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Costello, Aisling and Maunsell, Catherine and Cullen, Claire and Bourke, Ashling (2022) A Systematic Review of the Provision of Sexuality Education to Student Teachers in Initial Teacher Education. Frontiers in Education, 7 (787966). pp. 1-17. ISSN 2504-284X
Melonashi, Erika and Donovan, Paul and Ercan, Basak and Farrell, Alison and Oliver, Sonia (2022) The Challenges of Professional Development in the European Higher Education Area:Targeting Success in Writing, Research, Learning and Teaching. In: Negotiating the Intersections of Writing and Writing Instruction. WAC Clearinghouse, University Press of Colorado, pp. 233-258. ISBN 978-1-64642-313-2
Munro, Morag and Corr, Eddie and Abraham, Chris and Gottlöber, Susan and Nagi, Julian and Meyler, Robin and Waters, Michaela (2022) Learning Together in, and about, Student-Staff Partnership in Higher Education. AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 14 (1). pp. 1-19. ISSN 2009-3160
Clancy, Annette and Cullen, John G. and Hood, Alison and McGuinness, Claire (2021) Student Engagement With Experiential Learning in Large Classes. Journal of Management Education, 45 (3). pp. 340-343. ISSN 1052-5629
Clancy, Annette and Cullen, John G. and Hood, Alison and McGuinness, Claire (2021) Teaching Perspectives on Experiential Learning in Large Classes. Journal of Management Education, 45 (5). pp. 685-689. ISSN 1052-5629
Curran, Joe and Farrell, Alison and Figurek, Aleksandra and Freddi, Maria and Girgensohn, Katrin and Kanellopoulou, Katerina and Leijen, Djuddah and Musaeus, Peter and O'Sullivan, Ide and Sinkuniene, Jolanta and Ventura, Marina (2021) Final Action Dissemination (FAD) Report of COST Action 15221 – We ReLaTe. COST Action 15221: We ReLaTe. ISBN 978-1-9998055-6-2
Donovan, Paul and Hood, Alison (2021) Experiential Learning in the Large Classroom Using Performative Pedagogy. Journal of Management Education, 45 (3). pp. 344-359. ISSN 1052-5629
O’Keeffe, Muireann and Crehan, Martina and Munro, Morag and Logan, Anna and Farrell, Ann Marie and Clarke, Eric and Flood, Michelle and Ward, Monica and Andreeva, Tatiana and Van Egeraat, Chris and Heaney, Frances and Curran, Declan and Clinton, Eric (2021) Exploring the role of peer observation of teaching in facilitating cross-institutional professional conversations about teaching and learning. International Journal for Academic Development, 26 (3). pp. 266-278. ISSN 1360-144X
Biesta, Gert (2020) Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education. Policy Futures in Education, 18 (8). pp. 1011-1025. ISSN 1478-2103
Biesta, Gert (2020) Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70 (1). pp. 89-104. ISSN 0013-2004
Biesta, Gert (2020) What constitutes the good of education? Reflections on the possibility of educational critique. Educational Philosophy and Theory, 52 (10). pp. 1023-1027. ISSN 0013-1857
Biesta, Gert and van Braak, Marije (2020) Beyond the Medical Model: Thinking Differently about Medical Education and Medical Education Research. Teaching and Learning in Medicine, 32 (4). pp. 449-456. ISSN 1040-1334
Hannam, Patricia and Biesta, Gert and Whittle, Sean and Aldridge, David (2020) Religious literacy: a way forward for religious education? Journal of Beliefs & Values, 41 (2). pp. 214-226. ISSN 1361-7672
Kirwan, Adrian (2020) Sociability, radium and the maintenance of scientific culture and authority in twentieth-century Ireland: a case study of the Royal Dublin Society. British Journal for the History of Science, 53 (1). pp. 47-66. ISSN 1474-001X (In Press)
McKenzie, Brian (2020) Public intellectuals as policy makers: the democratization of culture and Sean O’Faoláin’s Arts Council, 1956–1959. International Journal of Cultural Policy, 26 (2). pp. 255-265. ISSN 1028-6632
