 | Up a level |
Bowles, Richard and Sweeney, Tony and Coulter, Maura (2023) Using Collaborative self-study to support professional learning in initial teacher education: developing pedagogy through Meaningful Physical Education. European Journal of Teacher Education. ISSN 1469-5928
Connaughton, Lorraine (2017) Home language maintenance and development among first generation migrant children in an Irish primary school: An investigation of attitudes. Journal of Home Language Research, 2. pp. 22-39. ISSN 2537-7043
Costello, Eddie and Stafford, Patsy and Oldham, Elizabeth (2018) Facilitating the development of prospective primary school teachers’ understanding of the concept of ratio through discussion. 42nd ATEE Annual Conference 2017 Conference proceedings. pp. 247-264. ISSN 2593-6409
Crean, Lorraine and Ó Duibhir, Pádraig (2024) ‘We are always planning trips to Poland’: the influence of transnational family life on the family language policy of Polish-speaking families in Ireland. Journal of Multilingual and Multicultural Development. pp. 1-15. ISSN 0143-4632
Dunn, Jill and Sweeney, Tony (2018) Writing and iPads in the early years: Perspectives from within the classroom. British Journal of Educational Technology, 49 (5). pp. 859-869. ISSN 0007-1013
Erica, Alexander and Richard, Pardo and Susan, Lindsay and Carol, Rees (2018) The D.R.i.V.e. Inquiry Framework. Alberta Science Education Journal, 45 (3). pp. 29-33.
Jess, Mike and Parker, Melissa and Carse, Nicola and Douglass, Andrew and Keay, Jeanne and Martinez Alvarez, Lucio and Murray, Alison and Pearson, Julie and Randall, Vicky and Sweeney, Tony (2024) The purpose of primary physical education: The views of teacher educators. European Physical Education Review. ISSN 1356-336X
Kennon, Patricia (2021) Asexuality and the Potential of Young Adult Literature for Disrupting Allonormativity. The International Journal of Young Adult Literature, 2 (1). p. 1. ISSN 2634-5277
Kennon, Patricia (2005) 'Belonging’ in Young Adult Dystopian Fiction: New Communities Created by Children. Papers: Explorations into children’s literature, 15. pp. 40-49. ISSN 1837-9243
Kennon, Patricia (2016) Childhood, Power, and Travel in Salvatore Rubbino’s Picture Books: A Walk in the City. Jeunesse: Young People, Texts, Cultures, 8 (1). pp. 20-41. ISSN 1920-2601
Kennon, Patricia (2015) ‘If the Inside was the Outside’: Gender, Heteronormativity and the Body in David Levithan’s Every Day. Foundation, 44 (122). pp. 58-67. ISSN 0306-4964
Kennon, Patricia (2015) “’Little Girls are Even More Perfect When They Bleed”’: Monstrosity, Violence, and the Female Body in Kristin Cashore’s Graceling Trilogy”. Bookbird, 53 (1). pp. 52-61. ISSN 0006-7377
Kennon, Patricia (2015) 'Little Girls are Even More Perfect When They Bleed': Monstrosity, Violence, and the Female Body in Kristin Cashore’s Graceling Trilogy. Bookbird: A Journal of International Children's Literature, 53 (1). pp. 52-61. ISSN 0006-7377
Kennon, Patricia (2017) Monsters of Men: Masculinity and the Other in Patrick Ness’s Chaos Walking Series. Psychoanalytic Inquiry, 37 (1). pp. 25-34. ISSN 0735-1690
Kennon, Patricia (2020) Reflecting Realities in Twenty-First-Century Irish Children's and Young Adult Literature. Irish University Review, 50 (1). pp. 131-142. ISSN 0021-1427
Kennon, Patricia (2022) Youth Literature: A Rich Tapestry of Storytelling. ReSourceE Magazine.
