Teacher Education and Professional Practice

• 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 […]

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• McVeigh, C. (2017) Verbal and visuospatial working memory in immersion-educated bilingual children

  Working memory (WM) is a recognised component of executive function and has undergone scrutiny in terms of bilingual and monolingual […]

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• McMullen (2018) Evaluation of a teacher-led, life-skills intervention for secondary school students in Uganda

  Rationale Despite a recognised need for mental health and life skills promotion for young people in low- and middle-income countries […]

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