. Paper presented at the Annual meeting of the Comparative and International Education Society, Orlando, FL.
Bryan, A. (2010). Common-sense citizenship, citizenship tourism, and citizenship education in an era of gobalisation: The case of Ireland during the Celtic Tiger era. In A. Reid, J. Gill, & A. Sears (Eds.), Globalisation, the nation-state and the citizen: Dilemmas and directions for civics and citizenship education. New York, NY: Routledge.
Bryan, A. (2009). Migration Nation: Anti-racism and intercultural education as symbolic violence in Celtic Tiger Ireland. In F. Vavrus & L. Bartlett (Eds.), Critical approaches to comparative education: Vertical case studies from Africa, Europe, the Middle East and the Americas. New York, NY: Palgrave MacMillan.
Bryan, A. (2009). Pedagogies of privilege: Re-thinking interculturalism and anti-racism in education. In S. Drudy (Eds.), Education in Ireland: Challenge and change. Dublin: Gill & MacMillan.
Bryan, A. (2009). Postcolonial approaches to global citizenship education: Re-thinking theory, re-thinking pedagogy. In C. Farrington (Ed.), Teaching from Theory, Learning from Practice: Development Education for the Primary Sector. E-book retrievable from Yudo.
Bryan, A. (2007). The (mis)representation of Travellers in the civic, social and political education curriculum. In P. Downes & A.L. Gilligan (Eds.), Beyond Educational Disadvantage. Dublin: IPA.
Bryan, A (2011). Another cog in the anti-politics machine? The 'de-clawing' of development education'. Policy & Practice: A Development Education Review (12), Spring 2011, pp. 1-14. Retrievable from www.developmenteducationreview.com/issue12-editorial
Bracken, M & Bryan, A (2010). The reflective practitioner model as a means of evaluating development education practice: Post-primary teachers' self-reflections on 'doing' development education. Policy & Practice: A Development Education Review, 10(2), 22-41. Retrievable fromhttp://www.developmenteducationreview.com/issue11-focus2
Bryan, A. (2010). Corporate multiculturalism, diversity management and positive interculturalism in Irish schools and society. Irish Educational Studies, 29(3), 253-269. doi:10.1080/03323315.2010.498566
Bryan, A. (2009). The intersectionality of nationalism and multiculturalism in the Irish curriculum: Teaching against racism? Race ethnicity and education, 12(3), 297-317. doi:10.1080/13613320903178261
Bryan, A. (2008). The co-articulation of national identity and interculturalism in the Irish curriculum: Educating for democratic citizenship? London Review of Education, 6(1), 47-58. doi:10.1080/14748460801889894
Bryan, A. (2008). Researching and searching for international development in the formal curriculum: Towards a post-colonial conceptual framework. Policy and Practice: A Development Education Review, 7(1), 68-79. Retrievable fromwww.developmenteducationreview.com/issue10.
Bryan, A., & Vavrus, F. (2005). The promise and peril of education: The teaching of in/tolerance in an era of globalisation. Globalisation, Societies and Education, 3(2), 237-255. doi:10.1080/14767720500167033
Bryan, A., & Mochizuki, Y. (2002). Beyond 'gender sensitization' and 'gender mainstreaming': Comparative and international education towards the democratic reconstruction of gender. Current Issues in Comparative Education, 5(1). Retrievable from www.tc.edu/cice/Issues/05.01/05_01.html.
Mayock, P., Bryan, A., Carr, N., & Kitching, K. (2009). Supporting LGBT lives in Ireland: A study of the mental health and well-being of Lesbian, Gay, Bisexual and Transgender people (Report commissioned by the Gay and Lesbian Equality Network (GLEN) and BeLonG To Youth Service, and funded by the Health Service Executive's National Office for Suicide Prevention (NOSP).). Retrievable from GLEN.
Kathleen Lynch and Anne Lodge (2002) Equality and Power in Schools. London. Routledge Falmer
Paula Flynn, Michael Shevlin and Anne Lodge (2012) '‘Pupil Voice and Participation: Empowering Children with Emotional and Behaviour Difficulties’' In: The Routledge International Companion to Emotional and Behavioural Difficulties. London: Routledge.
Linda Hyland, Sinead McGilloway and Anne Lodge (2012) '‘Coping with Behavioural Difficulties in the Irish Primary School Classroom: An Investigation of Teacher Experiences’' In: F. Dovran (eds). Research in Teacher Education and Training. Athens: AITNER.
Lodge, A. and Lynch, K. (2005) 'Gender' In: Diversity at School. Dublin: Institute of Public Administration.
Lodge, A. and Lynch, K. (2005) 'Conclusion: strategies for change' In: Diversity at School. Dublin: Institute of Public Administration.
Lodge, A. and Lynch, K. (2005) 'Introduction' In: Diversity at School. Dublin: Institute of Public Administration.
Lodge, A. and Kenny, M. (2005) 'Traveller Community' In: Diversity at School. Dublin: Institute of Public Administration.
Anne Lodge and Marie Clarke (2005) 'Race' In: Diversity at School. Dublin: Institute of Public Administration.
Anne Lodge (2005) 'Religious Belief' In: Diversity at School. Dublin: Institute of Public Administration.
Anne Lodge (2005) 'Sexual Orientation’' In: Diversity at School. Dublin: Institute of Public Administration.
Lodge, A., Devine, D. and Deegan, J. (2004) 'Introduction: Equality, Diversity and Childhood in Irish Primary Schools’' In: Primary Voices: equality, diversity and childhood in Irish Primary Schools. Dublin: Institute of Public Administration.
Devine, D., Lodge, A. and Deegan, J. (2004) '‘Conclusion: Activating Voices through Practice: democracy, care and consultation in the primary school’' In: Primary Voices: equality, diversity and childhood in Irish Primary Schools. Dublin: Institute of Public Administration.
Anne Lodge (2004) '‘Denial, Tolerance or Recognition of Difference? The experiences of minority belief parents in the denominational primary system’' In: Jim Deegan, Dympna Devine and Anne Lodge (eds). Primary Voices: equality, diversity and childhood in Irish Primary Schools. Dublin: Institute of Public Administration.
Anne Lodge (2004) 'Interviewing the Vampire Slayers: active media consumption, imagination and gendered identity’' In: Primary Voices: equality, diversity and childhood in Irish Primary Schools. Dublin: Institute of Public Administration.
