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- DCU Org. Structures (67)
- DCU Faculties and Schools (67)
- Institute of Education (67)
- School of Inclusive & Special Education (67)
- Institute of Education (67)
- DCU Faculties and Schools (67)
2022
Morrissey, Barry ORCID: 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.
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.
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.
Lehane, Paula ORCID: 0000-0003-0856-3505, Scully, Darina
ORCID: 0000-0002-6076-717X and O'Leary, Michael
ORCID: 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
Connolly, Leanne, Scanlon, Geraldine ORCID: 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.
2021
Farrell, Orna ORCID: 0000-0001-9519-2380, Buckley, Karen
ORCID: 0000-0002-6411-4299, Donaldson, Lisa and Farrelly, Tom
ORCID: 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: 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
O'Keeffe, Muireann ORCID: 0000-0002-8093-1029, Crehan, Martina
ORCID: 0000-0003-0213-0186, Munro, Morag
ORCID: 0000-0002-3131-8981, Logan, Anna
ORCID: 0000-0002-1477-4803, Farrell, Ann Marie
ORCID: 0000-0002-4123-5661, Clarke, Eric
ORCID: 0000-0003-0375-6797, Flood, Michelle
ORCID: 0000-0002-8284-1780, Ward, Monica
ORCID: 0000-0001-7327-1395, Andreeva, Tatiana
ORCID: 0000-0002-4045-7254, van Egeraat, Chris, Curran, Declan
ORCID: 0000-0003-0788-1210 and Clinton, Eric
ORCID: 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: 0000-0002-2340-6586, Shiels, Roy and Mannix-McNamara, Patricia
ORCID: 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: 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
Farrell, Ann Marie ORCID: 0000-0002-4123-5661, Buckley, Karen
ORCID: 0000-0002-6411-4299, Glynn, Mark
ORCID: 0000-0002-9625-1407, Lowney, Rob
ORCID: 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
2020
King, Fiona ORCID: 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
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.
Kenny, Neil ORCID: 0000-0002-2340-6586, McCoy, Selina
ORCID: 0000-0001-8774-4018 and Mihut, Georgiana
ORCID: 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
Torrance, Deirdre ORCID: 0000-0002-9223-6701, Forde, Christine, King, Fiona
ORCID: 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
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: 0000-0001-5749-1435, Feeney, Maria, Corrigan, Trudy, Flynn, Paula
ORCID: 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: 0000-0001-5749-1435, McMahon, Margery, Nuyen, Dong and Roulston, Stephen
ORCID: 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: 0000-0003-4331-5582, Flynn, Paula
ORCID: 0000-0002-5585-3671, Alison, Doyle
ORCID: 0000-0002-2121-0109, Neil, Kenny
ORCID: 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: 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: 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: 0000-0003-1709-3031
(2019)
Developing inclusive education in Ireland: the case for UDL in initial teacher education.
In: Gonseth, Susie L.
ORCID: 0000-0002-3535-3493 and Dalton, Elizabeth M.
ORCID: 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: 0000-0002-7193-5589, King, Fiona
ORCID: 0000-0001-5749-1435 and Travers, Joe
(2019)
Supporting the enactment of inclusive pedagogy in a primary school.
International Journal of Inclusive Education, 25
(13).
pp. 1540-1557.
ISSN 1464-5173
King, Fiona ORCID: 0000-0001-5749-1435, Forde, Christine, Razzaq, Jamila and Torrance, Deirdre
ORCID: 0000-0002-9223-6701
(2019)
Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan.
In: Angelle, Pamela S.
ORCID: 0000-0002-2705-5541 and Torrance, Deirdre
ORCID: 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: 0000-0001-5749-1435
(2019)
Professional learning: empowering teachers?
Professional Development in Education, 45
(2).
pp. 169-172.
ISSN 1941-5257
Donnelly, Alice, Holland, Eimear, King, Fiona ORCID: 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: 0000-0002-1477-4803 and Farrell, Ann Marie
ORCID: 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: 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: 0000-0001-5749-1435, Logan, Anna
ORCID: 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: 0000-0002-4123-5661 and Logan, Anna
ORCID: 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: 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: 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: 0000-0002-6411-4299, Farrell, Orna
ORCID: 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: 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
.
ISSN 1941-5265
Robinson, Kerry and King, Fiona ORCID: 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: 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: 0000-0001-5749-1435 and Travers, Joe
(2017)
Social justice leadership through the lens of ecological systems theory.
In: Angelle, Pamela S., (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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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: 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 (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: 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, Joseph, 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 (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 (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 (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: 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: 0000-0001-5749-1435
(2007)
Co-teaching: why and how?
Learn: Journal of Irish Learning Support, 29
.
pp. 33-34.