Research output per year
Research output per year
Personal profile
Education/Academic qualification
Doctor of Philosophy (PhD)
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Dive into the research topics where Emmanuel O'Grady is active. These topic labels come from the works of this person. Together they form a unique fingerprint.
- 12 Similar Profiles
Collaborations and top research areas from the last five years
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Profiles
Research output
- 9 Article
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Exploring how respect is articulated in Irish education policy, curriculum, circulars and legislation
McCormack, O., O’Flaherty, J. & O’Grady, E., 25 Mar 2024, In: Irish Educational Studies. 44, 2, p. 359-376 18 p.Research output: Contribution to journal › Article › peer-review
Open Access -
Respect as a critical reflexive practice during induction: exploring mentor teachers’ conceptions of respect
O’Grady, E. & Mooney-Simmie, G., 2024, In: Teachers and Teaching: Theory and Practice. 30, 3, p. 271-288 18 p.Research output: Contribution to journal › Article › peer-review
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‘Our opinions really matter': conceptualising and operationalising authentic student voice through negotiated integrated curriculum
O’Reilly, J. & O’Grady, E., 2 Apr 2024, In: Education 3-13. 52, 6, p. 811-829 19 p.Research output: Contribution to journal › Article › peer-review
Open Access -
Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows
Simmie, G. M., Moles, J. & O’Grady, E., 2 Jan 2019, In: Critical Studies in Education. 60, 1, p. 55-72 18 p.Research output: Contribution to journal › Article › peer-review
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Developing the characteristic spirit of publicly managed schools in a more secular and pluralist Ireland
O’Flaherty, J., McCormack, O., Gleeson, J., O’Reilly, B., O’Grady, E. & Kenny, N., 4 May 2018, In: Cambridge Journal of Education. 48, 3, p. 317-333 17 p.Research output: Contribution to journal › Article › peer-review
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Promoting student agentic engagement through curriculum: exploring the Negotiated Integrated Curriculum initiative
Fitzpatrick, J., Ogrady, E. & Oreilly, J., 2 Oct 2018, In: Irish Educational Studies. 37, 4, p. 453-473 21 p.Research output: Contribution to journal › Article › peer-review
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“Biting one’s lip” and “distancing”: exploring pre-service teachers’ strategies in dysfunctional professional relationships
O’Grady, E., Guilfoyle, L. & McGarr, O., 8 Aug 2018, In: Asia-Pacific Journal of Teacher Education. 46, 4, p. 369-383 15 p.Research output: Contribution to journal › Article › peer-review
Open Access -
Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority
McGarr, O., O’Grady, E. & Guilfoyle, L., 1 Jan 2017, In: Journal of Education for Teaching. 43, 1, p. 48-60 13 p.Research output: Contribution to journal › Article › peer-review
Open Access -
Establishing respectful educative relationships: A study of newly qualified teachers in Ireland
O’Grady, E., 3 Apr 2015, In: Cambridge Journal of Education. 45, 2, p. 167-185 19 p.Research output: Contribution to journal › Article › peer-review