Lodge, A. and Lynch, K. (2003) '‘Young people’s equality concerns: the invisibility of diversity’' In: Encouraging Voices. Dublin: National Disability Authority.
Lodge, A. and Flynn, M. (2001) 'Gender Identity in the Primary School Playground' In: Children in Irish Society. Cork: Oak Tree Press.
Anne Lodge and Kathleen Lynch (1999) '‘Essays on Schools' In: Equality in Education. Dublin: Gill and Macmillan.
Jim Deegan, Dympna Devine and Anne Lodge (Ed.). (2004) Primary Voices: equality, diversity and childhood in Irish Primary Schools Dublin: Institute of Public Administration.
Anne Lodge and Kathleen Lynch (Ed.). (2005) Diversity at School Dublin: Institute of Public Administration.
Leckey, Y., Hyland, L., Hickey, G., Lodge, A., Kelly, P., Bywater, T., Comiskey, C., Donnelly, M. & McGilloway, S. (2016) '“A Mixed Methods Evaluation of the Longer Term Implementation and Utility of a Teacher Classroom Management Training Programme in Irish Primary Schools”'. Irish Educational Studies, 31 (1):35-55
Hickey, G., Hyland, S., Donnelly, M., Comiskey, C., Bywater, T., O’Neill, D., McGilloway, S., Lodge, A. and Kelly, P. (2015) '“Exploring the effects of a universal classroom management training programme on teacher and child behaviour: a group randomised controlled trial and cost analysis”'. Journal of Early Childhood Research, 13 (2):1-21
Hyland, L., O’Malley, G., Lodge, A. & McGilloway, S. (2014) '“Conduct Problems in Young, School-Going Children in Ireland: prevalance and teacher response”'. School Psychology International, 35 (5):516-529
Clarke, M., Lodge, A. and Shevlin, M. (2012) '‘Evaluating Initial Teacher Education Programmes: Perspectives from the Republic of Ireland’'. Teaching and Teacher Education, 28 :141-153
Anne Lodge (2005) '‘Gender and children’s social world: esteemed and marginalised masculinities in the primary school playground’'. Irish Journal of Sociology, 14 (2):177-192
Anne Lodge and Kathleen Lynch (2000) '‘Power: A Central Educational Relationship’'. Irish Educational Studies, 19
Anne Lodge (1999) '‘First Communion in Carnduffy: a religious and secular rite of Passage’'. Irish Educational Studies, 19 :210-222
Paula Flynn, Michael Shevlin and Anne Lodge (2012) 'Listening, Learning, Leadership.... and the I'm Me Programme' ESHA, :54-67.
Anne Lodge and David Tuohy (2011) '‘Parental Values in Protestant Primary Schools: a new survey’' Search, 34 (3) :188-195.
Paula Flynn, Michael Shevlin and Anne Lodge (2011) 'Are you listening? I'm Me!' Reach, 25 (1) :60-74.
Lodge, A and Dunne, D. (2010) '‘Crossing the Boundary – Implications for Leadership in the Church of Ireland‘' Search, 33 (3) :176-182.
Anne Lodge (2013) ‘Valuing Visibility? An exploration of the construction of school ethos to enable or prevent recognition of sexual identities’ New Foundations: School “Ethos” and LGBT Sexualities
Anne Lodge (2012) ‘Policy Changes in Teacher Education: Impliations for Inclusion’ Opening Access to Teacher Education and Practice for Students with Disabilities
Anne Lodge and David Tuohy (2016) Small Schools: Value for Learning. General Synod Board of Education / Church of Ireland College of Education, Dublin.
Anne Lodge, David Tuohy and Ken Fennelly (2011) Our Schools, Our Community. General Synod Board of Education, Dublin.
McGilloway, S., Hyland, L., Ni Mhaille, G., Lodge, A., O’Neill, D., Kelly, P., Leckey, Y., Bywater, T., Comiskey, C. And Donnelly, M. (2011) Positive Classrooms, Positive Children. A Randomised Controlled Trial to investigate to effectiveness of the Incredible years Teacher Classroom Management Management programme in an Irish contents (short-time outcomes). Archways, Dublin.
Lodge, A., Gowran, S and O'Shea, K. (2008) Valuing Visibility: an exploration of how sexual Orientation issues are recognised and addressed in post-primary schools. Department of Education and Skills, Dublin.
Lodge, A., Coolahan, J. and Walsh, T. (2006) Ireland’ Full report for the Eurybase Database on European Education. Department of Education and Skills, Dublin.
David Tuohy and Anne Lodge (2003) The Secondment of Teachers: how secondment impacts on career dynamics in teaching and the costs within the education system. Clare Education Centre, Clare.
Andy Burke, member of the Institute of Education's Educational Disadvantage Centre, is lead author of a recently published report for the World Bank, Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries.
This is a policy-related review of an eleven-year (2008-2019) teacher education reform project in the West Bank and Gaza in which Andy Burke was involved from beginning to end. The report has just been published by the World Bank in its Policy Research Working Paper series. The model of teacher education reform developed with their Palestinian colleagues is viewed as having potential for significant impact in other developing countries. It is already being adopted for implementation in The Gambia and Zambia.
Burke,Andrew; Cuadra,Ernesto Pancracio; Mahon,Tony; Moreno Olmedilla,Juan Manuel; Thacker,Simon.2020.
Transforming Teacher Education in the West Bank and Gaza : Policy Implications for Developing Countries (English). Policy Research working paper;no. WPS 9328 Washington, D.C. : World Bank Group.
Eithne Kennedy is Head of the School of Language, Literacy and Early Childhood Education and senior lecturer in literacy studies. Prior to joining the faculty in 1997, she was a classroom teacher in Dublin and the US where she earned her Master’s in Special Education at Fordham University, NYC. She is the recipient of the International Literacy Association’s Outstanding Doctoral Dissertation Award (2010) and DCU President’s Award for Public Engagement (2014). As the director of the Write to Read research initiative, a longitudinal University, School and Community Literacy project she also works collaboratively with schools and communities to create powerful literacy environments that motivate and engage children as readers, writers and thinkers. She has authored and co-authored several publications in the field of literacy including: Raising Literacy Achievement in High-Poverty Schools: An Evidence-Based Approach (Routledge, US, 2014), and a range of papers on literacy research, policy and practice. She is a past president of the Literacy Association of Ireland and a current executive committee member.
Kennedy, E. (2010). Improving literacy achievement in a high-poverty school: Empowering classroom teachers through professional development. Reading Research Quarterly, 45(4), pp. 384-387.
