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Number of items at this level: 105.

2024

Fouki, Lito Vera (2024) The role of the school leadership in promoting inclusion and social justice in mainstream primary schools through collaborative professionalism: a comparative study in England and Greece. PhD thesis, Dublin City University.

2023

Ward, Lisa (2023) Exploring the experiences of autistic children who avail of dual autism class and mainstream provision in Irish primary schools. Doctor of Education thesis, Dublin City University.

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Brennan, Aoife orcid logoORCID: 0000-0002-7193-5589 and Gorman, Alan (2023) Teacher professional learning in the Republic of Ireland policy development to policy enactment. In: Jones, Ken orcid logoORCID: 0000-0002-4646-1000, Ostinelli, Giorgio orcid logoORCID: 0000-0002-6346-051X and Crescentini, Alberto orcid logoORCID: 0000-0002-5013-6446, (eds.) Innovation in Teacher Professional Learning in Europe. Routledge Research in Teacher Education . Routledge (Taylor & Francis), Abington, GB, pp. 53-64. ISBN 9781032334493

Carolan, Trish (2023) Critical issues affecting special needs assistants in the Irish education system. REACH: Journal of Inclusive Education in Ireland, 36 (1). pp. 5-8. ISSN 2352-3093

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Poeker, Philip and Pierre, Takeshia orcid logoORCID: 0000-0002-9117-1096 (2023) A pragmatic meta-model to navigate complexity in teachers’ professional learning. Professional Development in Education . ISSN 1941-5257

Connolly, Leanne orcid logoORCID: 0000-0002-7623-583X (2023) Key policies and legislation underpinning post-school transition practices for people with disabilities in the Republic of Ireland. International Journal of Educational and Life Transitions, 2 (1). ISSN 2754-2890

Brennan, Aoife orcid logoORCID: 0000-0002-7193-5589 and Gorman, Alan orcid logoORCID: 0000-0002-5024-448X (2023) Leading transformative professional learning for inclusion across the teacher education continuum: lessons from online and on-site learning communities. Professional Development in Education . ISSN 1941-5257

Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Feeney, Abbie orcid logoORCID: 0000-0002-5646-7326 and McNally, Sinéad orcid logoORCID: 0000-0002-9501-2535 (2023) A scoping review of research trends and future directions for research on the experiences of autistic students and staff in post-secondary education. European Journal of Higher Education . ISSN 2156-8235

Laura, Gormley, Feeney, Abbie orcid logoORCID: 0000-0002-5646-7326 and McNally, Sinéad orcid logoORCID: 0000-0002-9501-2535 (2023) A scoping review of research trends and future directions for research on the experiences of autistic students and staff in post-secondary education. European Journal Of Higher Education . pp. 1-20. ISSN 2156-8243

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Holland, Eimear orcid logoORCID: 0000-0002-2160-9128 and Ní Ángléis, Bernadette (2023) Professional learning and development partnerships as a vehicle for teacher empowerment in Ireland. In: Acquaro, Daniela orcid logoORCID: 0000-0002-9892-0256 and Bradbury, Ondine Jayne orcid logoORCID: 0000-0002-5721-8313, (eds.) International Perspectives on School-University Partnerships. Springer, Singapore, pp. 85-103. ISBN 978-981-99-0806-6

Burke, Patrick orcid logoORCID: 0000-0002-8490-401X and Lehane, Paula orcid logoORCID: 0000-0003-0856-3505 (2023) Weaving the literature on integration, pedagogy and assessment: insights for curriculum and classrooms. Report 2. Technical Report. Dublin City University (DCU).

Tiernan, Peter orcid logoORCID: 0000-0001-5076-8905, Kenny, Neil orcid logoORCID: 0000-0002-2340-6586 and McCarren, Andrew orcid logoORCID: 0000-0002-7297-0984 (2023) Crossroads: collaboration at the intersection of pandemic and post-pandemic times. Education Sciences, 13 (3). ISSN 2227-7102

Taylor, Jeff (2023) Exploring perceptions of inclusion in higher education. Doctor of Education thesis, Dublin City University.

2022

Nic Aindriú, Sinéad, Ó Duibhir, Pádraig orcid logoORCID: 0000-0003-2316-027X, Connaughton-Crean, Lorraine and Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2022) The CPD needs of Irish-medium primary and post-primary teachers in special education. Education Sciences, 12 (12). ISSN 2227-7102

Lambe, Sinéad (2022) An exploration of the relationship between motor development and the emergent handwriting skills of junior infant children. PhD thesis, Dublin City University.