Mac Amhlaigh, Liam (2010) Oileánach na cathrach: Céad bliain ó bhreith Mhairtín Uí Dhireáin. Comhar, 70 (3). pp. 12-13. ISSN 0010-2369
Mac Amhlaigh, Liam (2006) Seán Ó Riordáin - File faoi sceimhle? Comhar, 66 (11). pp. 27-28. ISSN 0010-2369
Mac Amhlaigh, Liam (2009) Tomás de Bhaldraithe: saol agus saothar. Comhar, 69 (11). pp. 12-13. ISSN 0010-2369
Mac Amhlaigh, Liam (2010) Treonna sean is nua - an fhoclóireacht Nua-Ghaeilge san aonú haois is fiche. Études Irlandaises, 35 (2). pp. 51-64. ISSN 0183-973X
Mac Amhlaigh, Liam (2020) An nua-aoiseachas liteartha agus filíocht Phádraig Mhic Fhearghusa. COMHARTaighde (6). ISSN 2009-8626
Mhic Mhathúna, Máire and Nic Fhionnlaoich, Fiona (2021) Why parents chose to send their children to Irish-medium immersion preschools: learning from parental choice strategies in Celtic countries. European Early Childhood Education Research Journal, 29 (3). pp. 441-454. ISSN 1350-293X
Navarro, Jessica L. and Stephens, Christina and Rodrigues, Blenda C. and Walker, Indya A. and Cook, Olivia and O'Toole, Leah and Hayes, Noírín and Tudge, Jonathan R. H. (2022) Bored of the rings: Methodological and analytic approaches to operationalizing Bronfenbrenner's PPCT model in research practice. Journal of Family Theory & Review, 14 (2). pp. 233-253. ISSN 1756-2570
Nic an Bhaird, Maire (2023) Book review: Teaching for social justice and sustainable development across the primary curriculum. Irish Educational Studies, 42 (3). pp. 465-469. ISSN 0332-3315
Nic an Bhaird, Maire (2018) Reading between the Lines: Hyde’s Writings, 1916. Éire-Ireland, 53 (1&2). pp. 48-63. ISSN 0013-2683
Nowak-Łojewska, Agnieszka and O’Toole, Leah and Regan, Claire and Ferreira, Manuela (2019) "To learn with” in the view of the holistic, relational and inclusive education. Kwartalnik Pedagogiczny, 64 (1(251)). pp. 151-162. ISSN 0023-5938
Ní Chróinín, Déirdre and Parker, Melissa and Coulter, Maura and Sweeney, Tony (2024) Teachers learning to use student voice in primary physical education – ready, steady, go! European Physical Education Review. ISSN 1356-336X
O'Keeffe, Suzanne (2018) Experiences of care labour, gender and work for men who teach young children. Palgrave Communications, 44 (4). pp. 1-8. ISSN 2055-1045
O'Keeffe, Suzanne (2017) How do you teach like a man? InTouch Magazine, INTO, 167. pp. 52-53. ISSN 2009-6887
O'Keeffe, Suzanne (2017) How do you teach like a man? Politics and perceptions of men working with young children. International Journal of Interdisciplinary Social Science Studies, 3 (2). pp. 4-11. ISSN 2397-6934
O'Keeffe, Suzanne (2016) What are male teachers’ understandings of masculinities?—an exploration of sex, gender and bodies in Irish primary schools. Palgrave Communications, 2 (1). ISSN 2055-1045
O'Keeffe, Suzanne (2014) Why the decline in male primary school teachers? InTouch Magazine, INTO, 148. p. 43. ISSN 2009-6887
O'Keeffe, Suzanne and Deegan, Jim (2018) Gendered positionality among Irish male primary teachers: the staff room as a site of performative masculinity. Irish Educational Studies, 37 (3). pp. 373-389. ISSN 0332-3315
O'Toole, Leah (2016) A Bio-ecological perspective on Educational Transition: Experiences of Children, Parents and Teachers. Procedia - Social and Behavioral Sciences, 140. pp. 121-127. ISSN 1877-0428
O'Toole, Leah (2020) Relationships, reciprocity and reflective practice in challenging times. Early Pedagogy, 6. pp. 2-3.