Kennedy E., & Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63(5), 372–383.
Kennedy, E. (2009). Raising literacy achievement through collaborative professional development. In Reading News (A Reading Association of Ireland newsletter), September.
Kennedy, E. (2009). Improving literacy in a disadvantaged school: A research-based approach. In Child literacy and social inclusion: Policy and implementation issues (Research Report No. 39, Commissioned by National Economic and Social Forum). Dublin: NESF.
Kennedy, E. (2007). Building schools where literacy thrives. In G. Shiel & B. Dwyer (Eds.), Literacy at the Crossroads: Moving Forward, Looking Back (Papers from the 30th annual conference of the RAI.). Dublin: Reading Association of Ireland.
Kennedy, E. (2007). Literacy in designated disadvantaged schools. In P. Downes & A.L. Gilligan (Eds.), Beyond Educational Disadvantage. Dublin: IPA.
Kennedy, E. (2010, December). Investigating the impact of a collaborative professional development intervention on literacy outcomes in a high-poverty urban elementary school. Paper presented at the 60th Annual National Reading Conference/Literacy Research Association, Fort Worth, Texas, U.S.
Kennedy, E. (2009, September). Lessons from a school where literacy thrives: Transforming outcomes through a research-based approach to underachievement. Keynote address at 33rd Annual Reading Association of Ireland Conference, Literacy in the 21st Century: Perspectives, Challenges and Transformations, St. Patrick's College, Dublin.
Kennedy, E. (2009, September). Lessons from a school where literacy thrives: Transforming outcomes through a research-based approach to underachievement. Keynote address at 33rd Annual Reading Association of Ireland Conference, Literacy in the 21st Century: Perspectives, Challenges and Transformations, St. Patrick's College, Dublin.
Kennedy, E. (2009, July). Improving literacy achievement in a disadvantaged primary school: Empowering classroom teachers through professional development. Presented at Literacy Association International Conference, Greenwich, UK.
Kennedy, E. (2009, July). Improving literacy achievement in disadvantaged primary schools through a research-based approach to intervention. Presented at 16th European Reading Conference, Braga, Portugal.
Kennedy, E., Shiel, G., & Marsh J. (2009, July). Closing the literacy achievement gap through collaborative professional development: Policy and practice in Ireland and the UK. Symposium presentation at the United Kingdom Literacy Association International Conference, Greenwich, UK.
Kennedy, E. (2009, February). Literacy in disadvantaged schools: A research-based approach to underachievement in literacy. Invited speaker to the National Economic and Social Forum, Government Buildings, Dublin.
Kennedy, E. (2008, April). Literacy in a disadvantaged school: Empowering classroom teachers through professional development and a research-based approach to literacy instruction. Invited speaker to the Northside Partnership Group, Hilton Hotel, Malahide Road, Dublin.
Kennedy, E. (2007, September). Building schools where literacy thrives. Paper presented at the 30th Annual Reading Association of Ireland Conference, St. Patrick's College, Dublin.
Kennedy, E. (2007, March). Reading literacy in disadvantaged schools. Reading Association of Ireland Spring Seminar, Mary Immaculate College of Education, Limerick.
Kennedy, E. (2007, January). Reading literacy teacher education in Ireland. Presented at IDEC (International Development in Europe Committee), European Committee of the International Reading Association, St. Patrick's College, Dublin.
Kennedy, E. (2003, March). Effective literacy instruction in the infant classroom. Paper presented at Reading Association of Ireland Spring Seminar, Church of Ireland College, Dublin.
Kennedy, E. (2001, July). Language and teacher education in Ireland: Writing. Paper presented at the 12th European Conference on Reading, Dublin City University.
Bernadette Dwyer is an Assistant Professor in the School of Language Literacy and Early Childhood Education. She is a lecturer and researcher in the area of literacy studies. Since 1979, Bernadette has gained extensive experience in the field of education as a primary teacher, teacher educator, PD consultant, and researcher. She was a classroom teacher and Learning Support teacher, in a variety of settings, including DEIS Band 1, at all levels of the primary school, for over twenty three years. Since joining the faculty in 2002, Bernadette has taught on a wide range of courses in Literacy at both undergraduate and postgraduate levels. She currently serves as Research Convenor for the school of Language, Literacy, and Early Childhood Education. She earned her PhD from the University of Nottingham, UK. Her doctoral dissertation entitled, “Scaffolding internet reading: A study of a disadvantaged school community in Ireland” was a distinguished finalist in the Outstanding Dissertation of the Year award (2011) for the International Literacy Association. She has published referred articles in high ranking journals, chapters in books, commissioned reports, and has edited conference proceedings. Her most recent book publication is Using technology to improve reading and learning. Bernadette is a regular presenter at both national and international conferences. In 2016, Bernadette was awarded the DCU President’s award for engagement in the community for the Chekhov Ebook Lit4life project. The project is a partnership between Microsoft, UNESCO, Mediacraft, and DCU. In 2017, she was awarded the Technology in Reading Research Award by the TILE-SIG of the International Literacy Association for her 'scholarly and practical contributions to the field of literacy and technology integration.' Bernadette served on the executive committee of the Literacy Association of Ireland (LAI) from 2002-2015. She was President of LAI in 2005-2006. Bernadette was elected to the Board of Directors of the International Literacy Association (ILA) (2013-2016). In 2017, she was elected to serve as Vice President of the ILA organisation. She will serve as President of the International Literacy Association in 2018. Bernadette is currently engaged in research in the areas of multimodal/ digital literacies; disciplinary literacies; reading comprehension; and supporting struggling readers and writers.
Dwyer, B. (2011, May). Scaffolding Internet reading: A study of a disadvantaged school community in Ireland. Poster session presented at the 56th Annual conference of the International Reading Association, Orlando, Florida.
Dwyer, B. & Kelly, A. (2011, March). Novels in the classroom: Using literature circles to promote reading engagement and critical thinking skills. Invited presentation Reading Association of Ireland Spring Seminar, Dublin.
Dwyer, B. (2011, February). Spring clean your reading instruction: Developing powerful literacy strategies. Invited presentation, St. Joseph's National School , Finglas.
