Online Library

Research Journals and Books

Free access for Registered Teachers

The Teaching Council provides all registered teachers with free access to an online library of journals and eBooks.

To access the library, registered teachers must log in using their Teaching Council Registration Number. To access the online library once logged in, click 'Access to Education Journals' at the bottom left of the screen. You can then search the Education Source, ERIC and eBook libraries for a wide range of relevant educational research.

Find out more about the online library here

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Other Research Databases

There are a number of open source repositories and databases that offer journal articles, books and theses.

Directory of Open Access Books - DOAB increases the discoverability of Open Access books.

Directory of Open Access Journals - DOAJ is an online directory that indexes and provides access to quality open access, peer-reviewed journals.

ERIC Institute of Education Services - ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

OAPEN Library - The OAPEN Library contains freely accessible academic books, mainly in the area of humanities and social science.

Open Book Publishers - OPB publish high-quality, open access academic research in the Humanities and Social Sciences.

Springer Open - Springer Open offers researchers from all areas of science, technology, medicine, the humanities and social sciences a place to publish open access in journals and books.

Wiley Open - Wiley Open Access is a programme of fully open access journals.

DORAS – Open access institutional repository providing free online access to research publications and theses from Dublin City University.

CORA – The Cork Open Research Archive, gives you free open access to University College Cork's scholarly and scientific research publications and theses.

ARROW - The repository is a service of the Dublin Institute of Technology Library Services.

NCSE – Information on research and policy publications in the field of special education on the island of Ireland since 2009, from the National Council of Special Education.

ARAN - ARAN is the digital collection of open access scholarly publications from NUI Galway. ARAN collects, preserves and makes freely available scholarly communication, including peer-reviewed articles, working papers and conference papers and conference papers created by NUI Galway researchers.

TARA - TARA is an open access repository from Trinity College Dublin.

RIAN – An expansive portal to Irish research, including an aggregation of content from a number of institutional repositories e.g. University of Limerick, NUI Maynooth, Higher Education Authority etc.

Funded Research

2007-2011 Research Bursary Scheme

Between 2007 and 2011 the Teaching Council ran 4 research bursary schemes to support teachers’ ongoing professional learning through their engagement in and with research.

During this time, 108 projects were awarded funding and links to the research received to date are provided below. For your convenience we have grouped them according to the area being researched. As more bursary recipients submit their completed research and it undergoes our independent review process, this page will be updated. Over time, it will become a valuable research resource for teachers and others interested in teaching, learning and for practising teachers and all with an interest in teaching, learning and assessment. If, having read a research summary, you are interested in making contact with the researcher to find out more, email research@teachingcouncil.ie and we will be happy to forward your contact details to the researcher.

Cooperative Learning

  1. Science Teachers' Use of Whole Class Instruction and Cooperative Learning Methodologies in a Girls' Voluntary Secondary School. Research by Miriam Hamilton (2008/09 Bursary Scheme). Read summary report.

  2. The effect of Cooperative Learning on Academic Achievement and Social Interaction in the Mathematics classroom. Research by Caroline O'Brien (2008/09 Bursary Scheme). Read summary report.

  3. An Investigation into the effects of Cooperative Learning on English Spelling and Comprehension in a Second Level Gaelscoil. Research by Joseph Cremen (2008/09 Bursary Scheme). Read summary report

  4. Cooperative Learning in the Language Classroom – Can it improve the oral competency of the students? Research by Eileen Butler (2008/09 Bursary Scheme). Read summary report.

  5. The Effects of Co-operative Learning on a Second Year Junior Certificate Class. Research by Barry Slattery (2010/11 Bursary Scheme). Read summary report.

ICT/Technology

  1. The Impact of the Interactive Whiteboard on a Multi-grade Irish Primary School Setting. Research by Triona Hannon (2008/09 Bursary Scheme). Read summary report.

  2. The Misconceptions of Mathematical Probability amongst Primary Student Teachers: Can ICT be used constructively to highlight and eliminate? Research by Pat Sheridan (2009/10 Bursary Scheme). Read summary report.

  3. Learning and Teaching with Lego Mindstorms Control Technology in the Twenty-first Century Classroom. Research by Ita Ahern (2009/10 Bursary Scheme).Read summary report.

  4. A Multiple Case Study Exploring the Benefits, Concerns and Problems with Online Education for Primary School Children. Research by Conor Ryan (2009/10 Bursary Scheme). Read summary report.

  5. How can I use Video to Enhance Teacher Engagement with my School's Abundant ICT Equipment?. Research by Laura Sloyan (2010/11 Bursary Scheme). Read summary report.

  6. Assessing the Attitudes of Primary School Children to Using Global Positioning Systems (GPS) Devices in Geography. Research by Francis Gray (2010/11 Bursary Scheme). Read summary report.

