OOIR: Observatory of International Research

Papers

(The TQCC of Irish Educational Studies is 3. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-03-01 to 2024-03-01.)

Article	Citations
Teachers’ use of technology and the impact of Covid-19	78
Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland	38
Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland	26
‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic	24
‘Schooling at Home’ in Ireland during COVID-19’: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning	23
Impact of the COVID-19 crisis on learning, teaching and facilitation of practical activities in science upon reopening of Irish schools	19
The care ceiling in higher education	17
The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?	17
Managing and Regulating Commitments to Equality, Diversity and Inclusion in Higher Education	16
The School–University Nexus and Degrees of Partnership in Initial Teacher Education	15
Digital education strategies around the world: practices and policies	14
A scoping review of Future Skills frameworks	13
Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland	13
Alternative mathematics assessment during university closures due to Covid-19	11
Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses	11
Lost and found: the academic conference in pandemic and post-pandemic times	11
Evolution of Irish curriculum culture: understandings, policy, reform and change	11
Integrated STEM – a step too far in primary education contexts?	11
Professional development for out-of-field post-primary teachers of mathematics: an analysis of the impact of mathematics specific pedagogy training	10
Learning from student experience: large, higher education classes transitioning online	10
Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in Ireland	10
Mapping the landscape of physical education external provision in Irish primary schools	9
Policy and practice: including parents and students in school self-evaluation	9
To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic	9
An investigation of emergency virtual observation (EVO) in initial teacher education, in Australia and Ireland during the COVID-19 pandemic	9

Preservice teachers’ experiences of pandemic related school closures: anti-structure, liminality and communitas	8
Global messages from the edge of Europe the cause and effect of leadership and planning strategies during the COVID-19 pandemic	8
Understanding home education in the context of COVID-19 lockdown	7
Learning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practice	7
Mental health literacy and help-giving responses of Irish primary school teachers	7
Online teaching- present situation and its future: a survey of online study for medical students during the COVID-19 epidemic	7
Making the invisible visible: managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels	7
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model	6
From isolation to individualism: collegiality in the teacher identity narratives of experienced second-level teachers in the Irish context	6
Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown	6
Teachers’ understanding of the concept of ‘embedding’ digital technology in education	6
Living and learning with Covid-19: re-imagining the digital strategy for schools in Ireland	6
Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders	6
COVID-19 and the class of 2020: a national study of the mental health and wellbeing of Leaving Certificate students in Ireland	6
Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19	6
Education for children's rights in Ireland before, during and after the pandemic	5
Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners	5
Exploring new frontiers of education using humanoid robots – a case study of patient centred innovation in digital health education	5
Experiences of remote education during COVID-19 and its relationship to the mental health of primary school children	5
Slow singularities for collective mattering: new material feminist praxis in the accelerated academy	5
COVID-19 and education: positioning the pandemic; facing the future	5
Ethno-cultural diversity in initial teacher education courses: the case of Ireland	5
Digital pedagogies for future school education: promoting inclusion	5
Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device	5
Gendered expectations on the recognition of ADHD in young women and educational implications	4
H₂O Heroes: adding value to an environmental education outreach programme through intergenerational learning	4
An exploration into the criteria used in assessing design activities with adaptive comparative judgment in technology education	4
Reflecting on 100 years of educational policy in Ireland: was equality ever a priority?	4
Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system?	4
Making a difference in educational inequality: reflections from research and practice	4
Conversations on Covid-19: a viewpoint on care, connections and culture during the pandemic from a teacher educator and an Irish Traveller	4
Teacher-artist partnership as teacher professional development	4
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach	4
High stakes assessment policy implementation in the time of COVID-19: the case of calculated grades in Ireland	4
The effect of the use of computer-aided design (CAD) and a 3D printer on the child’s competence in mathematics	4
School performance and undetected and untreated visual problems in schoolchildren in Ireland; a population-based cross-sectional study	4
Africa in Irish Primary Geography Textbooks: developing and applying a Framework to investigate the potential of Irish Primary Geography textbooks in supporting Critical Multicultural Education	3
A critical analysis of the rationales underpinning the introduction of Ireland’s Framework for Junior Cycle	3
Teaching about the past in Northern Ireland: avoidance, neutrality, and criticality	3
Lessons from abroad: how can we achieve a socially just educational system?	3
When it matters most: a trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond	3
The potential of arts partnerships to support teachers: learning from the field	3
Deconstructing the challenges and opportunities for blended learning in the post emergency learning era	3
Digital inclusion and accessibility considerations in digital teaching and learning materials for the second-level classroom	3
Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study	3
Lockdown lessons learned. Reconceptualising a Sociology of Education module in ITE using a TPACKframework, optimising pedagogy, enhancing student outcomes through the provision of inclusive and access	3
Initial teacher educators’ integrating iPads into their physical education teaching	3
Mathematics as a gendered subject: a deeper insight into students’ attitudes in Irish post-primary schools	3
Teacher experiences implementing the ‘Active School Flag’ initiative to support physically active school communities in Ireland	3
Teachers as media creators and prosumers: exploring the reasons & values behind their YouTube pedagogical activity	3

Framework for analysing continuity in students’ learning experiences during primary to secondary transition in mathematics	3
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland	3