O’Keeffe, Suzanne (2022) Artificial boundaries? Shaping policy through empowering research. Irish Educational Studies, 41 (4). pp. 649-662. ISSN 0332-3315
O’Keeffe, Suzanne and Skerritt, Craig (2021) Exploring teacher identity using poststructural tools. International Journal of Research & Method in Education, 44 (2). pp. 179-192. ISSN 1743-727X
O’Toole, Leah (2020) Participant Action Research (PAR) for early childhood and primary education: the example of the THRIECE project. Problemy Wczesnej Edukacji, 49 (2). pp. 31-44. ISSN 1734-1582
O’Toole, Leah and McClelland, Diane and Forde, Deirdre and O'Keeffe, Suzanne and Purdy, Noel and Säfström, Carl Anders and Walsh, Thomas (2021) Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s. British Educational Research Journal, 47 (4). pp. 1021-1038. ISSN 0141-1926
O’Toole, Leah and Regan, Claire and Nowak-Łojewska, Agnieszka (2019) „To learn with” as an alternative voice for children’s education. Introduction to a European Project: Teaching for Holistic, Relational and Inclusive Early Childhood Education (THRIECE). Kwartalnik Pedagogiczny, 64 (1(251)). pp. 175-182. ISSN 0023-5938
REES, CAROL (2023) Curiosity-Driven, Inquiry-Based Science Projects Bridge Face-to-Face and Online Learning Formats During COVID-19: A Teachers. Canadian Journal of Action Research, 23 (3). pp. 27-5. ISSN 1861-9916
REES, CAROL (2014) Developing Awareness of Connections Between Science, Technology and the Environment through Participation in a Game-Like Approach to Curriculum. Revista Brasileira de Pesquisa em Educação em Ciências (RBPEC), 14 (2). pp. 1-11. ISSN 1806-5104
REES, CAROL (2015) Developing Science Literacy through the Heat Game: An Online Role-Playing Game. International Journal for Leadership in Learning. ISSN 1929-5499
REES, CAROL and Pardo, Richard and Parker, Jennifer (2013) Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework. Journal of Science Teacher Education, 24 (3). pp. 475-496. ISSN 1046-560X
REES, CAROL and Roth, Wolff-Michael (2017) Interchangeable Positions in Interaction Sequences in Science Classrooms. Dialogical Pedagogy: An International Journal, 5. A18-A36. ISSN 2325-3290
Rees, Carol and Roth, Wolff-Michael (2019) Discourse forms in a classroom transitioning to student-centered science inquiry through co-teaching. International Journal of Science Education, 41 (5). ISSN 1464-5289
Riaz, B. and Briceño, C. and Whelan, Emma and Heathcote, S. (2017) First Large-scale Herbig–Haro Jet Driven by a Proto-brown Dwarf. Astrophysical Journal, 844 (47). ISSN 0004-637X
Ring, Emer and O'Sullivan, Lisha and O'Keeffe, Suzanne and Ferris, Fiona and Wall, Eugene (2019) Transforming the Lives of Early Childhood Teachers, Autistic Children and their Families: Findings and Recommendations from an Evaluation of a Programme of Continuing Professional Development. Adult Learner: The Irish Journal of Adult and Community Education. pp. 118-147. ISSN 0790-8040
Steele, Astrid and Brew, Christine and REES, CAROL and Ibrahim-Khan, Sheliza (2013) Our Practice, Their Readiness: Teacher Educators Collaborate to Explore and Improve Preservice Teacher Readiness for Science and Math Instruction. Journal of Science Teacher Education, 24 (1). pp. 111-131. ISSN 1046-560X
Stewart, Nikki and Lidster, Susan and Anchikoski, Tory and Cinel, Bruno and Brewer, Sharon and REES, CAROL (2017) Creating an engaging science inquiry activity for middle school students that incorporates online remote access to analytical instrumentation. Alberta Journal of Science Education, 45 (1).
Stokes, Caitríona (2018) Ameliorating free-flow play for young children through increased access to school play spaces indoors and out: Reflections on an Irish context. Children's Research Network: Children and Young People's Play, 6 (2). pp. 20-24. ISSN 209728X
Stokes, Tríona (2020) Using participatory methods with young children; reflections on emergent ‘ethically important moments’ in school-based research. Irish Educational Studies, 39 (3). pp. 375-387. ISSN 0332-3315
Ó Breacháin, Anníe and O'Toole, Leah (2013) Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond. Irish Educational Studies, 32 (4). pp. 401-419. ISSN 0332-3315
Fortune, Niamh and Dippre, Ryan and Dvorakova, Lucie and Farrell, Alison and Weresh, Melissa and Yakovchuk, Nadya (2021) Beyond the University: Towards Transfer. In: Emerging Issues IV: Changing Times, Changing Contexts. Educational Developers in Ireland Network (EDIN), pp. 128-147. ISBN 9781900454797
Hegarty, Therese (2014) Beyond the Jigsaw Approach: Problems and Possibilities for SPHE. In: The Future of SPHE: Problems & Possibilities. SPHE Network, DICE, pp. 117-124.
Kennon, Patricia (2014) Building Bridges To Intercultural Understanding: The Other in Contemporary Irish Children’s Literature. In: Internationalism in Children's Series. Palgrave, pp. 194-209.
