2024

Bryan, Audrey, Byrne, Delma, Coulter, Maura, Delahunty, Thomas, Keane, Elaine, Kitching, Karl and Chróinín, Déirdre Ní (2024) ‘Bearing witness to negativity’: towards just futures of education. Irish Educational Studies, 43 (3). pp. 345-354. ISSN 0332-3315

Delahunty, Thomas (2024) ‘Datafied dividuals and learnified potentials’: The coloniality of datafication in an era of learnification. Educational Philosophy and Theory. pp. 1-13. ISSN 0013-1857

Delahunty, Thomas (2024) Unearthing the coloniality of neoliberalised curricular discourses to promote a public orientation towards secondary science education. International Journal of Science Education. pp. 1-20. ISSN 1464-5289

Delahunty, Thomas (2024) The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification. Educational Review. pp. 1-23. ISSN 0013-1911

2023

Delahunty, Thomas, Ni Shuilleabhain, Aoibhinn and Waters, Lillian (2023) Unpacking the motivational variables which impact engagement in Lesson Study: Mathematics teaching self-efficacy and attitudes towards self-development. Irish Educational Studies. pp. 1-20. ISSN 0332-3315

2021

Delahunty, Thomas and Kimbell, Richard (2021) (Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity. British Educational Research Journal, 47 (3). pp. 742-769. ISSN 0141-1926

Delahunty, Thomas, Prendergast, Mark and Ní Ríordáin, Máire (2021) Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology? Frontiers in Education, 6. ISSN 2504-284X

2020

Delahunty, Thomas, Seery, Niall and Lynch, Raymond (2020) Exploring problem conceptualization and performance in STEM problem solving contexts. Instructional Science, 48 (4). pp. 395-425. ISSN 0020-4277

Delahunty, Thomas, Seery, Niall, Dunbar, Rónán and Ryan, Michael (2020) An exploration of the variables contributing to graphical education students’ CAD modelling capability. International Journal of Technology and Design Education, 30 (2). pp. 389-411. ISSN 0957-7572