O’Sullivan, Ide and Dobravac, Gordana and Farrell, Alison and Kacmarova, Alena and Leijen, Djuddah (2020) Centralised Support for Writing, Research, Learning and Teaching: Case Studies of Existing Models across Europe. COST Action 15221: We ReLaTe. ISBN 978-1-9998055-7-9
Säfström, Carl Anders (2020) Are we living the end of democracy? a defence of the “free” time of the university and school in an era of authoritarian capitalism. Conjectura filosofia e educação, 25 (dossie). pp. 1-16. ISSN 21784612
Säfström, Carl Anders (2020) Time to Teach? Civitas Educationis. Education, Politics and Culture, 9 (2). ISSN 2280-6865
Säfström, Carl Anders and ÖSTMAN, LEIF (2020) Transactive Teaching in a Time of Climate Crisis. Journal of Philosophy of Education, 54 (4). pp. 989-1002. ISSN 0309-8249
Todd, Sharon (2020) Creating Aesthetic Encounters of the World, or Teaching in the Presence of Climate Sorrow. Journal of Philosophy of Education, 54 (4). pp. 1110-1125. ISSN 0309-8249
Biesta, Gert (2019) Should Teaching be Re(dis)covered? Introduction to a Symposium. Studies in Philosophy and Education, 38 (5). pp. 549-553. ISSN 0039-3746
Biesta, Gert (2019) Teaching for the possibility of being taught: World-centred education in an age of learning'. E-Journal of Philosophy of Education, 4. pp. 55-69. ISSN 1467-9752
Biesta, Gert (2019) What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times. Studies in Philosophy and Education, 38 (6). pp. 657-668. ISSN 0039-3746
Biesta, Gert and Säfström, Carl Anders (2019) Menntaávarpið. (Icelandic translation of: A manifesto for education.). NETLA-Online journal of Pedagogy and Education.
Farrell, Alison (2019) SWIFT beginnings – exploring the effectivenessand transformative character of a Summer WritingInstitute For Teachers (SWIFT). Innovations in Education and Teaching International, 56 (2). pp. 229-238. ISSN 1470-3297
Säfström, Carl Anders (2019) Paideia and the Search for Freedom in the Educational Formation of the Public of Today. Journal of Philosophy of Education (JOPE), 53 (4). ISSN 1467-9752
Valenzuela Echeverri, Carlos Eduardo and González Niño, Diana Katerin and Biesta, Gert (2019) “Prepararse para lo incalculable” Deconstrucción, justicia y la pregunta por la educación. Pedagogía y Saberes (52). ISSN 0121-2494
Farrell, Alison (2018) Thematic analysis and mapping of existing centralised models which aim to support teaching, learning, research and writing in higher education. Project Report. National University of Ireland Maynooth.
Kerrigan, Páraic and Farrell, Alison (2018) Review of Naming What We Know: Threshold Concepts of Writing Studies (Classroom Edition). Journal of Academic Writing, 8 (1). pp. 117-120. ISSN 2225-8973
Munro, Morag (2018) The complicity of digital technologies in the marketisation of UK higher education: exploring the implications of a critical discourse analysis of thirteen national digital teaching and learning strategies. International Journal of Educational Technology in Higher Education, 15 (11). ISSN 2365-9440
Lillis, Carmel and Farrell, Alison (2017) WAC, WID and WHY writing can contribute to professional development for teachers. Literacy News, Spring.
Munro, Morag and Dignam, Barbara (2017) Aligning Maynooth University's Accredited Teaching and Learning Programmes with the National Professional Development Framework. In: International Conference on Engaging Pedagogy (ICEP), 15 Dec 2017, Griffith College, Ireland.
O'Brien, Sarah and Tighe-Mooney, Sharon and Farrell, Alison (2017) University Writing Centre Tutoring Handbook. Maynooth University, Maynooth.
O'Sullivan, Ide and Tighe-Mooney, Sharon and Lenihan, Aoife and Farrell, Alison (2017) An Introduction to Tutoring in the Writing Centre. Irish Network for the Enhancement of Writing (INEW) and the All Ireland Society for Higher Education (AISHE) . AISHE.