Kennon, Patricia (2012) Contemplating Otherness: Imagining the Future in Irish Children’s Science Fiction. In: Irish Children’s Literature: New Perspectives. Routledge.
Kennon, Patricia (2018) “Superpowers Don’t Always Make You a Superhero”: Posthuman Possibilities in Michael Grant’s Gone Series. In: Finding Our Humanity in a Posthuman World: Posthumanism in Young Adult Literature. University Press of Mississippi, pp. 117-134.
Kennon, Patricia (2023) Using Class Novels. In: Global Citizenship Education: Curious Teachers, Critical Classrooms. The DICE Project, pp. 105-107.
Kennon, Patricia (2006) (W)rites of Passage in Siobhán Parkinson’s novel Four Kids, Three Cats, Two Cows and One Witch (Maybe). In: Treasure Islands: Studies in Children’s Literature. Four Courts Press, pp. 143-152. ISBN 1-85182-941-5hbk
Kennon, Patricia (2020) Writing Childhood: Young Adult and Children’s Literature. In: Irish Literature in Transition, Volume 6, 1980-2020. Cambridge University Press, Cambridge, pp. 96-110.
Kennon, Patricia (2021) Zombies Vs Unicorns: An Exploration of the Pleasures of the Gothic for Young Adults. In: Young Adult Gothic Fiction: Monstrous Selves/Monstrous Others. The University of Chicago Press, pp. 17-37.
Mac Amhlaigh, Liam (2016) Lexicographical Resources Assisting Vocabulary-building: an Irish-language Experience. In: Proceedings of the 17th EURALEX International Congress. Ivane Javakhishvili Tbilisi University Press, pp. 188-196. ISBN 9789941135422
Mac Amhlaigh, Liam (2008) The role of Foclóir Gaeilge-Béarla Néill Uí Dhónaill in Irish language lexicography in the twentieth century. In: Proceedings of the 13th EURALEX International Congress. Institut Universitari de Linguistica Aplicada, Universitat Pompeu Fabra, pp. 1149-1154. ISBN 9788496742673
Ní Bhroin, Ciara and Kennon, Patricia (2012) What Do We Tell The Children? Critical Essays on Children’s Literature - Introduction. In: What Do We Tell the Children? Critical Essays on Children’s Literature. Cambridge Scholars Publishing, pp. 1-9. ISBN 978-1443837880
O'Toole, Leah (2017) A Bioecological Perspective on Parental Involvement in Children’s Education. In: Conference Proceedings. The Future of Education. 7th edition. libreriauniversitaria.it. ISBN 8862928688
Dunn, Jill and Sweeney, Tony (2017) Writing and iPads in the Early Years: A Report for the Standing Conference on Teacher Education North and South. Technical Report. Standing Conference on Teacher Education North and South.
Kenny, Michael and Kennon, Patricia and Maguire, Rebecca and Slingerland, Joost and Gottlöber, Susan (2021) Inaugural Report on Maynooth University’s Teaching & Learning’s Engagement with Sustainability and the SDGs. Technical Report. Maynooth University.
Ní Chléirigh, Laoise and Nic an Bhaird, Maire (2024) AgroCycle Kids Education Programme. Project Report. Maynooth University.
Bowles, Richard and O'Dwyer, Anne and Sweeney, Tony and Coulter, Maura (2024) Collaborative self-study as a means to understand practice: the role of critical friendship. In: Collaborative self-study as a means to understand practice: the role of critical friendship, Helsinki University. (In Press)
Kennon, Patricia and Hegarty, Therese (2016) "50 Picturebooks to Change the World!". In: SPHE Network conference: "Citizenship Education - 100 years on", 12 November 2016, Maynooth University.
Ní Chléirigh, Laoise and Nic an Bhaird, Maire and Radin, Anita and O'Neill, Brendan and O'Sullivan, Aidan and Curran, Thomas P. (2024) Ar Ais chuig an Am atá le Teacht le Beo agus Raja. Scéal ón mBithgheilleagar Fadó. University College Dublin.
Brannock, Lucy (2019) Creating Positive Opportunities in the Classroom. Masters thesis, National University of Ireland Maynooth.
Burrell, Ingrid (2022) "How can I support positive transitions in my early years setting?". Masters thesis, National University of Ireland Maynooth.
