Forskningsoutput per år
Forskningsoutput per år
Personlig profil
Utbildning / akademisk kvalifikation
Doctor of Philosophy (PhD)
Fingeravtryck
Fördjupa i forskningsämnen där Emmanuel O'Grady är aktiv. Dessa ämnesetiketter kommer från personens arbeten. Tillsammans bildar de ett unikt fingeravtryck.
- 1 Liknande profiler
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Profiler
Forskningsresultat
- 9 Article
-
Exploring how respect is articulated in Irish education policy, curriculum, circulars and legislation
McCormack, O., O’Flaherty, J. & O’Grady, E., 25 mars 2024, I: Irish Educational Studies. 44, 2, s. 359-376 18 s.Forskningsoutput: Article › Peer review
Öppen tillgång2 Citeringar (Scopus) -
Respect as a critical reflexive practice during induction: exploring mentor teachers’ conceptions of respect
O’Grady, E. & Mooney-Simmie, G., 2024, I: Teachers and Teaching: Theory and Practice. 30, 3, s. 271-288 18 s.Forskningsoutput: Article › Peer review
3 Citeringar (Scopus) -
‘Our opinions really matter': conceptualising and operationalising authentic student voice through negotiated integrated curriculum
O’Reilly, J. & O’Grady, E., 2 apr. 2024, I: Education 3-13. 52, 6, s. 811-829 19 s.Forskningsoutput: Article › Peer review
Öppen tillgång18 Citeringar (Scopus) -
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, I: Critical Studies in Education. 60, 1, s. 55-72 18 s.Forskningsoutput: Article › Peer review
53 Citeringar (Scopus) -
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 maj 2018, I: Cambridge Journal of Education. 48, 3, s. 317-333 17 s.Forskningsoutput: Article › Peer review
29 Citeringar (Scopus) -
Promoting student agentic engagement through curriculum: exploring the Negotiated Integrated Curriculum initiative
Fitzpatrick, J., Ogrady, E. & Oreilly, J., 2 okt. 2018, I: Irish Educational Studies. 37, 4, s. 453-473 21 s.Forskningsoutput: Article › Peer review
30 Citeringar (Scopus) -
“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, I: Asia-Pacific Journal of Teacher Education. 46, 4, s. 369-383 15 s.Forskningsoutput: Article › Peer review
Öppen tillgång16 Citeringar (Scopus) -
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, I: Journal of Education for Teaching. 43, 1, s. 48-60 13 s.Forskningsoutput: Article › Peer review
Öppen tillgång72 Citeringar (Scopus) -
Establishing respectful educative relationships: A study of newly qualified teachers in Ireland
O’Grady, E., 3 apr. 2015, I: Cambridge Journal of Education. 45, 2, s. 167-185 19 s.Forskningsoutput: Article › Peer review
7 Citeringar (Scopus)