  7. The Role of Shared Creation of E-Portfolios in the Formation of a Community of Practice. Research by Margaret Deegan (2008/09 Bursary Scheme). Read summary report.

  8. Exploring the Impact of ICT on the Irish Classroom. Research by Eleanor Walsh (2010/11 Bursary Scheme). Read summary report.

  9. An Investigation of a Technology-Supported Problem Based Learning Initiative in a Transition Year Class. Research by Naomi McGoldrick (2010/11 Bursary Scheme). Read summary report.

  10. A study into the influence that Information Communication Technology tools have on primary pupils' attitudes towards science. Research by Kieran Kelly (2010/11 Bursary Scheme). Read summary report.

  11. An Exploratory Study into the Effectiveness of an Automated Assessment Tool and Software Intervention for Working Memory. Research by Michele English (2010/11 Bursary Scheme). Read summary report.

Teacher Education

  1. Bridging the Gap Between Campus and Classroom: Relationships within Teaching Practice Placements. Research by Ann-Marie Young (2009/10 Bursary Scheme). Read summary report.

Special Educational Needs

  1. Educational Provision for Children with Speech and Language Difficulties in Mainstream Primary Schools. Research by Emma Browne (2008/09 Bursary Scheme). Read summary report

  2. An Action Research Study of Developing Provision for Children with Dyspraxia/DCD. Research by Elsie Carmel Healy (2009/10 Bursary Scheme). Read summary report.

  3. An Evaluation of Modified Teaching Methodologies and Classroom Management Strategies for Students with Attention Deficit Hyperactivity Disorder (ADHD). Research by Phyllis Clegg (2007 Bursary Scheme) Read summary report.

Educational Leadership

  1. One Year in the Rough Ground of Practice: Phronesis as a Mode of Educational Leadership in a Multicultural Primary School. Research by Fintan McCutcheon (2007 Bursary Scheme). Read summary report.

  2. A Critical Exploration into the Challenging Dual Role of the Teaching Principal and how the Board of Management and Parent Association in Small Schools can Contribute to Enabling the Principal Realise Curriculum Focused Leadership within a Learning Community. Research by Monica Fanning (2007 Bursary Scheme). Read summary report.

  3. The Functions of the Catholic Primary School Board of Management and the Principal: An Exploration of Prescription and Practice. Research by Brendan Smyth (2010/11 Bursary Scheme). Read summary report.

Literacy and Numeracy

    1. Developing Learner Autonomy in Primary School Students to Improve English Literacy Levels in an Increasingly Diverse Irish Society. Research by Collette Dunne (2007 Bursary Scheme). Read summary report.

    2. Learner Autonomy and Language Learning. Research by Ruth Whelan (2008/09 Bursary Scheme). Read summary report.

    3. A Jaworskian Analysis of Four Senior Class Primary Teachers Endeavouring to Teach Mathematics from a Constructivist-Compatible Perspective. Read summary report.

Assessment

  1. Formative Assessment in an Infant School. Research by Máire Duffy (2010/11 Bursary Scheme). Read summary report.

  2. Assessment for Learning: from Theory to Practice. Research by Kathryn McSweeney (2008/09 Bursary Scheme). Read summary report.

Transition from Primary Level to Post-Primary Level

  1. "Mind the Gap": Students' Perspectives on the Transition from Primary to Post-Primary School. Research by Elizabeth McNally (2007 Bursary Scheme). Read summary report.

  2. Bridging the Chasm: How Can I Improve the Transition Experience of Sixth Class Students Moving into Post-Primary School? Research by Rory McGann (2010/11 Bursary Scheme). Read summary report.

Other

  1. Textbooks in the Constructivist Classroom. Research by Michelle Dunlea (2009/10 Bursary Scheme). Read summary report.

  2. Film production as a Methodology to Support the Teaching and Learning of History in the Senior Classes of Primary School. Research by Paul Moroney (2008/09 Bursary Scheme). Read summary report.

  3. Irish Schools as Communities of Practice for Citizenship Education: The Experiences of One Primary School. Research by Niamh O'Brien (2009/10 Bursary Scheme). Read summary report.

  4. The Impact of a Small Scale Conflict Resolution Intervention Programme on Students' Conflict Management Skills. Research by Mary Hogan (2007 Bursary Scheme). Read summary report.

  5. Identification of Difficult Topics in the Teaching and Learning of Chemistry in Irish Schools and the Development of an Intervention Programme to Target some of these Difficulties. Research by Maria Sheehan (2009/10 Bursary Scheme). Read summary report.

  6. Eleven Years On: A Case Study of Geography Practices and Perspectives within an Irish Primary School. Research by Méabh Cummins (2010/11 Bursary Scheme). Read summary report.

  7. Slí an Cheoil - Experiencing Irish Traditional Music in Post-Primary Music Education. Research by Thomas Johnston (2009/10 Bursary Scheme). Read summary report.

