Teacher Education and Professional Practice
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McMullen, J. (2020) Sitting on a wobbly chair’: mental health and wellbeing among newcomer pupils in Northern Irish schools
Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling […]
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McCullagh, J. and Doherty, A. (2020) Stranmillis College: a Model of Excellence in Primary Science in Initial Teacher Education
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McCullagh, J. (2020) Developing understanding of science skills in Northern Ireland through co-teaching between pre- and in-service teachers
The Teacher Assessment in Primary Science for Northern Ireland (TAPS-NI) project (2017-19) worked collaboratively with pre- and in-service teachers to […]
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Eaton, P. (2020) Teacher Education in Northern Ireland: Reasons to be Cheerful or a Wicked Problem?
This paper provides a critical reflection on teacher education and professional development in Northern Ireland between 2003 and 2018. It […]
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McMullen, J. (2020) The impact of a school-based life skills intervention in Ugandan secondary schools: perspectives of teachers and students
The evaluation of psychosocial interventions in low income countries requires focus on cultural appropriateness, implementation, and the experiences of participants. […]
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McConnell, B. (2019) BeSAD … “it was truly an awful experience”: an exploration of pre-service teachers’ experiences and training needs to support pupils experiencing issues of bereavement, separation and divorce
Research exploring the well-being and pastoral care of pupils attending primary and post-primary schools has become an issue of increased […]
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”
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