Dwyer, B., & Castek, J. (2010, December). Exploring instructional activities, pedagogies, and scaffolds that aided the development of online literacies in Ireland and the U.S. Presented at an alternative paper session, Point, Counter-point, and Hyper-point: exploring digital literacies, pedagogies and practices in British, Irish, and U.S. classrooms, at the 60th Annual National Reading Conference/Literacy Research Association Conference, Ft. Worth, Texas. Read more...
Dwyer, B. (2010, September). There's no rabbits on the Internet: Scaffolding internet inquiry with struggling readers. Paper presented at the 34th Reading Association of Ireland Annual Conference, Marino, Dublin. Read more...
Dwyer, B. (2009, December). Scaffolding struggling readers from disadvantaged communities as they construct meaning in Internet inquiry. In C. Harrison (Chair), Paper presented at the National Reading Conference, Albuquerque, New Mexico.Read more...
Dwyer, B. (2009, May). Scaffolding the development of Internet strategies with struggling readers through social collaboration and explicit strategy instruction. Invited presentation to the 54th Annual Convention International Reading Association, Minneapolis. Read more...
Dwyer, B. (2008, March). 'There's just no rabbits on the Internet'. Supporting struggling readers' development of Internet research skills: an Irish perspective. Presented to the Centre for Literacy Research, Nottingham.
Dwyer, B. (2007, December). I've a load of questions in my head': Scaffolding the development of effective search strategies for struggling readers during Internet inquiry. In D. Reinking (Chair), Working toward a dynamic digital reading comprehension heuristic. An alternative symposium session presented at the National Reading Conference, Austin, TX.
Dwyer, B. (2006, December). 'There's no rabbits on the Internet': Supporting struggling readers through integrated multimedia instruction. In C. Harrison (Chair), Extending reciprocal teaching and concept oriented reading instruction to support struggling readers' reading, viewing, and learning in multimedia digital environments. An alternative symposium session presented at the National Reading Conference, Los Angeles, CA.
Dwyer, B. (2006, July). Exploring the development of online literacy strategies for children with low levels of literacy in schools with Designated Disadvantage status. Presented to the United Kingdom Literacy Association, Nottingham, U.K.
Dwyer, B., & Harrison, C. (2008). There's no rabbits on the internet: Scaffolding the development of effective search strategies for struggling readers during Internet inquiry. In Y. Kim & V. J. Risko (Eds.), 57th Yearbook of the National Reading Conference (pp. 187-202). Oak Creek, WI: National Reading Conference.
Dwyer, B., & Shiel, G.(Eds.) (2007). Literacy at the Crossroads: Moving Forward, Looking Back (Papers from the 30th Annual Conference of the RAI.). Dublin: Reading Association of Ireland. Retrievable from http://www.reading.ie/publications
Dr Annie Ó Breacháin lectures primarily on the B. Ed and PME programmes in the area of Drama-in-Education and contributes to the Social Movements strand of the Ed.D. Annie holds a B.Ed. from St Patrick’s College, DCU, an M.St. from the University of Dublin, Trinity College and an Ed.D. from the University of Exeter. Before she began working in Initial Teacher Education, Annie worked as a primary school teacher and in teacher in-service offering support in the areas of Drama and Gaeilge with the Professional Development Service for Teachers (PDST). Annie is chairperson of the Association for Drama in Education in Ireland. Her research interests include relational pedagogy, embodiment, the child-teacher relationship, the practice of teaching, Drama-in-Education, the art of storytelling and curricular integration using Mantle of the Expert. She is interested in phenomenological inquiry, research with children and generating and analysing visual and embodied research data.
Ó Breacháin & O'Toole (2013) 'Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond'. Irish Educational Studies, 32 :401-419 [DOI] [Details]
Ó Breacháin (2011) 'Soaring and Swooping: Drama on the Primary School Curriculum in Ireland' Drama:nordisk dramapedagogisk tidsskrift, . [Details]
Ó Breacháin, Annie and Students on the B Ed 3 Minor Specialism 2017 (2017) Student teachers in their third year of the Bachelor of Education programme at the Institute of Education, DCU took part in a new short specialism module in drama in which they re-designed portable objects (e.g. shopping trolleys, suitcases, prams) into Wonderful Worlds featuring mysterious characters. The portable object encourage interactive storytelling and story-making which serves as a stimulus into fuller process dramas. Following a short introduction, participants were invited to venture into the Wonderful Worlds created by the student teachers. [Oral Presentation], Arts in Education Portal National Day, DCU Institute of Education , 06-MAY-17 - 06-MAY-17
Annie Ó Breacháin (2017) Panel chair at a one day colloquium looking at asylum narratives from a variety of perspectives. [Chaired Session], Asylum Narratives, DCU
Ó Breacháin, A (2017) Paper presented on the opportunities and obstacles associated with generating embodied data in educational research. [Oral Presentation], Scenario Forum for Performative Teaching, Learning and Research, University College Cork , 25-MAY-17 - 28-MAY-17
Delaney, S; Ó Breacháin, A and Macken, S (2015) Teaching Simulations that assess the use of teaching knowledge and skill. [Chaired Session], American Educational Research Association (AERA) Annual Conference, Chicago
Delaney, S, Ó Breacháin, A & Macken, S. (2014) Innovation in Practice: Implementing and Evaluating a Course on Approximations of Practice. [Chaired Session], American Educational Research Association (AERA) Annual Conference, Philadelphia , 03-APR-14 - 07-APR-14
O'Toole, L. & Ó Breacháin, A (2013) Going round and round with the 3 R’s: International experiences of standardised testing and league tables: Implications for educational policy in Ireland. [Conference Organising Committee Chairperson], Educational Studies Association of Ireland (ESAI) Annual Conference, Limerick , 21-MAR-13 - 23-MAR-13
Ó Breacháin, A & Glavey, A (2013) National Drama (UK). [Chaired Session], Heathcote Reconsidered, London , 04-JUL-13 - 07-JUL-13
Ó Breacháín, A (2012) Transcending the Borders of Subject Disciplines: Using Drama to Integrate Teaching and Learning in the Early Years’. , International Drama in Education Research Institute (IDEIRI), Limerick , 10-JUL-12 - 15-JUL-12
Ó Breacháin, A (2012) How Can Drama be used as a Framework to facilitate Integrated Teaching and Learning in the Early Years?. , Launch of the Arts in Education Research Group (AERG), Trinity College, Dublin , 19-JUN-12 - 19-JUN-12
Dr Susan Pike lectures in Geography and Citizenship pedagogies at St Patrick’s College. She has experience of teaching and research including evaluation of practice at first, second and third level in education over 20 years. Susan has a particular interest in the importance of curriculum in engaging young people in education. She promotes, through modelling and exemplifying, the use of critical literacies and enquiry learning through her work in Initial and Continuing Teacher Education with all Education students (B.Ed, PME, M.Ed) in the college. Susan’s promotes the importance and potential of geography and citizenship education for young people’s learning in DEIS settings through her curriculum development and research work. She was the lead author on the resource Eco-Detectives, which based learning about climate change on children’s ideas, questions and communities. Her doctoral thesis work examined the relationship between children’s experiences in their local communities and learning in school. Susan is currently working with five DEIS schools to share classroom practice with ITE students in the college. This work will also be featured in her forthcoming book, Learning Primary Geography: Ideas and Inspirations from the Classroom, which focuses on children’s learning experiences in primary classrooms.