Butterly, Ellen (2022) Teaching with Inclusion: A Self-Study Enquiry Orientated Towards Moving my Special Education Practice Beyond Deficit-Teaching. Masters thesis, National University of Ireland Maynooth.
Byrne, Jade-Louise (2022) How can I better support oral language development through playful learning experiences in my Junior Infant classroom? Masters thesis, National University of Ireland Maynooth.
Cahill, Sinéad (2019) How Can I Effectively Teach Cursive Handwriting to Junior Infants? Masters thesis, National University of Ireland Maynooth.
Carolan, Amy (2022) "But where are you really from?" Celebrating diversity in the classroom through visual arts, underpinned by a culturally responsive framework. Masters thesis, National University of Ireland Maynooth.
Champkin, Linda (2022) How Can I Use Personalised, Digital-Based Learning to Enhance my Teaching of Reading Comprehension? Masters thesis, National University of Ireland Maynooth.
Champkin, Sandra (2022) How Can I use Professional Agency to Enhance my Teaching of Gaeilge? Masters thesis, National University of Ireland Maynooth.
Cleary, Aisling (2019) A Primary Teacher’s Exploration of the Effects of Formative Assessment on Teaching and Learning. Masters thesis, National University of Ireland Maynooth.
Colgan, Emily (2019) Guided Writing as a Framework for Effective Differentiation and Assessment for Learning Strategies. Masters thesis, National University of Ireland Maynooth.
Connaughton, Aisling (2021) How can I, as a Froebelian Teacher, practice Active and Experiential Learning in an Irish- Language Early Immersion Education (Luath-Tumoideachas) Setting? Masters thesis, National University of Ireland Maynooth.
Coogan, Margaret (2022) “How Can I Enhance Positive Leadership Skills in Young Children?”. Masters thesis, National University of Ireland Maynooth.
Corcoran, Laura (2019) How I can Foster Independence in Primary School Children by Encouraging Choice in Learning. Masters thesis, National University of Ireland Maynooth.
Cumiskey, Elaine (2022) When the going gets tough: Promoting resilience and self-esteem through a cross-curricular approach in fourth class. Masters thesis, National University of Ireland Maynooth.
Curran, Ciara (2019) An exploration of the teaching and learning opportunities to promote resilience in the primary classroom. Masters thesis, National University of Ireland Maynooth.
Daly, Aoife Eimear (2019) An exploration into the teaching of handwriting with first class pupils. Masters thesis, National University of Ireland Maynooth.
Dillon, Grace (2021) Enhancing Social and Emotional Learning Through Social Skills Groups: A Primary School Perspective. Masters thesis, National University of Ireland Maynooth.
Dillon, Maria (2021) How can I use Student Voice to Enhance my Understanding of the Learning Experiences of the Child? Masters thesis, National University of Ireland Maynooth.
Dunne, Patricia (2021) Developing and Understanding Language to Foster a Growth Mindset Amongst Pupils in a Primary Classroom. Masters thesis, National University of Ireland Maynooth.
Ellard, Cara (2018) How can I foster a child-centred approach to the teaching of writing? Masters thesis, National University of Ireland Maynooth.
Farrelly, Nessa (2022) Supporting Emotion Regulation in a Large Infant Classroom. Masters thesis, National University of Ireland Maynooth.
Finlay-Scott, Alice (2019) "We can take words apart" How can I Enhance my Teaching of Phonological Awareness? Masters thesis, National University of Ireland Maynooth.
Finnegan, Audrey (2021) Slow has become Urgent. How can I Foster a Slow Pedagogy in a Preschool for Children with Special Needs? Masters thesis, National University of Ireland Maynooth.
Forrest, Maria (2019) To what extent did making an inventory of my class library cause me to reflect on and change how I teach story-writing to Junior Infants so as to live more in line with my educational values? Masters thesis, National University of Ireland Maynooth.
Gallagher, Niamh (2021) ‘How Can I Use Digital Technologies to Facilitate Cooperative Learning in my Classroom?’ A Self-Study Action Research Project Undertaken During a Global Pandemic. Masters thesis, National University of Ireland Maynooth.
Gibson, David (2021) Teaching with and through Stories: Exploring Identities with Children using Narrative Approaches. Masters thesis, National University of Ireland Maynooth.
Govan, Racheal (2019) How can I utilise meaningful partnerships with parents as a tool to engender social justice within my Early Years Setting? Masters thesis, National University of Ireland Maynooth.
