Publications from RAISE

Mark Prendergast, Niamh O' Meara, Laura Duffy, Iseult O' Rourke (2022). Delving into the shadow: Mathematics teachers’ perspectives on the impact of private supplementary tutoring in Ireland. Asian Journal for Mathematics Education.

Thomas Delahunty, Dr. Máire Ní Ríordáin (2022). Perspectives in Contemporary STEM Education Research; Research Methodology and Design.

Thomas Delahunty, Dr. Máire Ní Ríordáin, Mark Prendergast (2022). Gender stereotypes and self-concept as predictors of pre-service early childhood teachers’ STEM attitudes. Gender stereotypes and self-concept as predictors of pre-service early childhood teachers’ STEM attitudes.

Thomas Delahunty, Aoibhinn Ní Shúilleabháin (2022). Attitudes to lesson study and the relationship to perceived teaching self-efficacy in mathematics among practicing teachers. Attitudes to lesson study and the relationship to perceived teaching self-efficacy in mathematics among practicing teachers.

Aoibhinn Ní Shúilleabháin, Fergus McAuliffe, Éidín Ní Shé (2021). ‘Bottoms up’: A case study on integrating public engagement within a university culture. Research for all, 5(2).

Dr. Máire Ní Ríordáin, Aoibhinn Ní Shúilleabháin, Mark Prendergast, Patrick Johnson (2021). Irish pre-service mathematics teachers’ knowledge of curriculum-aligned content. Irish Educational Studies.

Thomas Delahunty, Richard Kimbell (2021). (Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity. British Educational Research Journal, 47(3).

Thomas Delahunty, Dr. Máire Ní Ríordáin, Mark Prendergast (2017). Gender stereotypes and self-concept as predictors of pre-service early childhood teachers’ STEM attitudes .

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Thomas Delahunty, Mark Prendergast, Dr. Máire Ní Ríordáin (2015). Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?. Frontiers in Education (Lausanne), 6.