  8. Formal Teacher-Pupil Mentoring in Irish Second Level Education: 'The Blackwater Experience'. Research by David King (2010/11 Bursary Scheme). Read summary report.

  9. An Evaluation of the Graduate Diploma in Guidance Counselling at the University of Limerick: Implications for policy and practice in initial education for Guidance Counsellors. Research by Dr Jennifer Liston (2009/10 Bursary Scheme). Read summary report.

  10. Catholic School Ethos - Ag Seo Ár gCúram. Research by Deborah Skelly. (It should be noted that this summary relates to research which was carried out by a registered teacher independent of the Teaching Council's research bursary scheme. It has been publishsed on this page, following a request by the researcher, as it was considered that the research in question is timely in the context of the evolving patronage landscape and will be of wide interest in the education community.) Read summary report.

  11. 'Dissecting the Bird to Articulate the Song' Exploring the Nature of Teaching and Learning Poetry at Leaving Certificate Level in Ireland. Research by Jennifer Hennessy (2008/2009 Bursary Scheme). Read summary report.

John Coolahan Research Support Framework

Final Reports

Building on the popularity of the previous Research Bursary Schemes, the Teaching Council announced a Research Support Framework (RSF) on 11 March 2017. The framework has been designed to support teachers' ongoing professional learning through their engagement in and with research. As more RSF recipients submit their final research summaries and they undergo our independent review process, this page will be updated. Over time, it will become a valuable research resource for practising teachers and others with an interest in teaching, learning and assessment.

If, having read a research summary, you are interested in finding out more, contact details have been provided for all of the researchers.

1. Developing a Collaborative Interdisciplinary Learning Community to Build the Capacity of Teachers on Evidence-informed Handwriting Teaching (Read final report) Michelle Bergin, with Annette Hardiman

2. Evidence-based Teaching Portfolios: A Valuable Tool for Reflective Practice in Teaching and Learning (Read final report) Miriam Hamilton

3. The Impact of Teaching Group Work Skills on Student Motivation, the Quality of Interactions, and Student Learning in One-hour Collaborative Learning Classes in Junior Cycle English (Read final report) Edmond Behan

4. The Impact of a Positive Behaviour Support Intervention "Check-in/ Check-out" on Challenging Behaviour in an Irish Mainstream Primary School (Read final report) Niamh Hayes

5. Teaching Strategies for use with Children who are Deafblind within the Classroom (Read final report) Karen Coleman, with Deirdre Leech and Catherine McDonald

6. A Critical Investigation and Analysis of the Effectiveness of Co-Operative Teaching, in Building a Collaborative Culture amongst Teachers (Read final report) Niamh O'Shea

7. An Exploratory Case Study of Aspects of the Leaving Certificate Computer Science Draft Specification (Read final report) Helen O'Kelly, with Michelle O'Kelly, Sinead O'Sullivan and Dermot Walsh

8. The Successful Translation of Neuropsychological Assessment into Everyday Classroom Environments (Read final report) Michelle Downes, with Aisling O'Sullivan

9. Developing, Sustaining and Promoting NEARI as a Collaborative Research Network for Educational Practitioners (Read final report) Dr Máirín Glenn, with Dr Caitríona McDonagh, Dr Mary Roche and Dr Bernie Sullivan

10. Droichead: The Currents Beneath, An examination of the impact Droichead has on School Culture and Staff Relations in Schools with Teaching Principals (Read final report) Barbara Mulvihill

11. Irish Research Network in Childhood Bilingualism and Multilingualism (Read final report) Dr Francesca La Morgio, with Lorraine Connaughton Crean, Simon Rouse and Duana Quigley

Commissioned Research

DEEPEN

Droichead: Exploring and Eliciting Perspectives, Experiences and Narratives

In autumn 2018 the Council commissioned Marino Institute of Education and Trinity College, Dublin to research teachers' experiences of Droichead, the professional induction framework for teachers. This research project will explore a range of topics, including the roles and responsibilities of those engaging in, and supporting, the Droichead process, resourcing and supports for the process, the impact of Droichead on school culture, and the connections between the Droichead process and initial teacher education. It will focus in particular on small schools, Gaelscoileanna, DEIS (Delivering Equality of Opportunity in Schools) schools, and special education settings. It is anticipated that it will be completed by autumn 2021 and will inform the Council's review of policy.

Find out more about the project and join the conversation @DEEPEN_Project on twitter, or read the summary below.

Summary - DEEPEN (Droichead: Exploring and Eliciting Perspectives, Experiences and Narratives)

School Placement in Initial Teacher Education

As part of the criteria for initial teacher education (ITE) which were published in 2011, the Teaching Council required all ITE programmes to include an extended and reconceptualised school placement experience, based on a partnership approach between Higher Education Institutions (HEIs) and schools. In the school placement guidelines which were adopted as an addendum to the criteria, the Council recognised that implementation would be challenging for schools and HEIs, owing to the many complexities which would need to be addressed. The guidelines also acknowledged that time would be required for the guidelines to bed down and noted that the Council’s requirements would be subject to review and change, as informed by further research.