Morrissey, Barry orcid logoORCID: 0000-0003-1362-312X (2022) A mixed methods study into the leadership and enactment of the curricular component to child safeguarding in special schools. Doctor of Education thesis, Dublin City University.

Murphy, Cillian (2022) The role of disability service staff in supporting students with dyslexia in Irish higher education institutions. Doctor of Education thesis, Dublin City University.

Mathews, Elizabeth S. orcid logoORCID: 0000-0001-7588-3256 and Ryan, Amy orcid logoORCID: 0000-0003-4541-5325 (2022) Creating inclusive communities: preparing the university for a cohort of deaf-sign language users in initial teacher education. In: Keane, Elaine orcid logoORCID: 0000-0002-1002-5119, Heinz, Manuela orcid logoORCID: 0000-0003-3542-8931 and McDaid, Rory, (eds.) Diversifying the Teaching Profession. Routledge (Taylor & Francis), London. ISBN 9781003188735

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2022) Professional learning: supporting teachers to lead by learning and learn by leading. Professional Development in Education, 42 (3). pp. 361-363. ISSN 1941-5257

King, Fiona and Logan, Anna orcid logoORCID: 0000-0002-1477-4803 (2022) Leadership for inclusion and special education: Novice teachers walking the walk. Research in Educational Administration and Leadership, 7 (1). pp. 132-160. ISSN 2564-7261

Ryan, Amy orcid logoORCID: 0000-0003-4541-5325 and Mathews, Elizabeth S. orcid logoORCID: 0000-0001-7588-3256 (2022) Examining the highs and lows of teacher self-efficacy for special class teachers working with learners with Autism/Autism spectrum disorder. Research in Autism Spectrum Disorders, 94 . ISSN 1750-9467

King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Holland, Eimear orcid logoORCID: 0000-0002-2160-9128 (2022) A transformative professional learning meta-model to support leadership learning and growth of early career teachers. International Journal of Leadership in Education . ISSN 1360-3124

Lehane, Paula orcid logoORCID: 0000-0003-0856-3505, Scully, Darina orcid logoORCID: 0000-0002-6076-717X and O'Leary, Michael orcid logoORCID: 0000-0002-6771-904X (2022) ‘Time to figure out what to do’: understanding the nature of Irish post-primary students’ interactions with computer-based exams (CBEs) that use multimedia stimuli. Irish Educational Studies, 41 (1). pp. 5-25. ISSN 0332-3315

Mathews, Elizabeth orcid logoORCID: 0000-0001-7588-3256, Cadwell, Patrick orcid logoORCID: 0000-0002-2371-4378, O'Boyle, Shaun orcid logoORCID: 0000-0002-7609-0730 and Dunne, Senan (2022) Crisis interpreting and deaf community access in the COVID-19 pandemic. Perspectives, 31 (3). pp. 431-449. ISSN 0907-676X

Connolly, Leanne, Scanlon, Geraldine orcid logoORCID: 0000-0003-4331-5582 and Corby, Deirdre (2022) The “What”, “Where” and “Who” of guidance and transition planning for students with intellectual disabilities in Ireland - a literature review. Inclusive Education SIG Newsletter, 1 . pp. 6-9.

King, Fiona orcid logoORCID: 0000-0003-4497-2963, French, Geraldine orcid logoORCID: 0000-0002-7075-038X and Halligan, Clare orcid logoORCID: 0000-0001-7834-045X (2022) Professional learning and/or development (PL): principles and practices. Project Report. Department of Education.

King, Fiona orcid logoORCID: 0000-0001-5749-1435, French, Geraldine orcid logoORCID: 0000-0002-7075-038X and Halligan, Clare orcid logoORCID: 0000-0001-7834-045X (2022) Professional learning and/or development (PL): principles and practices. A review of the literature. Policy Report. Department of Education Ireland.

