Journal Article

  • Purdy, N. (2020) Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework

    SCoTENS (the Standing Conference on Teacher Education North and South) is a unique network of teacher educators from north and […]

  • McVeigh, C. (2016) A randomized controlled trial of an early-intervention, computer-based literacy program to boost phonological skills in 4- to 6-year-old children

    Background Many school‐based interventions are being delivered in the absence of evidence of effectiveness (Snowling & Hulme, 2011, Br. J. Educ. […]

  • McMurray, S. (2020) Learning to spell for children 5–8 years of age: The importance of an integrated approach to ensure the development of phonic, orthographic and morphemic knowledge at compatible levels

    This paper considers samples of independent writing highlighting the integral role of phonology, orthography and morphology in spelling development for […]

  • Jones, Sharon (2020) Finding Our True North: On Languages, Understanding and Curriculum in Northern Ireland

    Language learning can open up new worlds and deepen understanding of our own. It can foster awareness of other people, […]

  • Ievers, M. (2020), STEM Education in Northern Ireland: Is it an example of systemic failure?

    Five years have now passed since the last government review of STEM (Science, Technology, Engineering and Mathematics) education in Northern […]

  • Greenwood, R. (2020) Enquiry-based learning in the primary classroom: student teachers’ perceptions

    Enquiry-based learning (EBL) in primary schools is a constructivist approach which has a strong focus on children asking questions, working […]

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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