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 (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 (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 Säfström, Carl Anders (2019) Menntaávarpið. (Icelandic translation of: A manifesto for education.). NETLA-Online journal of Pedagogy and Education.

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

Clancy, Annette, Cullen, John G., 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, Cullen, John G., 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

Costello, Aisling, Maunsell, Catherine, 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

Crowley, Una, 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

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, 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

Curran, Joe, Farrell, Alison, Figurek, Aleksandra, Freddi, Maria, Girgensohn, Katrin, Kanellopoulou, Katerina, Leijen, Djuddah, Musaeus, Peter, O'Sullivan, Ide, 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

Delaney, Yvonne, Farrell, Alison, Hack, Catherine, Lawlor, Bob, McLoone, Seamus, Meehan, Andrew, 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.

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

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

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

Farrell, Alison (2007) The Use of Learning Journals in Assessment. Case Studies of Good Practices in Assessment of Student Learning in Higher Education.

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.

Farrell, Alison, Kane, S., 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, 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

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

Hannam, Patricia, Biesta, Gert, 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

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

Hughes, Jane, 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.

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

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)

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

Lillis, Carmel and Farrell, Alison (2017) WAC, WID and WHY writing can contribute to professional development for teachers. Literacy News, Spring.

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.

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.

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.

McAvinia, Claire (2004) Developing a managed learning enviroment using 'Roundtables': an activity theoretic perspective. Interactive Learning Environments, 12 (3). pp. 209-225.

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.

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, 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

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.

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

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

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

Melonashi, Erika, Donovan, Paul, Ercan, Basak, 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 (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

Munro, Morag, Corr, Eddie, Abraham, Chris, Gottlöber, Susan, Nagi, Julian, 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

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, Tighe-Mooney, Sharon and Farrell, Alison (2017) University Writing Centre Tutoring Handbook. Maynooth University, Maynooth.

O'Regan, Lisa, Harding, Nuala, Brown, Mark, Maguire, Moira, Munro, Morag, McDermott, Geraldine, Ryan, Seamus, 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

O'Sullivan, Ide, Tighe-Mooney, Sharon, 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.

O’Keeffe, Muireann, Crehan, Martina, Munro, Morag, Logan, Anna, Farrell, Ann Marie, Clarke, Eric, Flood, Michelle, Ward, Monica, Andreeva, Tatiana, Van Egeraat, Chris, Heaney, Frances, 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

O’Sullivan, Ide, Dobravac, Gordana, Farrell, Alison, 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

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

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

Riedner, Rachel, 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.

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 (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

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

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

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

Tighe-Mooney, Sharon (2015) Know Thyself – where reappraisal must begin. The Furrow, LXVI (10). pp. 503-508. ISSN 0016-3120

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

Tighe-Mooney, Sharon, 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

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.

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

Valenzuela Echeverri, Carlos Eduardo, 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