Publications 2018

Articles

  • Clerkin, A. (2018). Can Ireland’s experience with Transition Year provide lessons for other countries?‎ TY Update (Summer 2018).
  • Clerkin, A. (2018). Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland. Review of Education, 6, 146-179. [link to PDF]
  • Clerkin, A. (2018). Context and Implications Document for: Filling in the gaps: A theoretical grounding for an education programme for adolescent socioemotional and vocational development in Ireland. Review of Education 6, 180-182. [link to PDF]
  • Clerkin, A. (2018). Thinking about Transition Year at a time of systemic change. TY Update (Spring 2018).
  • Clerkin, A. (2018). Who participates? Predicting student self-selection into a developmental year in secondary education. Educational Psychology, 38 (9), 1083-1105. DOI: 10.1080/01443410.2018.1504004 [link to PDF]
  • Clerkin, A. & Gilligan, K. (2018). Pre-school numeracy play as a predictor of children’s ‎attitudes towards mathematics at ‎age 10‎. Journal of Early Childhood Research, 16, 319-334. [link]
  • Gilleece, L. & Eivers, E. (2018). Primary school websites in Ireland: are they used to inform and involve parents. Irish Educational Studies. [link]
  • Gilleece, L. & Eivers, E. (2018). Characteristics associated with paper-based and online reading in Ireland: Findings from PIRLS and ePIRLS 2016. International Journal of Educational Research, 91, 16-27. [link]
  • John Jerrim, John Micklewright, Jorg-Henrik Heine, Christine Salzer & Caroline McKeown (2018) PISA 2015: how big is the ‘mode effect’ and what has been done about it?, Oxford Review of Education, 44:4, 476-493. [Link]
  • Kavanagh, L. & Weir, S. (2018). The play and pastimes of Sixth class children in urban DEIS primary schools. Children’s Research Digest (August 2018). [link]
  • Shiel, G., & Kennedy, E. (2018). Literacy policy and performance on PIRLS 2016 in the Republic of Ireland. In M. M. Clark (Ed.), Teaching initial literacy: Policies, evidence and ideology (pp. 38-46). Birmingham: Glendale Education.
  • Weir, S. & Kavanagh, L. (2018). Achievement in the Junior Certificate Examination: Trends over time in DEIS and non-DEIS schools. In. B. Mooney (Ed.). Ireland’s yearbook of education, 2018-2019 (pp. 240-243). Dublin: Education Matters.

 

Books/Monographs/Reports

  • Clerkin, A., Perkins, R. & Chubb, E. (2018). Inside the post-primary classroom: Mathematics and science in Second Year. Dublin: Educational ‎Research ‎Centre. ‎ DOWNLOAD
  • Eivers, E., & Delaney, M. (2018). PIRLS and ePIRLS 2016: Test content and Irish pupils’ performance. Dublin: Educational Research Centre. DOWNLOAD
  • Kavanagh, L. & Weir, S. (2018). The evaluation of DEIS: The lives and learning of urban primary school pupils, 2007-2016. Dublin: Educational Research Centre. DOWNLOAD
  • Weir, S. & Kavanagh, L. (2018). The evaluation of DEIS at post-primary level: Closing the achievement and attainment gaps. Report to the Department of Education and Skills. Dublin: Educational Research Centre. DOWNLOAD
  • Weir, S., Kavanagh, L., Moran, E. & Ryan, A. (2018). Partnership in DEIS schools: A survey of Home-School-Community Liaison Coordinators in primary and post-primary schools in Ireland. Report to the Department of Education and Skills. Dublin: Educational Research Centre. DOWNLOAD