Pike, S. (2020). GIS for young people’s participatory geography. In: Walshe , N. and Healy, G (eds). Geography Education in the Digital World. Abingdon, UK: Routledge.
Pike, S. (2018) Editorial: Children’s spaces and places for leisure and play: From Protection to Participation. Children's Research Network, Dublin.
Pike, S. (2016). Learning Primary Geography: Ideas and inspirations from Classrooms. Abingdon: Routledge.
Pike, S. (2013). 100 Years of enquiry learning: The influence of John Dewey, Primary Geography, 82(3): 26-28.
Pike, S. and Bryne, C. (2013). Food, connections and green flags: Linking the early years curriculum through food, Primary Geography, 81(2): 16-17.
Pike, S. and Ryan, M. (2012). Using big ideas for big places: Australia. Primary Geography, Vol. 79(3): 12.
Pike, S. (2011). If you went out it would stick’: Irish children’s learning in their local environments. International Research in Geographical and Environmental Education, 20(2): 139-159.
Pike, S. (2011). Children, locality and the future. Primary Geography, 74(1):14-17.
Waldron, F., Pike, S., Varley, J., Murphy, C., & Greenwood, R. (2007). Student teachers’ prior experiences of history, geography and science: Initial findings of an all-Ireland survey. Irish Educational Studies, 16(2): 177-194.
Waldron, F., & Pike, S. (2006). What does it mean to be Irish? Children’s construction of national identity. Irish Educational Studies, 25(2): 231-251.
DR GERALDINE FRENCH
Sinéad McNally is an Assistant Professor in Psychology at the Institute of Education. Her research examines young children’s language and social-emotional development in the context of family and early educational and care environments, including a special focus on the language development of very young children with Autism Spectrum Disorder. Sinéad received her PhD in Psychology (2009) and BA in Psychology and French (2004) from Trinity College Dublin.
Guerin, S., Hayes, N. & McNally, S (Ed.). (2017) Research and Evaluation in Community, Health and Social Care Settings: Experiences from Practice London: Routledge.
McNally, S., Murphy, T., Morgan, M., & Keegan, S. (2017) 'Governance and Ethics in Community Research and Evaluation' In: Research and Evaluation in Community, Health and Social Care Settings. London: Routledge.
Quigley, J., McNally, S., & Lawson, S. (2016) 'Prosodic Patterns in Interaction of Low-Risk and at-Risk-of-Autism Spectrum Disorders Infants and Their Mothers at 12 and 18 Months'. Language Learning and Development, 12 (3):295-310
McNally, S., Kent, G., Fagan, B., & Bleach, J. (2016) 'Knowledge Exchange in Early Childhood Research and Practice: Findings from the Early Learning Initiative and the National College of Ireland'. An Leanbh Óg: OMEP Ireland journal of early childhood studies,
Hyland, P., Shevlin, M., McNally, S., Murphy, J., Hansen, M., & Elklit, A. (2016) 'Exploring differences between the ICD-11 and DSM-5 models of PTSD: Does it matter which model is used?'. Journal of Anxiety Disorders, 37 :48-53
McNally, S., Share, M., & Murray, A. (2014) 'Prevalence and predictors of grandparent childcare in Ireland: Findings from a nationally representative sample of infants and their families'. Child Care in Practice, 20 (2):182-193
McNally, S. & Quigley, J. (2014) 'An Irish Cohort Study of Risk and Protective Factors for Infant Language Development at 9 Months'. Infant and Child Development, 23 (6):634-649
McCrory, C. & McNally, S. (2013) 'The effect of pregnancy intention on maternal prenatal behaviours and parent and child health: results of an irish cohort study'. Paediatric and Perinatal Epidemiology, 27 (2):208-215
Smith, G. & McNally, S. (2013) 'A Three-Pronged Approach to Early Intervention Speech and 119 Language Therapy Delivery in the Community'. An Leanbh Óg: OMEP Ireland journal of early childhood studies,
McNally, S. (2013) 'Growing Up in Ireland, the National Longitudinal Study of Children: An Evidence Base for Policy in Early Childhood Education and Care'. An Leanbh Óg: OMEP Ireland journal of early childhood studies,
Quigley, Jean and McNally, Sin\'ead (2013) 'Maternal communicative style in interaction with infant siblings of children with Autism'. Language, Interaction and Acquisition/Langage, Interaction et Acquisition, 4 (1):51-69
McNally, S. & Bourke, A. (2012) 'Factors affecting periconceptional folic acid supplementation in a nationally representative sample of mothers in Ireland'. Irish Medical Journal, 105 (7)
McNally, Thomas and McNally, Sin\'ead (2012) 'Chomsky and Wittgenstein on Linguistic Competence'. Nordic Wittgenstein Review,
Quigley, J and McNally, S (2012) 'Maternal response patterns to infant vocalisations: A comparison of at-genetic-risk-for-autism (HR) infants and a group of low-risk (LR) controls'. Neuropsychiatrie de l'Enfance et de l'Adolescence, 60 (5)
McNally, S. & Downes, P. (2016) Evaluation of University College Dublin’s ‘Future You’ Peer Support Access Initiative: A Relational, Community Development Systemic Outreach Approach. University College Dublin, Belfield, Dublin.
Greene, S., Morgan, M., McCrory, C. & McNally, S. (2014) Growing up in Ireland: review of the literature pertaining to the second wave of data collection with the infant cohort at three years. Dublin, Department of Children and Youth Affairs.
McGinnity, Frances and Murray, Aisling and McNally, Sinead (2013) Growing Up in Ireland: Mothers' Return to Work and Childcare Choices for Infants in Ireland. Department of Children and Youth Affairs, Dublin.
