| # | Title | Journal | Year | Citations |
|---|
| 1 | What is ‘good’ teaching? Teacher beliefs and practices about their teaching | Irish Educational Studies | 2013 | 113 |
| 2 | Teachers’ use of technology and the impact of Covid-19 | Irish Educational Studies | 2021 | 84 |
| 3 | Mapping the landscape of communities of practice as professional development in Irish physical education | Irish Educational Studies | 2012 | 77 |
| 4 | A rising tide meets a perfect storm: new accountabilities in teaching and teacher education in Ireland | Irish Educational Studies | 2013 | 59 |
| 5 | Gender inequalities in higher education: extent, development and mechanisms of gender differences in enrolment and field of study choice | Irish Educational Studies | 2011 | 51 |
| 6 | Regaining focus in Irish Junior Cycle Science: potential new directions for curriculum and assessment on Nature of Science | Irish Educational Studies | 2014 | 50 |
| 7 | Professional identity in early childhood care and education: perspectives of pre-school and infant teachers | Irish Educational Studies | 2010 | 47 |
| 8 | Teacher Design Teams (TDTs)—building capacity for innovation, learning and curriculum implementation in the continuing professional development of in-career teachers | Irish Educational Studies | 2007 | 46 |
| 9 | Strategic planning and accountability in Irish education | Irish Educational Studies | 2009 | 45 |
| 10 | Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland | Irish Educational Studies | 2021 | 45 |
| 11 | Corporate multiculturalism, diversity management, and positive interculturalism in Irish schools and society | Irish Educational Studies | 2010 | 44 |
| 12 | An excavation of the racialised politics of viability underpinning education policy in Ireland | Irish Educational Studies | 2010 | 41 |
| 13 | An exploratory survey of the experiences of homophobic bullying among lesbian, gay, bisexual and transgendered young people in Ireland | Irish Educational Studies | 2008 | 40 |
| 14 | Key elements in a positive practicum: insights from Australian post-primary pre-service teachers | Irish Educational Studies | 2009 | 39 |
| 15 | Reform, racism and the centrality of whiteness: assessment, ability and the ‘new eugenics’ | Irish Educational Studies | 2010 | 39 |
| 16 | Social participation of students with special educational needs in different educational systems | Irish Educational Studies | 2015 | 39 |
| 17 | Governesses, tutors and parents: Domestic education in Ireland, 1700–1880 | Irish Educational Studies | 1988 | 38 |
| 18 | Where is the discourse of desire? Deconstructing the Irish Relationships and Sexuality Education (RSE) resource materials | Irish Educational Studies | 2005 | 37 |
| 19 | Students with special needs and the composition of their peer group | Irish Educational Studies | 2010 | 37 |
| 20 | Immigration and school composition in Ireland | Irish Educational Studies | 2010 | 36 |
| 21 | Operationalising self-evaluation in schools: experiences from Ireland and Iceland | Irish Educational Studies | 2011 | 36 |
| 22 | The primary schoolteacher and physical education: a review of research and implications for Irish physical education | Irish Educational Studies | 2012 | 36 |
| 23 | The professional knowledge base and practice of Irish post-primary teachers: what is the research evidence telling us? | Irish Educational Studies | 2012 | 35 |
| 24 | Diversity in initial teacher education in Ireland: the socio-demographic backgrounds of postgraduate post-primary entrants in 2013 and 2014 | Irish Educational Studies | 2015 | 35 |
| 25 | Psychological distress and help seeking amongst higher education students: findings from a mixed method study of undergraduate nursing/midwifery and teacher education students in Ireland | Irish Educational Studies | 2016 | 35 |
| 26 | Using the Dynamic Model to develop an evidence-based and theory-driven approach to school improvement | Irish Educational Studies | 2010 | 34 |
| 27 | Signature pedagogies in support of teachers’ professional learning | Irish Educational Studies | 2016 | 34 |
| 28 | School matters: how context influences the identification of different types of special educational needs | Irish Educational Studies | 2012 | 33 |
| 29 | ‘When I meet them I talk to them’: the challenges of diversity for preservice teacher education | Irish Educational Studies | 2005 | 32 |
| 30 | Early school-leaving in the Netherlands: the role of family resources, school composition and background characteristics in early school-leaving in lower secondary education | Irish Educational Studies | 2011 | 32 |
| 31 | The composition of applicants and entrants to teacher education programmes in Ireland: trends and patterns | Irish Educational Studies | 2008 | 31 |
| 32 | Underneath the Band-Aid: supporting bilingual students in Irish schools | Irish Educational Studies | 2008 | 31 |
| 33 | The effects of school social mix: unpacking the differences | Irish Educational Studies | 2014 | 30 |
| 34 | What does it mean to be Irish? Children's construction of national identity1 | Irish Educational Studies | 2006 | 29 |
| 35 | The impact of a curriculum course on pre-service primary teachers' science content knowledge and attitudes towards teaching science | Irish Educational Studies | 2012 | 29 |
| 36 | Distributed leadership and middle leadership practice in schools: a disconnect? | Irish Educational Studies | 2017 | 29 |
| 37 | Evaluating teaching as a profession—implications of a research study for the work of the teaching council | Irish Educational Studies | 2007 | 28 |
| 38 | The impact of migration on national identity in a globalized world: a comparison of civic education curricula in England, France and Ireland | Irish Educational Studies | 2012 | 28 |
| 39 | No longer ‘Catholic, White and Gaelic’: schools in Ireland coming to terms with cultural diversity | Irish Educational Studies | 2013 | 28 |
| 40 | Who teaches mathematics at second level in Ireland? | Irish Educational Studies | 2011 | 26 |
| 41 | Connection before content: using multiple perspectives to examine student engagement during Covid-19 school closures in Ireland | Irish Educational Studies | 2021 | 26 |
| 42 | …and the market created the student to its image and likening. Neo-liberal governmentality and its effects on higher education in Ireland | Irish Educational Studies | 2011 | 25 |
| 43 | The impact of education level and type on moral reasoning | Irish Educational Studies | 2013 | 25 |
| 44 | Socio-demographic composition of primary initial teacher education entrants in Ireland | Irish Educational Studies | 2018 | 25 |
| 45 | ‘The COVID-19 crisis is not the core problem’: experiences, challenges, and concerns of Irish academia during the pandemic | Irish Educational Studies | 2021 | 25 |
| 46 | ‘Schooling at Home’ in Ireland during COVID-19’: Parents’ and Students’ Perspectives on Overall Impact, Continuity of Interest, and Impact on Learning | Irish Educational Studies | 2021 | 25 |
| 47 | Bringing in Bourdieu's theory of social capital: renewing learning partnership approaches to social inclusion | Irish Educational Studies | 2005 | 24 |
| 48 | ‘The sooner the better I could get out of there’: barriers to higher education access in Ireland | Irish Educational Studies | 2011 | 24 |
| 49 | An examination of the relationship between enjoyment, physical education, physical activity and health in Irish adolescents | Irish Educational Studies | 2012 | 24 |
| 50 | Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland | Irish Educational Studies | 2019 | 23 |
