2020

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, McEnteggart, Ciara and Barnes-Holmes, Yvonne (2020) Attitudes to pupils with EBD: an implicit approach. Emotional and Behavioural Difficultie, 25 (2). ISSN 1363-2752

White, Irene (2020) Participatory arts for creativity in education (PACE) model: exploring the participatory arts as a potential model for fostering creativity in post-primary education. PhD thesis, Dublin City University.

2019

Challenor, Liam (2019) Cyberbullying of post-primary teachers in Ireland. PhD thesis, Dublin City University.

Banville, Elaine (2019) Exploring the role of special needs assistants on the inclusion of students with special educational needs in mainstream post-primary physical education. PhD thesis, Dublin City University.

Costello, Aisling (2019) Social media, objectification and well-being: a critical feminist mixed methods approach. PhD thesis, Dublin City University.

O'Flaherty, Vincent (2019) The career decision-making process of Irish underage international footballers. PhD thesis, Dublin City University.

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Kamp, Annelies and Cochrane, Andy (2019) Transition(s) to work: the experiences of people with disabilities in Ireland. Disability & Society . ISSN 0968-7599

Horan, Anne (2019) “Céad Míle Fáilte”? Parental involvement: the varied experiences of immigrant parents in Irish primary schools. Other thesis, Dublin City University.

Bailey, Susan Margaret (2019) The Levinasian Teacher. Doctor of Education thesis, Dublin City University.

Scanlon, Geraldine, McEnteggart, Ciara and Barnes-Holmes, Yvonne (2019) The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland. Journal of Research in Special Educational Needs, 19 (4). pp. 344-352. ISSN 1471-3802

2018

Boyle, Anne, Hanafin, Joan ORCID: 0000-0002-8016-2266 and Flynn, Marie (2018) Parental Involvement: Irish Travellers and early years education. Encounters in Theory and History of Education, 19 . pp. 186-204. ISSN 2560-8371

Stapleton, Catherine (2018) An exploration of the experiences of minority faith and minority worldview students of a Roman Catholic school ethos in post-primary schools in the Republic of Ireland. PhD thesis, Dublin City University.

Sullivan, Patrick (2018) Consensus making, brokerage and compromise: the process of curriculum design in Ireland as evidenced in the development of a curriculum in education about religions and beliefs (ERB) and ethics. Doctor of Education thesis, Dublin City University.

Harmon, Maurice (2018) “I am a Catholic Buddhist”: the voice of children on religion and religious education in an Irish Catholic primary school classroom. Doctor of Education thesis, Dublin City University.

Scanlon, Geraldine and Doyle, Alison (2018) Progressing accessible supported transitions to employment. Technical Report. Dublin City University.

Perkins, Rachel (2018) A study of academic resilience among children at risk of poverty in Ireland. PhD thesis, Dublin City University.

Scanlon, Geraldine and McKenna, Grainne (2018) Home works: a study on the educational needs of Children experiencing homelessness and living in emergency accommodation. Technical Report. Children’s Rights Alliance..

2017

Park, Yongnam (2017) Vincent Van Gogh's christian faith and how it influenced his life and art. Other thesis, Dublin City University.

Kearney, Fiona (2017) ‘Voices of a sample of Irish young people affected by parental substance misuse and parents with a substance misuse issue: Uncovering harm and system fragmentation. Other thesis, Dublin City University.

2016

Scanlon, Geraldine and Kamp, Annelies (2016) Transitions from education and training to employment for people with disabilities. Technical Report. Dublin City University.

2015

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, Barnes-Holmes, Yvonne, McEntaggart, Ciara, Desmond, Deirdre and Vahey, Nigel (2015) The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school. European Journal of Special Needs Education, 31 (1). pp. 44-58. ISSN 0885-6257

2014

Scanlon, Geraldine ORCID: 0000-0003-4331-5582, McEntaggart, Ciara, Barnes-Holmes, Yvonne and Barnes-Holmes, Dermot (2014) Using the implicit relational assessment procedure (irap) to assess implicit gender bias and self-esteem in typicallydeveloping children and children with adhd and with dyslexia. Behavioral Bulletin, 19 (2). pp. 48-59. ISSN 1942-0722

2013

Barnes-Holmes, Yvonne ORCID: 0000-0002-5618-8984, Scanlon, Geraldine, Desmond, Deirdre ORCID: 0000-0002-6746-7006, Shevlin, Michael ORCID: 0000-0002-3129-2806 and Vahey, Nigel ORCID: 0000-0001-9799-3341 (2013) A study of transition from primary to post-primary school for pupils with special educational needs. Technical Report. NCSE.

2012

Scanlon, Geraldine (2012) Perceptions of support for pupils with special educational needs: Two case studies. REACH Journal of Special Needs Education in Ireland, 26 (1). pp. 56-67.

2008

O'Shea, Andrew (2008) Selfhood and sacrifice: “making sacred” and “making the modem identity” (A Comparative Study of Selected Works by René Girard and Charles Taylor). PhD thesis, Dublin City University.

2007

Scanlon, Geraldine (2007) The Utility of the Implicit Relational Assessment Procedure (IRAP): Measuring self-esteem profiles of children with special educational needs and assessing the attitudes of teachers to children with emotional behavioural difficulties in mainstream education. PhD thesis, Maynooth University.

2005

Scanlon, Geraldine ORCID: 0000-0003-4331-5582 and McGilloway, Sinéad ORCID: 0000-0003-0988-3201 (2005) Managing children with special needs in the irish education system: a professional perspective. REACH Journal of Special Needs Education in Ireland, 19 . pp. 81-93. ISSN 0790-8695