2021

Farrell, Orna orcid logoORCID: 0000-0001-9519-2380, Buckley, Karen orcid logoORCID: 0000-0002-6411-4299, Donaldson, Lisa and Farrelly, Tom orcid logoORCID: 0000-0002-1986-4154 (2021) Editorial: Good bye exams, hello eportfolio. Irish Journal of Technology Enhanced Learning, 6 (1). ISSN 2009-972X

Scanlon, Geraldine orcid logoORCID: 0000-0003-4331-5582 and Doyle, Alison (2021) Transition stories: voices of school leavers with intellectual disabilities. British Journal Of Learning Disabilities, 49 (4). pp. 456-466. ISSN 1354-4187

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Travers, Joe orcid logoORCID: 0000-0002-1932-2961 and McGowan, Jean (2021) The importance of context in social justice leadership: implications for policy and practice. European Journal of Educational Research, 10 (4). pp. 1989-2002. ISSN 2165-8714

O'Keeffe, Muireann orcid logoORCID: 0000-0002-8093-1029, Crehan, Martina orcid logoORCID: 0000-0003-0213-0186, Munro, Morag orcid logoORCID: 0000-0002-3131-8981, Logan, Anna orcid logoORCID: 0000-0002-1477-4803, Farrell, Ann Marie orcid logoORCID: 0000-0002-4123-5661, Clarke, Eric orcid logoORCID: 0000-0003-0375-6797, Flood, Michelle orcid logoORCID: 0000-0002-8284-1780, Ward, Monica orcid logoORCID: 0000-0001-7327-1395, Andreeva, Tatiana orcid logoORCID: 0000-0002-4045-7254, van Egeraat, Chris, Curran, Declan orcid logoORCID: 0000-0003-0788-1210 and Clinton, Eric orcid logoORCID: 0000-0002-3888-8194 (2021) Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning,. International Journal for Academic Development, 26 (3). pp. 266-278. ISSN 1360-144X

Shiels, Teresa, Kenny, Neil orcid logoORCID: 0000-0002-2340-6586, Shiels, Roy and Mannix-McNamara, Patricia orcid logoORCID: 0000-0002-3011-0177 (2021) Incivility in higher education: challenges of inclusion for neurodiverse students with traumatic brain injury in Ireland. Societies, 11 (2). pp. 60-75. ISSN 2075-4698

Reynor, Ellen orcid logoORCID: 0000-0003-1709-3031 (2021) From student teachers to educators: walking the talk with universal design for learning. AHEAD Journal, 12 . pp. 2-4. ISSN 2009-8286

Nic Aindriú, Sinéad, Ó Duibhir, Pádraig orcid logoORCID: 0000-0003-2316-027X and Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2021) A survey of assessment and additional teaching support in Irish immersion education. Languages, 6 (2). ISSN 2226-471X

Farrell, Ann Marie orcid logoORCID: 0000-0002-4123-5661, Buckley, Karen orcid logoORCID: 0000-0002-6411-4299, Glynn, Mark orcid logoORCID: 0000-0002-9625-1407, Lowney, Rob orcid logoORCID: 0000-0002-8866-4367, Smyth, Seán and Stone, Suzanne (2021) Moving large classes online: illuminating the experience of the sudden transition of large, face-to-face programmes to the online environment in Dublin City University, in response to the Covid-19 crisis. Technical Report. Dublin City University, Dublin. ISBN 978-1-911669-22-7

Ryan, Amy orcid logoORCID: 0000-0003-4541-5325 and Mathews, Elizabeth S. orcid logoORCID: 0000-0001-7588-3256 (2021) Teacher self-efficacy of primary school teachers working in Irish ASD classes. European Journal of Special Needs Education, 37 (2). pp. 249-263. ISSN 0885-6257

Farrell, Ann Marie orcid logoORCID: 0000-0002-4123-5661 (2021) Embedding universal design for learning in the large class context: reflections on practice. In: Fovet, Frederic orcid logoORCID: 0000-0003-1051-4163, (ed.) Handbook of Research on Applying Universal Design for Learning Across Disciplines: Concepts, Case Studies, and Practical Implementation. IGI Global, USA, pp. 365-388. ISBN 9781799871064

Brennan, Aoife orcid logoORCID: 0000-0002-7193-5589 and King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2021) Teachers’ experiences of transformative professional learning to narrow the values practice gap related to inclusive practice. Cambridge Journal of Education, 52 (2). pp. 175-193. ISSN 0305-764X

2020

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2020) Foreword: the place of professional growth and professional learning in leading socially just schools. Professional Development in Education, 47 (1). pp. 1-2. ISSN 1941-5257

Patton, Rachael and Mathews, Elizabeth orcid logoORCID: 0000-0001-7588-3256 (2020) Principals’ attitudes towards the suitability of Irish language immersion education for children with dyslexia. Teanga, 27 . pp. 22-43. ISSN 0332-205X

Mathews, Elizabeth orcid logoORCID: 0000-0001-7588-3256 (2020) Signs of equity: access to teacher education for deaf students in the Republic of Ireland. Sign Language Studies, 21 (1). pp. 68-97. ISSN 0302-1475

McAuliffe, Mary (2020) Exploring the role of the special educational needs organiser. Doctor of Education thesis, Dublin City University.

