Over the years of Growing Up in Ireland, the data have been used by researchers to examine a range of issues and concerns in the lives of children and young people, and their parents. In a new series of posts, we highlight studies published in peer-reviewed journals that address particular themes. The third in our series looks at School and Education.
Academic achievement gaps by migration background at school starting age in Ireland. Sprong, S. & Skopek, J.
Educational achievement and bullying: The mediating role of psychological difficulties. Murphy, D., Leonard, S.J., Taylor, L.K. & Santos, F.H.
Exploring cumulative disadvantage in early school leaving and planned post-school pathways among those identified with special educational needs in Irish primary schools. Carroll, E., McCoy, S., Mihut, G
Examining the “migrant gap” at school starting age: the case of Ireland. Sprong, S. & Skopek, J.
A capability approach to understanding academic and socio-emotional outcomes of students with special educational needs in Ireland. Mihut, G., McCoy, S. & Maitre, B.
Are the effects of intelligence on student achievement and well-being largely functions of family income and social class? Evidence from a longitudinal study of Irish adolescents. O’Connell, M. & Marks, G.N.
Gender stereotyping in mothers’ and teachers’ perceptions of boys’ and girls’ mathematics performance in Ireland. McCoy, S., Byrne, D. & O’Connor, P.
Secondary school transition for students with special educational needs in Ireland. McCoy, S., Shevlin, M. & Rose, R.
Educational experiences and outcomes for children with special educational needs: A secondary analysis of data from the Growing Up in Ireland study (NCSE Research Report No. 17). Cosgrove, J., McKeown, C., Travers, J., Lysaght, Z., Ní Bhroin, O. & Archer, P.
Educational experiences and outcomes for children with special educational needs, Phase 2 from age 9-13: A secondary analysis of data from the Growing Up in Ireland study. (NCSE Research Report No. 25). Cosgrove, J., McKeown, C., Travers, J., Lysaght, Z., Ní Bhroin, O. & Archer, P.
Low expectations: Do teachers underestimate the ability of overweight children or the children of overweight mothers. Queally, M., Doherty, E., Finucane, F. & O’Neill, C.
Primary school principals ‘ job satisfaction and occupational stress. Darmody, M. & Smyth, E.
Using a national dataset to explore sub-groups in Irish immersion education. Strickland, K. & Hickey, T.
The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland. McCoy, S., Maître, B., Watson, D. & Banks, J.
Parental educational expectations of children with disabilities. Banks, J., Maitre, B., McCoy, S. & Watson, D.
An mhaith leat an Ghaeilge? An analysis of variation in primary pupil attitudes to Irish in the growing up in Ireland study. Devitt, A., Condon, J., Dalton, G., O’Connell, J. & Ni Dhuinn, M.
Later is better: mobile phone ownership and child academic development, evidence from a longitudinal study. Dempsey, S., Lyons, S. & McCoy, S.
School sector variation among primary schools in Ireland. Darmody, M., Smyth, E. & McCoy, S.
Are classroom internet use and academic performance higher after government broadband subsidies to primary schools? Hyland, M., Layte, R., Lyons, S., McCoy, S., Silles, M.
What predicts disaffection in Irish primary schools? Darmody, M. & Thornton, M.
Learning from the evaluation of DEIS. Smyth, E., McCoy, S. & Kingston, G.
The effects of school social mix: unpacking the differences. McCoy, S., Quail, A. &Smyth, E.
Affective school engagement and self-concept: How are Irish boys and girls faring? Frawley, D., McCoy, S. & Banks, J.
Simply academic? Why children with special educational needs don’t like school. McCoy, S. & Banks, J.
School matters: How context influences the identification of different types of special educational needs. McCoy, S., Banks, J. & Shevlin, M.
Too much of a good thing? Gender, ‘concerted cultivation’ and unequal achievement in primary education. McCoy, S., Byrne, D. & Banks, J.
The role of parental expectations in understanding social and academic well-being among children with disabilities in Ireland. McCoy, S., Maitre, B., Watson, D. & Banks, J.
Digital technologies and student learning. McCoy, S. & Lyons, S.
Insights into the prevalence of special educational needs. McCoy, S., Banks, J. & Shevlin, M.
The primary school classroom: Insights from the Growing Up in Ireland study. McCoy, S., Smyth, E. & Banks, J.
Inclusive education research: Evidence from Growing Up in Ireland. Banks J., McCoy S. & Shevlin M.
Immigrant children in Irish schools. McGinnity, F., Quinn, E., Kingston, G. & O’Connell, P.
What do we know about special educational needs? Evidence from Growing Up in Ireland. Banks, J. & McCoy, S.
Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools. Banks, J., Shevlin, M., & McCoy, S.
Home computer use and academic performance of nine-year-olds. Casey, A., Layte, R., Lyons, S. & Silles, M.
Understanding parental influence on educational outcomes among 9-Year-Olds in Ireland: The mediating role of resources, attitudes and children’s own perspectives. Smyth, E., Whelan, C.T., McCoy, S., Quail, A. & Doyle, E.
Attitudes to Irish as a school subject among 13-year-olds. Smyth, E. & Darmody, M.
A Study on the prevalence of special educational needs. Banks J. & McCoy S.
Persistent absenteeism among Irish primary school pupils. Thornton, M., Darmody, M. & McCoy, S.