Williams, James and Murray, Aisling and McCrory, Cathal and McNally, Sinead (2013) Growing Up in Ireland national longitudinal study of children: development from birth to three years infant cohort. Department of Children and Youth Affairs, Dublin.
Williams, J., Greene, S., McNally, S., Murray, A., & Quail, A. (2010) Growing up in Ireland national longitudinal study of children: the infants and their families. Department of Children and Youth Affairs, Dublin.
Williams, J and Greene, S and Doyle, E and Harris, E and McDaid, R and McNally, S and Merriman, B and Nixon, E and Swords, L. (2008) Growing Up in Ireland -- National Longitudinal Study of Children [collection], Maynooth, Co. Kildare: Irish Qualitative Data Archive. Irish Qualitative Data Archive, Ireland.
McNally, S. & Maguire, R. (2015) 'Keep calm and carry on: Children’s self-regulation in early years settings' Children's Research Digest, 2 (2) :47-53.
Casey, C., McNally, S., O'Keefe, A., & Quinn, M. (2013) 'Restorative practices in action: Tallaght West - a case study' The Irish Review of Community Economic Development Law and Policy, 2 (1) :63-70.
McNally, S. & Downes, P. (2016) Impact of a mentoring programme to support access to higher education. Evaluation of University College Dublin’s Future You Peer Support Access Initiative: A Relational, Community Development Systemic Outreach Approach. [Poster Presentation ], 25th European Access Network (EAN) Conference, Retrospective for Perspective Access and Widening Participation 1991-2041, University College Dublin , 30-MAY-16 - 31-MAY-16
Quigley, J. & McNally, S. (2015) Maternal education and child language. , Child Language Symposium, University of Warwick
McNally, S., Kent, G., Fagan, B., & Bleach, J. (2015) Knowledge exchange in early childhood research and practice. [Conference Organising Committee Chairperson], OMEP Ireland AGM and Annual
McNally, S., Bourke, A. & McCrory, C. (2011) Determinants of periconceptional folic acid supplementation in Ireland: findings from the Infant Cohort of Growing Up in Ireland. [Invited Oral Presentation], Growing Up in Ireland Annual Conference, Dublin, Dublin, Ireland
McNally, S., Quigley, J., McCrory, C., & Murray, A. (2015) Identifying resilience in early child language development. , International Convention for Psychological Science, Amsterdam
Murray, A., McNally, S., Quigley, J., & McCrory, C. (2014) Risk and resilience in early child language development. [Non Refereed Paper/Abstract ], Psychological Society of Ireland Conference, Kilkenny
McNally, S., Share, M., Kerrins, L., & Carey, S. (2014) Examining the role of grandparents in early childhood education. , Annual Children's Research Network in Ireland and Northern Ireland Conference, Dublin
Quigley, J., & McNally, S. (2013) Prosody in infant-mother dyads at risk of autism. [Conference Organising Committee Chairperson], Child Language Seminar, Manchester
McNally, S. (2013) Using key findings from CDI's independent evaluations to inform primary care policy and practice. [Invited Oral Presentation], Childhood Development Initiative Primary Care Seminar, Dublin
McGinnity, F., Murray, A., & McNally, S. (2012) Childcare use and choice in a nationally representative sample of children in Ireland. [Non Refereed Paper/Abstract ], Growing Up in Ireland Annual Conference, Dublin
McNally, S. (2012) Voice of community. [Invited Oral Presentation], Respond Annual Conference, Dublin
Quigley, J. & McNally, S. (2012) Maternal response patterns to infant vocalisations. , Early Language Acquisition Conference, Lyon, France
Smith, G. & McNally, S. (2012) Creating a health promoting school environment. [Non Refereed Paper/Abstract ], Institute of Public Health Conference, Belfast
McNally, S. (2012) Research child outcomes: implementing rigorous evaluations in the community. , Annual Children's Research Network in Ireland and Northern Ireland Conference, Dublin
McNally, S., Bourke, A., & McCrory, C. (2011) Determinants of peri-conceptional folic acid use in Ireland. [Non Refereed Paper/Abstract ], Growing Up in Ireland Annual Conference, Dublin
Quigley, J. & McNally, S. (2011) A longitudinal analysis of maternal infant directed speech to preverbal infants. , International Meeting for Autism Research (IMFAR) conference, San Diego, California
McNally, S. (2010) Childcare in Ireland. [Non Refereed Paper/Abstract ], Growing Up in Ireland Annual Conference, Dublin
McNally, S. & Quigley, J. (2008) Theory in practice: behaviour theory and autism intervention. , British Psychological Society Conference, Dublin
McNally, S. & Quigley, J. (2007) ABA and autism intervention: unnecessary constraints. [Non Refereed Paper/Abstract ], Psychological Society of Ireland Annual Conference, Killarney, Ireland
Dr Geraldine French is the Programme Chair of the Bachelor of Early Childhood Education and a specialist in early childhood education. Her doctoral thesis is in the area of pedagogical interactions between adults and very young children in early childhood settings with a particular focus on educational inequality. She has worked for a variety of governmental and voluntary organisations, national and international, in conducting continued professional development, research, needs analysis, evaluations and consultancy for strategic planning. Commissioning bodies have included: The Arts Council, Barnardos, Centre for Early Childhood Development and Education, Childhood Development Initiative, Children's Books Ireland, European Programme to Combat Social Exclusion, Fingal Libraries, Katharine Howard Foundation, National Council for Curriculum and Assessment among others. Geraldine has lectured at undergraduate and postgraduate level in the area of early childhood education in the Dublin Institute of Technology and Froebel College of Education. She has published in the areas of parenting and the experience of poverty amongst families with very young children, quality professional practice in early childhood settings and supporting early language, literacy and numeracy.
French, G. (2013) Early speech and language matters: Enriching the communication environment and language development in early childhood. Dublin: Barnardos.
French, G. (2012) Early literacy and numeracy matters: Enriching literacy and numeracy experiences in early childhood. Dublin: Barnardos.
French, G. (2008) Supporting Quality: Guidelines for Professional Practice in Early Childhood Services, Book 2 Enhancing Children’s Learning and Development. Dublin: Barnardos.
French, G. (2008) Supporting Quality: Guidelines for Professional Practice in Early Childhood Services, Book I Policy and Governance. Dublin: Barnardos.
French, G. & Murphy, P. (2005) Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos.
