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 2022-08-01 to 2026-08-01.)

Article	Citations
Supporting student teachers’ enactment of relational mathematics in the classroom: an Action Research study	55
Re-positioning strategies: the positioning challenges of newly appointed school principals	40
Inclusion of children with disabilities and special educational needs in physical education: an exploratory study of factors associated with Irish teachers’ attitudes, self-efficacy, and school contex	26
‘It’s up to the teacher’: a qualitative study of teachers’ use of autism EBPs	21
Does anyone still want to go to lectures? Student perceptions of the face-to-face lecture in an Irish university	16
Relevant, practical and connected to the real world: what higher education students say engages them in the curriculum	15
Why a focus on ‘what is educational?’ matters so much in reconstructing education?	14
Why are students attending fee-charging second-level schools in Ireland more likely to progress to high-demand university degree courses? Evidence from the Growing Up in Ireland longitudinal survey	13
Parental perspectives on the management of online learning and school readjustment for children with SEN during the COVID-19 pandemic: lessons and applications for possible school closures	13
Are teachers adequately prepared to be informal mental healthcare providers? Secondary teacher perspectives on supporting students with mental health problems in Ireland	12
Irish primary school teachers’ views on heritage language maintenance in plurilingual pupils	12
Learning losses amid COVID-19 school closures: evidence from Bangladesh	12
Overcoming barriers to teaching 21C skills: the Bridge21 approach	12
(Un)Confidently aspiring: the perspectives of children from diverse social class, migrant and ethnic minoritised backgrounds about their future careers	11
ChatGPT and university teaching, learning and assessment: some initial reflections on teaching academic integrity in the age of Large Language Models	11
Teachers seconded to continuing teacher education: professional development and the paradox of reaching proficiency	10
How should teacher professional development be designed for curriculum reform? The case of applied mathematics	10
Developing culturally responsive school leaders in Ireland and Spain. The evolving role of professional development	10
Teachers’ perspectives on the implementation of an ethical education curriculum in Ireland	10
Back to the future? Reflections from 25 years of empirical research on Leaving Certificate assessment in Ireland	9
A policy analysis of the primary curriculum framework: implications for curriculum reform in Irish primary education	9
Reclaiming Black Irish school narratives: an autoethnographic counter-narrative of unequal schooling	9
‘I’ll do it tomorrow’: supporting the engagement of primary pre-service teachers through blended, inquiry-based learning	9
Fostering teacher agency: insights from the DCU changemaker schools network	8
From foundations to frontiers: 50 years of educational research in Ireland	8

Perspectives of graduates and principals on master’s level initial teacher education in Ireland	8
Exploring how respect is articulated in Irish education policy, curriculum, circulars and legislation	7
The first decade of teachers’ professional lives: a scoping review of research in the Republic of Ireland	7
The role of classroom assistants: perceptions and challenges	7
The impact of forming a community of practice on teachers’ attitudes and approaches to primary geography	7
Diversifying the teaching profession	6
‘No one knows where we fit in really’: the role of the Special Educational Needs Coordinator (SENCO) in primary school settings in Ireland – the case for a distributed model of leadership to support i	6
Exploring teacher professional collaboration within the Framework for Junior Cycle in Ireland	6
Upper primary school children’s attitudes towards STEM: a ‘leaky’ STEM pipeline?	6
Optimising online transversal skills delivery in STEM doctoral education	6
Editorial	6
Why teachers matter	6
Teacher education for critical and reflexive interculturality	6
Understanding pre-service teachers’ improvement in professional practice: a quantitative perspective	6
(Pod)casting a wider net: let’s talk [disseminating] education research	5
Numeracy-Meets: an innovative professional development model for adult numeracy practitioners in Ireland	5
Navigating a male dominated domain: experiences of female STEM students in higher education in Ireland	5
Irish primary school teachers’ experiences, training and knowledge in first aid	5
Multigroup model of transition experiences: how parents’ school readiness beliefs and practices change with another child in school	5
Critically reflecting on the human and environmental costs of digital technology use in education: considering the role of leadership and school culture	5
Taming the imposter monster	5
The impact of parental involvement on early childhood development: the moderating role of demographic factors	5
‘Bearing witness to negativity’: towards just futures of education	5
An ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in Irish primary schools	5
Understanding through stories –the lived experience of students’ mental health difficulties in Irish Higher Education	5
Mastering the writing game: practical insights for early career researchers and supervisors	5
Lifting the lid on mathematics grinds at secondary level in Ireland: graduates’ perceptions of the impact of private supplementary tutoring	5
Travelling with comprehensive sexuality education (CSE): critical reflections on the historical geography of the CSE curriculum	5
Fostering students’ autonomy within higher education: the relational roots of student adviser supports	5
Recognising autism in girls within the education context: reflecting on the internal presentation and the diagnostic criteria	5
Teaching peace as a matter of justice: toward a pedagogy of moral reasoning	5
No one is going to rock up and tell you ! How a hidden blend of family capitals facilitates access to and success in structured instrumental music education in Ireland	5
School-based mental health interventions: a feasibility study of the R.E.A.C.T. programme	5
Exploring randomised controlled trials in education: key features and selected examples from Ireland	5
An evaluation of the art of science project; an intervention to promote digital storytelling in a cross-curricular (art and science) and cross sectoral (primary and post-primary) environment in Irelan	5
The continuous call for school-university partnerships: a thematic review of policy in the Republic of Ireland	4
The right to human rights education: legal, policy and curricular gaps in Ireland	4
School culture as a mediator in the link between leadership and school effectiveness	4
Strengthening wellbeing in schools after COVID-19: a pilot evaluation of an awareness based intervention for children and young people	4
Home-school partnership with migrant families: a way forward on the island of Ireland	4
ECCE teachers’ attitudes in Ireland towards including children with special educational needs	4
Hungry for more: early childhood educators’ perspectives on STEM education, teaching and professional development	4
You Can Do It! A narrative inquiry into children’s experiences of a social-emotional and academic learning programme	4
Project based learning in post-primary school in Ireland – a narrative literature review of the transition year programme to understand evolving digital spaces	4