Walsh, Celia (2020) How can support teachers contribute to the leadership and management of Special Educational Needs provision in mainstream schools? Doctor of Education thesis, Dublin City University.

Penrose, Heidi, Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Bracken, Maeve and Baron, Brittany (2020) Training Therapists in Presession Pairing Skills to Increase Life Skill Acquisition Rates. International Journal of Developmental Disabilities, 66 (5). pp. 339-347. ISSN 2047-3877

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2020) In Conversation with... Practice Contemporary Issues in Practitioner Education, 2 (2). pp. 105-109. ISSN 2578-3858

Kenny, Neil orcid logoORCID: 0000-0002-2340-6586, McCoy, Selina orcid logoORCID: 0000-0001-8774-4018 and Mihut, Georgiana orcid logoORCID: 0000-0001-6500-5417 (2020) Special education reforms in Ireland: changing systems, changing schools. International Journal of Inclusive Education . pp. 1-20. ISSN 1360-3116

Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Penrose, Heidi, Bracken, Maeve and Barron, Brittany (2020) Training behavioural therapists in presession pairing skills to evaluate the impact on children’s life skill acquisition rates. International Journal of Developmental Disabilities, 66 (5). pp. 339-347. ISSN 2047-3869

Torrance, Deirdre orcid logoORCID: 0000-0002-9223-6701, Forde, Christine, King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Razzaq, Jamila (2020) What is the problem? A critical review of social justice leadership preparation and development. Professional Development in Education, 47 (1). pp. 22-35. ISSN 1941-5257

Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Healy, Olive, Doherty, Amanda, O'Regan, Darragh and Grey, Ian (2020) Staff Training in Intellectual and Developmental Disability Settings: a Scoping Review. Journal of Developmental and Physical Disabilities, 32 . pp. 187-212. ISSN 1056-263X

Andrews, Sinéad (2020) The additional supports required by pupils with special educational needs in Irish-medium schools. PhD thesis, Dublin City University.

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Feeney, Maria, Corrigan, Trudy, Flynn, Paula orcid logoORCID: 0000-0002-5585-3671, Furlong, Catherine, Lodge, Anne, Ní Ghairbhith, Lorraine, Tiernan, Peter and White, John (2020) Beyond what works: what matters in Irish Changemaker schools. Project Report. Institute of Education.

2019

King, Fiona orcid logoORCID: 0000-0001-5749-1435, McMahon, Margery, Nuyen, Dong and Roulston, Stephen orcid logoORCID: 0000-0001-6043-7261 (2019) Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland. International Studies in Educational Administration, 47 (2). pp. 6-22. ISSN 1324-1702

Scanlon, Geraldine orcid logoORCID: 0000-0003-4331-5582, Flynn, Paula orcid logoORCID: 0000-0002-5585-3671, Alison, Doyle orcid logoORCID: 0000-0002-2121-0109, Neil, Kenny orcid logoORCID: 0000-0002-2340-6586 and Maeve, Dupont (2019) Transition from primary to post primary school in the Dublin 1 area. Project Report. Institute of Education, Dublin City University.

Ní Bhroin, Órla and King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2019) Teacher education for inclusive education: a framework for developing collaboration for inclusion of students with support plans. European Journal of Teacher Education, 43 (1). pp. 38-63. ISSN 0261-9768

Flood, Margaret Rita (2019) Exploring the impact of a collaborative whole school model of continuous professional development on the enactment of level 2 Learning Programmes in a mainstream post primary school. Doctor of Education thesis, Dublin City University.