French, G. (2014) Let them talk: Evaluation of the Language Enrichment Programme of the Ballyfermot Early Years Language and Learning Initiative. Dublin: Commissioned Report
French, G. (2013) Early childhood policy and provision: A digest to inform a national book gifting programme. Dublin: Commissioned Report
French, G. (2013) The youngest ages can turn pages: Fingal county libraries’ early years literacy strategy. Dublin: Commissioned Report
French, G. (2013) The place of the arts in early childhood learning and development. Early childhood arts: Three perspectives. Dublin: Commissioned Report
French, G. (1998) Enhancing our future: A profile of parenting programmes in Ireland. Dublin: Commissioned Report
French, G. (2006) Learning from families: Policies and practices to combat social exclusion amongst families with young children in Europe: Irish national report. Home-Start National Office, Dublin.
French, G. & Shinman, S. (2006) Learning from families: Policies and practices to combat social exclusion amongst families with children under five. Transnational Report. Transnational Exchange Programme within the Community Action Programme to Combat Social Exclusion, European Commission (2002-2006). Home-Start International, London.
French, G. (2005) Valuing community playgroups: Lessons for policy and practice. Katharine Howard Foundation, Dublin.
French, G. (2007) Children's early learning and development: Background paper to Aistear. Dublin: Research Paper
French, G. (2007) Research digests. Dublin: Research Paper
French, G. (2012) 'The HighScope Approach to Early Learning' In: Máire Mhic Mhathúna and Mark Taylor (eds). Early Childhood Education and Care. An Introduction for Students in Ireland. Dublin: Gill and MacMillan.
French, G. (2006) 'Valuing community playgroups: Lessons for policy and practice' In: Rosaleen Murphy (eds). Exploring children’s lives: A handbook of educational research. Cork: University College Cork with OMEP Ireland.
French, G. (2013) 'Early literacy and numeracy matters'. An Leanbh Óg: OMEP Ireland journal of early childhood studies, 7 :31-45
French, G. (2013) 'Aistear: A journey without a road map' Childlinks: The journal of Barnardos, (2) :2-8.
French, G. & Zappone, K. (2008) The Childhood Development Initiative: Developing Quality Services Vision into Practice Dublin Castle, , 08-FEB-07 - 10-FEB-07 , pp.321-328
French, G. (2002) Problem-solving in HighScope: an Early Years Educational Approach . In: Geraldine French eds. The children’s agenda: Familiar issues, emerging concerns Limerick, Ireland, , 28-AUG-01 - 31-AUG-01
French, G. (2016) Let them talk: A poster on the evaluation of the Language Enrichment Programme of the Ballyfermot Early Years Language and Learning Initiative. [Poster Presentation (Refereed)], Happiness, relationships, emotions and deep level learning, Dublin, Ireland , 28-AUG-16 - 03-SEP-16
French, G. (2016) Invited to give the end note address on 'From monitoring to modelling quality' in ECE. [Conference Organising Committee Chairperson], Different ways, one goal? International approaches to quality: regulation and assurance in early childhood, Berlin , 10-NOV-16 - 11-NOV-16
French, G. (2016) A presentation on adult-child interactions. [Speech], Happiness, relationships, emotions and deep level learning, Dublin, Ireland , 01-OCT-16 - 03-OCT-16
French, G. (2015) This one day conference included the launch of OECD international monitoring quality report: Starting Strong IV: Monitoring Quality in Early Childhood Education and Care, by Ms. Montserrat Gomendio, Deputy Director, Directorate for Education and Skills, OECD. Prof Edward Melhuish, Oxford University and Mr. Julius op de Beke, DG EMPL, European Commission also contributed to the event. [Invited Lecture], International ECEC policy event: Monitoring quality, Dublin , 28-OCT-15 - 28-OCT-15
French, G. (2014) Presentation on Let Them Talk”: Evaluation of Ballyfermot Early Years Language and Learning Initiative. [Conference Organising Committee Chairperson], OMEP International Conference 2014, Cork , 02-JUL-14 - 05-JUL-14
French, G. with Axford, N. (2008) Manual for delivery of the Early Childhood Care and Education Services, the Childhood Development Initiative (CDI). Dublin: Manual
French, G. (2015) Talking and reading with babies. Video recording / TV
Marlene is a committed professional with a broad range of experience and expertise in the areas of practice, policy and provision in early childhood. She has worked extensively in practice, as educator, supervisor, manager and Director in both the community and private sectors. Over the past two decades she has been working in the Voluntary Sector, most recently as Head of the Knowledge Directorate in Early Childhood Ireland, leading a multi-professional team with responsibility for research, policy and communications. Much of her work has focused on advocacy for children and for the educators that work with them and their families at national level. Marlene has been core to the development and very successful roll out of the BA in Early Childhood Teaching and Learning in Maynooth, where she has delivered a broad range of modules in the areas of policy and pedagogy.
Murphy, S; McKenna, G & Downes, P. (2019). Educational Gaps and Future Solutions A study of the holistic educational needs and experiences of a sample of homeless men in Dublin aged 18-38 Years. Dublin: Peter McVerry Trust.
Grainne McKenna, Jacqueline Maguire, Seoidin O'Sullivan, Professor Noirin Hayes, Carmel O'Sullivan (2014) 'The Wonder Project'. A collaborative early-years music, drama and visual arts programme for Traveller children and their mothers. [Conference Organising Committee Chairperson], OMEP Ireland, Cork, Ireland
Grainne McKenna (2013) Children's Services Committees in Ireland. [Invited Oral Presentation], CYPSC National Event, Dublin Castle , 19-SEP-13 - 19-SEP-13
Conall Ó Breacháin is an assistant professor in the School of Language, Literacy and Early Childhood Education. He currently lectures in the area of literacy. Prior to joining DCU in early 2019, Conall was the Deputy National Director of the Professional Development Service for Teachers (PDST), Ireland's largest single support service offering professional learning opportunities to teachers and school leaders in a range of pedagogical, curricular and educational areas. He has spent over 12 years working in teacher professional development with a particular focus on supporting teachers and school leaders in the areas of language, literacy and assessment. Conall has lead several national teams in the field of professional development and was chairperson of a number of interagency committees which oversaw the design and implementation of the professional development for a range of new curriculum specifications across the primary and post-primary sectors . He is a former member of the National Council for Curriculum and Assessment's board for early childhood and primary education.
