• What are primary school teachers' attitudes toward introversion in students? 

  Raleigh, Ciara (2023-11-06)

  The existing literature suggests a potential implicit social desirability associated with the extrovert personality and as a result, extroverts are accommodated across various work and educational settings, leading to a ...

• What is strong over what is wrong: an exploration of Irish educational psychologists' use and perceptions of strengths based practice 

  O'Neill, Katherine (2023-11-03)

  The present research aims to explore how Educational Psychologists (EPs) employ strengths based practice (SBP) and to elicit their thoughts and experiences of working from a strengthsbased lens. Research in the area of SBP ...

• Exploring the impact of educating students about autism in a secondary school 

  O'Keefe, Elaine (2023-11-03)

  Aims: This research aims to further our understanding of the impacts of educating secondary school students about autism. Of note, AsIAm’s Autism Awareness Workshop is not evidence-based. This study is not evaluating or ...

• An evaluation of the school based wellbeing intervention welcome to wellbeing for young children 

  O'Callaghan, Orla (2023-11-03)

  Background: Wellbeing has become a valued aspect of education in recent years. However, further exploration of wellbeing and wellbeing interventions with young children still needs to be completed. Additionally, there needs ...

• An teagasc ábharbhunaithe trí mheán na mionteanga: iniúchadh criticiúil ar chreidiúintí, tuiscintí agus cleachtais an mhúinteora eacnamaíochta baile san Iar-bhunscoil ghaeltachta 

  Ní Dhuinnín, Sarah (2023-10-27)

  Bhí sé mar aidhm ag an taighde seo iniúchadh criticiúil a dhéanamh ar chreidiúintí, tuiscintí agus cleachtais an mhúinteora Eacnamaíochta Baile san iar-bhunscoil Ghaeltachta. Bíodh is go bhfuil raidhse leathan litríochta ...

• Does the Weaving Well-being programme affect the academic achievement and engagement of Irish primary school students? 

  Mulcahy, Caitríona (2023-10-25)

  Background: In 2012, 1 in 3 Irish young people were found to experience mental ill-health (Dooley & Fitzgerald, 2012). In light of such data, the Department of Education (DES) has recommended use of universal evidence based ...

• The experience of Irish-medium and English-medium primary schools for children with down syndrome and their parents 

  Kennedy, Catriona (2023-10-24)

  Background Recent studies indicate that learners with Down syndrome can become competent bilinguals and biliterates. However, less is known about whether immersion education is a suitable and beneficial education setting ...

• Examining educational psychologists' perspectives of their role in the Republic of Ireland: an exploratory study using activity theory 

  Hassett, Eoin (2023-10-24)

  Background: With the 2015 change from masters to doctoral level for educational psychology training in Ireland and the 2016 change in Health Service Executive (HSE) eligibility criteria for the recruitment of psychologists ...

• Exploring the effects of a classroom-based climate change intervention on secondary students in Ireland 

  Groarke, James (2023-10-24)

  Objective: This research considers the degree to which participation in an 8–10-hour interactive climate change education (CCE) module affects secondary school students’ knowledge, attitude, behaviour, and values about ...

• Igniting a spark?: an investigation into how an Irish arts partnership can support primary teachers in their teaching of arts education 

  Fahy, Edel (2023-10-24)

  In recent years, arts partnerships have increased in popularity as a means of delivering arts education in schools. Creating opportunities for both teachers and artists alike, arts partnerships can enhance a shared sense ...

• Evidence-based practice to develop social communication competency: listening to the voices of teachers of autistic children 

  Dervan, Maria (2023-10-24)

  In education research, there is a firm belief that reflecting on inclusive pedagogy is imperative for teachers, as effective inclusion means considering the child’s needs on all levels and adopting appropriate practices ...

• The perceptions of Irish school personnel of critical incident training and critical incident response from school psychological services and other services: an appreciative inquiry 

  Browne, Rachael (2023-10-23)

  Background: The National Educational Psychological Service (NEPS) defines a Critical Incident (CI) as: “any incident or sequence of events which overwhelms the normal coping mechanisms of the school” (Department of Educational ...

• The best of both worlds: exploring the socialisation of physical education specialism graduates as generalist teachers with expertise in PE 

  Brennan, Cillian (2023-10-23)

  This research investigated the self-efficacy, beliefs, and practices of generalist primary school teachers who undertook the Bachelor of Education with a specialism in PE between 2016 and 2019. Data were collected through ...

• "Nothing about me without me": exploring how educational psychologists in Irish disability, educational and primary care services elicit and represent the voices of school aged children and young people with special educational needs 

  Bohan, Emma Louise (2023-10-23)

  Background: National and international policy stipulate the importance of listening to the voices of children and young people (CYP) with special educational needs (SEN). During consultation, educational psychologists ...

• The quiddity of inclusion: an interpretative phenomenological study of early childhood teachers experiences of the LINC (Leadership for Inclusion in the early years) programme on perceptions and practice of inclusion. 

  Skehill, Sharon (2023-10-02)

  This interpretative hermeneutic phenomenological (IHP) study focuses on the lived experiences of early years educators engaged in the Leadership for Inclusion (LINC) programme, a continuing professional development (CPD) ...

• The effectiveness of an online dialogic reading intervention for improving the oral language skills of children attending a DEIS school in Ireland 

  O'Shea, Sarah Jane (2023-10-02)

  Background: Dialogic Reading (DR) is a well-established, evidence-based, interactive reading intervention. Research indicates that children from low-socioeconomic backgrounds benefit less well from this intervention than ...

• Being there- a qualitative arts-based narrative inquiry into the lived experiences of women in management and leadership in high education in Ireland 

  Mythen, Aisling (2023-10-02)

  The story of a male dominated leadership environment in academia is one which has been well told both nationally and internationally, as has the description of the academy as one in which the devaluing of women has become ...

• The effectiveness of a school-based test anxiety intervention at primary-level 

  McFadden, Alison (2023-10-02)

  Background Test anxiety (TA) is characterised as an extreme fear of assessment which has a debilitating effect on performance. Despite growing concern over TA in primary-level education in Ireland, research on evidence-based ...

• All singing from the same hymn sheet? An exploration of the lived experiences of joint work between Irish mainstream primary school teaching staff and NEPS psychologists to facilitate inclusion between 2015-2020. 

  McCarthy, Caoimhe (2023-10-02)

  Background. The role of the NEPS psychologist is said to have evolved in recent years in response to the global inclusion movement. In Ireland, the introduction of Circular 0013/2017 provided primary schools with greater ...

• An appreciative inquiry into coaches’ perspectives on the inclusion of young people with autism in sport clubs in Ireland 

  O'Brien, Kate (2023-10-02)

  Background: Young people with autism spectrum difference (ASD) engage in fewer physical activities and participate less frequently in sport than their peers. To date, research has focused on the barriers to the participation ...

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