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2019) The impact of policy on leadership practice in the Irish educational context; implications for research. Irish Teachers' Journal, 7 (1). pp. 57-73. ISSN 2009-6860

Reynor, Ellen orcid logoORCID: 0000-0003-1709-3031 (2019) Developing inclusive education in Ireland: the case for UDL in initial teacher education. In: Gonseth, Susie L. orcid logoORCID: 0000-0002-3535-3493 and Dalton, Elizabeth M. orcid logoORCID: 0000-0002-1208-9896, (eds.) Universal Access Through Inclusive Instructional Design: International Perspectives on UDL. Routledge (Taylor & Francis), New York, pp. 258-267. ISBN 9781138351080

Brennan, Aoife orcid logoORCID: 0000-0002-7193-5589, King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2019) Supporting the enactment of inclusive pedagogy in a primary school. International Journal of Inclusive Education, 25 (13). pp. 1540-1557. ISSN 1464-5173

Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Healy, Olive, Doherty, Amanda, O'Regan, Darragh and Grey, Ian (2019) Staff Training in Intellectual and Developmental Disability Settings: A Scoping Review. Journal of Developmental and Physical Disabilities, 32 (2). pp. 187-212. ISSN 1573-3580

Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Healy, Olive, O'Sullivan, Brona, O'Regan, Darragh and Bracken, Maeve (2019) The Impact of Behaviour Skills Training on the Knowledge, Skills, and Well-being of Frontline Staff in the Intellectual Disability Sector: A Clustered Randomised Control. Journal Of Intellectual Disability Research, 63 (11). pp. 1291-1304. ISSN 1365-2788

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Forde, Christine, Razzaq, Jamila and Torrance, Deirdre orcid logoORCID: 0000-0002-9223-6701 (2019) Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan. In: Angelle, Pamela orcid logoORCID: 0000-0002-2705-5541 and Torrance, Deirdre orcid logoORCID: 0000-0002-9223-6701, (eds.) Cultures of Social Justice Leadership. Intercultural Studies in Education . Palgrave Macmillan, London, UK, pp. 62-92. ISBN 978-3-030-10873-1

McCormack, Patrick (2019) Educating students with autism spectrum disorder (ASD) through the ASD class model: a qualitative study Exploring the Experiences of ASD class teachers and principals in Irish primary schools. Doctor of Education thesis, Dublin City University.

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2019) Professional learning: empowering teachers? Professional Development in Education, 45 (2). pp. 169-172. ISSN 1941-5257

Gormley, Laura orcid logoORCID: 0000-0003-2190-479X, Healy, Olive, O'Sullivan, Brona, O'Regan, Darragh and Bracken, Maeve (2019) The Impact of Behavioural Skills Training on the Knowledge, Skills and Well‐being of Front Line Staff in the Intellectual Disability Sector: A Clustered Randomised Control Trial. Journal of Intellectual Disability Research, 63 (11). pp. 1291-1304. ISSN 0964-2633

Donnelly, Alice, Holland, Eimear orcid logoORCID: 0000-0002-2160-9128, King, Fiona orcid logoORCID: 0000-0001-5749-1435, Tapper Clasborn, Anna K.M, Lunney, Ellen, Higgins, Jill, Gormley, Laoíse, Harford, Leona and McElvaney, Mary (2019) Inspiring inclusion in your classroom and beyond. International Journal of Teacher Leadership, 10 (2). pp. 1-28. ISSN 1934-9726

2018

Logan, Anna orcid logoORCID: 0000-0002-1477-4803 and Farrell, Ann Marie orcid logoORCID: 0000-0002-4123-5661 (2018) Co-teaching : supporting participation, engagement and learning in a large university class. In: GradIreland Higher Education Awards and Symposium, 23 Nov 2018, Dublin, Ireland.

Balfe, Tish (2018) A content-focused, social constructivist model of professional development: exploring its effect on adults’ knowledge of social communication development, their style of interaction and on pupil outcomes in autism specific classrooms. PhD thesis, Dublin City University.

Logan, Anna orcid logoORCID: 0000-0002-1477-4803, O'Connor Bones, Una and McKeever, Christine (2018) Teacher-assistant partnerships in special schools in Ireland and N.Ireland. In: 16th SCoTENs annual conference. Education as a Common Good: the Role of Teacher (SCoTENS2018), 18 - 19 Oct 2018, Newry, Northern Ireland.