Conall is currently undertaking a PhD, under the tutelage of Professor Ciarán Sugrue (UCD), exploring the phenomenon of teacher agency for language curriculum innovation. Other research interests include curriculum advisor self-study and action research, impact of professional development, literacy policy implementation and literacy and professional development. Conall began his teaching carreer in 2002, in a primary school in north county Dublin.
Conall Ó Breacháin and Fionnuala Drudy (2017) 'The Primary Language Curriculum in the Context of Inclusive Education' Learn (Irish Learning Support Association), 39
Dr Jane O'Kelly is an Assistant Professor in the DCU Institute of Education. Her research interests include further education and training, professional practice in teaching adults, learner voice, blended learning and peer and self-directed learning. She lectures in Creative Instructional Design, Research methodologies and approaches, Work-based reflective practice and professional practice in education. She is the Chair of the BSc in Education and Training and manages the placement year for students seeking accreditation as tutors in further education and training. Her background includes working in the National Centre for Guidance in Education and Leargas, supporting policy and practice in adult education, vocational education and training (VET) and guidance. She has strong ties to European Commission funded VET programmes through twenty years of administration, management, evaluation and report writing in the Leonardo da Vinci, Lifelong Learning and Erasmus+. She has a deep interest in contributing to the development of the further education sector in Ireland through research and evaluation on pedagogy, peer support and learner-centred practice, both to support the continuing professional development of educators and trainers, and to improve outcomes for adult returners and older learners.
Justin Rami is the Director of the Further Education & Training Research Centre (FETRC) in DCU’s Institute of Education. Justin is the Faculty of Education's former Associate Dean for Teaching and Learning. He is Chair of the Education & Training Foundation Programme (FET-HE) and the former Chair of the BSc in Education & Training, and the BSc in E&T Flexible Learning strand. Justin Rami is a lecturer and researcher in the School Policy & Practice at Dublin City University. At the undergraduate level, he teaches in the areas of Teaching & Learning Methodologies, Advanced Teaching & Learning Strategies, Curriculum, Assessment & Feedback, Teaching Preparation & Developing a Research Perspective. Added to these modules Justin also delivers lectures and workshops on using Critical Voices in academic writing. At postgraduate level, he teaches in the area of Organisational Behaviour and Organisational Communications. Justin coordinates the Professional Management Skills area of the MSc in Education & Training (Leadership Strand), which covers areas such as Intercultural competence, Lean Six Sigma, Positive Psychology, Talent management, Coaching, Reflective practice and Communication and Perception. Justin is a graduate of the International University Leadership Management Programme (ULM).
Tá suim agam in oideachas múinteoirí agus i ngach gné de theagasc na Gaeilge agus de theagasc trí Ghaeilge sa bhunscoil. Cuirim suim chomh maith sa taighde ar dhátheangachas, ar thumoideachas agus ar mhúineadh an dara teanga i gcoitinne.
I am interested in teacher education and language teaching with a particular interest in the teaching of Irish as a subject and as a medium of instruction. This encompasses aspects of bilingualism, immersion education and second language teaching and learning.
Tá taighde curtha i gcrích agam ar Ghaeilge labhartha na bpáistí i scoileanna lán-Ghaeilge, ar mhúnlaí soláthar tumoideachais, ar chur chuige ionduchtach do mhúineadh na gramadaí.
I have conducted studies on the spoken Irish of pupils in Irish immersion schools, an analysis of the Irish-medium education sector, an inductive approach to grammar in Irish immersion education and teachers' continuing professional development needs. My latest work focused on continuity and attrition in Irish immersion education.
Rosie Savage is an Assistant Professor in the School of Inclusive and Special Education and was Programme Chair of the Professional Diploma in Special and Inclusive Education between 2015 and 2018. She has more than twenty years teaching experience at primary, post-primary and higher education levels. She currently leads six postgraduate modules and teaches across a range of programmes at undergraduate and post-graduate levels. She has supervised a number of students at Masters level.
Rosie is in her 4th year of doctoral research at Queen's University, Belfast, exploring the educational needs of children in care. She holds a MA (Hons) in Sociology from the University of Edinburgh, a M.Sc. in Medical Sociology from the University of London (ESRC award) , a M.Ed. in Inclusive and Special Education from the University of Birmingham and a PG Certificate in Asperger Syndrome. Rosie also holds a Post-Graduate Certificate in Education from the Institute of Education, University of London where she qualified as a teacher. She is a qualified Nurture Group teacher and Emotion Coach.
She has worked for over 25 years in education in both the UK and Ireland. She draws on significant educational experience obtained in a wide range of secondary and primary schools in the UK as a teacher, Head of Department (GCSE and A Level Sociology) and member of the senior management team. She has taught in highly diverse mainstream classrooms, specialist provisions (autism and Nurture Groups) and in a specialist residential school for learners with SEBD.
Rosie also has considerable assessment experience, leading the national state examinations for GCSE and A Level Sociology for the AQA and implementing AfL in her classroom for over a decade.
Maunsell, C & McLoughlin, V (2014). Evaluation of OED Network Products: Final Internal Report. EDC: Dublin
Maunsell, C., McLoughlin L., Carrigan, J & McLoughlin, V. (2013). RiSE: Reintegration into Society through Education and Learning. Dublin: Leargas and Educational Disadvantage Centre, St Patrick’s College
Ivers, J., McLoughlin, V & Downes, P. (2010). Current Steps and Future Horizons for CASPr. Review of CASPr North-East Inner City After Schools Project. North Inner City Dublin: Community After Schools Project (CASPr).
Dooley, C., Downes, P., Maunsell, C & McLoughlin, V. (2010). Report on Access to Education for Adults Experiencing Disadvantage in Ireland LLL2010: Sub-Project 5: Towards a Lifelong Learning Society in Europe-The Contribution of the Education System. Dublin: Educational Disadvantage Centre, St. Patrick's College
Maunsell, C., Downes, P & McLoughlin, V. (2008). National Report on Lifelong Learning in Ireland. LLL2010: Sub-project 1: Towards a Lifelong Learning Society in Europe - the Contribution of the Education System. Educational Disadvantage Centre. Dublin
Downes, P., Maunsell, C., McLoughlin, V & Taljunaite, M. (2006). Lifelong learning in Ireland and Lithuania: Some examples of Irish policy and practice for Lithuania to consider? Filosofija.Sociologija (ed. Lithuanian Academy of Sciences), No.4 pp.29-36