Tighe-Mooney, Sharon (2017) ‘Irreconcilable differences? The fraught relationship between women and the Catholic Church in Ireland’. In: Tracing the Cultural Legacy of Irish Catholicism. From Galway to Cloyne and beyond. Manchester University Press, pp. 192-208. ISBN 978-1-5261-0106-8
Fogarty, Matthew and Farrell, Alison (2016) Review of Detox Your Writing: Strategies for doctoral researchers by Pat Thomson and Barbara Kamler (2016) Routledge. Taylor and Francis Group, London and New York. AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 8 (2). pp. 2881-2884. ISSN 2009-3160
O'Regan, Lisa and Harding, Nuala and Brown, Mark and Maguire, Moira and Munro, Morag and McDermott, Geraldine and Ryan, Seamus and Farrell, Orna and Cranny, David (2016) Y1Feedback - The Story so Far: Progress and Reflections from an Irish Multi-institutional Learning and Teaching Enhancement Project. AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 8 (3). ISSN 2009-3160
Purcell, Declan and Farrell, Alison (2016) Review of Introducing Teachers’ Writing Groups: Exploring the Theory and Practice. Journal of Academic Writing, 6 (1). pp. 252-254. ISSN 2225-8973
Tighe-Mooney, Sharon and Bracken, Meliosa and Dignam, Barbara (2016) Peer Assessment as a Teaching and Learning Process: The Observations and Reflections of Three Facilitators on a First-Year Undergraduate Critical Skills Module. AISHE-J : The All Ireland Journal of Teaching and Learning in Higher Education, 8 (2). pp. 2831-28318. ISSN 2009-3160
Delaney, Yvonne and Farrell, Alison and Hack, Catherine and Lawlor, Bob and McLoone, Seamus and Meehan, Andrew and Philips, Declan and Richardson, Ita (2015) An Introduction to Enquiry/ Problem-based Learning, Maynooth: Facilitate and the All Ireland Society for Higher Education (AISHE). In: Introduction to AISHE Academic Practice Guides. AISHE.
Farrell, Alison and Kane, S. and Salchak, S.P. and Dube, C.M. (2015) Empowered empathetic encounters: Building international collaborations through researching writing in the context of South African higher education and beyond. South African Journal of Higher Education, 29 (4). pp. 96-113. ISSN 1011-3487
Farrell, Alison and O'Sullivan, Ide and Tighe-Mooney, Sharon (2015) An Introduction to Higher Education Writing Centres, Maynooth: All Ireland Society for Higher Education/Irish Network for the Enhancement of Writing. Introduction to AISHE Academic Practice Guides, 1 . AISHE.
Farrell, Alison and Tighe-Mooney, Sharon (2015) Recall, Recognise, Re-Invent: The Value of Facilitating Writing Transfer in the Writing Centre Setting. Journal of Academic Writing, 5 (2). pp. 29-42. ISSN 2225-8973
Kitchin, Rob and Crowley, Una (2015) Academic ‘truth’ and perpetuation of negative attitudes and intolerance towards Travellers in Contemporary Ireland. In: Tolerance and Diversity in Ireland, North and South. Manchester University Press, Manchester, pp. 153-170. ISBN 9780719097201
Riedner, Rachel and O'Sullivan, Ide and Farrell, Alison (2015) An Introduction to Writing in the Disciplines: Introduction to AISHE Academic Practice Guides. AISHE Academic Practice Guides: An Introduction to Writing in the Disciplines, 5.
Tighe-Mooney, Sharon (2015) Know Thyself – where reappraisal must begin. The Furrow, LXVI (10). pp. 503-508. ISSN 0016-3120
Tighe-Mooney, Sharon and Farrell, Alison (2015) The Maynooth University Guide to Setting Up a Writing Centre. National University of Ireland Maynooth, The Writing Centre, Maynooth University.
McKenzie, Brian A. (2014) Teaching Twitter: Re-enacting the Paris Commune and the Battle of Stalingrad. The History Teacher, 47 (3). pp. 355-372. ISSN 0018-2745
Tighe-Mooney, Sharon (2014) Towards a Critical Reappraisal of Kate O’Brien’s The Flower of May. Irish University Review, 44 (2). pp. 272-287. ISSN 1755-6198
Farrell, Alison and Tighe-Mooney, Sharon (2013) Process and Product: Supporting Academic Writing in Higher Education. AISHE-J, 5 (1). pp. 1101-11018. ISSN 2009-3160
Mahon, Catherine and Crowley, Una (2013) One Year On: Using a Learning Skills Programme to Support Learners At Risk of Academic Underachievement. In: International Conference on Engaging Pedagogy 2013 (ICEP13) Institute of Technology, 6 December 2013, IT Sligo.
