OOIR: Observatory of International Research

Papers

(The TQCC of Irish Educational Studies is 4. 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 2020-11-01 to 2024-11-01.)

Article	Citations
Teachers’ use of technology and the impact of Covid-19	107
‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic	29
Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland	29
Digital education strategies around the world: practices and policies	27
‘Schooling at Home’ in Ireland during COVID-19’: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning	25
The DEIS programme as a policy aimed at combating educational disadvantage: fit for purpose?	24
A scoping review of Future Skills frameworks	21
The School–University Nexus and Degrees of Partnership in Initial Teacher Education	20
Impact of the COVID-19 crisis on learning, teaching and facilitation of practical activities in science upon reopening of Irish schools	19
Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland	17
Integrated STEM – a step too far in primary education contexts?	16
Navigating the role of teacher educator in the asynchronous learning environment: emerging questions and innovative responses	14
Lost and found: the academic conference in pandemic and post-pandemic times	13
An investigation of emergency virtual observation (EVO) in initial teacher education, in Australia and Ireland during the COVID-19 pandemic	13
Alternative mathematics assessment during university closures due to Covid-19	13
Covid-19 as a catalyst for sustainable change: the rise of democratic pedagogical partnership in initial teacher education in Ireland	13
Evolution of Irish curriculum culture: understandings, policy, reform and change	12
Professional development for out-of-field post-primary teachers of mathematics: an analysis of the impact of mathematics specific pedagogy training	11
To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic	11
Online teaching- present situation and its future: a survey of online study for medical students during the COVID-19 epidemic	11
Preservice teachers’ experiences of pandemic related school closures: anti-structure, liminality and communitas	11
Learning from student experience: large, higher education classes transitioning online	11
Digital pedagogies for future school education: promoting inclusion	10
Understanding home education in the context of COVID-19 lockdown	10
Mental health literacy and help-giving responses of Irish primary school teachers	10

Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders	9
COVID-19 and the class of 2020: a national study of the mental health and wellbeing of Leaving Certificate students in Ireland	9
Global messages from the edge of Europe the cause and effect of leadership and planning strategies during the COVID-19 pandemic	9
Presence accounted for? student-teachers establishing and experiencing presence in synchronous online teaching environments	9
Principal job satisfaction, distributed leadership, teacher-student relationships, and student achievement in Turkey: a multilevel mediated-effect model	8
Teachers’ understanding of the concept of ‘embedding’ digital technology in education	8
Learning and teaching: the extent to which school principals in Irish voluntary secondary schools enable collaborative practice	8
Making the invisible visible: managing tensions around including Traveller culture and history in the curriculum at primary and post-primary levels	8
Covid 19, school closures and the uptake of a digital assessment for learning pilot project during Ireland’s national lockdown	7
Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study	7
Illusions of online readiness: the counter-intuitive impact of rapid immersion in digital learning due to COVID-19	7
Promoting academic resilience in DEIS schools	7
Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device	6
Exploring new frontiers of education using humanoid robots – a case study of patient centred innovation in digital health education	6
Ethno-cultural diversity in initial teacher education courses: the case of Ireland	6
ChatGPT and university teaching, learning and assessment: some initial reflections on teaching academic integrity in the age of Large Language Models	6
Living and learning with Covid-19: re-imagining the digital strategy for schools in Ireland	6
Special schools at the crossroads of inclusion: do they have a value, purpose, and educational responsibility in an inclusive education system?	6
Mathematics as a gendered subject: a deeper insight into students’ attitudes in Irish post-primary schools	6
Experiences of remote education during COVID-19 and its relationship to the mental health of primary school children	6
Initial teacher educators’ integrating iPads into their physical education teaching	6
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	6
High stakes assessment policy implementation in the time of COVID-19: the case of calculated grades in Ireland	6
Education for children's rights in Ireland before, during and after the pandemic	6
Teacher-artist partnership as teacher professional development	6
Covid-19: teaching primary geography in an authentic context related to the lived experiences of learners	5
Making a difference in educational inequality: reflections from research and practice	5
Deconstructing the challenges and opportunities for blended learning in the post emergency learning era	5
‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education	5
Digital education futures: design for doing education differently	5
COVID-19 and education: positioning the pandemic; facing the future	5
H₂O Heroes: adding value to an environmental education outreach programme through intergenerational learning	5
Teachers as media creators and prosumers: exploring the reasons & values behind their YouTube pedagogical activity	5
When it matters most: a trauma-informed, outdoor learning programme to support children’s wellbeing during COVID-19 and beyond	5
Reflecting on 100 years of educational policy in Ireland: was equality ever a priority?	5
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach	5
Gendered expectations on the recognition of ADHD in young women and educational implications	5
Digital inclusion and accessibility considerations in digital teaching and learning materials for the second-level classroom	5
Teacher educators’ engagement with school-based assessments across Irish teacher education programmes	4
Musical Futures and Irish primary schools: an investigation into the impact of informal learning and non-formal teaching on music education	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
‘I think it depends on who you have, I was lucky I had a teacher who felt comfortable telling all this stuff’. Teacher comfortability: key to high-quality sexuality education?	4
Teaching in a third space during national COVID-19 lockdowns: in loco magister?	4
Conversations on Covid-19: a viewpoint on care, connections and culture during the pandemic from a teacher educator and an Irish Traveller	4
Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum	4
Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland	4
Teacher educators’ perspectives on gender responsive pedagogy in higher education	4
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	4
Impact of a national professional development programme for out-of-field teachers of mathematics in Ireland	4