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We would like to thank all of our colleagues who have been depositing their research into the institutional repository, TARA, for open access. This is an important step towards improving research impact and visibility globally, and represents MIE’s commitment to international best practice in research. Please do get in touch with the library if you have any items you’d be interested in uploading. Here are some of the newest items from MIE on TARA:

Recent Submissions to MIE on TARA

Young, A. M., Ní Dhuinn, M., Mitchell, E., Ó Conaill, N., & Uí Choistealbha, J. (2022). Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities. Journal of Education for Teaching, 48:4, 459-474. DOI: 10.1080/02607476.2022.2082274

Disorienting dilemmas and transformative learning for school placement teacher educators during COVID-19: challenges and possibilities. (tcd.ie)

 

 

O'Toole, B. and Skinner, B. (2018). Closing the achievement gap: challenges and opportunities. In B. Skinner and B. O'Toole (Eds.), Minority language pupils and the curriculum: closing the achievement gap. Marino Institute of Education and University of Ulster: E-book.

Closing the achievement gap: challenges and opportunities (tcd.ie)

Murphy, G. & Ní Dhuinn, M. (2022). The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity. Frontiers in Education (Teacher Education), 7. Frontiers. doi: 10.3389/feduc.2022.913610

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity. (tcd.ie)

Kiely, J. (2013). Dialogic Story-Reading: A Vehicle to Develop Children’s Oral Language. In Language, Literacy and Literature: Re-imagining Teaching and Learning: Proceedings of the 2013 Annual Conference of The Reading Association of Ireland. Reading Association of Ireland.

Dialogic Story-Reading: A Vehicle to Develop Children’s Oral Language. (tcd.ie)

Walsh, G., Martin, C., Sloan, S., Dunn, J., Gibson, K., Orr, K., & Winter, F. (2022). The BUDDIES Study (BUilding BriDges, DimInishing Educational DiSadvantage): Examining the Role of Home-School Community Liaison (HSCL) across the island of Ireland. SCoTENS. https://scotens.org/site/wp-content/uploads/BUDDIES-Report.pdf

The BUDDIES Study (BUilding BriDges, DimInishing Educational DiSadvantage): Examining the Role of Home-School Community Liaison (HSCL) across the island of Ireland. (tcd.ie)

Thomas, E. and Dunne, C. M. (2022). ITE provision in minority language contexts: The case of Wales and Ireland. Journal of Immersion and Content-Based Language Education 10(2), 1-26 http://doi.org/10.1075/jicb/21031.tho

ITE provision in minority language contexts: The case of Wales and Ireland. (tcd.ie)

Report on the Consultation with Children on the Draft Primary Curriculum. (tcd.ie)

Kiely, J., Brosnan, M. H., Uí Chianáin, A., Colum, M., & Dunne, C. M. (2022). Report on the Consultation with Children on the Draft Primary Curriculum. Marino Institute of Education.

Moloney, C. and O'Toole, B. (2018). 'Windows and mirrors' or 'closed doors'? Representations of diversity in early years' textbooks. Irish Teachers' Journal, 6(1), November.

'Windows and mirrors' or 'closed doors'? Representations of diversity in early years' textbooks. (tcd.ie)

Connolly, C., Hall, T., Ryan, M., McMahon, J., McGann, M., & Egan, A. (2021). A fusion of research-informed teaching and teaching-informed research: Designing a scalable online ecosystem for new partnerships in educational research. Australasian Journal of Educational Technology, 37(1), 82–95. https://doi.org/10.14742/ajet.6131

A fusion of research-informed teaching and teaching-informed research : Designing a scalable online ecosystem for new partnerships in educational research. (tcd.ie)