With that in mind, the Council commissioned a team of external researchers, led by Professor Kathy Hall in University College Cork, to gather evidence of current practice in relation to school placement, and make recommendations to inform the Council’s thinking and future policy on school placement. The research was conducted over a period of almost four years, with fieldwork beginning in late 2014 and continuing into early 2018. The project incorporates a review of relevant international literature followed by a short account of policy on school placement in selected countries. Methodologically, the study adopts a mixed methods design with quantitative and qualitative dimensions. It is based in six different HEIs that provide a variety of ITE programmes. Qualitative and quantitative fieldwork took place in both primary and post-primary undergraduate and postgraduate programmes. Student teachers, HEI staff and school staff associated with these programmes were surveyed through questionnaires and interviews to establish their views and experiences over time. An additional aspect of the study is that it includes a number of illustrations of effective practice involving partnership between schools and HEIs.

The full report is available here.

Research on Entry Requirements in Initial Teacher Education

Following a consultation process (2012-2013 ) on entry requirements to initial teacher education, the Teaching Council concluded that due to the complexity of the issues raised, further research was necessary. It therefore commissioned the ERSI to carry out this research. The findings of same (published 10 November 2016) offer key insights into ITE entry requirements and application procedures, the profile of applicants, and the implications of changing entry criteria. The report situates these findings within the international context, and has subsequently informed the Council’s deliberations and advice. This advice has been submitted to the Department of Education and Skills, who will make the final decision on the matter.

The research is available for download here.

Practice Based Research

In July 2010 a team of four post-doctoral teachers, in collaboration with Professor Mark Morgan from St. Patrick’s College, Drumcondra, was funded by the Council to carry out research entitled “Practice-based Research Encompassing Professional Development”. The four researchers are convinced of the viability of this form of CPD for busy practitioners who wish to improve their practice, and/or understanding of practice while developing as professionals. The research was school-based and grounded in teacher self-evaluation whereby teachers acknowledged the core values informing their practice and tested how these values are lived out daily in their professional practice within their classroom work.

The research has now been completed and is available for download here.

Research on Teachers' Professional Development

In July 2010 the Teaching Council commissioned the ESRI to compile a report on its behalf in relation to continuing professional development among primary teachers. The study was based on data obtained through the Growing Up in Ireland longitudinal research into nine year old children. As well as focusing on children and their parents, that study collected very detailed information on their teachers and the school context over 2007/2008. For each of the 8,000+ children in the survey, questionnaires were completed by their classroom teacher and school principal. The ESRI report was approved by Council at its meeting on 13 June 2011 and is available below.

ESRI report on teachers' professional development

Research on Job Satisfaction and Occupational Stress in Teaching

In July 2010 the Teaching Council engaged the ESRI to compile a report on its behalf in relation to primary teachers' job satisfaction and stress levels.

The study was based on data obtained through the Growing Up in Ireland longitudinal research into nine year old children. As well as focusing on children and their parents, that study collected very detailed information on their teachers and the school context over 2007/2008. For each of the 8,000+ children in the survey, questionnaires were completed by their classroom teacher and school principal.

The ESRI report was approved by Council at its meeting on 13 June 2011 and is available below:

ESRI report on job satisfaction and stress levels in teaching

Attitudinal Survey

As part of its role in promoting teaching as a profession, the Council has published the results of a survey on attitudes to the teaching profession. This survey of 1,000 adults, carried out by independent market research company, iReach Market Research, has shown that overall, there are positive attitudes to the teaching profession. The majority of respondents are satisfied with the way teachers do their jobs and have a high level of trust in teachers. There is also a strong endorsement of the valuable role teachers play in our society and a good level of understanding of the complexity of the role and the skill level required.

A summary of the survey results can be downloaded here.

Research on the Continuum of Teacher Education

In 2007, the Teaching Council commissioned research on the continuum of teacher education in Ireland and internationally. This included initial teacher education, induction and continuing professional development. The research was done in two parts, the first of which was a background paper prepared by John Coolahan, Professor Emeritus of Education at NUI Maynooth. This was followed by a detailed study undertaken on the Teaching Council’s behalf by Dr. Paul Conway, Dr. Rosaleen Murphy, Dr. Anne Rath and Professor Kathy Hall from UCC. This research has informed the Council’s work on drafting its Review and Accreditation Strategy, its Policy paper on the Continuum of Teacher Education and its Criteria and Guidelines for Providers of Initial Teacher Education Programmes.

Professor Coolahan’s report

The report of Conway et al