Publications 2022


  • Clerkin, A., Jeffers, G. & Choi, SD. (2022). Wellbeing in Personal Development: Lessons from National School-Based Programmes in Ireland and South Korea. In: McLellan, R., Faucher, C. & Simovska, V. (eds) Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research. Vol. 4 (pp.155-172). Springer. [DOWNLOAD]
  • Department of Education, National Council for Curriculum and Assessment, Delaney, E., McHugh, G., McAteer, S., & O’Neill, B. (2022). Ireland. In K.A. Reynolds, E. Wry, I.V.S. Mullis, & M. von Davier (Eds.), PIRLS 2021 Encyclopedia: Education policy and curriculum in reading. [LINK]
  • Elsayed, M.A.A., Clerkin, A., Pitsia, V., Aljabri, N., & Al-Harbi, K. (2022). Boys’ underachievement in mathematics and science: An analysis of national and international assessment data from the Kingdom of Saudi Arabia. Large-scale Assessments in Education, 10(23).
  • Feerick, E., Clerkin, A. & Cosgrove, J. (2022) Teachers’ understanding of the concept of ‘embedding’ digital technology in education. Irish Educational Studies, 41(1), 27-39. [LINK]
  • Gilleece, L., & McHugh, G. (2022). Validating school-based measures of educational disadvantage in Ireland. Education Policy Analysis Archives, 30 (169). [LINK]
  • Karakolidis, A., Pitsia, V., & Cosgrove, J. (2022). Multilevel modelling of international large-scale assessment data. In M. S. Khine (Ed.), Methodology for Multilevel Modeling in Educational Research (pp. 141–159). Springer.
  • Kennedy, E., & Shiel, G. (2022). Writing assessment for communities of writers: rubric validation to support formative assessment of writing in Pre-K to grade 2. Assessment in Education: Principles, Policy & Practice, 29 (2), 127-149, DOI: 10.1080/0969594X.2022.2047608 [LINK]
  • Looney, A., O’Leary, M., Scully, D., & Shiel, G. (2022). Cross-national achievement surveys and educational monitoring in Ireland. In L. Volante, S.V. Schnepf & D.A. Klinger (Eds.), Cross-national achievement surveys for monitoring educational outcomes: Policies, practices and political reforms within the European Union (pp. 153-176). Publications Office of the European Union. [LINK]
  • Nonte, S., Clerkin, A., & Perkins, R. (2022). An examination of science achievement and school compositional effects in Ireland using TIMSS data. European Journal of Educational Research, 11(4), 2523-2536. [LINK]
  • O’Farrell, P., Wilson, C., & Shiel, G. (2022). Teachers’ perceptions of the barriers to assessment of mental health in schools with implications for educational policy: A systematic review. British Journal of Educational Psychology, 00, 1– 21.
  • Pitsia, V. (2022). Examining high achievement in mathematics and science among post-primary students in Ireland: a multilevel binary logistic regression analysis of PISA data. Large-scale Assessments in Education, 10(14), 1-30.


  • Cosgrove, J., Feerick, E., Moran, E., & Perkins, R. (2022). Digital technologies in education – Ireland in the international context: Trends and implications from PISA 2012-2018. Dublin: Educational Research Centre. [DOWNLOAD]
  • Delaney, E., McAteer, S., McHugh, G., & O’Neill, B. (2022). Primary school reading in Ireland in PIRLS 2016: Perspectives of pupils, parents and teachers. Dublin: Educational Research Centre. [DOWNLOAD]
  • Kennedy, E., & Shiel, G. (2022). Addressing Achievement Gaps between Disadvantaged and non-Disadvantaged Students at Primary and Post-primary Level: A Review of Recent International Research. Department of Education.
  • Rawdon, C., Fitzgerald, C., & Gilleece, L. (2022). Developing an evaluation framework for teachers’ professional learning in Ireland: Phase 3b Small-scale consultation with children and young people. Dublin: Educational Research Centre. [DOWNLOAD]
  • Rawdon, C. & Gilleece, L. (2022). Developing an evaluation framework for teachers’ professional learning in Ireland: Phase 3a Consultation with TPL providers. Dublin: Educational Research Centre. [DOWNLOAD]
  • Shiel, G. (2022). Summative Assessment of Literacy and Numeracy. Department of Education.
  • Shiel, G. & Dooley, T. (2022). Formative Assessment to Support Literacy and Numeracy Development at Primary and Post-primary Levels. Department of Education.
  • Shiel, G., McHugh, G., Denner, S., Delaney, M., Cosgrove, J., with McKeown, C. (2022). Reading literacy in Ireland in PISA 2018: Performance, policy and practice. Dublin: Educational Research Centre. [DOWNLOAD]
  • Shiel, G., & Pitsia, V. (2022). Addressing the needs of high-achieving and highly able students in literacy and numeracy. Department of Education.