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Logan, Anna orcid logoORCID: 0000-0002-1477-4803 and Lohan, Adrian (2018) Self-study enabling understanding of the scholarship of teaching and learning: an exploration of collaboration among teacher educators for special and inclusive education. Studying Teacher Education: A journal of self-study of teacher education practices, 15 (2). pp. 118-138. ISSN 1742-5964

Farrell, Ann Marie orcid logoORCID: 0000-0002-4123-5661 and Logan, Anna orcid logoORCID: 0000-0002-1477-4803 (2018) Increasing engagement and participation in a large, third-level class setting using co-teaching. In: 4th International Conference on Higher Education Advances (HEAd’18), 20 - 22 Jun 2018, Valéncia, Spain.

Stone, Suzanne and Logan, Anna orcid logoORCID: 0000-0002-1477-4803 (2018) Exploring students’ use of the social networking site WhatsApp to foster connectedness in the online learning experience. Irish Journal of Technology Enhanced Learning Ireland, 3 (1). pp. 42-55. ISSN 2009-972X

Reynor, Ellen (2018) How important is language development for skilled reading? Exploring the relationship between language processes and reading skills for children with dyslexia. REACH Journal of Special Needs Education in Ireland, 31 (1). pp. 38-53. ISSN 0790-8695

Reynor, Ellen orcid logoORCID: 0000-0003-1709-3031 (2018) Improving literacy outcomes for struggling readers in post primary schools: supporting executive skills for reading comprehension. In: Perspectives on Literacy: Bringing Voices Together. Literacy Association of Ireland, Drumcondra Education Centre, Dublin, pp. 158-174. ISBN 978-0-9566446-4-0

Donaldson, Lisa, Buckley, Karen orcid logoORCID: 0000-0002-6411-4299, Farrell, Orna orcid logoORCID: 0000-0001-9519-2380 and Uí Choistealbha, Julie (2018) Reflections on eportfolio professional learning: harnessing an unconference approach. The AAEBBL Eportfolio Review, 2 (3). pp. 20-29.

2017

King, Fiona orcid logoORCID: 0000-0001-5749-1435, Ní Bhroin, Órla and Prunty, Anita (2017) Professional learning and the individual education plan process: implications for teacher educators. Professional Development in Education, 44 (5). pp. 607-621. ISSN 1941-5265

Brennan, Aoife (2017) Exploring the impact of a professional learning community on teacher professional learning for inclusive practice. Doctor of Education thesis, Dublin City University.

Farrell, Mark (2017) Investigation in the use of video technology with adults with moderate intellectual disability, to teach culinary arts using self- modelling and overt auditory self-prompting in their own home. Doctor of Education thesis, Dublin City University.

Robinson, Kerry and King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2017) Introduction to special Issue. Research in Educational Administration & Leadership, 2 (1). pp. 1-8. ISSN 2564-7261

King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Robinson, Kerry (2017) Making sense of it all: values, relationships and a way forward. Research in Educational Administration & Leadership, 2 (1). pp. 28-38. ISSN 2564-7261

King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2017) Social justice leadership through the lens of ecological systems theory. In: Angelle, Pamela orcid logoORCID: 0000-0002-2705-5541, (ed.) A Global Perspective of Social Justice Leadership for School Principals. Information Age Publishing, Charlotte, N.C. USA, pp. 147-165. ISBN 978-1681238739

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2017) Evolving perspective(s) of Teacher Leadership: an exploration of Teacher Leadership for inclusion at preservice level in the Republic of Ireland. International Studies in Educational Administration, 45 (3). pp. 5-21. ISSN 1324-1702

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2017) Evolving perspective(s) of teacher leadership: An exploration of teacher leadership for Inclusion at preservice level in the Republic of Ireland. International Studies in Educational Administration, 45 (3). pp. 5-21. ISSN 1324-1702

King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Stephenson, Howard (2017) Generating change from below: what role leadership from above? Journal of Educational Administration, 55 (6). pp. 657-670. ISSN 0957-8234

2016

Lohan, Adrian and King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2016) Self-esteem: defining, measuring and promoting an elusive concept. REACH - Journal of Special Needs Education in Ireland, 29 (2). pp. 116-127. ISSN 0790-8695

Logan, Anna orcid logoORCID: 0000-0002-1477-4803 and Stone, Suzanne (2016) Collaboration between a lecturer and learning technologist to support student transition to and engagement and learning in the synchronous online classroom: having the best of both worlds. In: 10th International Technology, Education and Development Conference, 7-9 Mar 2016. ISBN 978-84-608-5617-7

Lohan, Adrian and King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2016) Self-esteem: defining, measuring and promoting an elusive concept. Reach: Journal of Special Needs Education in Ireland, 29 (2). pp. 116-127. ISSN 0790-8695