Halpin Duffy, Rose (2021) Investigating the Introduction of Aistear into the Fourth Class Curriculum. Masters thesis, National University of Ireland Maynooth.
Hannafin, Michelle (2022) The Role of Direct Instruction and Playful Learning Pedagogies in Effective Mathematics Teaching. Masters thesis, National University of Ireland Maynooth.
Heffernan, Sarah Louise (2022) Can a teacher improve speech clarity in children presenting with speech sound disorders using targeted interventions? Masters thesis, National University of Ireland Maynooth.
Heslin, Ciara (2021) How can I encourage emotional expression and awareness through the use of drama methodologies? Masters thesis, National University of Ireland Maynooth.
Joynt, Gregory (2019) How can I nurture compassion in my classroom? Masters thesis, National University of Ireland Maynooth.
Kavanagh, Sarah (2019) Supporting Social Emotional Development in the Primary School Setting. Masters thesis, National University of Ireland Maynooth.
Kealy, Clare (2019) Enacting rich mathematical teaching and learning to motivate pupils to engage: An Action Research Study. Masters thesis, National University of Ireland Maynooth.
Keenan, Eilis (2022) Enhancing the Experiences of Children with Social Emotional and Mental Health Difficulties in a Primary Class. Masters thesis, National University of Ireland Maynooth.
Kelly, Eilish (2021) Becoming Trauma Informed. Supporting teachers to implement a trauma informed approach in a DEIS primary school. Masters thesis, National University of Ireland Maynooth.
Kennedy, Aislinn (2019) Supporting Children to Recognise and Manage their Anxiety. Masters thesis, National University of Ireland Maynooth.
Kenny, Grace (2022) A Holistic Classroom: Integrating Religious Education and Social, Personal and Health Education for the Holistic Development of the child. Masters thesis, National University of Ireland Maynooth.
Maher, Kevin (2022) Historical Escape Rooms: Unlocking the potential for communication and collaboration in History lessons. Masters thesis, National University of Ireland Maynooth.
Mahon, Louise (2022) The ‘I Wonder’ Curriculum: An Enquiry-Based Approach to History in Junior Infants. Masters thesis, National University of Ireland Maynooth.
McCormack, Aoife (2019) How can my use of Team Teaching Methods develop Reading Fluency and Comprehension in the Senior Primary Classroom? Masters thesis, National University of Ireland Maynooth.
McEvoy, Helen (2019) How do I facilitate pupil oral language development by using iPads as a learning tool with junior infants? Masters thesis, National University of Ireland Maynooth.
McGloin, Katie (2022) How can I give choice and responsibility to pupils in assessment of and for their learning to enhance pupil autonomy? Masters thesis, National University of Ireland Maynooth.
McGovern, Jennifer Francis (2019) How can I teach Emotional Literacy to Junior Infants using Picturebooks? Masters thesis, National University of Ireland Maynooth.
Moloney, Orla (2022) Using restorative practices to enhance the teaching of social-emotional learning. Masters thesis, National University of Ireland Maynooth.
Mooney, Eimear (2021) How can I, as an early childhood educational leader, cultivate a Community of Practice in my setting? Masters thesis, National University of Ireland Maynooth.
Murphy, Alison (2018) How can differentiated literacy instruction be improved and thus increase independent reading skills, motivation and confidence in a second class context? Masters thesis, National University of Ireland Maynooth.
Murphy, Lydia (2021) Leaning into Love and Compassionate Care in my Early Years Practice. Masters thesis, National University of Ireland Maynooth.
Noctor, Rachel (2019) How multi-dimensional reading, facilitated by differentiation & choice, motivates young readers: a case-study of a Reading Workshop. Masters thesis, National University of Ireland Maynooth.
Ní Dhúshláine, Clíona (2021) Irish language reading homework: Developing my practice through collaboration with parents/guardians and pupils. Masters thesis, National University of Ireland Maynooth.
Ní Ghiollagáin, Órla (2019) Enhancing my Teaching of Irish-Language Vocabulary through the use of Stories and Storytelling. Masters thesis, National University of Ireland Maynooth.
O'Connor, Meg (2022) Phonemic Awareness: The missing ingredient in the reading process? Masters thesis, National University of Ireland Maynooth.
O'Donnell, Cassandra (2021) Developing Children’s Vocabulary and Expressive Language Skills Through Play. Masters thesis, National University of Ireland Maynooth.
