Research and Impact
Our work is evidence-based. Take a look at some of our recent reports, publications and peer-reviewed journal articles.
Trinity Access Schools Data Report 2019
From March 2019 to May 2019, a total of 3,863 students from 17 Dublin-based post-primary schools participated in Trinity Access 21 (TA21) whole-school data collection. The goal of this ambitious undertaking was to further understand the impact of the TA21 pillars (Pathways to College, Mentoring and Leadership in Learning). This report shows students’ Active Engagement, Educational Aspirations & Goals, Wellbeing, Student Voice, Confidence in College Success and Student-Teacher Relationship levels.
Trinity Access Teacher Data Report 2019
A descriptive report on teachers’ levels of engagement with various kinds of professional development and communities of practice, and the relationship that this has with their levels of confidence and self-efficacy in relation to certain variables and their perceptions and frequency of integration of key skills into their teaching. The report also looks at teachers’ perceived levels of job satisfaction and stress, identifying positive and negative indicators.
Widening the educational capabilities of socio-economically disadvantaged students through a model of social and cultural capital development
This paper presents a case study which examines the developing capability set of Irish students from a representative sample of schools participating in a university-based widening participation outreach programme. Hannon, C., Faas, D. and O Sullivan, K. (2017). Widening the educational capabilities of socio-economically disadvantaged students through a model of social and cultural capital development. British Educational Research Journal 43 (6):1225-1245.
An IoT and Wearable Technology Hackathon for Promoting Careers in Computer Science
This paper, published in IEEE Transactions on Education, explores the use of a constructivist learning model to implement a week-long workshop to encourage preuniversity teenagers to pursue careers in STEM.
Extending experiential learning in teacher professional development
This paper introduces the use of experiential learning during the early stages of teacher professional development. It was published in the journal Teaching and Teacher Education.
An exploratory case study into the adaptation of the Bridge21 model in Irish classrooms
This paper, published in Shaping our Future: How the lessons of the past can shape educational transformation, reports on an exploratory case study that was carried out in the 2011/12 academic year in which eight Irish schools adapted the Bridge21 model for use in the classroom.
Bridge21 – exploring the potential to foster intrinsic student motivation through a team-based, technology-mediated learning model
This paper, published in Technology, Pedagogy and Education, investigates the effectiveness of a team-based, technology-mediated model called Bridge21 to encourage intrinsic student motivation.
Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education
This paper explores how a combination of a transformative, mobile technology-mediated approach, Realistic
Mathematics Education and a particular model of 21st century learning facilitates the development of mathematics learning activities with the potential to increase student engagement and confidence.
Enacting key skills-based curricula in secondary education: lessons from a technology-mediated, group-based learning initiative
This paper, published in Technology, Pedagogy and Education, analyses the current expansion of the Bridge21 project to mainstream schools against a backdrop of government-led reforms for lower secondary education in Ireland.
Using the Bridge21 pedagogical model of 21st century teaching and learning to teach new literacies in second-level English education, and the impact on students’ attitudes
This Ph.D thesis explores how the Bridge21 model could be adapted and utilised as a framework for teaching new literacies in second-level English education.
Bridge21 – A model for team based, technology, mediated learning in an out of school context
This Ph.D thesis describes the design and assembly of the elements of Bridge21 and its implementation over three academic years in an out of school context and in a specially designed learning space on a university campus.
The Bridge21 model of technology-mediated, team-based, 21st century learning in post-primary classrooms in Ireland: Evolution, experiences and evaluation
This Ph.D thesis documents and critically evaluates the iterative design and implementation of a programme to support teachers to utilise the Bridge21 learning model to teach the formal curriculum in post-primary classrooms in Ireland.
Collaborative, Contextual, and Technology-Mediated Mathematics Learning Activities: Design Heuristics and Effects on Student Engagement
This dissertation describes an approach to mathematics activity design that aligns the affordances of off-the-shelf technologies with relevant mathematics pedagogy.