Ní Bhroin, Órla, King, Fiona orcid logoORCID: 0000-0001-5749-1435 and Prunty, Anita (2016) Teachers’ knowledge and practice relating to the individual education plan and learning outcomes for pupils with special educational needs. Reach: Journal of Special Needs Education in Ireland, 29 (2). pp. 78-90. ISSN 0790-8695

2015

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2015) Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies. Teacher Development, 20 (4). 574- 594. ISSN 1366-4530

Reynor, Ellen (2015) A Word study approach to co-teaching of spelling. LEARN (Journal of the Irish Learning Support Association), 37 . pp. 76-90.

2014

Reynor, Ellen (2014) Words matter: learning support for the vocabulary of struggling readers. LEARN Journal of the Irish Learning Support Association, 36 . pp. 87-98.

2013

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2013) Evaluating the impact of teacher professional development: an evidence-based framework. Professional Development in Education, 40 (1). pp. 89-111. ISSN 1941-5257

2012

Logan, Anna (2012) Improving personal voice in academic writing: an action inquiry using self-reflective practice. Reflective Practice, 13 (6). pp. 775-788. ISSN 1462-3943

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2012) Developing and sustaining teachers’ professional Learning: a case study of collaborative professional development. Doctor of Education thesis, University of Lincoln.

Howard, Margaret and Logan, Anna orcid logoORCID: 0000-0002-1477-4803 (2012) In pursuit of critical literacy: Understanding experiences of exclusion for adult literacy learners. The Adult Learner: Irish Journal of Adult and Community Education, 2012 . pp. 59-73. ISSN 0790-8040

2011

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2011) The role of leadership in developing and sustaining teachers’ professional learning. Management in Education, 25 (4). pp. 149-155. ISSN 1741-9883

Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2011) Teachers’ organisational practices and their perceptions of the benefits of support by withdrawal for mathematics in Irish primary schools. European Journal of Special Needs Education, 26 (4). pp. 461-477. ISSN 0885-6257

Graeme, Douglas, McLinden, Mike, McCall, Steve, Pavey, Sue, Ware, Jean and Farrell, Ann Marie orcid logoORCID: 0000-0002-4123-5661 (2011) Access to print literacy for children and young people with visual impairment: findings from a review of literature. European Journal of Special Needs Education, 26 (1). pp. 39-46. ISSN 1469-591X

2010

Travers, Joe orcid logoORCID: 0000-0002-1932-2961, Balfe, Tish, Butler, Cathal, Day, Thérèse, McDaid, Rory, O'Donnell, Margaret and Prunty, Anita (2010) Addressing barriers and challenges to inclusive education in Irish schools. St Patrick's College. ISBN 978 0 955951 97 8

Day, Thérèse (2010) Learning from learning support teachers: lessons for continuing professional development. Oideas, 55 . pp. 20-30. ISSN 0475-0047

Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2010) Learning support policy for mathematics in Irish primary schools: equal access but unequal needs. Irish Educational Studies, 29 (1). pp. 71-80. ISSN 0332-3315

Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2010) The impact of the general allocation model policy on learning support for mathematics in irish primary schools. Oideas, 55 . pp. 8-20. ISSN 0475-0047

2009

Reynor, Ellen (2009) Helping pupils with dyslexia become fluent readers: A repeated reading Intervention. In: Culligan, Brendan, (ed.) The Changing Landscapes of Literacy: Building Best Practice. B. Culligan (Ed.). Reading Association of Ireland, St. Patrick's College, Drumcondra, Dublin, pp. 138-150. ISBN 9780 9526 5119 2

Travers, Joe orcid logoORCID: 0000-0002-1932-2961 (2009) Learning support for mathematics: lessons from lessons. In: Third National Conference on Research in Mathematics Education, 24-25 Sept 2009, Dublin, Ireland.

2008

Logan, Anna orcid logoORCID: 0000-0002-1477-4803 (2008) Special needs and children's right to be heard under the UN convention on the rights of the child 1989 in the Republic of Ireland. Education Law Journal, 9 (2). pp. 107-118. ISSN 1469-0152

2007

King, Fiona orcid logoORCID: 0000-0001-5749-1435 (2007) Co-teaching: why and how? Learn: Journal of Irish Learning Support, 29 . pp. 33-34.

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