O'Dwyer, Amy (2019) Promoting Independence and Responsibility in the Classroom. Masters thesis, National University of Ireland Maynooth.
O'Dwyer, Lynn (2021) Teaching and Learning Early Year’s Mathematics in Irish Preschools. Masters thesis, National University of Ireland Maynooth.
O'Farrell, Helen (2018) How Can I Develop Children’s Empathy through the Implementation of a Fictional Literature Programme? Masters thesis, National University of Ireland Maynooth.
O'Grady, Gavin (2022) Opportunities > Outcomes: Seeking to Establish a Nurturing Environment in the Junior Infant Classroom. Masters thesis, National University of Ireland Maynooth.
Quinn, Maria (2019) How can I implement gold standard project based learning to engage and motivate mixed ability first class children in the writing process? Masters thesis, National University of Ireland Maynooth.
Quirke, Katie (2021) How can I improve my teaching of Wellbeing in my Senior Infant class? Masters thesis, National University of Ireland Maynooth.
Rock, Linda (2022) How Can I Effectively Teach and Support Reading at First Class Level Through Differentiated Station Teaching? Masters thesis, National University of Ireland Maynooth.
Scully, Leanne (2019) How can I support my pupils’ oral language skills through socio-dramatic play in 4-6 year olds? Masters thesis, National University of Ireland Maynooth.
Shore, Teresa (2019) HOLDING BACK THE TEARS! An autoethnographic study of the struggles of a hospital teacher in balancing emotions, care and empathy. Masters thesis, National University of Ireland Maynooth.
Smith, Niamh (2021) Can my use of Guided Inquiry Based Science Education enhance my pupils learning of and attitude towards Science? Masters thesis, National University of Ireland Maynooth.
Stafford, Sean (2022) Moving Primary PE Forward: How Can I Embed Physical Literacy Informed Practice at Primary Level? Masters thesis, National University of Ireland Maynooth.
Tighe, Caoilinn (2022) How can computational thinking be used as a problem-solving methodology to improve the teaching and learning in my classroom? Masters thesis, National University of Ireland Maynooth.
Treacy, Kevin (2019) Bouncing Back: Teaching Resilience in the Primary Classroom. Masters thesis, National University of Ireland Maynooth.
Vanston, Yvonne Helen (2019) How can I engage collaboratively with my pupils to enhance their enjoyment of Oral Irish? Masters thesis, National University of Ireland Maynooth.
Vaughan, Dean (2019) Fostering children's expressive language skills through Aistear: The Early Childhood Curriculum Framework (2009). Masters thesis, National University of Ireland Maynooth.
Walsh, Richard (2019) A narrative of how I improved my facilitation of Restorative Practice in order to enhance parents’ relationships with their children. Masters thesis, National University of Ireland Maynooth.
Whyte, Matthew (2019) Improving my teaching of maths to develop student attitudes towards the subject. Masters thesis, National University of Ireland Maynooth.
Wynn, Claire (2021) How can I enhance my collaborative practice to value the voice of a parent and her child with Down syndrome in the development of a Student Support Plan? Masters thesis, National University of Ireland Maynooth.
Ahlberg, Sofia and Kennon, Patricia and Roncevic, Katarina (2023) Sustainability Education and Inclusion. [Video]
Nic an Bhaird, Máire and Ní Chléirigh, Laoise (2023) AgroCycle Kids - Animation. [Video]
Kennon, Patricia and Coughlan, Valerie and Dunne, Claire (2018) Podcast: “The Representation and Celebration of Females in Children’s Literature”. [Audio]
Hegarty, Therese and Titley, Aoife (2013) Intercultural Events in Schools and Colleges of Education. DICE Project.
Nic Giolla Phádraig, Áine and Nic an Bhaird, Maire and Ní Chléirigh, Laoise (2021) Draíocht Dara - This is an Irish language publication for teachers to use to aid them with teaching children between 10 and 14 the Irish language. COGG - An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta.
Ramdarshan Bold, Melanie and Kennon, Patricia and Morrissey, Siobhán (2022) Impacts of COVID-19 on Children's and Young Adult Literature, Creative, Cultural, and Reading Communities in Scotland and Ireland. The Royal Society of Edinburgh and the Royal Irish Academy.
Wright, Nathan T. and Kelleghan, David B. and Nic an Bhaird, Maire and Ní Cheallaigh, Laoise and Curran, Thomas P (2021) Amóinia? Amóinia? Cad faoi Amóinia? University College Dublin.