Crowley, Una and Mahon, Catherine (2012) Exploring Spaces for Learning: Using Narrative Mediation Path to Improve the Academic Performance of Uunderachieving Undergraduate Students. In: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age 2012. IADIS Press, pp. 278-292. ISBN 978-989-8533-12-8
Crowley, Una and Mahon, Catherine and Strain, Eanan (2012) Progression and non-completion in undergraduate students: Moving from academic disengagement to academic engagement. In: ICEP Conference Proceedings, December 2012. International Conference on Engaging Pedagogy, pp. 1-14. ISBN 978-1-906878-04-7
Tighe-Mooney, Sharon (2012) 'What Kate Did': Subversive Dissent in Kate O'Brien's 'The Ante-Room'. In: Voicing Dissent: New Perspectives in Irish Criticism. Irish Academic Press, Dublin, pp. 143-158. ISBN 9780716531388
Crowley, Una and Gilmartin, Mary and Kitchin, Rob (2008) Race and immigration in contemporary Ireland. In: New Geographies of Race and Racism. Ashgate, Aldershot, pp. 141-156. ISBN 9780754670858
McAvinia, Claire and Fallon, Helen and McQuaid, Mairead (2008) The Role of a Virtual Learning Environment (VLE) in the Teaching of an Accredited Module in Information Literacy Skills. In: Emerging Issues II. The Changing Roles and Identities of Teachers and Learners in Higher Education. NAIRTL - The National Academy for Integration of Research & Teaching & Learning, pp. 153-167. ISBN 978-1-906642-01-3
Potter , Jacqueline and Hanratty, Orla (2008) Supporting Graduate Teaching Assistants at Trinity College Dublin (TCD). In: Emerging Issues II. The Changing Roles and Identities of Teachers and Learners in Higher Education. NAIRTL - The National Academy for Integration of Research & Teaching & Learning, pp. 89-99. ISBN 978-1-906642-01-3
Farrell, Alison (2007) The Use of Learning Journals in Assessment. Case Studies of Good Practices in Assessment of Student Learning in Higher Education.
Hanratty, Orla and O'Farrell, Ciara (2007) Reflective Teaching Portfolios for Continuous Professional Development at Trinity College Dublin. In: Teaching Portfolio Practice in Ireland A Handbook. Centre for Academic Practice and Student Learning (CAPSL), Trinity College Dublin and All Ireland Society for Higher Education (AISHE), Dublin, pp. 75-85. ISBN 978-0-9550134-3-0
McAvinia, Claire (2006) CALLers and Learning Technologists: Where do they meet, and what do they have in common? Computer Assisted Language Learning, 19 (4-5). pp. 389-403.
Magennis, Saranne and Farrell, Alison (2005) Teaching and Learning Activities: expanding the repertoire to support student learning. Emerging Issues in the Practice of University Learning and Teaching, 1.
Hughes, Jane and McAvinia, Claire and King, Terry (2004) What really makes students like a web site? What are the implications for designing web-based language learning sites? ReCALL, 16 (1). pp. 85-102.
McAvinia, Claire (2004) Developing a managed learning enviroment using 'Roundtables': an activity theoretic perspective. Interactive Learning Environments, 12 (3). pp. 209-225.
McKenzie, Brian A. (2003) Creating a Tourist's Paradise: The Marshall Plan and France, 1948 to 1952. French Politics, Culture and Society, 21 (1). pp. 35-54. ISSN 1537-6370
McAvinia, Claire (2002) Key Skills by Design: adapting a central web resource to the departmental context. Association for Learning Technolgy Journal, 10 (1). pp. 11-23.
McAvinia, Claire and Oliver, Martin (2002) 'But my subject's different': a web-based approach to supporting disciplinary lifelong learning skills. Computers and Education, 38 (1-3). pp. 209-220.
McAvinia, Claire (2001) Enhancing teaching and learning at UCL: the Access to Core Course Materials Project and the Key Skills Web Development Project. Vine, 122. pp. 35-40.
